VACATION CARE PROGRAM - ywcahunterregion.org.au · VACATION CARE PROGRAM Statement of Policy 2018 YWCA HUNTER REGION I JANUARY 1, 2018 NC. 24 Dawson Street, Cooks Hill NSW 2300

VACATION CARE PROGRAM

Statement of Policy 2018

JANUARY 1, 2018 YWCA HUNTER REGION INC.

24 Dawson Street, Cooks Hill NSW 2300

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Contents A Philosophy and Aims ............................................................................................................................................... 4

B Administration and Management .......................................................................................................................... 6

B-1 Hours of Operation ....................................................................................................................................... 6

B-2 Service Access ............................................................................................................................................... 7

B-3 Enrolment & Orientation .............................................................................................................................. 8

B-4 Acceptance & Refusal of Authorisations ...................................................................................................... 9

B-5 Fees ............................................................................................................................................................. 11

B-6 Dropping off and Picking up ....................................................................................................................... 13

B-7 Late Collection of Children ......................................................................................................................... 14

B-8 Maintenance of Records ............................................................................................................................ 15

B-9 Policy Development and Review ................................................................................................................ 17

B-10 Participation and Access ............................................................................................................................. 18

B-11 Management of Complaints ....................................................................................................................... 19

B-12 Centre and Financial Management ............................................................................................................ 21

B-13 Family Communication Policy .................................................................................................................... 22

B-14 Privacy and Confidentiality Policy .............................................................................................................. 24

C Facilities and Equipment ....................................................................................................................................... 28

C-1 Security ....................................................................................................................................................... 28

C-2 Building Equipment Repairs and Maintenance .......................................................................................... 29

C-3 Storage........................................................................................................................................................ 30

C-4 Ventilation and Lighting ............................................................................................................................. 31

C-5 Pest Control ................................................................................................................................................ 32

C-6 Indoor Environment ................................................................................................................................... 33

C-7 Outdoor Environment ................................................................................................................................ 34

C-8 Tenants ....................................................................................................................................................... 35

D Staff Policies .......................................................................................................................................................... 36

D-1 Staff Selection ............................................................................................................................................. 36

D-2 Conditions of Employment ......................................................................................................................... 37

D-3 Staff Orientation ......................................................................................................................................... 38

D-4 Code of Conduct Policy ............................................................................................................................... 39

D-5 Responsible Person Policy .......................................................................................................................... 45

D-6 Grievance Resolution Policy and Procedure .............................................................................................. 48

D-7 Reportable Conduct Policy – Identifying and responding to allegations against an employee ................. 51

D-8 Disciplinary Action ...................................................................................................................................... 58

D-9 Students/Visitors ........................................................................................................................................ 59

D-10 Staff: Child Ratios ....................................................................................................................................... 60

D-11 Staff Arrangements and Staff Records ....................................................................................................... 61

E Health and Safety.................................................................................................................................................. 62

E-1 Hand Washing Policy .................................................................................................................................. 62

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E-2 Rest Time Policy .......................................................................................................................................... 65

E-3 Toileting & Nappy Change Policy................................................................................................................ 67

E-4 Head Lice Policy .......................................................................................................................................... 69

E-5 Nutrition & Food Safety Policy ................................................................................................................... 72

E-6 Sun Safety Policy ......................................................................................................................................... 75

E-7 Emergency Procedures ............................................................................................................................... 77

E-8 Lockdown Policy ......................................................................................................................................... 80

E-9 First Aid ....................................................................................................................................................... 82

E-10 Immunisation Policy ................................................................................................................................... 83

E-11 Infection Control ......................................................................................................................................... 86

E-12 Sick Children/ Infectious Diseases Policy .................................................................................................... 87

E-13 Medical Conditions Policy .......................................................................................................................... 91

E-14 Dealing with Medical Conditions and Medication Administration ............................................................ 94

E-15 Incident and Accident Policy ...................................................................................................................... 97

E-16 Allergies and Anaphylaxis ......................................................................................................................... 100

E-17 Asthma Management Policy..................................................................................................................... 102

E-18 Child Protection/Keep Them Safe ............................................................................................................ 104

E-19 Supervision Policy ..................................................................................................................................... 110

E-20 Providing a Child Safe Environment ......................................................................................................... 114

E-21 Photograph Policy..................................................................................................................................... 118

E-22 Hazardous Materials ................................................................................................................................. 120

E-23 Transportation .......................................................................................................................................... 121

E-24 Road Safety Policy .................................................................................................................................... 123

E-25 Animals ..................................................................................................................................................... 125

E-26 Interactions with Children ........................................................................................................................ 126

E-27 Behaviour Guidance Policy ....................................................................................................................... 129

E-28 Work Health & Safety Policy..................................................................................................................... 133

E-29 Children’s Dress Code ............................................................................................................................... 136

E-30 Electronic Devices/Mobile Phones/Personal Items ................................................................................. 137

E-31 Water Safety ............................................................................................................................................. 138

F Programming ...................................................................................................................................................... 140

F-1 Educational Program Policy ...................................................................................................................... 140

F-2 Environmental Sustainability Policy ......................................................................................................... 144

F-3 Diversity and Inclusion ............................................................................................................................. 146

F-4 Excursion Policy ........................................................................................................................................ 149

F-5 Films, Videos, Media Technology ............................................................................................................. 152

G Staff related Forms ............................................................................................................................................. 153

G-1 Vacation Care Job Description .................................................................................................................. 153

G-2 Staff Team Performance Appraisal ........................................................................................................... 154

G-3 Staff Handbook ......................................................................................................................................... 155

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G-4 Return to work Program Procedure ......................................................................................................... 156

G-5 Staff Orientation and Induction Procedures ............................................................................................ 157

G-6 Risk Assessment Form .............................................................................................................................. 158

G-7 WHS Inspection Checklist ......................................................................................................................... 159

G-8 Evacuation Drill Review Checklist ............................................................................................................. 167

G-9 Lock Down Drill Review Check List ........................................................................................................... 168

G-10 Administration of Medication Form ......................................................................................................... 169

G-11 Accident/Incident Report Form ................................................................................................................ 170

G-12 Daily Run Sheet ......................................................................................................................................... 171

G-13 Daily Program ........................................................................................................................................... 172

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A Philosophy and Aims The YWCA is a not for profit women’s membership movement, creating opportunities for the growth and empowerment of women and girls in order to attain a common vision of peace, justice, freedom, health, dignity and care for all people through women’s leadership. Strengthened by Christian heritage and enriched by our worldwide membership of women and girls the YWCA Hunter Region is a women’s membership movement based on feminist principles. Today we aspire to sustainability through the richness of diversity from many beliefs and values. YWCA Hunter exists to support, empower and connect women and families for a stronger community. For over 125 years, YWCAs in Australia have been developing the next generation of women communities. YWCAs in Australia provide strong leadership, mentoring and opportunities for women and girls; advocacy with government; and programs and services that support women and girls, their families and communities. Every year we reach a quarter of a million people, working with them in over 100 sites in mainland Australia. The YWCA Hunter is part of an international movement, a global membership based movement of women and girls, which promotes women’s leadership and gender equality and that influences governments, concerning women’s issues, on a global level. YWCA HUNTER REGION INC. MISSION STATEMENT The YWCA Hunter Region exists to support, empower and connect women and families for a stronger community. The YWCA Hunter Region Inc. has been operating since 1921 in King Street and at the current premises at 24 Dawson Street Cooks Hill since 1963. The YWCA Hunter has a chequered history of program delivery and we aim to move with recognised needs/trends and available research in the community. Today we predominantly deliver programs geared at early interventions delivering a suite of classes for children at preschool age and primary age. Code of Conduct As members of the YWCA Hunter Region Inc. community, we are committed to the values of integrity and respect and at all times will behave in a manner that upholds these values. YWCA VACATION CARE Our Service Philosophy and Aims The YWCA Hunter Region Inc., Vacation Care is located at 24 Dawson Street, Cooks Hill. It provides a safe, nurturing environment where individuals are afforded the opportunity to develop to their full potential as contributing, worthwhile members of the community. We believe that all staff, children and their families are valued members of the community. We value community and diversity, recognising and encouraging thought and discussion on what enriches our community. We believe that discussion shapes an inclusive disposition toward community and citizenship. AIMS

To provide a program that reflects the values of and meets the outcomes on the My Time Our Place framework for school aged care in Australia.

To provide a service to the community for children of both working and non-working parents while providing a priority of access to working parents.

To provide a healthy, caring, affordable and safe environment for school aged children from early starters to Year 6.

To ensure that every child is treated respectfully regardless of race, ethnicity, socio economic background, abilities or disability.

To provide a consistently high quality of care by team leaders with specialised skills, abilities and training.

To provide a varied program of activities that caters for the children’s different needs and interests.

To provide a relaxed, friendly and fun environment to ensure that the children enjoy their holiday time.

To provide children with the environment that affords them the opportunity to develop their social and communications skills by encouraging their interaction with others.

To provide children with a safe child friendly environment.

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We aspire to: (from MTOP) Outcome 1:

Children have a strong sense of identity. Children feel safe, secure and supported

Children develop their autonomy, inter-dependence, resilience and sense of agency

Children develop knowledgeable and confident self-identities.

Children learn to interact in relation to others with care, empathy and respect Outcome 2:

Children are connected with and contribute to their world

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

Children respond to diversity with respect

Children become aware of fairness Children become socially responsible and show respect for the environment

Outcome 3:

Children have a strong sense of wellbeing

Children become strong in their social and emotional wellbeing

Children take increasing responsibility for their own health and physical wellbeing Outcome 4:

Children are confident and involved learners

Children develop dispositions such as curiosity, cooperation, confidence, creativity, commitment, enthusiasm, persistence, imagination and reflexivity

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

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

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

Outcome 5:

Children are effective communicators

Children interact verbally and non-verbally with others for a range of purposes

Children engage with a range of texts and gain meaning from these texts

Children collaborate with others, express ideas and make meaning using a range of media

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B Administration and Management B-1 Hours of Operation

POLICY STATEMENT We aim to meet the needs of the parents/carers in our local community during school vacation period who either work, study or have other commitments. PROCEDURE The Centre operates for 8 weeks a year during Government school vacation times – Monday-Friday 7.30am – 6.00m and 3 weeks in January. The Centre does not operate on Public Holidays. No children will be left unattended at the Centre outside these hours. LATE COLLECTION Parents/carers must notify our centre if they are running late in picking up their child. All children will wait inside the centre until collected by an adult. A fee will charged if children are collected after the allocated closing time unless previous arrangements are made with the office, at the discretion of the management.

DATE ENDORSED 16/01/2013

DATE FOR REVIEW AND EVALUATION 01/2015; 01/2017; 01/2019

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B-2 Service Access

POLICY STATEMENT We aim to provide places for school aged children needing care during the vacation care period. We will not discriminate against any families needing care however; priority of access will be determined by the Government guidelines and placement on the waiting list. PROCEDURE

The centre will be available for children who currently attend primary school. Management has the discretion to extend to older children depending upon the circumstances.

No one will be discriminated against on the basis of his or her cultural background, religion, sex, disability, marital status or income.

The centre will ensure that access to children and families with special needs is catered for.

Under agreement with the Commonwealth Government the main priority for a place in the centre will be given to: - Working parents/carers - Parents/carers seeking work - Parents/carers studying for work purposes - Other places will be available if not filled by the above priorities. - A waiting list will be developed and placement from the waiting list is determined by priority of access

guidelines, siblings of children already in care, and date of placement on the waiting list.

Children enrolled or attending high school although under 12 years of age are not eligible for Vacation Care attendance unless at the discretion of the Management Committee.

The Vacation Care program does not meet the emotional and developmental needs of children attending high school.



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B-3 Enrolment & Orientation

POLICY STATEMENT We aim to provide an efficient enrolment procedure that is clear and accessible to all in the local community. We will ensure the confidentiality of our families through secure recording and storage procedure. PROCEDURE Enrolment forms and vacation care information is available on the YWCA Hunter Region Inc. website for easy accessibility. www.ywcahunterregion.org.au/vacation-care Children must be pre-enrolled prior to Vacation Care to ensure placement on days required. An enrolment form must be fully completed for each family before the child is permitted to attend the centre. All enrolment forms will be considered confidential and kept securely on the premises. This information will be accessible only to approved persons – admin handling the enrolment forms, relevant staff, Management and Commonwealth and /or State Department Officers. Enrolment forms are to be updated each vacation if details have changed to identify changes to the family’s circumstances. All enrolment forms are renewed annually. NEW FAMILY’S BOOKING PROCEDURE New families are to complete the entire Enrolment Form. A $15.00 annual family registration fee will be added onto the first invoice. ***Internet Banking details*** YWCA Hunter Region – BSB: 06 2815 Account Number: 10467106, Reference: child’s name. If families would like to receive reduced fees to enable a rebate deduction from daily fee or receive lump sum payment, then Centrelink must be contacted on 136150 to notify and request their CRN (Customer Reference Number) AND their child/rens’ CRN. Ask Centrelink for:

Child/ren CRN Number

Parents/carers CRN Number

Amount of Eligible hours – 24/50

Check all D.O.B’s are correct

Check children are registered CANCELLATIONS Only accepted by selecting another day during the same vacation care period. The selection must be made prior to day being changed. All other cancellations and non-attendance will be deemed as ‘absent’ and fees will apply for that day. BOOKING PROCEDURE Existing clients need to complete an Enrolment Form annually or when changes are made to the form or when their details have changed. Booking Forms and Medical Forms are to be completed and returned each holiday by fax, phone, mail or email. All bookings will be confirmed by Administration for acceptance.



http://www.ywcahunterregion.org.au/vacation-care

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B-4 Acceptance & Refusal of Authorisations

POLICY STATEMENT The YWCA Hunter Region Inc. will request authorisation from families when required to ensure the safety of the children and staff and may refuse a request unless the appropriate authorisation is provided. For example, if a child is to attend an extra-curricular activity for which authorisation is required, but has not been given, this will result in the child not being able to participate in the activity. Preferably, authorisation is required in written format, however in some circumstances staff discretion may be used. The Education and Care Services National Regulations require services to ensure that an authorisation (permission) is obtained from families in certain situations. For example, the Regulations stipulate an authorisation must be obtained for:

Administering medication to children (Regulation 93)

Children leaving the premises of a service with a person who is not a parent of the child (Regulation 99)

Children being taken on excursions (Regulation 102)

Access to personal records (Regulation 181) Authorisation from families may also be required if:

A child is leaving the service to attend an extra-curricular activity away from the service, for example, attending a sporting activity, dance, drama, etc. that is run by a provider other than the OSHC service.

Children are leaving the service to make their own way home. PROCEDURE Management or the person so delegated by management will:

Ensure documentation relating to authorisation (permission) from families contains: - The name of the child enrolled in the service; - The date; - Signature of the child’s parent/guardian or nominated person who is on the enrolment form;

The approximate time the child will return to the service if the child is leaving the service to attend an extra-curricular activity and the time they will return to the service (if applicable); The original form/letter provided by the service;

Apply these authorisations to the collection of children, administration of medication, excursions and access to records.

Keep these authorisations in the child’s enrolment record.

Ensure the child will not be permitted to leave the service to attend any extra-curricular activity until authorisation is obtained.

Ensure that children are not permitted to sign themselves out or leave the service without an authorised adult, unless written authorisation has been given.

Obtain written authorisation, if a person other than the parents/guardian or other nominated person cannot collect the child.

In certain circumstances verbal authorisation, may be accepted at the discretion of the senior staff member on duty. This would be relevant in situations where there has been an emergency situation and no one from the child’s authorised list is able to collect the child. An email, fax or text message is suitable as written authorisation.

Exercise the right to refuse if written or verbal authorisations do not comply with the requirements outlined above.

Waive compliance for authorisation where a child requires emergency medical treatment for conditions such as Anaphylaxis or Asthma. The service can administer medication without authorisation in these cases, provided they contact the family and emergency services as soon as practicable after the medication has been administered.

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CONSIDERATIONS

Education and Care Services National Regulations

National Quality Standard Other Service policies/documentation Other

r93, 94, 99, 102, 157, 158, 161

Standard 2.3 and 7.3 Family Information Brochure Staff Handbook Enrolment and Orientation Policy Administration of Medication Policy Providing a Child Safe Environment Policy

DATE ENDORSED


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B-5 Fees

POLICY STATEMENT The YWCA Hunter Region Inc. is a not for profit organisation. The YWCA sets fees in accordance with its budget in order to meet the income required to develop and maintain a quality service for children and families. We strive to ensure that our service is affordable and accessible to families in our community. PROCEDURE Bookings and Cancellations Each family is expected to make bookings in advance, for the days required. Bookings will only be accepted when families have completed the service’s Enrolment paperwork in full. Cancellations for specific days are only accepted by choosing a replacement day prior to the day of care if one is available in that same Vacation Care period. Payment of Fees

Fees will be charged for the days the child is booked at the centre, including times when the child is absent due to illness.

Non-attendance will be deemed as ‘absent’ and fees apply. CCB is paid for sick days up to 42 days allowable absences per year.

Fees must be paid once invoiced, within the stated due date. Families will be provided with a statement of fees charged by the service (Regulation 168).

All fees must be finalised by the due date on the invoice.

Payment not received by that date will incur a $20.00 Administration charge.

We require pre-payment from families with a history of late payment for their Vacation Care fees. An invoice will be issued on booking, with payment required before attendance. Bookings will be confirmed subject to receiving payment by the invoice due date.

Failure to pay unpaid fees may result in debt recovery action being taken and discontinuation of care for the child unless the family has initiated a repayment schedule for the unpaid fees with the Executive Director. The family will be responsible for all fees associated with recovering the debt.

A late collection fee may be charged if parents/carers arrive late to collect children. Wherever possible parents/carers should advise the centre if they will be late to collect their child/ren.

Fees may be paid by Cheque, Cash or Internet. The centre is approved to offer Child Care Benefit (CCB) to eligible families. Internet Banking details will be supplied on invoicing: YWCA Hunter Region - BSB: 06 2815 (Commonwealth Bank), Account Number: 10467106, Reference: child’s name. Families who pay by Internet payment must email or present to the centre a copy of Internet Banking Transaction details.

Increase of Fees The fees are set by the Approved Provider in order to meet the budget for each financial year. There will be ongoing monitoring of the budget and, should it be necessary to amend fees, families will be given a minimum of fourteen days notice of any fee increase (Regulation 172). Acknowledgement of Responsibility to Pay Fees Families are required to read and sign Payment of Fees section of the service’s Enrolment Form. Child Care Benefit Most Australian families are eligible to receive Child Care Benefit. Families who are eligible for the Federal Government’s Child Care Assistance subsidy will only be required to pay the daily gap fee applicable to their financial circumstances. To have CCB applied to their account, families must first register with the Family Assistance Office. In addition, the government provides an additional 50% tax rebate to families for out of pocket childcare expenses via the Child Care Rebate (CCR). Child Care Management System (CCMS) CCMS is a new Government Accounting Requirement. All documentation pertaining to CCB will be kept for the specified time and made available to Commonwealth Departmental Officers on request. All records will be kept confidential and stored appropriately.

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Child Care Estimation At www.mychild.gov.au follow the link to Child Care Estimator. This will give an estimate of possible entitlement to Child Care. Families are to bear in mind that the results are only indicative and are not a guarantee of payments. Confidentiality All information in relation to fees will be kept in strict confidence. Members of staff and management will not discuss individual names and details openly. Information will only be available to the nominated persons required to take action, for example, to initiate debt recovery. Families may access their own account records at any time, or particulars of fees will be available in writing to families, upon request. CONSIDERATIONS



168, 172, 173 7.3 Enrolment Form Enrolment & Orientation Policy Delivery & Collection of Children Policy Confidentiality Policy Governance & Management Policy Family Information Brochure

Child Care Management System


DATE FOR REVIEW AND EVALUATION 03/2020

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B-6 Dropping off and Picking up

POLICY STATEMENT We aim to provide a procedure for dropping off and picking up children, which is clear and ensures the safety and well being of the children in our care. Parents/carers are required to follow specific communication procedures to ensure we can provide appropriate care of their children. PROCEDURE Dropping Off

Children are not to be left at the Centre at any time prior to the opening hours of 7.30am.

On arrival the person bringing the child is responsible to sign the child in, on the sign-in sheet next to the child’s name, indicating time of arrival.

Any points of information are to be recorded in the day book, such as any particular requirements for the day, changes to who will collect the child, special needs etc. A staff member must be informed.

The person dropping off the child must ensure that a staff member is aware of the child’s presence before leaving the centre.

Should a child require medication of any kind, parents/carers must comply with the Medication Policy and sign the medication form for that day.

If the person dropping off the child is not the person who will be collecting the child then the collectors name should be written in red next to the sign off section.

Picking up of Children

Children must be collected by the closing time of the centre, 6pm.

The authorised person and children are to ensure that all belongings are collected.

The authorised person must ensure that a staff member is aware that they are taking the child from the centre.

If the child is to be collected by anyone who is not named on the enrolment form, parents/carers must have personally informed the appropriate staff member prior to pick up.

The names and contact numbers of all people authorised to collect the child must be included in the enrolment form. Any changes must be noted on the day sheet.

The centre will not release the child to anyone who is not authorised without prior consent and in line with centre policy. If there is an emergency and the parent or an authorised person cannot collect the child, then the parent must personally ring the centre to advise. The parent will be required to indicate who will collect the child, give a brief description and ask the person to provide the centre with proof of identity; licence or Medicare card.



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B-7 Late Collection of Children

A late collection fee is charged for collection after 6pm. This fee is currently $20.00 for first 5 minutes and $10.00 for each additional 5 minutes thereafter; activation will be by discretion of the Executive Director. If no notification has been received and the emergency contact person cannot be contacted, the child will be referred to the Department of Community Services, one hour after closing time. It then becomes a legal issue. If a child has not been collected by 6pm from Vacation Care (closing time of the centre) the following procedure shall be followed:

Two staff members will remain at the centre with the child until the child is collected. Remember that this is a very distressing situation for a child to be in, so always be sensitive to their needs.

Ring all contact numbers for parents/carers on the Enrolment Form, if there is no response; contact all of the Emergency contact numbers.

If half an hour has elapsed since closing time and still no contact has been made by parents/carers and unable to contact any of the Emergency contact people, staff will notify the: - Child Protection Services at the John Hunter Hospital on 4921 3000 or Department of Family & Community

Services on 133 627. - The local DOC’s worker will be contacted and the child will be taken into their care. It then becomes a legal

issue and can be distressing for any child – staff will ensure all contacts have been tried repeatedly. - If the Department is called in, an Incident Report will need to be completed.



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B-8 Maintenance of Records

POLICY STATEMENT We aim to ensure that all appropriate and required records are kept for the specified period of time. The privacy and confidentiality of all clients, staff and management of the Centre will be protected by ensuring that records and information are kept in a secure place and only disclosed to people who have a legal right. PROCEDURE

Staff and management will ensure that all required records are recorded, properly maintained, updated and kept in the nominated secure place.

All records will be kept confidential and only made available to authorised persons.

All documents relating to children and parents/carers will only be made available to the parent/guardian or approved persons enrolling the child, staff and authorised persons who require relevant information, or Commonwealth or State Government officers when requested.

All documents relating to staff will only be made available to the individual staff member, Executive Director, authorised persons and government departments.

All documents relating to fee payment and CCB will only be made available to the parent/ guardian or approved persons enrolling the child, staff and authorised persons or Commonwealth Government officers. This may change if a Debt Collector becomes involved.

No member of staff may give information on matters relating to children, to anyone, other than to the parents/carers or guardian enrolling the child when this information has been obtained in the course of employment in the Centre.

Exceptions are made:

For normal information exchange among Staff and Management for the daily operation of the Centre and their well-being.

When required by subpoena to do so in a court of law.

When the welfare of the child is at risk the appropriate Government agencies may be contacted. No member of Staff may give information on matters relating to Staff or Management, to anyone except in

normal information exchange among Staff and Management for the daily operation of the Centre and well-being of the Staff and Children, or when required to do so in a court of law.

Records to be Kept Will be: In relation to Daily Operations

Full enrolment forms, be kept in alphabetical order.

Daily records of attendance, including a roll taken by the Staff and the sign in/out sheet recording the time of arrival and departure.

Accident/illness record book, containing nature of accident or illness, who attended the child and what course of action, was taken.

Note - Accident and illness records will be kept until the child turns 24.

Medication sheet, containing medication used according to the doctors recommendation on the package, the date, time and dosage, the person who administered it, and the person who witnessed the administration.

Written program, indicating daily activities in the Centre.

Excursion approval file, containing written permission forms from the Parents/carers and emergency phone number and kept with the file for the holiday period.

Risk Assessment, pertaining to program, will be added to the Vacation Care folder each period. In relation to Fees

Invoices containing payment of fees, type of fee and dates paid for by whom, date, amount and childcare benefit received.

Childcare Benefit records will be kept for a period of 3 years.

Amount owing records, indicating fees due and any outstanding fees, along with procedures undertaken to retrieve outstanding fees.

Accounting documents. All records relating to fees accounting and bank statements are to be kept for a period of 7 years.

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In Relation to Staff

Staff employment details, indicating personal details, date of employment, hours of work and job description, resume and references and any discipline or grievance procedures.

Staff wages, holiday and sick leave entitlements.

Time and wage records are to be kept for a period of 7 years.

Staff Orientation folder, containing relevant information for staff.

Superannuation details, kept on file and confidential.

Occupational Health and Safety details. (See Centre Administration) In Relation to Management

Management structure, including position titles and duties and current persons holding the positions. (See Centre Administration) Minutes of meetings and AGMs.

Policy folder, including Centre details, philosophy and policies.

Insurance and financial details. (See Centre Administration) Insurance documents will be kept for a period of 7 years.

Funding and other relevant agreements, all records relating to funding will be kept for a period of 7 years. All records are to be kept neat and tidy, updated as required and appropriate information passed on to any new staff or management member. All records, which require to be kept for an extended period of time, will be stored securely in a designated place and shall not be removed without the knowledge of the Management and only to those who are legally required to obtain the information.



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B-9 Policy Development and Review

POLICY STATEMENT We aim to provide effective management and a quality service through the ongoing development and review of policies, which are required to run the service efficiently. Management will ensure that all individuals are aware of relevant policies and have free access to the policy document. PROCEDURE Management will ensure the development of all required policies under the National Standards. Other policies are to be developed as deemed necessary by the management. This will be based on the following criteria:

An issue or problem arises that is not addressed in a current policy.

A current policy is not meeting the current need.

Daily operations of the Centre are unclear to staff, parents/carers or management.

Staff, parents/carers or management are unsure what to do in a certain situation.

There have been changes due to outside influences. All policies must reflect the current philosophy of the centre. Policies will be recorded in a loose-leaf policy booklet along with the centre’s philosophy, date of endorsement and date of review. This booklet is to be kept in the specified place and made available to staff and families who wish to see it. Staff and management will be encouraged to have input into the development, review or changes to any policies and where appropriate be involved in the development of these policies. Policies will be reviewed regularly or if the need arises. The review of policies will be based on the following criteria:

Is the policy operating effectively?

Does it include appropriate responses to individual incidents?

Does it meet the aims and objectives as outlined?

Is it consistent with current philosophy?

Is it consistent with current legislation, acts and standards? All changes are to be recorded in the policy document with the date of endorsement and review. As an ongoing practice, specific policies may be mentioned again through letter to highlight any relevant issues. This may be required if there is a recurrent problem arising or to highlight any specific current issues in the running of the centre.



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B-10 Participation and Access

POLICY STATEMENT We believe that participation by parents/carers/guardians/approved persons in issues relating to their child/ren is important. We aim to provide a caring and supportive environment where everyone feels respected, welcomed and valued. PROCEDURE

Staff will greet and farewell parents/carers on arrival and departure and communicate with parents/carers in a positive and supportive manner, making the parents/carers feel welcome and valued.

Staff will establish a pattern of exchange of information, communicating to parents/carers about their child or what they did on that day that may be of interest to them.

Staff will accept individual differences in the way parents/carers bring up their children.

Parents/carers will be informed of all relevant issues in the Centre through direct contact, notice board, letter home, email or via the YWCA Hunter Region website.

Parents/carers are welcome in the Centre at all times and staff will happily explain activities or answer any questions about the Centre to them.

Parents/carers need to be aware however of the staff’s requirement to supervise the children during the activity sessions. If parents/carers wish to discuss or exchange detailed information about their child or the Centre with the Coordinator or another staff member, discussion time will be made available.

Parents/carers are encouraged to offer feedback in relation to program policy and issues relating to the centre through periodic surveys.

Parents/carers are encouraged to offer skills and knowledge in a variety of ways and to contribute to the diversity of experiences for the children attending the Centre.

Access by Non-Custodial Parent If a child is subject to an access order or agreement, the service must have a copy on record, plus any subsequent alteration registered by the court. Evidence of court orders or agreements will be considered part of the enrolment in order to minimise the likelihood of distressing situations occurring in the future. When a non-custodial parent attempts to collect a child from the centre, the staff will:

Be polite, firm and clear and remember your primary duty is to the children in your care.

Clarify the legal position with the non-custodial parent. For example staff may say ‘I’m sorry but I’m not legally able to allow the child to leave with you without the permission of the custodial parent.” The staff member will then ring the custodial parent/carer.

Ask the person politely to leave.

If they refuse to leave the police will be called. In all cases staff should be immediately aware of any unfamiliar person on the premises and find out what they want as quickly as possible.



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B-11 Management of Complaints

POLICY STATEMENT The YWCA Hunter Region Inc. believes that parents/carers have an important role in the centre and we value their comments. We aim to ensure that parents/carers feel free to communicate any concerns they have in relation to the centre, staff, management, programs or policies without fearing negative consequences. And that they are made fully aware of the procedures to do this. Our priority is to do everything possible to improve the quality of our service and work toward best practice. We will maintain a complaints and grievance management system to ensure that all educators, families and communities members know that complaints and grievances will be taken seriously and investigated promptly and fairly. Complaints and grievances will be investigated and documented in a timely manner. Our complaints and grievance management system will be promoted in the Family Information brochure, staff handbook and on our website. We will identify complaints and grievances as opportunities to improve the quality of our service. PROCEDURE

The service will support an individual’s right to complain and will help them to make their complaints clear and try to resolve them.

A complaint can be informal or formal. It can be anything an individual thinks is unfair or which makes them unhappy with the service.

Families will be provided with clear written guidelines detailing the grievance procedure, in the parent handbook.

All confidential conversations with individuals who have a complaint or grievance will take place in a quiet place away from children, other families or staff that are not involved.

If an individual has a complaint or comment about the service, they will be encouraged to talk to the Coordinator who will arrange a time to discuss their concern and come to a resolution to address the issue.

If the complaint is not handled at this level to the satisfaction of the person making the complaint, they should discuss the issue with the Nominated Supervisor (if different from the Coordinator) or management liaison person, either in writing or verbally.

Management will discuss the issue with the Coordinator and develop a strategy for resolving the problem, this would be discussed further with the individual or if necessary a meeting will be organised with the Coordinator and individual to resolve the problem.

All complaints will be recorded and dated indicating the issue of concern and how it was resolved. All information on complaints and grievances will include evidence that complaints are investigated within satisfactory timeframes and have led to amendments to policies and procedures where required.

The Coordinator or management will inform the person making the complaint of what has been decided regarding the issue. Staff will also be informed of any relevant issues that they need to address or be aware of. This could be done verbally or if the issue has been dealt with on a more formal basis, then the committee or Coordinator will write personally to the individual making the complaint.

If any complaint cannot be resolved internally to the person’s satisfaction, external options will be offered such as an unbiased third party.

NSW Early Childhood Education and Care Directorate DET Locked Bag 5107 PARRAMATTA NSW 2124 Ph: 1800619113 Website: www.det.nsw.edu.au Email: [email protected]

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CONSIDERATIONS:



r168 7.3 Family Information brochure Staff Handbook Providing a Child Safe Environment Policy Excursion Policy Authorisations and Refusals Policy

Community Services Complaints, Appeals and Monitoring Act, 1994.

DATE ENDORSED


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B-12 Centre and Financial Management

POLICY STATEMENT We aim to provide a quality centre and will ensure that we operate according to the legal requirements of a managing body. The Management will ensure that decisions are made in a proper way, according to the centre’s constitution and in the best interests of the service. PROCEDURE The Board will ensure that the service is managed according to the centre’s Constitution, regulations and all relevant funding bodies’ requirements and that all relevant guidelines are adhered to. Office bearers will be elected at the Annual General Meeting according to the Centres Constitution. Decisions about the overall operation of the centre will be made at the management level.



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B-13 Family Communication Policy

POLICY STATEMENT Family participation is an important part of making the YWCA Hunter a genuine 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. We aim to ensure open communication is concurrent through the enrolment process, feedback forms, daily program, documentation, emails and all conversations. IMPLEMENTATION Management Will

Provide information to families regarding the content and operation of the educational program.

Upon request families have access to their child’s developmental records outlining staff observations.

Families are notified of any incident, injury, trauma or illness that occurs for their child whilst at YWCA Hunter.

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

The Education and Care Services National Regulations is available for parents to access upon request.

Parental feedback on the program and other aspects of the service is sought bi-annually.???

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.

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

Families are provided with a range of communication methods which will include: emails, verbal communication, communal signage in the Service, sign-in sheets, and Notice Board asking for parental feedback.

A communication book is developed 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 invited to contribute to the quality improvement feedback for YWCA Hunter.

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NATIONAL QUALITY STANDARD (NQS)

QUALITY AREA 6: COLLABORATIVE PARTNERSHIPS

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

6.2.1 Transitions Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities

6.2.2 Access and participation Effective partnerships support children's access, inclusion and participation in the program

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

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

My Time Our Place

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 REVIEW

Policy Reviewed Modifications Next Review Date

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

January 2019

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B-14 Privacy and Confidentiality Policy

POLICY STATEMENT We aim to preserve private and confidential files of the children, families and staff using the YWCA Hunter service. We aim to protect the privacy and confidentiality by ensuring appropriate storage and disposal of records, ensuring that all records and information about individual children, families, educators and management are preserved in a secure place and are only retrieved by or released to people who need the information to fulfil their responsibilities at the service or have a legal obligation to distinguish. IMPLEMENTATION YWCA Hunter and staff will:

Provide Staff and Educators with relevant changes.

Make sure all relevant staff understand the requirements under Australia's privacy law.

Keep up to date with the Australian Privacy Principles.

Ensure personal information is protected in accordance with our obligations under the Privacy Act 1988 and Privacy amendments (Enhancing Privacy Protection) Act 2012.

Ensure all records and documents are maintained and stored in accordance with Education and Care Service National Regulations.

Ensure the service acts in accordance with the requirements of the Privacy Principles and Privacy Act 1988 by developing, reviewing and implementing procedures and practices that identify.

the name and contact details of the service;

what information the service collects and the source of information

why the information is collected;

who will have access to the information

Collection, storage, use, disclosure and disposal of personal information collected by the service

any law that requires the particular information to be collected;

adequate and appropriate storage for personal information collect by the service

protection of personal information from unauthorised access

Ensure the appropriate use of images of children

Ensure all employees and families using the service have access this policy

Deal with privacy complaints promptly and in a consistent manner, following the Service’s Grievance Procedures.

Ensure families only have access to the files and records of their own children

Ensure information given to Educators will be treated with respect and in a professional manner

Children and staff files are stored in a secure cabinets

Ensure Information relating to staff employment will remain confidential to the people directly involved with making personnel decisions.

Information shared with us by the family will be treated as confidential unless told otherwise.

Will not discuss individual children with people other than the family of that child, except for the purposes of curriculum planning or group management. Communication in other settings must be approved by the family beforehand.

Information shared with us by the family will be treated as confidential unless told otherwise.

Not to share information about an individual, YWCA Hunter, management information, or staff as per legislative authority.

Personal information our service may request in regards to children:

Parent contact details

Emergency contact details and persons authorised to collect individual children

Children’s health requirements

Immunisation records

Developmental records and summaries

External agency information

Custodial arrangements

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Incident reports

Medication reports

Child care benefit and child care rebate information

Medical records

Permission forms

Cultural or ethnic backgrounds Personal information our service may request in regards to staff:

Personal details

Tax information

Working contract

Emergency contact details

Medical details

Immunisation details

Working with children check

Qualifications

Medical history

Resume

Superannuation details

Child Protection qualifications

First Aid, Asthma and Anaphylaxis certificates National Quality Standard (NQS)

Quality Area 7: Governance and Leadership

7.1 Governance Governance supports the operation of a quality service

7.1.1 Service philosophy and purposes

A statement of philosophy guides all aspects of the service’s operations

7.1.2 Management Systems Systems are in place to manage risk and enable the effective management and operation of a quality service

7.1.3 Roles and Responsibilities Roles and responsibilities are clearly defines, and understood and support effective decision making and operation of the service

7.2 Leadership Effective leadership builds and promotes a positive organisational culture and professional learning community


Children (Education and Care Services) National Law NSW

168 Education and care services must have policies and procedures

181 Confidentiality of records kept by approved provider

181-184 Confidentiality and storage of records

SOURCE

Australian Children’s Education & Care Quality Authority.


ECA Code of Ethics.

Guide to the National Quality Standard.

United Nations Convention of the Rights of a child

Privacy Act 1988

Revised National Quality Standard

Australian Childcare Alliance – Changes to the Australia’s Privacy law

Office of the Australian Information Commission – Australian Privacy Principles

https://www.oaic.gov.au/agencies-and-organisations/app-guidelines/

https://www.oaic.gov.au/privacy-law/privacy-act/australian-privacy-principles

https://www.oaic.gov.au/agencies-and-organisations/app-guidelines/

https://www.oaic.gov.au/privacy-law/privacy-act/australian-privacy-principles

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REVIEW


March 2017 Minor changes made to ensure compliance with regulations March 2018

October 2017 Updated references to comply with the revised National Quality Standard March 2018

January 2018 Changes made to comply with changes to the Australian Privacy Act 1988, including the replacement of the National Privacy principles with the Australian Privacy Principles

January 2019

Information relevant to the Early Childhood Sector in regard to the amendments to the Privacy Act: Early Childhood Services are required to comply with Australian privacy law which includes the Privacy Act 1988 (the Act) which was amended in February 2017, with the changes due to take effect on February 22nd 2018. The new law introduces a Notifiable Data Breaches (NDB) scheme that requires Early Childhood Services, Family Day Care Services and Out of School Hours Care Services to provide notice to the Office of the Australian Information Commissioner (formerly known as the Privacy Commissioner) and affected individuals of any data breaches that are “likely” to result in “serious harm.” Businesses that suspect an eligible data breach may have occurred, must undertake a reasonable and expeditious assessment to determine if the data breach is likely to result in serious harm to any individual affected. A failure to notify that is found to constitute a serious interference with privacy under the Privacy Act may result in a fine of up to $360,000 for individuals or $1.8 million for organisations. In order to comply with the Privacy Act, services are required to follow the Australian Privacy Principles (APPs), which are contained in Schedule 1 of the Privacy Act 1988 (Privacy Act). In particular, the principles cover how personal information can be used and disclosed (including overseas), keeping personal information secure, and the open and transparent management of personal information including having a privacy policy. The principles cover:

the open and transparent management of personal information including having a privacy policy

an individual having the option of transacting anonymously or using a pseudonym where practicable

the collection of solicited personal information and receipt of unsolicited personal information including giving notice about collection

how personal information can be used and disclosed (including overseas)

maintaining the quality of personal information

keeping personal information secure

right for individuals to access and correct their personal information The APPs place more stringent obligations on APP entities when they handle ‘sensitive information’. Sensitive information is a type of personal information and includes information about an individual's:

health (including predictive genetic information)

racial or ethnic origin

political opinions

membership of a political association, professional or trade association or trade union

religious beliefs or affiliations

philosophical beliefs

sexual orientation or practices

criminal record

biometric information that is to be used for certain purposes

Biometric templates. Australian Privacy Principles (APPs) APP 1 – Open and transparent management of personal information

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Ensures that APP entities manage personal information in an open and transparent way. This includes having a clearly expressed and up to date APP privacy policy. APP 2 – Anonymity and Pseudonymity Requires APP entities to give individuals the option of not identifying themselves, or of using a pseudonym. Limited exceptions apply APP 3 – Collection of solicited personal information Outlines when an APP entity can collect personal information that is solicited. It applies higher standards to the collection of ‘sensitive’ information. APP 4 – Dealing with unsolicited personal information Outlines how APP entities must deal with unsolicited personal information. APP 5 – Notification of the collection of personal information Outlines when and in what circumstances an APP entity that collects personal information must notify an individual of certain matters. APP 6 – Use or disclosure of personal information Outlines the circumstances in which an APP entity may use or disclose personal information that it holds APP 7 – Direct marketing An organisation may only use or disclose personal information for direct marketing purposes if certain conditions are met. APP 8 – Cross-Order Disclosure of Personal Information Outlines the steps an APP entity must take to protect personal information before it is disclosed overseas APP 9 – Adoption, Use or Disclosure of Government Related Identifiers Outlines the limited circumstances when an organisation may adopt a government related identifier of an individual as its own identifier, or use or disclose a government related identifier of an individual. APP 10 – Quality of Personal Information An APP entity must take reasonable steps to ensure the personal information it collects is accurate, up to date and complete. An entity must also take reasonable steps to ensure the personal information it uses or discloses is accurate, up to date, complete and relevant, having regard to the purpose of the use or disclosure. APP 11 – Security of personal information An APP entity must take reasonable steps to protect personal information it holds from misuse, interference and loss, and from unauthorised access, modification or disclosure. An entity has obligations to destroy or de-identify personal information in certain circumstances. APP 12 – Access to personal information Outlines an APP entity’s obligations when an individual requests to be given access to personal information held about them by the entity. This includes a requirement to provide access unless a specific exception applies. APP 13 – Correction of personal information Outlines an APP entity’s obligations in relation to correcting the personal information it holds about individuals

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C Facilities and Equipment C-1 Security

POLICY STATEMENT We aim to ensure the proper security of the building and staff by ensuring measures are in place regarding entry and access to the building. As the centre is also used for University accommodation every measure will be taken to safeguard children at the centre. PROCEDURE

Only approved staff, Board members and tenants will be given a key to access the building and equipment areas during vacation care.

Staff will ensure that the building is left in a secure manner before leaving.

Staff must ensure that all windows are locked; cupboards and other relevant areas are locked. All heating and lighting is off and all doors properly secured.

Staff will inform the police and the Management Committee as soon as possible if there has been a break in to the Centre of any kind.

Staff will remain at the Centre until the police arrive or inform them of what to do. TENANTS PROCEDURE

Staff will be informed of tenants who are residing in the house.

Staff will be informed to always be in attendance when tenants and child/ren are in the common area to both; the kitchen.

Tenants will be informed that there is limited use of the kitchen between 8.30am and 5.30pm during the Vacation Care period.

The gate to the upstairs floor will be closed and secured at all times.

Children will be instructed that the stairs and upstairs areas are off limits.



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C-2 Building Equipment Repairs and Maintenance

POLICY STATEMENT We aim to provide a safe and secure environment through proper and immediate attention to all aspects of building and equipment repairs and maintenance. PROCEDURE

Buildings and all equipment will be maintained in a safe, clean condition and in good repair at all times.

There must be no damaged plugs, sockets, power cords or extension cords and all plug sockets shall be maintained.

Electrical appliances shall be in good working order and checked according to electrical regulations.

Electrical circuit breakers will be installed, checked and maintained according to electrical and building code regulations.

All contractors should have their own public liability insurance.

The centre and equipment will be regularly checked to ensure that they are in a good and safe condition, comply with relevant Australian Standards and have appropriate soft-fall surfacing maintained.

Equipment will be regularly washed and cleaned.

Staff should ensure safe handling of all tools, particularly sharp tools, if used as part of an activity.

Parents/carers will be encouraged to notify the staff of any problems that they might observe.

Anything requiring maintenance is to be reported to the Executive Director as soon as possible who will ensure repair.

Faulty equipment should be removed or protection placed around any dangerous building sites.

It is the Managements responsibility, once a problem has been raised to ensure that it is rectified in the most efficient manner and that the centre is safe for staff and clientele.



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C-3 Storage

POLICY STATEMENT The Centre will provide safe and secure storage facilities for all indoor and outdoor equipment. Dangerous objects and all confidential records should be made inaccessible to children and all persons except those permitted to access them. PROCEDURE

Storage areas should be easily accessible, kept cleaned and tidy at all times.

Play equipment will be accessible to the children during the operating hours of the centre.

Children will show respect for the equipment and be expected to pack equipment away after use.

Children should ask permission before removing any craft equipment from storeroom, such as paints and glues etc, not set up by the staff.

Drawing paper and other materials will be made available to the children at all times.

All craft equipment is to be properly washed and cleaned before storage.

All items such as cleaning materials, disinfectants, flammable, poisonous and other dangerous substances, tools, toiletries, first aid equipment, and medications should be stored in the designated secured area.

Staff are responsible to ensure that these areas remain secure and do not inadvertently provide access to these items by the children.

Kitchen and other refuse areas will be provided; containers will be lidded, cleaned and emptied regularly.

Staff and management will ensure that all family records are kept in a secure place, ensuring that records are kept confidential and not left accessible to others during the course of the daily operations.



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C-4 Ventilation and Lighting

POLICY STATEMENT We aim to provide a quality environment by ensuring adequate provision and maintenance of ventilation and lighting in the Centre. PROCEDURE

Suitable lighting will be maintained both indoors and outdoors. Adequate ventilation will be provided at all times.

Where activities involve toxic materials such as paints and glues, staff will ensure there is adequate ventilation before undertaking the activity.

Heating and cooling will be provided in the Centre as much as possible within the limitations of the auditorium facility.

Emergency lighting and Emergency Exit Lighting placed in the appropriate exits and areas to ensure safe exit from the building. A security light is located at the entrance to the Centre and clearly provides unobstructed view of the door and surrounding areas.

Outdoor lighting will be suitable so that parents/carers, staff and children can enter and exit the building without any unsafe dark areas.



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C-5 Pest Control

POLICY STATEMENT We aim to provide a clean and safe environment by ensuring that every effort is made to maintain a vermin free centre. We will endeavour to do this with the minimum use of chemicals at times when children are in the centre. PROCEDURE

The building will be kept pest free by having professional inspections and treatments according to Australian standards.

Equipment and especially food items will be properly stored so as not to attract pests and vermin.

Refuse bins and disposal areas will be emptied and cleaned daily.

Kitchen and food preparation areas and storage will be cleaned and maintained daily.

All areas will be checked daily for any signs of pests or vermin.

Should any pests or vermin be identified then action should be taken to rid the centre of the problem by:

Initially using non-chemical methods such as physical removal, maintaining a clean environment, and use of any non-chemical products.

Low irritant, environmentally friendly sprays to be used minimally and only with adequate ventilation and preferably not in the presence of the children.

Other methods such as the employment of a pest control company if deemed necessary by management where the above methods have failed.

Any use of chemical products will be occur outside the hours of the children’s and staff presence in the building.



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C-6 Indoor Environment

POLICY STATEMENT We aim to provide a comfortable and safe indoor environment that allows flexibility and access to a variety of quiet, active, group and individual activities. We will ensure that only the number of children that can comfortably fit into the building space will be enrolled. PROCEDURE The centre’s indoor environment will be smoke free and we will only enrol the number of children in the centre, which can comfortably fit into the building space and in accordance with the National Standards. Where children are indoors for long periods together due to weather conditions, special activities will be planned. Separate areas in the indoor environment will be provided for:

Parents/carers to sign their children in/out of the centre

Administration staff to collect fees, answer phones, and maintain daily and family records

Staff and parents/carers to talk in confidence

Children to store their bags and belongings in allocated areas

Storage and cleaning of equipment and dangerous materials

Preparation of food and drinks

Kitchen and other refuse

Male and female toilet and hand basins

Creative and other activities

Large and small group activities

Display of children’s activities and work

Quiet space for children to retreat to or lie down if unwell The indoor area is to be set up to allow children to participate in a variety of activities. Easy access to areas should be maintained by making clear easily definable passageways and walkways though the building. Staff will ensure that children properly store their bags and that bag and other items are not thrown into walkways or play areas. All items obstructing areas are to be removed and placed in the correct storage areas. Areas must be set up to ensure that proper supervision can be maintained at all times. Access to the outdoor environment should be clear and easily accessible by the children and staff.



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C-7 Outdoor Environment

POLICY STATEMENT We aim to provide a safe and secure outdoor environment where children have access to a variety of activities, in which children are encouraged to participate. PROCEDURE

The outdoor environment will be smoke free.

The outdoor area shall be available and easily accessible to the staff and children.

The outdoor space will be inspected daily for any obstacles or dangerous items and item dispensed of safely.

Supervision should be properly maintained. Children are only to access areas that are clearly visible to the staff, and where proper child/staff ratios are maintained.

Clear boundaries shall be set and enforced.

When it is necessary to go outside the boundaries or line of supervision, a staff member must accompany children.

Adequate coverings will be maintained.

As far as possible activities will be set up in shaded areas.



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C-8 Tenants

Tenants Residing at the Centre As the Centre is also used for University accommodation every measure will be taken to safeguard children at the centre. PROCEDURE Staff will be informed of tenants who are residing in the house. Staff will be informed to be in attendance when tenants and child/ren are in the common area to both; the kitchen. Tenants will be informed that there is limited use of the kitchen between 8.30am and 5.30pm during the Vacation Care period. Access to the residential area will be restricted at all times with the gate to the upstairs floor being closed at all times. Children will be instructed not to go up to the tenants’ area.



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D Staff Policies D-1 Staff Selection

POLICY STATEMENT The YWCA Hunter Region Inc. Vacation Care believes that educators are the most valuable asset to the quality of care provided and that employing and keeping high quality educators is imperative. We aim to employ the best possible educators and ensure they are fit and proper for employment in children’s services. PROCEDURE - QUALIFICATIONS Supervisors

Desirable, but not essential, minimum 3 years experience in a relevant field and demonstrated ability to work with children and staff.

Holds a current first aid certificate or willing to undergo training to obtain this.

A person of good character, who can be entrusted with providing adequate care for the welfare of the children.

Awareness of child protection responsibilities.

Current Working With Children Check

Has an interest and desire to work with children.

Has an ability to communicate with adults, children and management.

An ability to supervise and support educators.

The Coordinator will be a minimum of 21 years of age. Educators

Relevant training as above and/or relevant experience to successfully fulfil the position.

Holds a current first aid certificate or are willing to undergo training to obtain this.

A person of good character, who can be entrusted with providing adequate care for the welfare of the children.

Awareness of child protection responsibilities.

Current Working With Children Check

Has an interest and desire to work with children.

Has an ability to communicate with adults and children. RECRUITMENT Selection panel

When a position becomes available, the Executive Director and Supervisor will conduct a formal interview, will enquire with at least two referees, obtain a Working With Children Check (WWCC) before appointing suitable persons for the position.

Equal Employment Opportunities

We prohibit the employment of any person who has prior convictions relating to violent or sexually related offenses.

No one will be discriminated against on the basis of their cultural background, religion, sex, disability, marital status or income.

All applicants and referees will be asked the same questions.

All applicants will be selected according to equal opportunity guidelines.

Selection will be based only on suitability for the position based on the selection criteria. The criteria will cover issues such as qualifications and experience, appropriate knowledge to meet the children's needs, good communication skills, and demonstration in being a fit and proper person for the job, including WWCC and appropriate answers to the interview questions.



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D-2 Conditions of Employment

POLICY STATEMENT The YWCA Hunter aims to provide a flexible, harmonious working environment is that ensures the rights of employees are met at all times. Educators are employed under the appropriate awards and conditions. Staff are made aware of the practices and values of the organization and the expectation of staff and management. PROCEDURE

We prohibit the employment of any person who has prior convictions relating to violent or sexually related offenses.

All staff will have a current Working With Children Check prior to employment.

An orientation process is conducted for all employees to ensure they are aware of the values and practices of the service. Educators receive clear guidelines regarding the expectations for their conduct and are encouraged and supported to further their skills via professional development opportunities. Grievances are addressed quickly and effectively with the highest standards of confidentiality practiced at all times.

All relevant conditions set down by the award will apply to all employees.

Management will ensure they are aware of the appropriate conditions and keep up to date in relation to any changes in the Award.

Staff appraisals will take place at periodic intervals and senior staff will appraise new staff during their probation period.

All staff will maintain professional behaviour at all times.

All grievance issues are to follow the appropriate procedures as outlined in the grievance and discipline policies.

Staff will be paid at the end of the holiday program as advised by the Executive Director.



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D-3 Staff Orientation

POLICY STATEMENT Staff orientation is an important process in ensuring staff are fully informed and equipped to carry out their duties in the best possible way by providing them with a clear understanding about the service and its operations and the expectations of staff within the centre. PROCEDURE The Executive Director or Supervisor will conduct the orientation process for all staff at the centre prior to the next holiday program after the applicant has accepted the position. The orientation process will include:

Centre’s operation

Discussion about working arrangements expectations, job description, duty of care and holiday programming

Relevant Record keeping; accident reporting, emergency procedure

Opportunity to ask any questions regarding the centre or expectations

Provide Staff Policy Manual

Dress code

Staff Handbook

Child Protection Policies The Staff Handbook and particular policies are identified in Staff Orientation and Induction Procedure for familiarisation to ensure a clear understanding of Centre Procedure and Child Safety. The Vacation Care Policy Manual and the Staff Handbook is to be read before commencing employment. Staff Orientation and Induction Procedures To all new Staff Members, please sign below to acknowledge you have received and understood the following documents and/or cited locations. Guided tour of Worksite

Fire Safety Procedure and location of fire extinguishers and exits

Working with Children Check Forms

Tax File Number Form

Job Description

Superannuation

First Aid arrangements for children and staff, including location of nearest First Aid Kit

Minor Injury Report

Centre Policy and Procedure Manual Please ensure you read the Staff Handbook and it is important that you have a clear understanding of procedures, such as:

Child Protection

Dress Code

WH&S

Programming

Supervision Staff Handbook to be read prior to employment commencement. (Please return signed to Executive Director) …………………………… …………………………… …………….. Name Signature Date



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D-4 Code of Conduct Policy

POLICY STATEMENT The YWCA Hunter aims to foster an inclusive and welcoming environment and workplace by valuing a work ethic which includes equality, respect, integrity and responsibility. Our Service aims to establish a common understanding of work place standards expected of all employees of the Service. Educators and management will at all times conduct themselves in an ethical manner and strive to make all interactions positive and compliant in accordance with the YWCA Hunter philosophy. IMPLEMENTATION All staff will adhere to the Early Childhood Australian Code of Ethics, National Regulations and Quality Standards and Service policies and procedures at all times, promoting positive interactions with the Service and the local community. Respect for People and the Service

Employees and Management are committed to the YWCA Hunter philosophy and values, inclusive of best practice in early childhood education and building positive partnership with children, families and staff.

Effective, open and respectful reciprocal communication and feedback between employees, children, families and management is conveyed.

It is important to treat colleagues, children and families with respect.

Employees are committed to valuing and promoting the safety, health and wellbeing of employees, volunteers, children and families.

Employees are committed to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Expectations of Employees

Staff will be made aware of their duty of care and their responsibility in relation to supervision, health and safety of the children. (see Policy D-3 and Policies E Health and Safety section)

Staff will be expected to know, understand and perform their duties as per their job description. (see Policy D3 and Staff Handbook)

The maintenance of good teamwork will be an expectation outlined in all job descriptions.

Any conflicts that arise must be addressed as outlined in the grievance procedure. (see Policy D-6)

Employees will ensure their work is carried out proficiently, parsimoniously and effectively. They will act in a professional and respectful manner at all times whilst at work, giving their full attention to their responsibilities and adhering to all YWCA Hunter policies, procedures, laws, regulations and National Quality Standards.

Employees will act honestly and exercise attentiveness in all YWCA Hunter operations. They will carry out all lawful directions, retaining the right to question any direction which they consider to be unethical.

Employees will have a solid understanding of the YWCA Hunter policies and procedures, if uncertain about the content of any policy or procedure with which they must comply, employees should seek clarification from the Executive Director.

Employees will be courteous and responsive when dealing with colleagues, students, visitors, children and families.

Employees will work collaboratively with colleagues.

Employees will be mindful of their duty of care towards themselves and others.

Employees will be positive role models for children at all times.

Employees will respect the rights of all children.

Employees will respect the confidential nature of information gained about each child participating in the program.

COMMUNICATION Educators/Families

Educators will create a comfortable and supportive environment for parents/carers and strive for open communication and good relations with parents/carers.

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Educators and parents/carers will treat each other with respect, courtesy and understanding.

Appropriate language is to be maintained at all times.

Educators will not be judgemental towards the parents/carers and respect their need to use childcare.

Educators will accept parent’s individual differences in raising their children and in all cultural issues.

Educators will ensure parents/carers are greeted and farewelled in all sessions.

Educators will maintain regular, open communication with parents/carers. Educators should inform parents/carers personally about anything relating to their children as an ongoing process. This could be praise about the child’s day or activities, any problems the child might have had in the day, issues of behaviour that may have been a concern and so on.

Educators will regularly talk to parents/carers about the child’s interests or activities and respond to suggestions from the parents/carers.

Educators will regularly talk to parents/carers about the child’s cultural needs and celebrations and respond to these.

When parents/carers contact the centre to see how a child is settling in, the staff will provide the parent with information regarding the child’s participation and wellbeing.

Conversations will be maintained at a positive level.

Communication with parents/carers will be maintained in a variety of ways such as: - Greeting and farewelling - Personal conversations - Notice boards - Information package

Educators will be aware of their limitations in relation to parent’s problems and ensure they are referred to the appropriate people when required.

Parents/carers and Educators are requested to maintain confidentiality at all times. Educators/Child

Educators and children are to treat each other with respect, courtesy and understanding.

Educators will respect children’s opinions and encourage their participation in the planning of the program and in establishing a code of behaviour for the centre.

Appropriate language is to be maintained at all times.

Educators will use appropriate voice tone and level when talking to children.

Educators will be supportive and encouraging and communicate to children in a friendly positive and courteous manner.

Educators will initiate conversations with all children, and develop an understanding of the child and their interests.

Educators will give praise and positive feedback to the children as often as possible.

Educators will form friendly and warm relationships with the children in their care.

When communicating with children, Educators will ensure that they are understood and to communicate at the child’s level.

Children will never be singled out or made to feel inadequate at any time.

Educators will not threaten or verbally abuse the children in any way.

Educators ensure that appropriate physical contact is maintained at all times. Educators/Educators

Educators are to treat each other with respect, courtesy and empathy.

Appropriate language is to be used between staff at all times.

Educators are expected to work together as a team and be supportive of each other in the workplace.

Educators are to read the daily communication book prior to the commencement of each roster.

Educators will familiarise themselves with the content of all notices displayed around the centre.

Educators with concerns about the work practices or standards of another staff member will firstly approach that staff member to discuss the matter. If the matter remains unresolved, then the grievance procedures will be followed.

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Expectations of Leaders and Management

In addition to the above responsibilities, leaders and management are expected to

Promote a collaborative and interconnected workplace by developing a positive working environment where all employees can contribute to the ongoing continuous improvement of the room and service.

Model professional behaviour at all times whilst at the Service

Take appropriate action if a breach of the code of conduct occurs

Give encouragement and constructive feedback to employees, reflecting the value of different professional approaches

Reporting a breach in the code of conduct

All employees are required by law to undergo a working with children check, which is verified by the employer

If employees become aware of a serious crime committed by another person, they are required to report it to management

All employees must report possible risk of harm to children or young persons to management. All educators are mandatory reporters.

Employees will report any concerns they may have about inappropriate actions of any other employee that involves children or young people to management

Managing Conflict in the Workplace

Management will remain objective and impartial when managing conflict in the workplace

Management have a responsibility to address a possible breach of the code of conduct by any employee as soon as you become aware of the breach.

Allegations will be investigated and can result in remedial action, or disciplinary action ranging from a caution to dismissal.

Management will consider all relevant facts and make decisions or take actions fairly, ethically, consistently and with appropriate transparency. If they are uncertain about the appropriateness of a decision or action they will consider: - whether the decision or conduct is lawful - whether the decision or conduct is consistent with our policies and objectives - whether there will be an actual, potential or perceived conflict of interest involving obligations that

could influence the business relationship or conflict with business duties Adhering to Service Confidentiality

Unless authorised to do so by legislation, employees must not disclose or use any confidential information without appropriate approval.

All employees are to ensure confidential information must be not accesses by unauthorised people.

Employees will adhere to the Services ‘Privacy and Confidentiality Policy’. Record Keeping Employees and Management will maintain full, accurate and honest records as required by national regulations. Managers have a responsibility to ensure that employees comply with their record keeping obligation outlined in the Records Keeping Policy. Duty of Care

Management and employees have a responsibility to take reasonable care for the health and safety of themselves and others at the workplace to enable compliance with the work health and safety legislation.

Duty of Care relates to both physical and psychological wellbeing of individuals

Management and employees have a duty of care to take reasonable care for the safety and welfare of children and young people in care. Thus taking all reasonable action to protect children and young people from risk of harm that can be reasonably predicated.

Social Media The Service offers to its current families and staff members a Facebook page as a communication tool. Staff members that have a personal Facebook account are not permitted to post any negative comments relating to the

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Service, children, colleagues or families. If they choose to ‘like’ the Service’s page they have a responsibility to ensure that their profile picture is always an appropriate representation of an early childhood Educator. Use of Alcohol, Drugs and Tobacco

Smoking is NOT permitted in or on surrounding areas of the service. If an employee is found smoking on the premises, that employee may be terminated. Our Service supports the Smoke Free Environment Act 2000. The company and its employees will follow all conditions outlined in this act.

Our Service is bound by the Education and Care National Regulations. As such, all employees must not:

Consume alcohol nor be under the influence of alcohol while working.

Use or possess illegal drugs at any workplace; nor drive a vehicle, having consumed alcohol or suffering from the effects of illegal substances.

Bring alcohol or any illegal drugs on the premises.

If a co-worker suspects another to be affected by drugs or alcohol, they must inform the Executive Director immediately. No employee will be allowed to work under the influence of drugs or alcohol.

Employees undergoing prescribed medical treatment with a controlled substance that may affect the safe performance of their duties are required to report this to the Executive Director.

All issues pertaining to these matters shall be kept strictly confidential. A breach of this policy may initiate appropriate action including the cancellation of employment

Dress Code All employees must adhere to our dress code as outlined in the Staff Handbook and including the display of their name badge whilst on shift. Enclosed shoes must be worn at all times, no high heels or wedges. Clothes must be suitable for movement, active play and messy play and adhere to our Sunsafe Policy. No offensive logos or political statements are to be worn. Personal Hygiene All employees are to adhere to the following standards:

Shoes are enclosed with flat soles for safety.

Jewellery – one (1) earring per ear (small studs).

Long hair is to be clean and neatly tied back. Ensure hair does not hang in your eyes.

Fingernails are to be clean and well groomed.

Nail polish cannot be bright or chipped.

Good oral hygiene and grooming is essential. Personal Phone Calls/Mobile Phones Employees are not authorised to use the Service’s phones for personal reasons unless in the case of an emergency. No personal mobile phones are to be used during working hours. No personal mail or deliveries should be directed to the service. Dismissal All staff members are made fully aware that the following breaches of the Code of Conduct and role responsibilities may lead to termination of employment:

Reporting to work under the influence of alcohol or drugs.

Immoral, immature or indecent conduct while at the Service.

Inappropriate use of company equipment.

Refusing to work as directed.

Possessing a dangerous weapon while at the Service.

Bringing disrepute to the Service.

Bringing disrepute to the relationship between a family and the Service.

Disclosure of confidential information.

Falsifying documentation.

Taking, abusing or destroying company property.

Interfering with work schedules, falsification of reports, documents or wages information.

Failure to report for work.

http://www.health.nsw.gov.au/tobacco/Pages/smokefree-legislation.aspx

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Walking off the job.

Failure to follow policies and procedures.

Vulgarity, disrespectful conduct to families, management or colleagues.

Making or publishing false, vicious or malicious statements about any client, employee, supervisor, the company or its services.

Failure to hand in lost property is regarded, as stealing and dismissal will follow. Lost property is to be handed to the Nominated Supervisor.

Disciplinary Action All staff members are made fully aware that continued abuse of the following might result in disciplinary action. These include, but are not limited to the following:

Unauthorised absence

Having personal visitors whilst on shift

Continued personal phone calls

Unauthorised solicitation or distribution of money or materials

Poor work standard

Carelessness

Low level of enthusiasm

Lack of personal cleanliness

Failure to report health, fire or safety hazards

Repeated tardiness

Disrespectful behaviour toward other staff, management, families or children

Code of Conduct Agreement

I have read and understood the Services Code of Conduct, and agree to abide by the provisions set out in the Code of Conduct at all times. Failure to do so may lead to disciplinary action or dismal.

Name:

Signature:

Position:

Date:

National Quality Standard (NQS)

Quality Area 4: Staffing Arrangements

4.1.1 Organisation of educators

The organisation of educators across the service supports children's learning and development.

4.1.2 Continuity of Staff Every effort is made for children to experience continuity of educators at the service.

4.2 Professionalism Management, educators and staff are collaborative, respectful and ethical.

4.2.1 Professional collaboration

Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

4.2.2 Professional standards

Professional standards guide practice, interactions and relationships.

Quality Area 7: Leadership and Management

7.2.2 The performance of educators, coordinators and educators is evaluated and individual development plans are in place to support performance improvement.

7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.

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7.3.4 Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner.



168 Education and care services must have policies and procedures

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.


Anti-Discrimination Act

Fair Work Act

Industrial Relations Act

Work Health and Safety Act

Ombudsman Act

Privacy and Personal Information Protection Act

Other Service policies/documentation Other

YWCA Hunter Family Information brochure Providing a Child Safe Environment Policy. Interactions with Children Policy. Governance and Management Policy Confidentiality Policy. OSHC Code of Professional Standards.

Child Protection Legislation. Workplace Health and Safety Legislation. My Time, Our Place. Children’s Services Award 2010.

REVIEW


January 2018 Minor changes January 2019

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D-5 Responsible Person Policy

POLICY STATEMENT Approved providers are responsible for appointing nominated supervisors and/or persons in day-to-day charge that are aged 18 years or older, fit and proper, and have suitable skills. (ACECQA Summary of Changes) The YWCA Hunter is committed to meeting our duty of care obligations under the National Law & Regulations to ensure a Responsible Person is on the premises at all times to ensure the health, safety, wellbeing, learning and development of all children at the service is maintained at all times. DEFINITIONS

Name Definition

Nominated Supervisor

A person with responsibility for the day to day management of an approved service. The Nominated Supervisor has a range of responsibilities under the Law and Regulations that govern the operation of education and care services.

Responsible Person A person who is physically at the Service and has the role of Nominated Supervisor or duly appointed person. The Responsible Person has consented to be placed in day to day charge of the Service but does not take on the responsibilities of the Nominated Supervisor rather they ensure the consistency and continuity in practices.

IMPLEMENTATION

A Responsible Person will be on the premises at all times, and the details of the Responsible Person will be readily available to families & visitors.

If the responsible person needs to change, they will ‘hand over’ obligations for the role to another duly appointed person at the Service. It is vital that the Responsible Person is documented when taking over this position. The process for determining the Responsible Person will be clear to all educators and staff, and followed at all times. Both the old and new Responsible Person will converse directly and ensure the name of the Responsible Person presented at the Service appropriately reflects who presently holds the position.

Our Service will have one Responsible Person present at all times when caring for and educating children.

A responsible person is: - An Approved Provider - A Nominated Supervisor - A duly appointed person, 18 years or older, fit and proper, and have suitable skills

Management will ensure:

A Responsible Person is appointed.

The Responsible Person is over the age of 18 years.

They meet the minimum requirements for qualification, experiences and management capabilities.

The Responsible Person has a clear understanding of the role.

The Responsible Person is a fit and proper person.

A Responsible Person is on duty during both early and late shifts.

The Responsible Person interchanges with the Nominated Supervisor in their absence.

Educators are aware that they have to sign off when they have finished their duty and will ensure the Nominated Supervisor or appointed person will sign on and take on the role of Responsible Person.

Written consent of the Nominated Supervisor role has been accepted

The staff record has the name of the Responsible Person at the service for each time that children are being educated and cared for by the Service.

The Nominated Supervisor/appointed person signs their name and present time on the Responsible Service Record.

A Nominated Supervisor/appointed person will: - Sign their name & present time on the Responsible Service Record. - Provide written consent to accept the role of Responsible Person. - Ensure they have a sound understanding of the role of Responsible Person. - Abide by any conditions placed on the Responsible Person.

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- Understand that a Responsible Person placed in day-to-day charge of the Service does not have the same responsibilities under the National Law as the Nominated Supervisor (i.e.: Director).

- Notify the Regulatory Authority within 7 days of any changes to their personal situation, including a change in mailing address, circumstances that affect their status as fit and proper, such as the suspension or cancellation of a Working With Children Check card or teacher registration, or if they are subject to disciplinary proceedings.


Quality Area 4: Staffing Arrangements

4.1 Staffing Arrangement s

Staffing arrangements enhance children's learning and development

4.1.1 Organisation of educators

The organisation of educators across the service supports children's learning and development

4.1.2 Continuity of staff

Every effort is made for children to experience continuity of educators at the service

4.2 Professionalism Management, educators and staff are collaborative, respectful and ethical.

4.2.1 Professional collaboration

Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills

4.2.2 Professional standards

Professional standards guide practice, interactions and relationships.



150 Responsible Person

168 Policies and Procedures

173 Prescribed information to be displayed

177 Prescribed Records

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

Revised National Quality Standards REVIEW


August 2017 Adjustments made to comply with new regulation changes (Oct 1, 2017)

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

January 2019

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Responsible Person Register H/YWCA/admin/templates/vacation care/Evacuation Drill Checklist

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D-6 Grievance Resolution Policy and Procedure

POLICY STATEMENT This Grievance Resolution Policy and Procedure aims to ensure that grievance handling procedures are accessible to all employees, fair to all parties concerned and dealt with promptly and confidentially. It is focussed on dealing with issues within the principles of justice, fairness and reasonableness and in an attitude of mutual respect. Complaints will be resolved as soon as possible, and all effort will be made for the satisfactory resolution of complaints. Complainants will be provided with clear information about the process and it will be documented at each stage. The person making the complaint will be protected against recrimination or reprisal and all parties to a complaint may use an advocate should they wish at any time during the process. The person about whom the complaint is made will be afforded natural justice and will be given the opportunity to respond to any allegations made. As far as is possible complaints will be dealt with privately. The role of leadership is neither to prejudicially believe nor disbelieve any party to a grievance. Leadership’s function is to listen to both sides of a grievance and to facilitate a just and fair outcome. The aim of all the process is reconciliation. Leadership will focus their resolution on reconciliation, and will try to resolve most grievances as soon as possible after lodgement. All parties are to maintain complete confidentiality at all times. The primary aim of any grievance procedure is to provide a mechanism whereby the situation can be satisfactorily resolved. When a grievance/dispute occurs it is imperative that such an issue be resolved as quickly as possible in a fair and sensitive manner. PROCEDURE Grievance with Educator by Parent/Guardian

Any problem, complaint or concern arising between staff members should be dealt with by the persons concerned as close to the event as possible in order to avoid an escalation of the issue.

It is important that both parties acknowledge that a grievance/dispute exists. In the first instance that parents/carers/guardians should inform the other party about the substance of the grievance/dispute and also state the solution they are seeking.

Both parties should take steps to ensure they are aware of all relevant information relating to the dispute. They should also confer with the view of resolving the grievance/dispute. This is the responsibility of both parties.

If the grievance cannot be resolved in this way the Centre-Coordinator will be asked to mediate in the dispute to help reach an agreed resolution.

Failing a resolution after mediation with Centre Staff, the grievance will be forward to the YWCA Board of Directors.

Grievance with Educator by a Child

Any complaint between a staff member and a child will be investigated by the Coordinator and the issue will be dealt with at their discretion. (other than Sexual Abuse allegations – see D-7) If this matter escalates it will be bought to the parents/carers’ attention.

Grievance with Educator by Coordinator

A worker should be told as soon as possible of any complaint concerning the performance of his/her work.

The complaint should be discussed by the Centre Coordinator and the worker. The Centre Coordinator will outline to the worker why their performance has been unacceptable.

If the worker feels that the grievance situation has been handled unfairly they may take the grievance matter to a Committee for mediation. The Committee consists of the YWCA Board of Directors.

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Procedures An individual who believes they may have grounds for a grievance should raise the issue directly with the staff member concerned at the earliest possible opportunity. Normative Operational Implementation Practises Step 1: Do you have a "grievance"?

A grievance is any type of problem, concern or complaint you may have concerning another member of staff. Your grievance may be about any act, omission, situation or decision that you think is unfair, discriminatory or unjustified.

If you have a grievance, go to Step 2. Step 2: Try to speak to the person involved

If you can, tell the person who is causing the grievance that their behaviour is not acceptable to you and/or offensive.

Even though people often do not mean to do things that cause offence, this does not mean that such behaviour is acceptable. As such, the YWCA Hunter Region Inc. encourages you to raise your concerns sooner rather than later directly with the person concerned. Remember, by speaking with the person concerned you give them the chance to stop or to change what they are doing. If you are unable to do this, or if you find that the personal approach has not worked, then go to Step 3.

Step 3: Speak to the Executive Director

If the previous two steps have not been successful then a more formal approach may be required to resolve the grievance and the following procedures will apply: - The person with the grievance may raise the issue with the Executive Director, who may ask that the

grievance be put in writing. On receipt of the written grievance the Executive Director will immediately commence an investigation. All records of meetings held during the inquiry process are to be signed by all participants as a true and accurate record. If the Executive Director is the subject of the grievance, you may contact the President of the Board in writing outlining the grievance.

- The Executive Director, after inquiry, will determine the outcome of the grievance and will file all relevant documentation appropriately. The parties involved will then be contacted in writing and told of the outcome.



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If one of the parties wishes to appeal further, the Executive Director will then refer to the matter to the President of the Board who, after inquiry, will make a determination. The parties will be informed that if they are unhappy with this determination they then have the option of making a formal complaint through another independent arbiter. The Process Summarised

This policy outlines the procedure relating to staff and volunteers to work through issues to resolution with other staff members.

Ensure a harmonious and respectful team environment

Resolve differences quickly

Deal with any issue in the proper order –by dealing first with the person who may have offended you, then if the person doesn’t respond appropriately, to take the matter to a higher authority.

1.Speak with the person concerned Unresolved

Resolved

2. Speak to the Executive Director

Resolved

Unresolved 3. Contact the President of the Board

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D-7 Reportable Conduct Policy – Identifying and responding to allegations against an employee

POLICY STATEMENT We aim to provide a quality service through the professional behaviour and high standards of conduct of our staff. The safety, welfare and wellbeing of children and young people are vital and are our key priority. It is our intention with this policy to create a child safe environment and have clear child protection procedures in place to prevent or minimise any related risks to children. We consider it critical when responding to allegations against employees, should they arise. We believe that we have a responsibility to ensure that all employees are treated fairly and the rights of the employee are respected during an investigation and any disciplinary process as a result of the investigation. We also believe that parents and other guardians of children have a right to expect that their children will be safe and looked after during their time with the service, and that all protective measures will be considered for children should an allegation arise. To ensure confidence in the service, parents and other guardians will be provided with advice about this policy, as well as an identified position whom they can report any concerns to in relation to the conduct of an employee. This policy concerns the prevention, identification and handling of allegations of child abuse and neglect made against employees. In relation to Family and Community Services, such allegations are referred to as reports of Risk of Significant Harm (ROSH). In relation to the NSW Ombudsman, such allegations are referred to as allegations of reportable conduct. If such allegations as they arise allege or indicate a criminal offence, they are to be forwarded to NSW police. The YWCA Hunter has the responsibility to:

Ensure that all educators are aware of their obligations to report suspected risk of significant harm and reportable allegations, and of the procedure for doing this.

Provide support for educators to ensure they are given a copy of professional standards related to Educators relationships with children, including a Code of Conduct.

Ensure that all educators are aware of the indicators of child abuse and neglect of children and young people, and have access to relevant information and training to assist with this.

Investigate allegations of a child protection nature specifically related to the actions of any employees, and ensure that appropriate action is taken in relation to the finding.

Advise educators under investigation for an allegation of a child protection nature, of support services that are available.

Ensure that procedural fairness, applies in situations where a decision is to be taken which could have a detrimental effect on an educators’ professional circumstances.

Ensure that current educators and new applicants for child related work have undergone a Working with Children Check and are cleared to work with children.

Ensure that parents or other caregivers are provided with reasonable advice in relation to any child protection concerns regarding their children, subject to confidentiality and ‘need to know’ considerations.

Consider the support needs of children and their parents/caregivers where child protection allegations have arisen.

REPORTABLE CONDUCT Allegations of reportable conduct (including related convictions) are defined in Section 25A of the Ombudsman Act 1974 as:

Any sexual offence or sexual misconduct, committed against, with or in the presence of a child (including a child pornography offence), or

Any assault, ill-treatment or neglect of a child, or

Any behaviour that causes psychological harm to a child.

This may take the form of an allegation or an identified conviction against an educator.

It’s important to note that reportable conduct only applies to: - A current educator or one employed at the time the head of agency became aware of the allegation/s.

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- An alleged victim who was under the age of 18 years at the time the alleged conduct occurred. An agency in the jurisdiction of the ombudsman.

- Alleged conduct that falls within the following definitions, and is not otherwise exempted from reporting.

- The following advice is taken from the NSW Ombudsman Child Protection Practice Update 2013: Sexual Offence

The term ‘sexual offence’ encompasses all criminal offences involving a sexual element ‘committed against, with or in the presence of a child’.

These offences include (but are not limited to) the following: - Indecent assault - Sexual assault - Aggravated sexual assault - Sexual intercourse and attempted sexual intercourse - Possession/ dissemination/ production of child pornography or child abuse material - Using children to produce pornography - Grooming or procuring children under the age of 16 years for unlawful sexual activity - Deemed non-consensual sexual activity on the basis of special care relationships.

All cases involving a sexual offence would also involve sexual misconduct. Sexual Misconduct The term ‘sexual misconduct’ includes conduct that does not necessarily equate to a criminal offence. For sexual misconduct to constitute reportable conduct, the alleged conduct must have been committed against, with or in the presence of a child. There are three categories of sexual misconduct in addition to sexual offences:

Crossing professional boundaries

Sexually explicit comments and other overtly sexual behaviour, and

Grooming behaviour. Crossing Professional Boundaries Sexual misconduct includes behaviour that can reasonably be construed as involving an inappropriate and overly personal or intimate:

Relationship with;

Conduct towards; or

Focus on; a child or young person, or a group of children or young persons. In the area of ‘crossing professional boundaries’, particular care will be exercised before making a finding of sexual misconduct. For example, an educator who, on an isolated occasion, ‘crosses professional boundaries’ in a manner that involves little more than poor judgement could not be said to have engaged in sexual misconduct. Also, in cases where an educator has ‘crossed boundaries’ in terms of their relationship with a child, if there is evidence which clearly shows that the educator did not seek to establish an improper relationship with the involved child, then this does not constitute sexual misconduct. However, persistent less serious breaches of professional conduct in this area, or a single serious ‘crossing of the boundaries’ by an educator, may constitute sexual misconduct, particularly if the educator either knew, or ought to have known, that their behaviour was unacceptable. Codes of conduct that outline the nature of the professional boundaries which should exist between educators and children/young people can be particularly useful. For educators who either intentionally breach such codes or have demonstrated an inability to apply them appropriately, more detailed written advice will be provided about what constitutes appropriate behaviour.

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Grooming Behaviour This means patterns of behaviour aimed at engaging or 'grooming' a child as a precursor to sexual abuse. It is a separate offence from the actual sexual abuse. (Grooming or procuring a child under the age of 16 years for unlawful sexual activity is a sexual offence. However, Schedule 1(2) of the Child Protection (Working With Children) Act also recognises grooming as a form of sexual misconduct. As grooming is a sexual offence if the alleged victim is under 16 years old, caution will be exercised before reaching a grooming finding (particularly in cases where the behaviour is directed towards a child under 16 years). As an alternative to grooming, in many cases it will be more appropriate to consider whether there has been a ‘crossing of professional boundaries’ (see above) and/or other more overt sexual behaviour.) Behaviour will only be seen as ‘grooming’ where there is evidence of a pattern of conduct that is consistent with grooming the alleged victim for sexual activity, and that there is no other reasonable explanation for it. The types of behaviours that may lead to such a conclusion include (but are not limited to) the following: Persuading a child or group of children that they have a ‘special’ relationship, for example by:

Spending inappropriate special time with a child.

Inappropriately giving gifts.

Inappropriately showing special favours to them but not to other children.

Inappropriately allowing the child to overstep rules.

Asking the child to keep this relationship to itself. Testing boundaries, for example by:

Undressing in front of a child

Encouraging inappropriate physical contact (even where it is not overtly sexual)

Talking about sex

’Accidental’ intimate touching.

Inappropriately extending a relationship outside of work (except where it may be appropriate - for example where there was a pre-existing friendship with the child’s family or as part of normal social interactions in the community).

Inappropriate personal communication (including emails, telephone calls, text messaging, social media and web forums) that explores sexual feelings or intimate personal feelings with a child.

Sexually explicit comments and other overtly sexual behaviour. Sexual misconduct includes a broad range of sexualised behaviour with or towards children. While it is not possible to provide a complete and definitive list of unacceptable sexual conduct involving children, the following types of behaviour give strong guidance:

Sexualised behaviour with or towards a child (including sexual exhibitionism).

Inappropriate conversations of a sexual nature.

Comments that express a desire to act in a sexual manner.

Unwarranted and inappropriate touching involving a child.

Personal correspondence and communications (including emails, social media and web forums) with a child or young person in relation to the adult’s romantic, intimate or sexual feelings for a child or young person.

Exposure of children and young people to sexual behaviour of others including display of pornography.

Watching children undress in circumstances where supervision is not required and it is clearly inappropriate. Physical Assault An assault of a child includes any act by which a person intentionally inflicts unjustified use of physical force against a child. An assault can also occur if a person causes a child to reasonably fear that unjustified force will be used against them. Even if a person who inflicts, or causes the fear of, physical harm does not intend to inflict the harm or cause the fear, they may still have committed an assault if they acted recklessly (i.e. the person ought to have known that their actions would cause physical harm or the fear of such harm). Assaults can include hitting, pushing, shoving, throwing objects, or making threats to physically harm a child.

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The context in which physical force is used against a child will be used to determine whether an action constitutes an assault. For example, an assault has not taken place where there is use of reasonable force in the following examples:

Exercising appropriate control over a child.

Disarming a child or young person seeking to harm themselves or others.

Separating children or young people who are fighting.

Moving a child or young person out of harm’s way.

Restraining a child or young person from causing intentional damage to property.

Self-defence or the defence of others. When considering whether the physical force used was reasonable, a range of variables will be taken into account, having regard to the circumstances of the case. Variables that may be relevant include matters such as the age, maturity, health or other characteristics of the child or children involved, and professional codes of conduct or standards that the worker is required to follow. Ill-Treatment Ill-treatment captures those circumstances where a person treats a child or young person in an unreasonable and seriously inappropriate, improper, inhumane or cruel manner. The focus will be on the alleged conduct rather than the actual effect of the conduct on the child or young person. The following will be considered to be Ill-treatment:

Disciplining or correcting a child in an unreasonable and seriously inappropriate or improper manner; making excessive and/or degrading demands of a child;

Hostile use of force towards a child;

And/or a pattern of hostile or unreasonable and seriously inappropriate, degrading comments or behaviour towards a child.

In making a determination regarding ill-treatment relevant codes of conduct that outline the nature of professional conduct and practice by employees/workers which should occur when working with children/young people will be taken into consideration. Neglect Neglect includes either an action or inaction by a person who has care responsibilities towards a child. The nature of the employee’s responsibilities provides the context against which the conduct needs to be assessed. Supervisory neglect:

An intentional or reckless failure to adequately supervise a child that results in the death of, or significant harm to, a child, or

An intentional or reckless failure to adequately supervise a child, or a significantly careless act or failure to act, that: - Involves a gross breach of professional standards, and - Has the potential to result in the death of, or significant harm to, a child.

Failure to protect from abuse.

An obviously or very clearly unreasonable failure to respond to information strongly indicating actual or potential serious abuse of a child.

Reckless acts (or failure to act).

A reckless act, or failure to act, that: - involves a gross breach of professional standards, and - has the potential to result in the death of, or significant harm to, a child.

An incident can constitute neglect if it contains any element within this definition. Neglect can be an ongoing situation of repeated failure by a caregiver to meet a child’s physical or psychological needs, or a single significant incident where a caregiver fails to fulfil a duty or obligation, resulting in actual harm to a child or where there is the potential for significant harm to a child. Psychologically harmful behaviour towards a child in care Behaviour that causes psychological harm is conduct that is obviously or very clearly unreasonable and results in significant emotional harm or trauma to a child. There needs to be a proven causal link between the inappropriate

55

behaviour and the harm, and the harm must be more than transient. For reportable conduct involving psychological harm, the following elements must be present:

an obviously or very clearly unreasonable or serious act or series of acts that the educator knew or ought to have known was unacceptable, and

evidence of psychological harm to the child that is more than transient, including displaying patterns of ‘out of character behaviour’, regression in behaviour, distress, anxiety, physical symptoms or self harm, and

an alleged causal link between the educator’s conduct and the psychological harm to the child. Psychological harm can include the exacerbation or aggravation of an existing psychological condition, such as anxiety or depression. Conduct Not Reportable to the Ombudsman It is important to consider the context in which physical force is used against a child to determine whether it constitutes an assault. For example, an assault has not taken place where there is use of reasonable force in the following examples:

exercising appropriate control over a child

disarming a child or young person seeking to harm themselves or others

separating children or young people who are fighting

moving a child or young person out of harm’s way

Restraining a child or young person from causing intentional damage to property

Self-defence or the defence of others. When considering whether the physical force used was reasonable, a range of variables will be taken into account, having regard to the circumstances of the case. Variables that may be relevant include matters such as the age, maturity, health or other characteristics of the child or children involved, and professional codes of conduct or standards that the educator is required to follow. In addition the Ombudsman Act specifically outlines certain conduct which does not need to be reported:

conduct that is reasonable for the purposes of the discipline, management or care of children, having regard to the age, maturity, health or other characteristics of the children and to any relevant codes of conduct or professional standards

the use of physical force that, in all the circumstances, is trivial or negligible, but only if the matter is to be investigated and the result of the investigation recorded under workplace employment procedures.

PROCEDURES For dealing with allegations and what actions must be taken when there is an allegation of child abuse made against an educator? If there is an allegation against an educator including an anonymous report involving a child the following must happen: -

The Nominated Supervisor and the Executive Director must be informed

If the allegation is against the Nominated Supervisor, the Executive Director alone must be informed.

If not reportable conduct, often issues can be resolved between the NS, the ED and the educator using the organisation’s grievance procedure or complaints policy.

Reporting Alleged Reportable Conduct by an Employee – Whose Responsibility? The Nominated Supervisor (Centre Director/Co-coordinator) is the Head of Agency for the purposes of Part 3A of the Ombudsman Act 1974. The Supervisor must respond promptly, in accordance with legislative responsibilities, and in a sensitive manner when they become aware of an allegation of a child protection nature against an educator. The Nominated Supervisor (Centre Director/Co-coordinator) will consult with the Executive Director to determine what further information, if any, should be sought. The Executive Director will record details of the allegation using the person’s exact words to describe the allegation. In some matters written information such as incident reports may have been provided by the complainant or witnesses.

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All necessary and reasonable steps will to be taken to ensure the identities of the persons who made the allegations, or who are the subject of the allegations, are treated confidentially. The identity of the reporter of Risk of Significant Harm to a child is protected under the Children and Young Persons (Care and Protection) Act 1998 and disclosure of their identity constitutes a breach of that Act. However, no guarantees of confidentiality will be given because the identity of those people who are involved in, or witnessed, the alleged conduct may need to be revealed to the Educator who is the subject of the allegation, to enable the effective investigation of the matter. Identifying information may also need to be provided to Community Services or NSW Police if either agency is involved in an allegation. Information to Collect:

The details of the allegation

Names of Educator/child/ren involved

What is alleged to have occurred

Date and times of the alleged incident

Any identified or alleged further risks/concerns to children

The contact details of the person reporting the allegation

The name and contact details of the initial complainant

Names and addresses of the parents or caregivers of the children involved

Names of witnesses and how they may be contacted

Whether the educator/s already knows about the allegation.

When determining if an allegation is a reportable allegation the following will be considered:

Clarify exactly what the allegation is – collect the facts When and where?

Who was involved?

Compare against definitions for reportable conduct

Record details

Record any conclusion and any further action that is required. Consider if the alleged conduct:

Was reasonable for the purpose of caring for children

In line with the organisation’s policies and procedures

In agreement with the Code of Professional Conduct for Educators

Does the allegation relate to any reportable conduct detailed in this policy? If yes, then the matter will be reported to the Ombudsman within 30 days. This is done by attaching a copy of the initial complaint and any other relevant information to a completed Part A Notification form, which can be found on the NSW Ombudsman website at www.ombo.nsw.gov.au. Download the form, complete the required sections, print a copy (the original stays with your investigation file), sign it and forward it by registered mail to the NSW Ombudsman.

If No: The YWCA Hunter’s usual policy and procedures will be followed and we will conduct your own analysis of the situation to hand and record findings. If it is found that the alleged conduct is more serious than initially assessed and is reportable, then the Ombudsman must be notified as soon as possible. If unsure about whether the allegation constitutes reportable conduct, or in order to clarify any aspect of your management of an investigation, the office of the Ombudsman will be contacted for advice on (02) 9286 1000. Ask to be put through to the Enquiries section for the Employment Related Child Protection Division. Procedure to Deal with the Initial Notification Against an Employee The immediate (known or potential) risks associated with the allegation in relation to the alleged victim will be assessed; to other children/witnesses; to the employee; to other staff; to confidentiality; to the conduct of the investigation, and to the YWCA. Assess the initial support needs for all the relevant parties to the allegation. This includes the alleged victim/s; the employee/s subject to the allegation/s; other children accessing the service; the parents and other caregivers of the alleged victim and other children involved; other staff. This can range from enquiring about a person’s wellbeing; ensuring a person has family support, someone to talk to; or requires more

57

formal support. Medical or counselling requirements may be identified at this point. Children or young people who are victims or witnesses in a matter that relates to an employee need sensitive, ongoing support. Every effort must be made to ensure that all children or young people in this situation are treated fairly and with respect. Nominated Supervisors must ensure that children and young people are informed of:

their right to be treated fairly and without discrimination or intimidation

their right to choose not to be interviewed or give a statement

their entitlement to support

the support services available to them

the reporting responsibilities of agencies where reportable allegations and/or risk of significant harm concerns, or criminal complaints, are identified.

An educator who is the subject of the allegation is able to seek support from their employer – this may be in the form of a specialist counsellor. The educator can take a support person to an interview or meeting. Support is also available from relevant trade union representatives or other support groups. The individuals and other agencies/services that will be party to the investigation are considered. This would likely include the employee subject of the allegation; the alleged victim and their parents/caregivers; potential witnesses; The YWCA Hunter, the Department of Education and Communities Directorate; professional support groups and other industrial representatives, and the NSW Ombudsman. It could possibly include Family and Community Services, NSW Police, health services or other contracted services. By considering stakeholder involvement and what expectations they may have in a matter, investigations can be better planned and likely complaints avoided. Further Considerations

Unless advised not to do so by Police or Community Services, the educator, subject of an allegation, will be informed of the general allegations and the immediate actions that need to be taken. The details of the allegations will not be disclosed to the educator at this stage. Rather, they will be advised that they will be provided with a formal letter of allegation and offered an opportunity to respond.

Maintain confidentiality – only those who need to know will be informed.

Remind the educator and other staff affected by the allegations to respect expectations of privacy and requirements of confidentiality.

A record of all allegations and actions will be kept.

Notes of relevant conversations will be kept.

An educator who is under investigation (internally or by the police) for committing sexual abuse will be automatically suspended from work.

If found guilty of committing sexual abuse (either by an internal investigation or a court) the educator will be automatically terminated from employment in the YWCA Hunter.



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D-8 Disciplinary Action

POLICY STATEMENT We aim to provide a quality service through the professional behaviour and high standards of conduct of our staff. Staff will be encouraged and expected to maintain good working relationships and have a commitment to maintaining a quality standard of work. Should staff fall below clearly identified standards it will be addressed swiftly and in a considerate manner. PROCEDURE

It is important that all staff is fully aware of management’s expectations of them as an employee in the centre and that clear guidelines are given regarding staff duties, code of conduct and professionalism.

Management will ensure that all staff is given clear job descriptions and orientation into the position with opportunity to clarify any issues.

Staff are responsible to address any concerns and clarify any issues in the job description or expectations that they are unsure of and are encouraged to maintain good working relationships and have a commitment to maintaining a quality standard of work.

Should staff fall below clearly identified standards then the Co-ordinator or Management will give a verbal warning as soon as possible indicating the specific problem regarding the performance of their work or conduct.

Procedure for Dealing with Serious Unacceptable Behaviour

Where a staff member in the workplace: - Intentionally endangers a child - Is found stealing - Reports to work under the influence of drugs or alcohol Inflicts or threatens physical or sexual abuse

or harassment

The Executive Director will suspend the employee.

The investigation is to be completed within 72 hours and an interview date determined.

If the employee is a union member the union representative will be informed.

The interview is to be attended by the Executive Director, the Supervisor and the person reporting the unacceptable behaviour and the union representative if desired. The employee is to be advised formally of the findings of the investigation and the action being taken.

When immediate termination is required, a dismissal notice is prepared at the interview. When continued employment is recommended a warning letter will be issued.

All the relevant records will be recorded on the employees file.

If the employee is vindicated of the accusation, all relevant formal documentation is to be removed from their file.



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D-9 Students/Visitors

POLICY STATEMENT We aim to ensure the safe and proper care of the children in the centre by having clear guidelines for any person who enters the centre or is involved with the children in any way. Specific guidelines will be developed for all students and visitors in the centre. PROCEDURE Placements may be offered to students attending other registered training organisations and studying a relevant field, such as childcare, teaching, recreation or community services. The training organisation must initiate the placement, identify the students suitability and work with the Executive Director and the Supervisor in relation to times and expectations. The training organisation must provide written authorisation for the student and a copy of their insurance. This will be kept on file. All placements will be negotiated through the Executive Director and placements accepted at the discretion of the Executive Director and will be based staff ability to supervise and provide guidance to the students. Students will be provided with guidelines identifying their responsibilities, expectations and code of conduct while at the centre. Visitors

Visitors may be invited to the Centre to enhance the children’s program.

Visitors could include local people or parents/carers with a skill or ability to share with the children or staff or local community resources such as police, fire brigade etc.

All Visitors will be given a copy of the centre’s Diversity and Inclusion Policy F-3.

All other visitors must make an appointment to see the Coordinator at a convenient time.

Professional access to the centre will be at the discretion of the Executive Director or Management or when required by law to do so.

Professionals include State and Federal Government Departmental Officers, Occupational Health and Safety inspectors, building inspectors and police officers.

Any unwelcome visitor will be calmly asked to leave the centre. If they refuse the Executive Director or staff member directed by the Executive Director will call the police for removal.

No staff member is to try to physically remove the unwelcome person, but try to remain calm and keep the person calm as far as possible.



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D-10 Staff: Child Ratios

POLICY STATEMENT We believe that the child:staff ratio is an important factor in determining the quality of care that we provide. We will use the standards as a guide and conduct risk assessments where circumstances indicate that alternative ratios may be warranted. We set educator to child ratios to maintain a level of supervision at all times to ensure the safety, welfare and wellbeing of children while attending our service. Under the National Law the educator to child ratio requirements in relation to children over preschool age in NSW centre-based services is 1:15 on site. Best practice on excursions is 1:8, and in water based activities 1:5, however this is not law nor regulated. PROCEDURE Staff:Child Ratios Best practice in staff:child ratios will be discretionary and according to the risk assessment. Ratios according to the regulations will be adopted at all times.

15 children to 1 staff member on site. (regulations)

8 children to 1 carer for excursions. (best practice)

5 children to 1 carer for swimming activity. (best practice) Through consultation with Network of Community Activities the above ratios will and can change. Change to the above ratios can occur when the Executive Director of YWCA Hunter has completed a risk assessment and under certain circumstances it is deemed relevant to increase or decrease the ratios. When staff are sick or unable to attend work, appropriate relief staff will be employed. For an emergency or if a staff member becomes sick, a replacement should be obtained where possible before the staff member leaves the centre. CONSIDERATIONS



[123 (1) (d)], [100, 101, & 102]

Element 4.1.1, 2.3.1

Water Safety

REVIEW



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D-11 Staff Arrangements and Staff Records

POLICY STATEMENT To provide accurate daily staffing records that identify the Nominated Supervisor and the Responsible Person present at the centre on any given day. To ensure that staff records are kept in accordance with the regulations. PROCEDURE Staffing Arrangements

The service’s Management /Nominated Supervisor will be responsible for the service at all times regardless of their attendance at the service.

In the absence of the Nominated Supervisor at any time, a Responsible Person will be selected to be in charge of the daily operation of the service. This person will not adopt the Nominated Supervisor’s responsibilities during this time. The service will display the details of the Nominated Supervisor and Responsible Person at all times the service is operating.

A Responsible Person must hold a Certified Supervisor’s Certificate.

The staff record will include the name of the responsible person at the centre for each day of vacation care.

The service will appoint an Educational Leader and display the name of this person for families should they wish to discuss the service’s programming practices.

At all times the service is operating, there will be at least one educator who holds a current approved first aid, anaphylaxis and asthma management qualification.

Educators will record their name and the hours they have worked directly with children each time they are working in the service. This record will also include the name of the Responsible Person, the Educational Leader, and the names of any students and visitors.

Staff Records

Accurate and up to date staff records will be kept and include: - Information about the nominated supervisor - Information about the responsible person - Information about all staff members - Information about the educational leader as follows: - Full name, address and date of birth - Qualifications and evidence - Training - WWCC - NCC where applicable

CONSIDERATIONS:



r46, r54, r82, r83, r84, r118, r136, r145,r146, r147, r148, r149, r150, r151, r168, r170, r173, r176, r181.

Standard 2.3, Standard 3.1, QA4, QA5, Standard 6.1, QA7.

Staff Handbook - Providing a Child Safe Environment Policy. Interactions with Children Policy. Confidentiality Policy. OSHC Code of Professional Standards.

Child Protection Legislation. Workplace Health and Safety Legislation. - Children’s Services Award 2010.

REVIEW



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E Health and Safety E-1 Hand Washing Policy

POLICY STATEMENT Having and encouraging good hygiene practices is an important consideration at the YWCA Hunter vacation care. Helping children to develop appropriate personal hygiene habits will become embedded as they grow and develop. Hand washing is a vital strategy in the prevention of spreading many infectious diseases. Research emphases good handwashing as the single most important task you can do to reduce the spread of bacteria, germs, viruses and parasites that infect yourself, other staff and children being cared for. Our Service will adhere to National Regulation requirements, standards and tools to support the effectiveness of our hand washing policy. We aim to educate and encourage children to wash their hands effectively which will help to reduce the incidence of infectious diseases. PROCEDURE To ensure the greatest level of personal hygiene, it is a requirement of the service to wash your hands

On arrival at the Service

Before and after toileting or changing nappies

After going to the toilet

After wiping a runny nose or blowing your own nose

Before and after administering first aid

Before and after administering medication

After using chemicals

Before eating, preparing and serving food

Making bottles

After cleaning up bodily fluids

After removing protective gloves

Before going home Children will be encouraged to follow educators modelling and wash their hands at appropriate times throughout the day. Educators will ensure all required equipment is easily accessible and appropriate for use. Strategies Educators will use to encourage effective hand hygiene practice include:

Talking about the importance of hygiene

Singing a song or reciting a poem (signing happy birthday twice is a sufficient time frame)

Using a clear visual poster with a step by step instructions

Using positive language

Encouraging and using positive reinforcement

Ensuring equipment is accessible

Provide clear simple routines

Give children sufficient time to practice and develop their skills

Ensure adequate supervision and assistance is available when required We believe hygiene practices of children being cared for should be as rigorous as staff and educators. Our hygiene environment supports appropriate practice. Hand Drying Effective hand drying is just as important as comprehensive hand washing. Research states that wet hands can pick up and transfer up to 1000 times more bacteria than dry hands. Drying hands thoroughly also helps remove any germs that may not have been rinsed off. We provide children, staff and educators disposable paper towel to ensure effective hand hygiene.

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SOURCE

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


ECA Code of Ethics


Staying Healthy in Child Care 5th Edition

Revised National Quality Standards National Quality Standard (NQS)

Quality Area 2: Children’s Health and Safety

2.1 Health Each child’s health and physical activity is supported and promoted

2.1.1 Wellbeing and comfort Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s needs for sleep, rest and relaxation

2.1.2 Health practices and procedures Effective illness and injury management and hygiene practices are promoted and implemented.

2.2 Safety Each child is protected

2.2.1 Supervision At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard



77 Health, Hygiene and safe food practices

106 Laundry and hygiene facilities

109 Toilet and hygiene facilities

REVIEW


June 2017 Minor changes made to policy including reasons as to why handwashing is vital in the early childhood environment.

June 2018

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

January 2019

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Wash Your Hands!

Wet your hands with running water

Cover your hands with soap and rub your hands vigorously

Wash your hands all over, being sure to clean in between fingers, under fingernails, around wrists and both the palms and backs of hands

Rinse your hands thoroughly to remove all soap and germs

Use a paper towel to dry hands & turn off the tap

Place paper towel into the bin

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E-2 Rest Time Policy

POLICY STATEMENT Our Service will ensure that all children have appropriate opportunities to rest, sleep and relax in accordance with their individual needs. Our Service has a duty of care, it is a requirement that all educators implement and adhere to this policy to ensure we respect and cater for each child’s specific needs. YWCA Hunter will provide children who need to rest with a comfortable relaxing environment that is safe and well supervised to ensure children are safe, healthy and secure in their environment. IMPLEMENTATION Our service defines ‘rest’ as a period of inactivity, solitude, calmness or tranquility, and can include a sleeping child. Considering the busy and energetic nature of a vacation care, we feel that it is important for children to participate in a quiet/rest period during the day in order to rest, relax and recharge their body. Reasonable steps to ensure that children’s needs are being met by giving them the opportunity to rest, having regard to the ages, developmental stages and individual needs of each child. The area for rest is well ventilated and has natural lighting. Safe supervision of children whilst they rest. Maintain adequate supervision and maintain educator ratios throughout the rest time period. Assess each child’s circumstances and current health to determine whether higher supervision levels and checks may be required. National Quality Standard (NQS)








81 Sleep and Rest

103 Premises, furniture and equipment to be safe, clean and in good repair

105 Furniture, materials and equipment

110 Ventilation and natural light

115 Premises designed to facilitate supervision

SOURCE



ECA Code of Ethics


Guidelines for SIDS and Kids Safe Sleeping in Childcare Facilities

SIDS & Kids Safe Sleeping Kit – www.sidsandkids.org

Standards Australia – www.standards.org.au

The Children’s Hospital at Westmead – Safety factsheet – Cots and Cot Mattresses, http://kidshealth.schn.health.nsw.gov.au/sites/

kidshealth.schn.health.nsw.gov.au/files/safetyfactsheets/cots-and-cot-mattresses.pdf

Australian Competition and Consumer Commission (ACCC) – www.accc.gov.au - Cot safety PDF

Australian Consumer Law 2011 - Australian Competition and Consumer Commission.

http://www.sidsandkids.org/

http://www.standards.org.au/

http://kidshealth.schn.health.nsw.gov.au/sites/

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The NSW Work Health and Safety Act 2011 & the NSW Work Health and Safety Regulation 2011



June 2017 Minor changes made to the policy terminology to ensure best practice June 2018

October 2017 Updated references to comply with the revised National Quality Standard January 2019

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E-3 Toileting & Nappy Change Policy

POLICY STATEMENT We aim to ensure best practice guidelines are adhered to for toileting and nappy changing when necessary in our centre. Ensuring the area is hygienic, reducing the spread of infectious disease. IMPLEMENTATION Educators at YWCA Hunter vacation care will show care, consideration and sensitivity to all children who need assistance with toileting and nappy/underwear changing in times of accidents. This is a time when children can be negatively impacted by negative responses from educators. Appropriate hygiene practices must be maintained and procedures followed to minimise any risk of infection at all times. Educators will continuously promote healthy hygiene practices and hand washing procedures; encouraging the children to follow these practices. The Approved Provider will:

Provide adequate and appropriate hygienic facilities for nappy changing.

Ensure nappy change facilities are designed and located in a way that prevents unsupervised access by children which is compliant with National Regulations and Health and Safety Standards.

Ensure that gloves and sanitising gel are located in the nappy change area.

Ensure that the change area is at an acceptable height for older children to reduce work place back strain.

Ensure that the nappy change facilities are designed and maintained in a way that facilitates supervision of children at all times, having regard to the need to maintain the rights and dignity of the children.

Ensure that soiled clothing and soiled nappies are disposed of or stored in a location children cannot access.

Ensure hand washing procedures are displayed visually and in community languages as appropriate in the toileting area.

Ensure no child is left alone on a nappy change mat or bench.

Toileting supplies are readily accessible to staff to ensure efficiency and the health and safety of each child.

Ensure that the toilet facilities are kept clean and maintained. National Quality Standards (NQS)


2.1 Each child’s health is promoted.

2.2 Healthy eating and physical activity are embedded in the program for children.

2.3 Each child is protected.



156 Relationships in groups

103 Premises, furniture and equipment to be safe, clean and in good repair

105 Furniture, materials and equipment

106 Laundry and hygiene facilities

109 Toilet and hygiene facilities


SOURCE



ECA Code of Ethics.


Staying Healthy in Child Care. 5th Edition

The NSW Work Health and Safety Act 2011

www.workcover.nsw.gov.au/newlegislation2012/ Pages/default.aspx

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Storage and Handling of Dangerous Goods: Guidance www.workcover.nsw.gov.au/formspublications/ publications/Documents/storage-handlingdangerous-goods-1354.pdf

Approved First Aid Qualifications www.acecqa.gov.au/qualifications/approvedfirst-aid-qualifications

Health and Safety in Children’s Centres: Model Policies and Practices (2nd ed.)

www.community.nsw.gov.au/docswr/_assets/main/documents/childcare_model_policies.pdf

Changing a nappy without spreading germs

https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55h_nappy_changing_poster_130701.pdf

Raining Children Network

www.raising children.net.au REVIEW


January 2017 Minor changes made - see yellow highlights January 2019

http://www.community.nsw.gov.au/docswr/_assets/main/documents/childcare_model_policies.pdf



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E-4 Head Lice Policy

POLICY STATEMENT This policy is intended to outline roles, responsibilities and expectations of the Service to assist with early identification, treatment and control of head lice in a consistent and coordinated manner. Whilst families have the primary responsibility for the detection and treatment of head lice our Service will work in a cooperative and collaborative manner to assist all families to manage head lice effectively. Our Service aims to:

Outline the roles and responsibilities of families, educators and management who are involved in early detection, treatment and control of head lice.

Document effective treatment and management strategies that are vital, as head lice cannot be exterminated.

Provide information and support for families. PROCESS Evidence shows that we cannot eradicate lead lice but we can reduce the number of cases Head lice can be controlled through a consistent, systematic community approach. Finding Head Lice Head lice do not necessarily cause an itch, and may be difficult to observe. Look for eggs by shining a strong light on the hair near the scalp, or by using the conditioner and combing technique. (See Treatment below) Head lice are found on the hair shaft itself and move to the scalp to feed. They can be brown or grey in colour. Head lice have six legs, which end in a claw, and they rarely fall from the head. Louse eggs (also called nits) are laid within 1.5cm of the scalp and are firmly attached to the hair. They resemble dandruff, but can’t be brushed off. IMPLEMENTATION Responsibilities of Families:

Check your child’s head once a week and check for head lice.

Ensure your child does not attend the YWCA Hunter vacation care with untreated head lice. If you find any live lice or eggs, begin treatment immediately and notify the centre if your child is affected so the centre can monitor the number of cases and act responsibly if a high number of cases are reported.

Check for effectiveness of the treatment every 2 days until no live lice are found for 10 consecutive days. Remove eggs from your child’s hair using the conditioner method and head lice comb.

Once treatment has started, your child can attend the Service.

Children with long hair will attend the Service with their hair tied back.

Families will only use safe and recommended practices to treat head lice.

Families will maintain a sympathetic attitude and avoid defaming/blaming others who may be experiencing difficulty with control measures.

Responsibilities of Management, Nominated Supervisor, Responsible Persons and Educators:

If one child at the Service has head lice, it is likely that several others also have them.

The child or children with head lice are not to be isolated or excluded from learning.

The Director or nominated supervisor will confidentially notify the parent/caregiver of a child who is suspected of having live head lice and request that the child is treated before returning to the Service the following day.

Keep families informed if there is someone at the Service with head lice.

Support parents and children who have head lice by providing factual information, reducing parental anxiety and not singling out individual children with head lice.

Families will be informed if there are head lice either in the centre or an outbreak in the district. Families will be provided with suggestions of effective treatment for head lice.

Encourage parents to tie back children’s hair when attending the Service.

Record confidentially all cases so an outbreak can be avoided.

Encourage children to learn about head lice so as to help them understand the issue and how to prevent further outbreaks.

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Treatment

Chemical treatments are also available for head lice for children ages more than six months—your pharmacist can help you choose a product.

No single chemical treatment will work for everyone and lice can develop resistance to the chemicals. Conditioner and Combing Technique

Untangle dry hair with an ordinary comb.

Apply hair conditioner to dry hair (white conditioner makes it easier to see the eggs). Use enough conditioner to cover the whole scalp and all the hair from roots to tips.

Use an ordinary comb to evenly distribute the conditioner, and divide the hair into four or more sections using hair clips.

Starting with a section at the back of the head, place the teeth of a head lice comb flat against the scalp. Comb the hair from the roots through to the tips.

Wipe the comb clean on a tissue after each stroke and check for head lice or eggs on the tissue.

Comb each section twice until you have combed the whole head. If the comb becomes clogged, use an old toothbrush, dental floss or a safety pin to remove the head lice or eggs.










88 Infectious Diseases

Jurisdiction specifications for each state

New South Wales (NSW)

Help! I don’t know what to do about head lice Community Child Care Co-Operative PDF

SOURCE

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


ECA Code of Ethics


National Privacy Principles https://www.oaic.gov.au/privacy-law/privacy-archive/privacy-resources-archive/national-privacy-principles

Privacy Victoria www.privacy.vic.gov.au

Victoria: http://www.education.vic.gov.au/school/principals/health/Pages/headlice.aspx

Queensland: http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/head-lice.html

Western Australia: http://healthywa.wa.gov.au/Articles/F_I/Head-lice

https://www.oaic.gov.au/privacy-law/privacy-archive/privacy-resources-archive/national-privacy-principles

https://www.oaic.gov.au/privacy-law/privacy-archive/privacy-resources-archive/national-privacy-principles

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

http://education.qld.gov.au/schools/healthy/wellbeing-guidelines/head-lice.html

http://healthywa.wa.gov.au/Articles/F_I/Head-lice

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South Australia: http://www.sahealth.sa.gov.au/wps/wcm/connect/public+content/sa+health+internet/protecting+public+health/public+health+pest+management/head+lice%2C+management+guidelines+for+schools

NT Government – Healthy Territory Information for Parents, Schools and Child Care Services

United Nations Convention of the Rights of a child

Privacy Act 1988


Head Lice Management Guidelines Fact Sheet

Child Care Cooperative – Help! I don’t know what to do about Head Lice

Head lice management guidelines- Health.vic.gov.au

Pregnancybirthbaby.org.au



July 2017 Changes regarding exclusion for children when live head lice are detected. Recommendations for revision of Service’s current Head Lice policy.

July 2018

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

January 2019

http://www.sahealth.sa.gov.au/wps/wcm/connect/public+content/sa+health+internet/protecting+public+health/public+health+pest+management/head+lice%2C+management+guidelines+for+schools

http://www.sahealth.sa.gov.au/wps/wcm/connect/public+content/sa+health+internet/protecting+public+health/public+health+pest+management/head+lice%2C+management+guidelines+for+schools

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E-5 Nutrition & Food Safety Policy

POLICY STATEMENT We aim to encourage children to develop good eating habits through good examples and education. High standards of hygiene will be maintained throughout all food preparation. Our Service recognises the importance of healthy eating to the growth and development of young children and is committed to balancing healthy food and drink of children in their care. Furthermore, our Service recognises the importance of supporting families in providing healthy food and drink to their children. PROCEDURE

Cooking activities are planned to provide a balanced approach during the course of the vacation care period.

Fresh drinking water will be available at all times for the children and staff.

Children will be encouraged to get the water themselves when required, using separate drinking containers.

During vacation care, parents/carers will be asked to provide their child’s lunch and drinks, unless otherwise stated on the program. Families will be encouraged to supply healthy snacks and lunch for their child.

To ensure children are protected from food borne illnesses, families will be encouraged to place a frozen block inside lunchboxes to prevent the growth of bacteria.

When we attend fast food outlets; healthy options will be offered on the menu. When we attend the movies; refreshments are provided unless parents/carers request no refreshments. Sweet treats are provided to children on occasions with a piece of fruit.

Food will be stored in tightly sealed containers, away from any chemicals.

Food for cooking purposes will be stored in the refrigerator. Snack times are seen as a social event where children and staff can relax. Staff will demonstrate good healthy and hygienic eating habits while with the children.

Children should be seated while eating or drinking.

Children’s cooking activities will be encouraged to develop life skills. At all times safe and hygienic practices will be followed. (Extracts from Network of Community Activities, OOSH Development Factsheet #24,

Balanced and Healthy Eating in OOSH, 2008).

A suggested menu for children’s lunchboxes will be displayed and provided to parents/carers periodically. Sourced from www.freshforkids.com.au/lunch_box/lunch_box_pop.html

IMPLEMENTATION Meal times will reflect a relaxed and pleasant environment where educators engage in meaningful conversations with children. When possible, educators will role model healthy eating behaviour. Promote healthy food and drinks based on the Australian Guide to Healthy Eating and the Dietary Guidelines for Children and Adolescents. Our Service will Endeavour to

When food is provided by the centre, we will ensure children have a variety of foods during the course of the vacation care period. This will include fresh fruit options and healthy snacks.

Ensure water is readily available for children to drink throughout the day, in both the indoor and outdoor environment.

Be aware of children with food allergies, food intolerances and special diets and consult with families to develop individual management plans.

Ensure all children remain seated while eating and drinking.

Ensure all children are always supervised while eating and drinking.

Encourage and provide opportunities for cooking.

Not allow food to be used as a form of punishment or to be used as a reward or bribe.

Establish healthy eating habits in the children by incorporating nutritional information into our program.

Ensure gloves or food tongs are used by all staff handling ‘ready to eat’ foods

Children and staff wash and dry their hands (using soap, warm running water and single use or disposable towels) before handling food or eating meals and snacks.

Children will be discouraged from handling other children’s food and utensils.

Educators sit with the children at meal and snack times to role model healthy food and drink choices and actively engage children in conversations about the food and drink provided.

http://www.freshforkids.com.au/lunch_box/lunch_box_pop.html

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Create a relaxed atmosphere at mealtimes where children have enough time to eat and enjoy their food as well as enjoying the social interactions with educators and other children.

Encourage children to participate in a variety of ‘hands-on’ food preparation experiences.

Provide opportunities for children to engage in discovery learning and discussion about healthy food and drink choices.

Where children are involved in food preparation, this will always be supervised and hygienic conditions maintained

Request that details of any food allergies or intolerances or specific dietary requirements be provided by the family.

Please note: Food Standards do not require that food handlers wear gloves. (Using gloves, Page 2, OSHC QA, Factsheet #6).

Where food is brought from home:

Encourage children to eat the more nutritious foods provided in their lunchbox, such as sandwiches, fruit, cheese and yoghurt, before eating any less nutritious food provided.

Discourage the provision of highly processed snack foods high in fat, salt and sugar and low in essential nutrients in children’s lunchboxes. Examples of these foods include lollies, chocolates, sweet biscuits, muesli bars, breakfast bars, fruit filled bars, chips, oven-baked crackers and corn chips.

SOURCE




Early Years Learning Framework

Food Standards Australia New Zealand

Safe Food Australia, 2nd Edition. January 2001

Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood

Infant Feeding Guidelines 2012

Australian Dietary Guidelines 2013

Eat for health: Dept. Health and Ageing and NHMRC

Food Safety Standards for Australia 2001

Food Standards Australia and New Zealand Act 1991

Food Standards Australia New Zealand Regulations 1994

Food Act 2003

Food Regulation 2004

NSW Food Authority

Work Health and Safety Act 2011

Work Health and Safety Regulations 2011

Dental Association Australia

Australian Breast Feeding Association Guidelines

Munch and Move



May 2017 Further research has been conducted, updating the rationale and terminology throughout the policy. Have incorporated embedding healthy eating and physical activity in the daily program

May 2018


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2.1.3 Healthy lifestyles Healthy eating and physical activity are promoted and appropriate for each child.



77 Health, hygiene and safe food practices

78 Food and beverages

79 Service providing food and beverages

90 Medical conditions policy

91 Medical conditions policy to be provided to parents

162 Health information to be kept in enrolment record

168 Education and care service must have policies and procedures

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E-6 Sun Safety Policy

Australia has the highest rate of skin cancer in the world. Research has indicated that young children and babies have sensitive skin that places them at particular risk of sunburn and skin damage. Exposure during the first 15 years of life can greatly increase the risk of developing skin cancer in later life. Early Childhood Services play a major role in minimising a child’s UV exposure as children attend during times when UV radiation levels are highest. POLICY STATEMENT We aim to ensure to protect all children and staff from the harmful effects of ultraviolet (UV) radiation from the sun. All staff are to model appropriate sun protection behaviour and enforce the sun protection policy. IMPLEMENTATION Some sun exposure is important for vitamin D which is essential for healthy bones and muscles, and for general health. But too much sun can cause skin and eye damage and skin cancer. Sun exposure during childhood and adolescence is a major factor in determining future skin cancer risk. Outdoors Play From October to March sun protection is required at all times. Extra sun protection is needed between 11am and 3pm and during this period outdoor activities should be minimised. Minimising outdoor activities includes reducing both the number of times (frequency) and the length of time (duration) children are outside. From April to September (excluding June and July) outdoor activity can take place at any time. However, from 10am – 2pm sun protection is required. In June and July sun protection is not required in the Newcastle region. Extra care is needed for services in the far west and north of NSW and for all children who have very fair skin. Sun protection measures will be considered when planning excursions and incursions. All outdoor activities will be planned to occur where there are adequately shaded areas. Play activities will be set up in the shade as much as possible and moved throughout the day to take advantage of shade patterns. The Service will provide and maintain adequate shade for outdoor play. Staff and children are required to wear adequate sun protection: sun safe hats that protect their face, neck and ears. A sun safe hat is: Legionnaire hat. Bucket hat with a deep crown and brim size of at least 5cm (adults 6cm). Broad brimmed hat with a brim size of at least 6cm (adults 7.5cm). Children who do not bring a sun safe hat will be either directed to play in an area protected from the sun (e.g. under shade, veranda or indoors) or will be provided with a centre hat, if there is a supply available. Clothing When outdoors, staff and children will wear sun safe clothing that covers as much of the skin (especially the shoulders, back and stomach) as possible. This includes wearing: Loose fitting shirts and dresses with sleeves and collars or covered neckline. Longer style skirts, shorts and trousers. Children who are not wearing sun safe clothing will be required to play under the verandah or in the shade. Please note: Midriff, crop or singlet tops do not provide enough sun protection and therefore are not permitted clothing at YWCA Hunter vacation care. Sunscreen Staff and children will apply SPF30+ broad-spectrum water-resistant sunscreen 20 minutes before going outdoors and reapply every 2 hours. Sunscreen is stored in a cool, dry place and the use-by-date monitored. Where children have allergies or sensitivity to the sunscreen, parents/carers will be asked to provide an alternative sunscreen Role Modelling Staff at the center will act as role models and demonstrate sun safe behaviour by:

Wearing a sun safe hat (see Hats).

Wearing sun safe clothing (see Clothing).

Applying SPF30+ broad-spectrum water-resistant sunscreen 20 minutes before going outdoors.

Using and promoting shade.

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Monitor the UV Rating on a daily basis and throughout the day. Education and Information Sun protection will be incorporated regularly into learning programs. Sun protection information will be promoted to staff, families and visitors. Further information is available from the Cancer Council website www.cancercouncil.com.au/sunsmart The Sun Safety Policy will be available to all Educators, Staff, Families, and Visitors of the service to ensure a compressive understanding about keeping sun safe. National Quality Standard (NQS)




2.1.3 Healthy lifestyle Healthy eating and physical activity are promoted and appropriate for each child.





113 Outdoor space natural environment

114 Outdoor space shade


SOURCE



ECA Code of Ethics.


Occupational Health and Safety Act 2004

Children's Services Act 1996

Supervision in Children's Services. Putting Children First, the Newsletter of the National Childcare Accreditation Council (NCAC) Issue 15, p. 8-11.

Cancer Council

www.cancercouncil.com.au/sunsmart

SunSmart Child Care

http://www.imagineeducation.com.au/files/CHC30113/Sunsmart__20Childcare_A_Guide_for_Service_Providers.pdf



August 2017 Minor changes made to comply with being a Sun Smart Service September 2018


January 2019

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

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



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E-7 Emergency Procedures

POLICY STATEMENT We aim to provide an environment that provides for the safety and wellbeing of the children at all times. All children and staff will be aware of emergency and evacuation procedures. (“My Time, Our Place”1.1, 3.1). All children and educators will be aware of, and practiced in emergency evacuation and lockdown procedures. In the event of an emergency, natural disaster or threats of violence these procedures will be immediately implemented. In implementing the practice sessions of emergency procedures with children, educators will encourage children to discuss possible scenarios where emergency procedures may be required and support children to come up with solutions and ideas for improving on the procedures or discussing ways to avert emergency situations (“My Time, Our Place” 4.2). Opportunities for older children to access and use the written emergency procedures to orientate new children prior to an emergency drill will be provided by educators on a regular basis prior to carrying out the emergency drill (“My Time, Our Place” 5.1 and 5.2) EMERGENCY EVACUATION Children will be informed of the evacuation procedure at the beginning of the vacation care period. Fire extinguishers (and fire blanket) are installed and are maintained in accordance with the Australian Standard. We have a duty of care to provide all persons’ with a safe and healthy environment. The National Quality Standard, Element 2.3.3 (Guide to the National Quality Standard, p. 78-79) encourages Services to effectively manage incidents and emergencies and to plan for these in consultation with relevant authorities. To ensure compliance with National Regulations, the emergency and evacuation procedure will set out:

Instructions for what must be done in the event of an emergency

An emergency evacuation floor plan Emergency evacuation plans will be practiced and reviewed frequently. Evacuation plans will be displayed in prominent positions near each exit and in the children’s environment with a compliant floor plan for ease of reference. A risk assessment is conducted to identify potential emergencies that are relevant to the service when preparing the emergency and evacuation procedure Circumstances under which evacuation will occur are as follows:

Fire within the building or playground

Fire in the surrounding area where the Service is in danger (If you are unsure how close the fire is call; Local Fire Station: 49272520

Flood (call State Emergency Service – 132500

Terrorist threat

Others may include: gas explosion, traffic accident or event which could render the building unsafe PROCEDURE

National Regulations state that Evacuation rehearsals are to be practiced every 3 months by staff members, volunteers and children present at the service on the day. To ensure best practice the YWCA Hunter will conduct emergency evacuation drills and Emergency Lock down drills once every vacation care period – at the beginning of vacation care.

Emergency evacuation procedures and floor plans are clearly displayed in a prominent position near the main entrance and exit of each room used by the service. All educators are informed of the procedure and their specific duties identified in their orientation to the service. Educators make arrangements as to duties undertaken in the absence of other educators.

Educators discuss the emergency procedures with the children and the reasons for practising the drills prior to each emergency drill being undertaken.

All emergency drills are recorded with date, time and length of time it took to leave building. Additional comments on recommendations for improvements are included in the record.

No child or educator is to collect personal items during an emergency evacuation.

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The service maintains a fire blanket and smoke detectors and has them checked regularly as per the manufacturer’s instructions. Fire extinguishers are installed and maintained in accordance with Australian Standard 2444. Educators will be instructed in their operation.

Educators only attempt to extinguish fires if the fire is small, there is no threat to their personal safety and they feel confident to operate the extinguisher and all the children have been evacuated from the room.

The Local Fire Authority is contacted for advice and training on fire safety and this plan included in the procedures.

The evacuation plan will include:

children to gather in two lines when the whistle is blown to vacate the building.

routes of leaving the building suitable for all ages and abilities. These are clearly mapped out.

the fire extinguishers are located and displayed in a public place.

a safe assembly point away from access of emergency services.

an alternative assembly area in case the first one becomes unsafe.

collect daily roll, enrolment forms and the mobile phone to contact the parents/carers.

phone call to emergency services; dial 000.

check that the building and toilet area is empty.

supervise the children at the assembly area, and take a roll call of children and staff. When the emergency service arrives the Executive Director or Supervisor will inform the officer in charge of the nature and location of the emergency and if there is anyone missing. No one should re-enter the building until the officer in charge has said it is safe to do so. HARASSMENT AND THREATS OF VIOLENCE If a person/s known or unknown to the service harasses or makes threats to children or staff at the centre, or on an excursion, staff will:

calmly and politely ask them to leave the centre or the vicinity of the children.

be firm and clear and remember the primary duty is to the children in care.

if they refuse to leave, explain that it may be necessary to call the police to remove them.

if they still do not leave, call the police.

if the Executive Director or Nominated supervisor are unable to make the call another staff member should be directed to do so.

where possible staff will calmly move the children away from the person.

no staff member is to try to physically remove the unwelcome person, but try to remain calm and keep the person calm as far as possible and wait for the police.

staff should be aware of any unfamiliar person on the premises and find out what they want as quickly as possible and try to contain them outside the centre. See included Emergency Evacuation Procedure).

Important: The notification of a serious incident to a regulatory authority (within 24 hours) is needed where emergency services attended an education and care service in response to an emergency, rather than as a precaution or for any other reason.

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CONSIDERATIONS:



r97 2.3

Parent Information brochure & staff Handbook Providing a Child Safe Environ Policy Authorisations and Refusals Policy

My Time, Our Place Framework Network OSHC Code of Professional Stands. Work, Health and Safety Act (2011).

National Quality Standards (NQS)


2.1 Each Child’s health is promoted

2.2 Healthy eating and physical activity are embedded in the program for children

2.3 Each child is protected



97 Policies and procedures in relation to emergency and evacuation

98 Emergency and evacuation procedures

168 Telephone or other communication equipment



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E-8 Lockdown Policy

YWCA Hunter is committed to the ongoing safety and wellbeing of children, staff, families and visitors. To achieve this we will implement a clear plan to manage all emergency situations. PURPOSE We aim to minimise the risk of harm, ensuring the safety of children, Educator’s families and visitors of the Service in the event of a threating situation. IMPLEMENTATION We have set procedures to follow in the event of any emergency requiring evacuation and lock down. These procedures comply with regulatory requirements and are consistent with recommendations by recognised authorities. They are designed to ensure the precipitate, safe and calm evacuation of all children, staff, families and visitors. Whilst many emergency situations will require staff and children to evacuate from the Service, there are potential situations that will require the facility to go into ‘lockdown’. For example, the following are examples of situations that may require lockdown:

Severe storms

Extreme smoke from distant bushfire

Chemical or hazardous substance spill

Gas leak / atmospheric hazardous substance

Dangerous animal or insects

Potentially dangerous intruder/unwanted or uninvited visitor

Potentially violent/dangerous person due to intoxication or substance abuse

Unidentified external disturbance Lockdown means that all windows and external doors are locked, and where possible internal doors are locked, with children and adults being moved to a room/position that does not allow them to be viewed. Where possible access should be maintained to a bathroom and enough space should be available for children to be comfortably involved in quiet activities. It is therefore vital that appropriate spaces have been identified and displayed on an Emergency Lockdown Procedure. This information can be displayed on the back of the Evacuation Plan, which can then be quickly taken from the wall when required. This act will ensure that in a situation involving unwanted visitors, the plan is not visible or available for them to Define and list the circumstances in which the Service will identify a lockdown use to predict your reaction. Management or Nominated Supervisor will:

Nominate the person/people with authority to manage the lockdown

Determine communication channels

Design a movement and wellbeing

Develop an effective strategy for conducting the roll and communicating with children, educators, families and visitors of the Service

Document roles and responsibilities of staff and Educators

Plan to maintain children’s safety

Ensure all children, staff, families and visitors of the Service remain inside.

If possible, Educators should make every effort to lock doors and windows.

Ensure children remain in a confined area, or out of sight during the lockdown period.

Practice emergency drills every vacation care period

Review and Reflect on each emergency drill to ensure strategies are effective National Quality Standards (NQS)


2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

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168 Policies and Procedures in relation to emergency and evacuation

97 Emergency and Evacuation procedures

98 Telephone or other communication equipment

REVIEW


January 2017 No changes required January 2018

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E-9 First Aid

Facilities and Qualifications POLICY STATEMENT We believe that first aid equipment and facilities should be available to all staff, children and visitors in the centre and while on excursions. A staff member will have first aid training to ensure full and proper care of all is maintained. A fully stocked and updated first aid kit will be kept in the designated secure place in the centre. This is to be easily accessible to all staff and kept inaccessible to the children. Separate travelling first aid kits will be also maintained and taken on all excursions. Cold packs will be kept in the freezer for treatment of bruises and strains and taken on excursions in thermal bags to keep cold. Staff and relief workers will be made aware of the first aid kit and where it is kept. Telephone numbers of emergency contacts, local doctor and poisons centre will be located near to the phone. The centre will maintain a current subscription to an Ambulance Fund.



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E-10 Immunisation Policy

POLICY STATEMENT The purpose of this policy is to manage and prevent the spread of infectious illnesses and diseases. The YWCA Hunter Vacation care has a duty of care to ensure that all children, families and educators are provided with a high level of protection during the hours of the services operation. This includes notifying children, families and educators when an excludable illness or disease is present in the service; maintaining a record of children’s and educators’ immunisation status; complying to relevant health department exclusion guidelines; and Increasing educators’ awareness of cross infection through physical contact with others. IMPLEMENTATION From 1 January 2018 children who are unvaccinated due to their parent’s conscientious objection will no longer be able to be enrolled in childcare in NSW. Children who cannot be fully vaccinated due to a medical condition or who are on a recognised catch-up schedule will still be able to be enrolled upon presentation of the appropriate form signed by a medical practitioner. YWCA Hunter Will

Display wall charts about immunisation in the center.

Review children’s immunisation, updating the child’s records kept at the service when appropriate

Not enrol a child into the Service unless approved documentation has been provided that confirms the child is fully immunised for their age or has a medical reason not be immunised.

Notify families when an outbreak of an immunise-able disease occurs.

Exclude any child who is not immunised from the Service if and when an outbreak of an immunise-able infectious disease occurs to protect that child and to prevent further spread of infection. In the instance of the child being immunised and the Immunisation record not provided to the Service – the child would be viewed as not being immunised.

Advise any staff members who fall pregnant to visit their GP immediately and have a test for Cytomegalovirus (CMV) to check their immunity. Any pregnant staff member who is at a heightened risk will double glove when coming into contact with any body fluids, especially saliva.

Families Will: Provide the Service with a copy of one or more of the following documents:

An AIR Immunisation History Statement which shows that the child is up to date with their scheduled vaccinations; or

An AIR Immunisation History Form on which the immunisation provider has certified that the child is on a recognised catch-up schedule; or

An AIR Immunisation Medical Exemption Form which has been certified by a GP

Provide the service with an updated copy of their child’s current immunisation record every 6 months.

The Australian Immunisation Register (AIR) used to be the Australian Childhood Immunisation Register. It now records vaccines for people of all ages in Australia. National Quality Standard (NQS)



2.1.2 Health practices and procedures

Effective illness and injury management and hygiene practices are promoted and implemented


2.2.2 Incident and emergency management

Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

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88 Infectious diseases



Jurisdiction specifications for NSW:

New South Wales (NSW)

The National Immunisation Program (NIP) Schedule TO BE DISPLAYED IN THE SERVICE can be accessed and downloaded from: http://immunise.health.gov.au/internet/immunise/publishing.nsf/Content/national-immunisation-program-schedule NSW Health Phone number 1800 671 811 Local NSW Public Health Unit Contact Details - http://www.health.nsw.gov.au/Infectious/Pages/default.aspx Immunise Australia National Hotline 1800 671 811 Note homeopathic immunisation is not recognised

SOURCE


Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2015.

ECA Code of Ethics.


NSW Public Health Act- NSW Government October 2017

http://www.health.nsw.gov.au/immunisation/Pages/childcare_qa.aspx#15


Australia Childhood Immunisation Register

https://www.humanservices.gov.au/customer/services/medicare/australian-childhood-immunisation-register

Revised National Quality Standard

Immunise Australia Program

www.immunise.health.gov.au REVIEW


March 2017 Policy has been researched and reviewed, no changes made. March 2018

September 2017

Updated the references to comply with the revised National Quality Standards

March 2018

October 2017 Updated to comply with new vaccination regulations in NSW. Effective January 1, 2018

January 2019

http://immunise.health.gov.au/internet/immunise/publishing.nsf/Content/national-immunisation-program-schedule

http://immunise.health.gov.au/internet/immunise/publishing.nsf/Content/national-immunisation-program-schedule

http://www.health.nsw.gov.au/Infectious/Pages/default.aspx

http://www.health.nsw.gov.au/immunisation/Pages/childcare_qa.aspx#15

https://www.humanservices.gov.au/customer/services/medicare/australian-childhood-immunisation-register

http://www.immunise.health.gov.au/

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Page 4 - NSW Health Immunisation Enrolment Toolkit

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E-11 Infection Control

POLICY STATEMENT We aim to provide a healthy and hygienic environment that will promote the health of the children, staff and parents/carers. All people in the centre will follow preventative measures in infection control. Staff will ensure that they maintain and model appropriate hygiene practices. PROCEDURE

All toilet facilities will have access to a basin or sink with running cold water, soap and paper towels.

All females will have access to proper feminine hygiene disposal.

Soap and paper towel will also be available in the kitchen area.

One staff member will be responsible for monitoring the availability of soap and paper towel to ensure adequate supply.

Toilets, hand basins and kitchen facilities will be cleaned and disinfected regularly.

Hand washing should be practised by staff and children before preparing or eating food and after all tasks such as toileting, cleaning up any items, wiping a nose, playing outside or handling an animal and before and after administering first aid/wearing gloves. (Infection control in Outside of School hours Care – OOSHC QA Factsheet #6 NCAC – Australian Government 2006.)

Staff should maintain and model appropriate behaviour and encourage the children to adopt hygiene practices to aid infection control.

All staff must wear disposable gloves when in contact with blood, open sores or other bodily substance or when preparing food.

Staff with cuts, open wounds or skin disease such as dermatitis should cover their wounds and wear disposable gloves. Used gloves should be disposed of safely.

All surfaces will be cleaned and sanitised.

All contaminated surfaces will be cleaned and sanitised.

All toys should be washed, cleaned and sanitised on a regular basis.

All material items such as towels will be laundered regularly.

Children should not share hats.

Children will be reminded not to share drinks, utensils or use items that have been dropped on the floor.

All cups, plates and utensils will be washed in hot, soapy water.

All rubbish or left over food is to be disposed of immediately.

Lids must remain on the bins at all times and bins will be emptied daily.



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E-12 Sick Children/ Infectious Diseases Policy

POLICY STATEMENT We aim to provide a safe and hygienic environment that will promote the health of the children. National Quality Standards require early childhood services to implement specific strategies to minimise the spread of infectious illness. We aim to maintain the health of all children, staff and their families, ensuring a healthy environment and minimising cross contamination and the spread of infectious illnesses. IMPLEMENTATION This policy should be used in conjunction with the following Service policies

Control of Infectious Diseases

Incident, Illness, Accident and Trauma Policy

Medical Emergency Policy

Administration of Medication Policy Our Service has adopted the Staying Healthy in Child Care – Preventing Infectious disease in child care Fifth Edition) publication, developed by the National Health and Medical Research Council and the NSW public health unit. We aim to provide families with up to date information regarding specific illnesses and ways to minimise the spread of infection within the Service. To protect the health of children and staff within the Service, it is important that children and staff who are ill are kept away from the Service for the recommended period. Parents/carers will be asked not to bring sick children to the centre and to collect children who are unwell. All care and consideration will be given to the child who becomes ill while at the centre. Children with infectious diseases will be excluded from the centre for the period recommended by the Department of Health. Management has the right to send children home if they appear unwell due to a cold or other illness. Children can become distressed and lethargic when unwell. Management will assess each individual case prior to sending the child home. Management and Educators may request families seek medical advice and provide a medical certificate stating that the child is no longer infectious prior to returning to care. Excluding Children from the Service When a child has been diagnosed with an illness or infectious disease, the Service will request a medical clearance from the GP stating that the child is cleared to return to the childcare setting. When an infectious disease has been diagnosed, the Service will display appropriate documentation and alerts for families including information on the illness/disease, symptoms, infectious period and the exclusion period. (This information can be obtained from Staying Healthy In Child Care 5th Edition) Children that have had diarrhoea and vomiting will be asked to stay away from the Service for 48 hours after symptoms have ceased to reduce infection transmission as symptoms can develop again after 24 hours in many instances. A Dr’s certificate may be asked for. Any child with a high fever or temperature reaching 38°C or higher will not be permitted to attend the service until 24 hours after the temperature/fever has subsided. High Temperatures or Fevers Recognised authorities define a child’s normal temperature will range between 36.0°C and 37.0°C, this will often depend on the age of the child and the time of day. Any child with a high fever or temperature reaching 38°C or higher will not be permitted to attend the service until 24 hours after the temperature/fever has subsided. Children Arriving at the YWCA Hunter Vacation Care Who Are Unwell Management will not accept a child into care if they:

88

Are unwell and unable to participate in normal activities or require additional attention

Have had a temperature, vomiting and/or diarrhoea in the last 24 hours

Have started anti-biotics in the last 24 hours

Have a contagious illness or disease

Have been given medication for a temperature (Panadol etc.) Children Who Become Ill at the Service A child will be considered sick if he/she:

Behaviour that is unusual for the individual child

High Temperature or Fevers

Loose bowels

Faeces with grey, pale or contains blood

Vomiting

Discharge from the eye or ear

Skin that display rashes, blisters, spots, crusty or weeping sores

Loss of appetite

Dark urine

Headaches

Stiff muscles or joint pain

Continuous scratching of scalp or skin

Difficult in swallowing or complaining of a sore throat

Persistent, prolonged or severe coughing

Difficulty breathing When a child becomes unwell during the day Management and Educators will respond to children’s individual symptoms of illness.

The child will be placed in a quiet area where they can rest, whilst being supervised,.

Educators will monitor and document the child

Parents will be contacted and if the child remains unwell they will be sent home

Complete Illness Record and will be signed by the parent/guardian/emergency contact

In circumstances where a child appears to have a cold or flu symptoms, management will determine if the child is well enough to stay at vacation care.

Management will contact the parent and if requested by a parent or emergency contact person, will administer Paracetamol (Panadol or Nurofen) in an attempt to bring the temperature down, however, a parent or emergency contact person must still collect the child.

Notifying Families and Emergency Contact It is a requirement of YWCA Hunter vacation care that all emergency contacts are able to pick up an ill child within a 30-minute timeframe. In the incident that the ill child is not collected in a timely manner or should parents refuse to collect the child a warning letter will be sent to the families outlining YWCA Hunter policies and requirements. The letter of warning will specify that if there is a future breach of this nature, the child’s position may be terminated. Management and Educators will ensure:

Effective hygiene policies and procedures are adhered to at all times

Effective cleaning policies and procedures are adhered to all times

All families have access to the relevant policies which can be elaborated upon by management if requested

That if the situation or event presents imminent or severe risk to the health, safety and wellbeing of the child or if an ambulance was called in response to the emergency (not as a precaution) the regulatory authority will be notified within 24 hours of the incident.

That parents are notified as soon as practicable but within 24 hours. Also, details of the condition/situation will be recorded on the Incident, Injury, Trauma and Illness Record.

Families Responsibility

In order to prevent the spread of disease, families are required to monitor their child’s health, in particular:

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Runny, green nose

High temperature

Diarrhoea

Red, swollen or discharging eyes

Vomiting

Rashes

Irritability, unusually tired or lethargic

Returning to care after surgery

Children will require a medical clearance stating the child is fit and able to return to the Service and participate in daily activities.

Reporting Outbreaks to the Public Health Unit Outbreaks of communicable diseases represent a threat to public health. Please note: if there is a gastroenteritis outbreak at the YWCA Hunter vacation care, children will be excluded from the service until the diarrhoea and/or vomiting has stopped for 48 hours. If there are 2 or more cases of gastroenteritis, Management will report the outbreak to the local health department. The NSW Public Health Act 2010 lawfully requires and authorises doctors, hospitals, laboratories, school principals and childcare centre directors to confidentially notify NSW Health of patients with certain conditions, and to provide the information delineated on the notification forms. Specialist trained public health staff review this information and if necessary contact the patient’s doctor, and sometimes the patient, to provide advice about disease control and to complete the collection of information. All information is held confidentially in order to protect the patient’s privacy. Both the NSW and Commonwealth Privacy Acts contemplate the release/disclosure of patient information where it is lawfully required or authorised. Management is required to notify the local public health unit (PHU) by phone (call 1300 066 055) as soon as possible after they are made aware that a child enrolled at the Service is suffering from one of the following vaccine preventable diseases:

Diphtheria

Mumps

Poliomyelitis

Haemophilus influenza Type b (Hib)

Meningococcal disease

Rubella ("German measles")

Measles

Pertussis ("whooping cough")

Tetanus

An outbreak of gastrointestinal or respiratory illness National Quality Standards (NQS)


2.1.1 Each child’s health needs are supported

2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines

2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child

2.3.1 Children are adequately supervised at all times


2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury

2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented

90






92 Medication record

93 Administration of medication

96 Self-administration of medication

REVIEW


June 2017 Minor changes made to the policy terminology to ensure best practice

August 2017 Updated to meet the National Law and/or National Regulations in respect of a serious incidents and notification purposes

January 2019

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E-13 Medical Conditions Policy

To support children’s wellbeing and manage precise health requirements, the YWCA Hunter will work in accordance with the Education and Care Services National Regulations to ensure health related policies and procedures are developed and implemented. POLICY STATEMENT We aim to efficiently respond to and manage medical conditions at the Service ensuring the safety and wellbeing of children, staff, families and visitors. IMPLEMENTATION Our Service is committed to adhering to privacy and confidential procedures when dealing with individual health requirements. There are a number of concerns that must be considered when a child with a diagnosed health care need, allergy or medical condition is enrolled at the service. Key requirements must be in place prior to the child commencing at the Service to ensure their individual health and safety. The Approved Provider/Management Will Ensure:

Educators and Staff have a clear understanding about children’s individual medical conditions.

Communication between families and Management is ongoing and effective.

There is an Educator in attendance at all times with a current accredited first aid and CPR training, asthma and anaphylaxis training.

Educators have a clear understanding about their role and responsibilities when caring for children with a medical condition.

Families provide required information on their child’s medical condition, including

Medication

Allergies

Medical Practitioner contact details

Medical Management Plan/Risk Minimisation Plan

A Medical Management Plan/Risk Minimisation Plan will be developed by the family and the child’s medical practitioner.

All Staff are informed of children and staff who have specific medical conditions or food allergies, the type of condition or allergies they have, and the Service’s procedures for dealing with emergencies involving allergies and anaphylaxis.

A copy of the child’s Medical Management Plan/Risk Minimisation Plan is visibly displayed to staff and known to staff in the Service.

A child is not enrolled at the Service without a Medical Management Plan/Risk Minimisation Plan and prescribed medication by their medical practitioner. In particular, medication that is life threating such as asthma inhalers, adrenaline auto injection devices and Insulin.

In the event that a child suffers from a severe reaction, incident, situation or event related to a medical condition the Service and staff will:

Follow the child’s Emergency Medical/Action Plan.

Call an ambulance immediately by dialing 000

Commence first aid measures/monitoring

Contact the parent/guardian when practicable (within 24 hours)

Contact the emergency contact if the parents or guardian can’t be contacted when practicable (within 24 hours)

Notify the regulatory authority (within 24 hours) Families Will Ensure

They provide management with information about their child’s health needs, allergies, medical conditions and medication on the enrolment form and through verbal and written communication.

The YWCA Hunter’s enrolment form is completed in its entirety providing specific details about the child’s medical condition.

They notify the YWCA in writing if any changes are to occur to the Medical Management Plan/Risk Minimisation Plan.

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They provide the required medication and complete the long-term medication record.

They provide an updated copy of the child’s Medical Management Plan/Risk Minimisation Plan every vacation care.

Medical Management Plan Any Medical Management Plan/Risk Minimisation Plan provided by a child’s parents and/or registered medical practitioner should:

have supporting documentation if appropriate

include a photo of the child

if relevant, state what triggers the allergy or medical condition

include first aid needed

Include contact details of the doctor who signed the plan

state when the plan should be reviewed

A copy of the Medical Management Plan will be displayed for Educators and Staff to see to ensure the safety and wellbeing of the child.

The YWCA Hunter will ensure the medical management plan/Risk Minimisation Plan remains current and up to date all times.

Risk Minimisation Plan All children with a diagnosed medical condition must have a Risk Minimisation Plan in place to ensure:

That the risks relating to the child’s specific health care need, allergy or relevant medical condition are assessed and minimised

That practices and procedures in relation to the safe handling, preparation of food are implemented

That the child does not attend the YWCA Hunter without medication prescribed by the child’s medical practitioner in relation to the child’s specific health need, allergy or relevant medical condition

Plans will be revised with each change in the Medical Management Plan/Risk Minimisation Plan

YWCA Hunter will ensure that relevant information pertaining to the child’s health and medical condition is communicated to parents at the end of the day

Parents will be made aware of the activities taking place such as celebrations, sporting events and excursions so plans of safe inclusion can be made

Risk Minimisation Plans will be reviewed by families every vacation care

A copy of this policy and any other relevant policies will be made available to families who have a child attending the Service who have a diagnosed medical condition.

SOURCE

Education and Care Services National Regulation

National Quality Standards

Occupational Health and Safety Act NATIONAL QUALITY STANDARDS (NQS)


2.1.1 Each child’s health needs are supported

2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines

2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury

93



90 Medical Conditions Policy

90(1)(iv) Medical Conditions Communication Plan




94 Exception to authorisation requirement—anaphylaxis or asthma emergency

95 Procedure for administration of medication


REVIEW


June 2017 Minor changes made to policy and terminology to ensure best practice

August 2017 Updated to meet the National Law and/or National Regulations in respect of a serious incidents and notification purposes

January 2018

94

E-14 Dealing with Medical Conditions and Medication Administration

POLICY STATEMENT The YWCA Hunter Region Inc. will work closely with children, families and where relevant schools and other health professionals to manage medical conditions of children attending the service. We will support children with medical conditions to participate fully in the day to day program in order to promote their sense of wellbeing, connectedness and belonging to the service (“My Time, Our Place” 1.2, 3.1). Our educators will be fully aware of the nature and management of any child’s medical condition and will respect the child and the family’s confidentiality (“My Time, Our Place” 1.4). Medications will only be administered to children in accordance with the National Law and Regulations. PROCEDURE: Dealing with Medical Conditions Families will be asked to inform the service, in writing, of any medical conditions the child may have at the time of enrolment. This information will be recorded on the child’s enrolment form. Upon notification of a child’s medical condition, the service will provide the family with a copy of this policy in accordance with regulation 91. Specific or long term medical conditions will require the parent/carer to develop a medical management plan and a risk minimisation plan in conjunction with the child’s doctor. Content of the management plan will include:

Identification of any risks to the child or others by their attendance at the service.

Identification of any practices or procedures that need adjustment at the service to minimise risk e.g. food preparation procedures.

Methods for communicating between the family and educators if there are any changes to the child’s medical management plan.

The medical management plan will be followed in the event of any incident relating to the child’s specific health care need, allergy or relevant medical condition. All staff will be informed of any special medical conditions affecting children and orientated regarding the necessary management. Medication must be provided by the child’s parents which includes –

The administration is authorised by a parent or guardian;

Medication is prescribed by a registered medical practitioner (with instructions either attached to the medication, or in written/verbal form from the medical practitioner.)

Medication is from the original container;

Medication has the original label clearly showing the name of the child;

Medication is before the expiry/use by date.

Any instructions attached to the medication or related to the use of the medication

Any person delivering a child to the Service must not leave medications in the child’s bag or locker. Medication must be given directly to an educator for appropriate storage upon arrival.

Written and verbal notifications are given to a parent or other family member of a child as soon as practicable, if medication is administered to the child in an emergency when consent was either verbal or provided by medical practitioners.

If medication is administered without authorisation in the event of an asthma or anaphylaxis emergency the parent of the child and emergency services are notified as soon as practicable.

If the incident presented imminent or severe risk to the health, safety and wellbeing of the child or if an ambulance was called in response to the emergency (not as a precaution) the regulatory authority will be notified within 24 hours of the incident.

Enrolment records for each child outline the details of persons permitted to authorise the administration of medication to the child.

Reasonable steps are taken to ensure that medication records are maintained accurately.

Medication forms are kept in a secure and confidential manner and ensure the records are archived for the regulatory prescribed length of time.

To request written consent from families on the enrolment form to administer the Emergency Asthma Kit if required.

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Families will be reminded that every attempt to contact them for verbal permission will be made by the Service prior to administering asthma medications.

Families are informed of the Service’s medical and medication policies Where a child has an allergy, the family will be asked to develop a risk minimisation plan - information from their doctor explaining the effects if the child is exposed to whatever they are allergic to and to explain ways the educators can help the child if they do become exposed. All medical conditions including food allergies will be placed near the staff sign in sheet. It is deemed the responsibility of every educator at the service to read and refer to the list every day. Where a child has a life threatening food allergy and the service provides food, the YWCA will ensure that particular food allergen will not be given to the child. In the case of peanuts the YWCA is a peanut free environment. Where medication for treatment of long term conditions such as asthma, diabetes, epilepsy, anaphylaxis or ADHD is required, the service will require an individual medical management plan/risk minimisation plan from the child’s medical practitioner or specialist detailing the medical condition of the child, correct dosage of any medication as prescribed and how the condition is to be managed in the service environment. In the event of a child having permission to self-medicate this must be detailed in an individual medical management plan including recommended procedures for recording that the medication has been administered. The doctor must provide this plan. In one off circumstances the service will not make an exception to this rule and will require the families to complete the procedure for the educators to administer the medication. Administration of Medication Prescription medication will only be administered to the child for whom it is prescribed, from the original container bearing the child’s name and with a current use by date. Non-prescription medication will not be administered at the service unless authorised by a doctor. Permission for a child to self medicate will be administered with the families written permission only, or with the verbal approval of a medical practitioner or parent in the case of an emergency. In the event that a case of emergency requires verbal consent to approve the administration of medication, the service will provide written notice to the family as soon as practical after administration of the medication. An authorisation is not required in the event of an asthma or anaphylaxis emergency however the authorisation must be sought as soon as possible after the time the parent and emergency services are notified Staff will ensure that two educators administer and witness medications at all times. One of these educators must have approved First Aid qualifications in accordance with current legislation and regulations. Both educators are responsible for:

Checking the Medication Form,

Checking the prescription label and the amount of medication being administered

Signing and dating the medication form

Returning the medication back into the medication container. Families who wish for medication to be administered to their child or have their child self administer the medication at the YWCA must complete a medication form providing the following information;

Name of child

Name of medication

Details of the date, time and dosage to be administered. (General time, e.g. lunchtime will not be accepted.)

Where required, indicate if the child is allowed to administer the medication themselves or have an educator do it.

Signature of family member

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CONSIDERATIONS National Quality Standards (NQS)


2.1.1 Each child’s health needs are supported.

2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.

2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.


Children (Education and Care Services) National Law





94 Exception to authorisation requirement - anaphylaxis or asthma emergency



Family Info brochure Staff Handbook Enrolment and Orientation Policy Providing a Child Safe Environment Policy Management of incident, Injury, Illness and Trauma policy Administration of First Aid policy

Disability Discrimination Act 1975 NSW Anti-discrimination Act 1977 Work Health and Safety Act 2011 Individual Medical Management Plans and corresponding resources. My Time, Our Place.

REVIEW


April 2017 Minor modifications made to ensure compliance with regulations and maintain children’s health and safety

August 2017 Updated to meet the National Law and/or National Regulations in respect of a serious incidents and notification purposes.

January 2019

97

E-15 Incident and Accident Policy

POLICY STATEMENT In the case of an accident or incident the YWCA Hunter will make every attempt to ensure sound management of the injury to prevent any worsening of the situation. Parents/carers or emergency contacts will be informed immediately where the accident is major. A detailed risk assessment will be completed for all activities at vacation care. The YWCA Hunter is committed to preventing illness and reducing the likelihood of accidents through its risk management and effective hygiene practices. PURPOSE Educators have a duty of care to respond to and manage illnesses, accidents & trauma that occur at the YWCA Hunter to ensure the safety and wellbeing of children, educators and visitors. This policy will guide educators to manage illness and prevent injury and the spread of infectious diseases. IMPLEMENTATION Minor incident: Where injury can be dealt with by general First Aid practices. Serious incident: Where there has been ‘a injury or trauma to, or illness of, a child’ for which the attention of a medical practitioner ought reasonably to be sought, or the child ought reasonably need to attend a hospital. (Reg 12b) Critical injury: Where injury results in the death of a child Serious Injury, Incident or Trauma Regulations require the Approved Provider or Nominated Supervisor to notify Regulatory Authorities within 24 hours of any serious incident at the Service. The definition of serious incidents that must be notified to the regulatory author is: a) The death of a child: (i) While being educated and cared for by an Education and Care Service or (ii) Following an incident while being educated and cared for by an Education and Care Service. (b) Any incident involving serious injury or trauma to, or illness of, a child while being educated and cared for by an Education and Care Service, which: (i) A reasonable person would consider required urgent medical attention from a registered medical practitioner or (ii) For which the child attended, or ought reasonably to have attended, a hospital. For example: whooping cough, broken limb and anaphylaxis reaction (c) Any incident where the attendance of emergency services at the Education and Care Service premises was sought, or ought reasonably to have been sought (d) Any circumstance where a child being educated and cared for by an Education and Care Service (i) Appears to be missing or cannot be accounted for or (ii) Appears to have been taken or removed from the Education and Care Service premises in a manner that contravenes these regulations or (iii) Is mistakenly locked in or locked out of the Education and Care Service premises or any part of the premises. A serious incident should be documented as an incident, injury, trauma and illness record as soon as possible and within 24 hours of the incident. In the case of a serious incident requiring more than first aid, the first aid attendant will:

ask for assistance of those in the area; child or adult, apply first aid and phone for an ambulance.

if the child’s injury is serious the first priority is to get immediate medical attention. Although parents/carers should be contacted straight away, If not possible, there should be no delay in organising proper medical treatment. Keep trying to contact the parents/carers in the meantime.

attend to the injured person and apply first aid required.

ensure that disposable gloves are used with any contact with blood or bodily fluids.

stay with the child until suitable help arrives, or further treatment taken.

try to make the child comfortable and reassure them.

if an ambulance is called and the child is taken to hospital a staff member will accompany the child and take the child’s enrolment records. If the parent/carer arrives to accompany the child to the hospital the staff member need not.

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record the incident and treatment given in the accident book, indicating name, date, time, nature of injury, how occurred, treatment given and by whom, to be signed by staff and witnessed if possible.

The Executive Director or other responsible staff member will notify the parents/carers or emergency contact person immediately regarding what happened and action being taken. Every effort will be made not to panic the parents/carers.

try to reassure the other children and keep them calm, keeping them informed about what is happening, and away from the injured child.

The regulatory authority must be notified within 24 hours of a serious incident. If it is not possible to notify the regulatory authority using the S101, the important thing is for notification to be made within 24 hours.

In the case of a critical incident the first aid attendant will:

The death of a child must be reported to:

An ambulance service.

The police.

The Department of Community Services.

The Executive Director of the YWCA Hunter Region Inc.

The regulatory authority In the case of a minor incident the first aid attendant will:

assess the injury and attend to the injured person and apply first aid as required.

ensure that disposable gloves are used with any contact with blood or bodily fluids.

ensure that all blood or bodily fluids are cleaned up and disposed of in a safe manner.

ensure that anyone who has come in contact with any blood or fluids wash in warm soapy water.

record the incident and treatment given in the accident book, indicating name, date, time, nature of injury, how occurred, treatment given and by whom, to be signed by staff and witnessed if possible.

notify the parents/carers either by phone after the incident if seen fit or on their arrival to collect the child. The centre will notify the parent/guardian that a serious incident has happened and advise them to contact the relevant medical agency; this information should be provided in an extremely sensitive manner. It is not the role of the centre to inform the parent/guardian that their child has died. A detailed report should be given as soon as possible. Counselling will be made available for all children and staff. Management/Nominated Supervisor/Certified Supervisor will ensure:

YWCA Hunter policies and procedures are adhered to at all times

Parents or Guardians are notified as soon as practicable no later than 24 hours of the illness, accident or trauma occurring.

To complete an Illness, accident or trauma record accurately and without deferral

First aid kits are easily accessible and recognised where children are present at the Service and during excursions.

First aid, anaphylaxis management training and asthma management training is current and updated

Adults or children who are ill are excluded for the appropriate period.

Staff and children always practice appropriate hand hygiene.

Appropriate cleaning practices are followed.

First aid kits are suitably prepared and checked on a vacation care basis (First Aid Kit Record)

An Incident or Illness Records are completed accurately as soon as practicable following the incident

That if the incident, situation or event presents imminent or severe risk to the health, safety and wellbeing of any person present at the Service or if an ambulance was called in response to the emergency (not as a precaution) the regulatory authority will be notified within 24 hours of the incident.

Notify parents of any infectious diseases circulating the Service within 24 hours of detection

Educators qualifications are displayed where they can be easily viewed by all educators, families & authorities

First aid qualified educators are present at all times on the roster and in the Service

Exclude children from the Service if they feel the child is too unwell

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Educators will:

Advise the parent to keep the child home until they are feeling well and they have not had any symptoms for at least 24-48 hours.

Practice effective hand hygiene techniques

Ensure that appropriate cleaning practices are being followed in service SOURCE



ECA Code of Ethics.


Raising Children Network -

Staying healthy in child care. 5th Edition

Policy Development in early childhood setting

First Aid Workplace - http://sydney.edu.au/science/psychology/whs/COP/First-aid-workplace.pdf National Quality Standards (NQS)

Quality Area 2: Children’s Health and Safety 2.3 Each child is protected 2.3.1 Children are adequately supervised at all times 2.3.2 Every reasonable precaution is taken to protect Children from harm and any hazard likely to

cause injury 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with

relevant authorities, practices and implemented. Education and Care Services National Regulations


12 Meaning of serious incident

85 Incident, injury, trauma and illness policies and procedures

86 Notification to parents of incident, injury, trauma and illness

87 Incident, injury, trauma and illness record


89 First aid kits

97 Emergency and evacuation procedures

161 Authorisations to be kept in enrolment record



174 Prescribed information to be notified to Regulatory Authority

176 Time to notify certain information to Regulatory Authority

REVIEW


March 2017 Minor changes made to ensure compliance with regulations protecting the health and safety of children and Educators. Updated to meet the National Law and/or National Regulations in respect of a serious incidents and notification purposes.

January 2019

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E-16 Allergies and Anaphylaxis

POLICY STATEMENT The YWCA Hunter acknowledges that Anaphylaxis is a severe and sometimes sudden allergic reaction which is potentially life threatening. It can occur when a susceptible person is exposed to an allergen (such as food or an insect sting). We understand that reactions usually begin within minutes of exposure and can progress rapidly over a period of up to two hours or more. Anaphylaxis will always be treated as a medical emergency, requiring immediate treatment. Most cases of anaphylaxis occur after a person is exposed to the allergen to which they are allergic, usually a food, insect sting or medication. The YWCA Hunter aims to provide safe and effective care of children by ensuring that staff are fully aware of reactions to, and management of, any child’s allergies. PROCEDURE At the time of enrolment Parents/carers will be asked:

to inform the centre of any allergies the child may have and this will be recorded on the enrolment form.

to develop a Risk Minimisation plan

provide an anaphylaxis medical action plan signed by the Registered Medical Practitioner to assist in the management of the allergen.

Parents/carers will also provide staff with a complete auto-injection device kit.

All staff will be made aware of any food type allergies so that the child is not given this on the occasions when food is provided at the centre.

Anaphylaxis Anaphylaxis is a severe, rapidly progressive allergic reaction that is potentially life threatening. YWCA Hunter is a peanut free zone. The most common allergens in children are:

Peanuts

Eggs

Tree nuts (e.g. cashews)

Cow’s milk

Fish and shellfish

Wheat

Soy

Sesame

Certain insect stings (particularly bee stings)

The key to the prevention of anaphylaxis in Childcare Services is knowledge of those children who have been diagnosed as at risk, awareness of allergens, and prevention of exposure to those allergens.

In the event where a child who has not been diagnosed as allergic, but who appears to be having an anaphylactic reaction:

Call an ambulance immediately by dialing 000

Commence first aid measures

Contact the parent/guardian when practicable

Contact the emergency contact if the parents or guardian can’t be contacted when practicable

Notify the regulatory authority within 24 hours National Quality Standards (NQS)


2.1 Each child’s health is promoted





101









REVIEW


July 2017 Changes made to introduction – a more detailed description.


July 2018


DATE FOR REVIEW AND EVALUATION 07/2018, 09/2017, 01/2019

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E-17 Asthma Management Policy

POLICY STATEMENT YWCA Hunter acknowledges that asthma is a chronic health condition and that correct asthma management will assist to minimise the impact of asthma. The YWCA Hunter aims to provide a safe and healthy environment for all children enrolled at the service and providing an environment in which all children with asthma can participate to their full potential. PROCEDURE We are committed to being an Asthma Friendly service as outlined by Asthma Australia. This means:

The majority of staff has current training in Asthma First Aid and routine management, conducted or approved by the local Asthma Foundation.

At least one staff member on duty at any time holds a current certificate for ACECQA approved competency assessed Emergency Asthma Management training – HLTAID004

Asthma Emergency Kits (AEKs) are accessible to staff and include in-date reliever medication, single person use spacers

Asthma First Aid posters are on display and information is available for staff and parents

Policies are Asthma Friendly

Reference: Australian Children’s Education & Care Quality Authority (acecqa.gov.au) Staff members are trained in Asthma first aid. YWCA Hunter will ensure that there is at least one educator on duty at all times who has a current approved emergency asthma management training in accordance with the Education and Care Services National Regulations. All staff will follow a child’s Medical Management Plan in the event of an incident related to a child’s specific health care need, allergy or medical condition. Management will ensure:

All educators’ approved first aid qualifications, anaphylaxis management training and Emergency Asthma Management (EAM) training are current, meet the requirements of the National Law and National Regulations, and are approved by ACECQA.

The YWCA Asthma Policy is available to parents upon enrolment of their child.

That when medication has been administered to a child in an asthma emergency without authorisation from the parent/guardian or authorised nominee, the parent/guardian of the child and emergency services are notified as soon as is practicable.

To identify children with asthma during the enrolment process and informing staff.

An Asthma Action and a Risk Minimisation Plan for every child with asthma, is part of the enrolment process.

That all children with asthma have an Asthma Action Plan and Risk Minimisation Plan filed with their enrolment record.

A medication record is kept for each child to whom medication is to be administered by the YWCA Hunter.

Families of all children with asthma provide reliever medication and a spacer (including a child’s face mask, if required) at all times their child is attending the center.

The asthma first aid procedure is consistent with current national recommendations.

That all staff members are aware of the asthma first aid procedure.

The expiry date of reliever medication is checked regularly and replaced when required, and that spacers and facemasks are replaced after every use.

Asthma Australia’s Asthma First Aid posters are displayed on the noticeboard near the sign in.

That medication is administered in accordance with the Administration of Medication Policy.

Asthma first aid kit, children’s personal asthma medication and Asthma Action Plans are taken on excursions or other offsite events.

In the event that a child suffers from an asthma emergency the Service and staff will:

Follow the child’s Asthma Action Plan.

If the child does not respond to steps within the Asthma Action Plan call an ambulance immediately by dialing 000

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Continue first aid measures

Contact the parent/guardian when practicable

Contact the emergency contact if the parents or guardian can’t be contacted when practicable

Notify the regulatory authority within 24 hours National Quality Standards (NQS)


2.1 Each child’s health is promoted













REVIEW


July 2017 The amendments more clearly outline Asthma Management compliance.


January 2019

104

E-18 Child Protection/Keep Them Safe

POLICY STATEMENT The YWCA Hunter strongly opposes any type of abuse against a child and endorses high quality practices in relation to protecting children. Our centre will carry out responsibilities of mandatory reporters as indicated under legislation. This responsibility involves following the procedures as outlined by The Human Services Network (HSNET). PROCEDURE Mandatory Reporting is the legislative requirement for selected classes of people to report suspected child abuse and neglect to government authorities. In NSW, mandatory reporting is regulated by the Children and Young Persons (Care and Protection) Act 1998 (The Care Act). A Non Government Organisation (NGO) is required by law to make a report to HSNET if they have current concerns about the safety, welfare or well being of a child. A child is a person under 16 years. In OOSH services a NGO is any staff who deliver services to children. Any staff member who forms a belief on reasonable grounds that a child is being abused or neglected should speak to the Nominated Supervisor who will report to the Executive Director and then document any conversations or observations and use the new interactive online Mandatory Reporters Guide www.keepthemsafe.nsw.gov.au (home page/online mandatory reporter guide) in determining whether a matter meets the significant harm threshold. This will also assist in referral pathways for cases that fall below the threshold. All Educators and staff are committed to identifying possible risk and significant risk of harm to children and young people at the YWCA Hunter vacation care. We comprehend our duty of care responsibilities to protect children from all types of abuse, and adhere to our legislative obligations at all time. Depending upon the MRG the service may need to make a report to the Community Services Helpline or make a referral to Regional Intake and Referral Service or other support services, consult with child’s school and Child Wellbeing Unit or school counsellor. Document and continue the relationship. Organisations can share information relating to the safety, welfare and wellbeing of children or young persons if it would assist with decision making, assessment, planning, investigation or service delivery. I.e. Liaise with School - School Counsellor (Child Wellbeing Unit). All information is confidential. Information Exchange In order to provide effective support and referral it may be necessary to exchange information with other prescribed bodies including government agencies or non-government organisations and services. The NSW Children and Young Persons (Care and Protection) Act 1998 has been amended (2009) to include chapter 16A Information Exchange. Chapter 16A requires prescribed bodies to take reasonable steps to coordinate decision making and the delivery of services regarding children and young people. Under Chapter 16 A NSW Children and Young Persons (Care and Protection) Act 1998, educators will exchange information that relates to a child or young persons safety, welfare or wellbeing, whether or not the child or young person is known to Community Services and whether or not the child or young person consents to the information exchange. The information requested or provided must relate to the safety, welfare or wellbeing of the child. Information includes:

A child or young person’s history or circumstances

A parent or other family member, significant or relevant relationship o The agency’s work now and in the past

Where information is provided in good faith and according to legal provisions, under section 29 & section 245G NSW Children and Young Persons (Care and Protection) Act 1998; reporters cannot be seen as breaching professional etiquette or ethics or as a breach of professional standards. There can be no liability for court action.

According to the Children and Young Persons (Care and Protection) Act 1998 mandated reporters (including people employed in children’s services and unpaid managers of these services) must make reports if they suspect on reasonable grounds a child is at risk of significant harm because: - the child’s basic physical or psychological needs are not being met or are at risk of not being met

105

- the parents or other caregivers have not arranged and are unable or unwilling to arrange for the child to receive necessary medical care

- the parents or other caregivers have not arranged and are unable or unwilling to arrange for a school age child to receive an education

- the child has been, or is at risk of being physically or sexually abused or ill-treated - the child is living in a household where there have been incidents of domestic violence and they are at

risk of serious physical or psychological harm - the parent’s or other caregiver’s behaviour means the child has suffered or is at risk of suffering serious

psychological harm IMPLEMENTATION To ensure best practice, all educators will attend approved Child Protection training certified by a registered training organisation. Educators will continue to keep up to date, by completing Child Protection Awareness Training annually, ensuring they keep up to date with their current responsibilities as Mandatory Reporters. Management/Nominated Supervisor will Ensure:

The Nominated Supervisor of the Service and any certified supervisor in day-to-day charge of the Service have successfully completed a course in child protection approved by the Regulatory Authority.

All employees Aware of the indicators showing a child may be at risk of harm or significant risk of harm and understand their responsibilities as a mandatory reporter.

To validate a Working with Children Check for all educators, staff and volunteers unless the person meets the criteria for exemption from a WWCC. See exemption factsheet at http://www.kidsguardian.nsw.gov.au/child-safe-organisations/working-with-children-check/apply

Records of abuse or suspected abuse are kept in line with our Privacy and Confidentiality Policy.

To notify the NSW Ombudsman within 30 days of becoming aware of any allegations and convictions for abuse or neglect of a child made against an employee or volunteer and ensure they are investigated and appropriate action taken.

To notify the Commission for Children and Young People of details of employees against whom relevant disciplinary proceedings have been completed or people whose employment has been rejected because of a risk identified in employment screening processes.

To notify the regulatory authority (within 7 days) of any incident where you reasonably believe that physical and/or sexual abuse of a child has occurred or is occurring while the child is being educated and cared for by the Service

To notify the regulatory authority (within 7 days) of any allegation that sexual or physical abuse of a child has occurred or is occurring while the child is being educated and cared for by the Service.

Accusations Against Educators Accusations of abuse or suspected abuse against educators, staff members the Nominated Supervisor or Approved Provider are treated in the same way as allegations against other people. Reports will be made to the Child Protection Helpline where a child is at risk of significant abuse by a person at the Service. If the Supervisor is involved in the abuse then the Approved Provider or most senior educator will assist in notifying the Child Protection Helpline. Educators Will

Be able to recognise indicators of abuse

Comprehend they are mandatory reporters under the legislation and report any situation where they believe on reasonable grounds a child is at risk of significant harm to the Child Protection Helpline on 132 111 (available 24 hours/7 days a week).

Be able to use the Mandatory Reporter Guide (MRG)which is available at https://reporter.childstory.nsw.gov.au/s/mrg

Contact the police on 000 if there is an immediate danger to a child and intervene instantly if it is safe to do so.

Promote the welfare, safety and wellbeing of children at the YWCA Hunter centre.

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Prepare precise records recording exactly what happened, conversations that took place and what you observed to contribute to the investigations of abuse or suspected abuse by the Child Protection Helpline or dealings with referral agencies.

Documenting a Suspicion of Harm If educators have concerns about the safety of a child they will:

Record their concerns in a non-judgmental and accurate manner as soon as possible.

Record their own observations as well as precise details of any discussion with a parent (who may for example explain a noticeable mark on a child).

Not endeavor to conduct their own investigation.

Document as soon as possible so the details are accurately apprehended including:

Time, date and place of the suspicion

Full details of the suspected abuse

Date of report and signature Documenting a Disclosure A disclosure of harm emerges when someone, including a child, tells you about harm that has happened or is likely to happen. When a child discloses that he or she has been abused, it is an opportunity for an adult to provide immediate support and comfort and to assist in protecting the child from the abuse. It is also a chance to help the child connect to professional services that can keep them safe, provide support and facilitate their recovery from trauma. Disclosure is about seeking support and your response can have a great impact on the child or young person's ability to seek further help and recover from the trauma. Confidentiality It is important that any notification remains confidential, as it is vitally important to remember that no confirmation of any allegation can be made until the matter is investigated. The individual who makes the complaint should not inform the person they have made the complaint about. This ensures the matter can be investigated without prior knowledge and contamination of evidence. Protection for Reporters Reports made to Community Services are kept confidential. However, a law enforcement agency may access the identity of the reporter if this is needed in connection with the investigation of an alleged serious offence against a child. Under the Children and Young Persons (Care and Protection) Act 1998 if the report is made in good faith:

The report will not breach standards of professional conduct

The report can’t lead to defamation proceedings

The report is not admissible in any proceedings as evidence against the person who made the report

A person cannot be compelled by a court to provide the report or disclose its contents

The identity of the person making the report is protected.

A report is also an exempt document under the Freedom of Information Act 1989. Where a Complaint Is Made About a Staff Member, or Someone in the Centre Where the allegation is made to a staff member or the Coordinator, the facts as stated will be recorded in writing including dates, times, name of person involved, name of person making the allegation and the person making the report. This report should be kept on record and treated as strictly confidential If the Executive Director or person in charge is suspected then the Chairperson of the Management Committee should be informed. For the protection of both the children and the staff member involved, the staff member should be removed from duties involving direct care and contact with children, until the situation is followed up or resolved. Support should be given to people making an allegation or persons who have been suspected. This support can be given in the form of counselling or referral to an appropriate agency. Understanding Abuse All staff and educators will have an understanding of the four types of child abuse:

Physical Abuse

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Sexual Abuse

Emotional Abuse

Neglect Child abuse is any action towards a child or young person that harms or puts at risk their physical, psychological or emotional health or development. Child abuse can be a single incident, or can be a number of different incidents that take place over time. DEFINITIONS Maltreatment refers to non-accidental behaviour towards another person, which is outside the norms of conduct and entails a substantial risk of causing physical or emotional harm. Behaviours may be intentional or unintentional and include acts of omission and commission. Specifically abuse refers to acts of commission and neglect acts of omission. Note that in practice the terms child abuse and child neglect are used more frequently than the term child maltreatment Risk of Significant Harm (ROSH) refers to circumstances causing concern for the safety, welfare and wellbeing a child or young person present to a significant extent. This means it is sufficiently serious to warrant a response by a statutory authority irrespective of the family’s consent. What is significant is not minor or trivial, and may reasonably be expected to produce a substantial and demonstrably adverse impact on the child's or young person's safety, welfare, or wellbeing. In the case of an unborn child, what is significant is not minor or trivial and may reasonably be expected to produce a substantial and demonstrably adverse impact on the child. Reasonable grounds refers to the need to have an objective basis for suspecting that a child may be at risk of abuse and neglect based on: First hand observation of the child or family What the child, parent or other person has disclosed What can reasonably be indirect based on observation, professional training and/ or experience Mandatory Reporters Mandatory reporters are people who deliver the following services, wholly or partly, to children as part of their paid or professional work:

Health care (e.g. registered medical practitioners, specialists, general practice nurses, midwives, occupational therapists, speech therapists, psychologists, dentists and other allied health professionals working in sole practice or in public or private health practices)

Welfare (e.g. psychologists, social workers, caseworkers and youth workers)

Education (e.g. teachers, counsellors, principals)

Children’s services (e.g. child care workers, family day carers and home-based carers)

Residential services (e.g. refuge workers)

Law enforcement (e.g. police)

CHILD STORY REPORTER

Mandatory reporters in NSW should use the Mandatory Reporter Guide (MRG) if they have concerns that a child or young person is at risk of being neglected or physically, sexually or emotionally abused. The MRG assists in providing mandatory reporters with the most appropriate reporting decision. It is not designed to determine whether the matter constitutes risk of significant harm (ROSH). This is done at the Child Protection Helpline through the Screening and Response Priority (SCRPT) tool.

The MRG supports mandatory reporters to:

determine whether a report to the Child Protection Helpline is needed for concerns about possible abuse or neglect of a child (including unborn) or young person

identify alternative ways to support vulnerable children, young people and their families where a mandatory reporter’s response is better served outside the statutory child protection system

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It is recommended that mandatory reporters complete the MRG on each occasion they have risk concerns, regardless of their level of experience or expertise. Each circumstance is different and every child and young person is unique. Helpline caseworkers will make determinations on reports received from mandatory reporters using SCRPT in conjunction with additional information which may not be available to mandatory reporters. For more information on Child Story Reporter, refer to: https://reporter.childstory.nsw.gov.au/s/ Indicators of Abuse There are common physical and behavioural signs that may indicate abuse or neglect. The presence of one of these signs does not necessarily mean abuse or neglect. Behavioural or physical signs which assist in recognising harm to children are known as indicators. One indicator on its own may not imply abuse or neglect. However a single indicator can be as important as the presence of several indicators. Each indicator needs to be deliberated in the perspective of other indicators and the child’s circumstances. A child's behaviour is likely to be affected if he/she is under stress. There can be many causes of stress and it is important to find out specifically what is causing the stress. Abuse and neglect can be single incidents or ongoing, and may be intentional or unintentional. General indicators of abuse and neglect may include:

Marked delay between injury and seeking medical assistance

History of injury

The child gives some indication that the injury did not occur as stated

The child tells you someone has hurt him/her

The child tells you about someone he/she knows who has been hurt

Someone (relative, friend, acquaintance, and sibling) tells you that the child may have been abused.

(for further information refer to the accompanying appendix information ) Legislative Changes In October 2016, the NSW Government introduced reforms to strengthen the regulatory powers of the Office of the Children’s Guardian. New amendments also tightened provisions for appealing against decisions to bar unsuitable Working With Children Check applicants from working with children. Also, under the Working With Children Check, it is now an offence to make a false or misleading statement, punishable by a maximum penalty of $550. These changes are included in the Child Protection (Working with Children) and Other Child Protection Legislation Amendment Act 2016, making amendments to the following Acts: Child Protection (Working with Children) Act 2012 Children and Young Persons (Care and Protection) Act 1998 Teaching Service Act 1980 Education (School Administrative and Support Staff) Act 1987 Amendments to the Teaching and Education Staff Acts provide for suspension from duty (instead of dismissal) for a person who’s ‘Working with Children Check’ is cancelled because of a pending charge for a serious offence under the Working with Children legislation. In children’s employment, the amendments give the Office of the Children’s Guardian new powers to enter and inspect premises where they reasonably suspect a person is illegally employing a child, as well as the ability to serve on-the-spot penalty notices for breaches of children’s employment legislation. Educating Children about Protective Behaviour

Our program will educate children

About acceptable and unacceptable behaviour, and what is appropriate and inappropriate contact at an age appropriate level and understanding

About their right to feel safe at all times

To say ‘no‘ to anything that makes them feel unsafe or uncomfortable

About how to use their own knowledge and understanding to feel safe.

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To identify signs that they do not feel safe and need to be attentive and think clearly.

That there is no secret or story that is too horrific, that they can‘t share with someone they trust.

That educators are available for them if they have any concerns.

To tell educators of any suspicious activities or people.

To recognise and express their feelings verbally and non-verbally.

That they can choose to change the way they are feeling. National Quality Standards (NQS)



2.3.2 Every reasonable precaution is taken to protect Children from harm and any hazard likely to cause injury

2.3.4 Educators, coordinators and educators are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.



84 Awareness of child protection law

273 Course in child protection

REVIEW


May 2016 New Format created and policy created April 2017

April 2017 Updated policy to include Queensland changes to mandatory reporting requirements.

August 2017

May 2017 Updated policy to include specifications for all states in Australia regarding mandatory reporting requirements

August 2017

July 2017 Significant changes made to the policy, including the inclusion of legislative changes and Mandatory Reporting Guide changes with the introduction of Childstory

Aug 2017 Updated to meet the National Law and/or National Regulations in respect of a serious incidents and /or allegations of sexual abuse and notification purposes.

December 2018



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E-19 Supervision Policy

Supervision is defined as ‘the active awareness of the responsibility to act in the best interest of all involved in the service to provide a safe, healthy and supportive environment that promotes, supports, builds on and challenges children’s learning and development.’ POLICY STATEMENT Educators have a duty of care to ensure children are supervised at all times, as they maintain a safe and secure environment adhering to National Regulations. Supervision, together with thoughtful design and arrangement of children’s environments, assists in the prevention and severity of injury to children. Educators will actively supervise children, identifying risks and minimising injury. Effective supervision of children provides with Educators with the opportunity to support and build on children’s play experiences. IMPLEMENTATION Management will ensure:

That the premises and facilities are designed and maintained to facilitate supervision of children at all times while maintaining the rights and dignity of all children.

Regulatory Authorities are notified of any serious incident, within 24hours of the incident or the time that the person becomes aware of the incident.

Minimum Educator qualification requirements are recognised under the National Quality Framework. We will maintain 1:15 on site.

The service maintains the required educator-to-child ratio working directly with children at all times

Ensure that all Educators are aware of the children and their environment.

Ensure Educators avoid activities or actions that will distract them from supervision, such as speaking to other Educators for long periods of time, taking personal phone calls, checking mobile phone or administrative tasks.

Ensure Educators are aware if they need to move away, another Educator is to replace them.

Educators are positioned allowing them to watch the maximum area possible.

Ensure Educators move around the environment to ensure best view of the area and to avoid standing with their back to the children or talking with other Educators.

Develop and maintain rosters that ensure continuity of care and adequate supervision at all times when children are being cared for and educated in the service and on excursions.

Develop, maintain and regularly review a supervision plan and strategies for both the indoor and outdoor areas, which will support Educators to position themselves effectively to allow them to observe the maximum area possible.

It is best practice that no staff member is left alone with a child to support child protection.

Ensure that a Risk Assessment & Management Plan is carried out before an authorisation is requested for an excursion. The risk assessment will consider and identify the number of adults required to ensure continuous adequate supervision throughout the excursion.

Ensure that parents are notified as soon as practicable but within 24 hours if their child is involved in a serious incident/situation at the Service. Also, details of the incident/situation is recorded on the Incident, Injury, Trauma and Illness Record

Ensure that if the incident, situation or event presents imminent or severe risk to the health, safety and wellbeing of the child or if an ambulance was called in response (not as a precaution) the regulatory authority will be notified within 24 hours.

Educators will:

Have a sound understanding of their duty of care and responsibilities in ensuring children are within a safe environment.

Collaborate a supervision plan and strategies for both the indoor and outdoor environment, assisting educators to position themselves effectively in order to effectively supervise children’s play.

Inform new educators about supervision arrangements, outlining their supervision responsibilities.

Regularly evaluate the efficiency of the supervision plan.

Certify that at least two educators are within vision when working with children and when supporting children with toileting/hygiene routines.

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Arrange the education and care environment to maximise the ability of educators to supervise all areas accessible to children. Precise emphasis will be on gates, the fence line and doors during arrival and departure times.

Communicate with each other about their location within the environment.

Maintain correct ratios adhering to the National Education Regulations throughout the education and care environment.

Ensure that all children are in sight or hearing of educators at all times.

That no child will be left alone while eating or toileting times.

Ensure that hazardous equipment and chemicals are inaccessible to children.

Certify that interactions with children are meaningful and respectful.

Encourage children’s individuality whilst respecting their strengths and needs.

Continually scan the environment during interacting with individuals or small groups.

Implement reliable supervision strategies and not perform other duties while responsible for the supervision of children.

Listen closely to children whilst supervising areas that may not be in a direct line of sight.

Consideration will be given to the design and arrangement of children’s environments to support active supervision by:

Using supervision skills to recognise areas of risk therefore reducing the potential for injury or incident to children and adults.

Guiding Educators to make decisions about when children’s play needs to be interrupted and redirected.

Supporting Educators with specific strategies. National Quality Standards (NQS)


2.3 Each child is protected.

2.3.1 Children are adequately supervised at all times.

2.3.2 Every reasonable precaution is taken to protect Children from harm and any hazard likely to cause injury.

Quality Area 3: Physical Environment

3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.

Quality Area: Staffing arrangements

4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.

4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times.



101 Conduct of risk assessment for excursions


120 Educators who are under 18 to be supervised

121 Application of Division 3

122 Educators must be working directly with children to be included in ratios

123 Educator to child rations-Centre based services

126 Centre based services-general educator qualifications

166 Children not to be alone with visitors


176 Time to notify certain circumstances to Regulatory Authorities

264 General qualifications for educators – Centre based

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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.



Frith, John Dr & Kambouris, Nita & O'Grady, Onagh & University of New South Wales. School of Public Health and Community Medicine (2003). Health & safety in children's centres : model policies & practices (2nd ed). School of Public Health and Community Medicine, University of New South Wales on behalf of the Australian Early Childhood Association (NSW Branch), and the NSW Children's Services Health and Safety Committee, [Sydney]

Tansey, Sonja. (2005, September 2005). Supervision in Children's Services. Putting Children First, the Newsletter of the National Childcare Accreditation Council (NCAC) Issue 15, p. 8-11.

REVIEW


April 2017

Minor changes made to Educators and Nominated Supervisor roles and responsibilities to ensure a compliant and safe environment for children.

Aug 2017 Updated to meet the National Law and/or National Regulations in respect of a serious incidents and notification purposes.

January 2019

Staff Resource - Supervision Procedure

Services can identify high-risk experiences and develop strategies, depending on the age and development of children, where the constant supervision of children is required or where children may only require supervision from a distance. They will do this by:

Practicing awareness - a skill that requires a knowledge of children, including knowing each child’s range of skills, interests, ability to interact with others and developmental stage. Knowledge of children helps Educators to monitor and enhance skills that promote children’s positive behaviour.

Planned positioning - a skill that requires being able to see all of the children. Educators position themselves to be aware of the entire environment and to see as many children as possible. All children are monitored by sight or sound at all times.

Being alert to the surrounding environment - a skill that involves regularly glancing and listening within the environment to see children’s involvement and what is happening.

Use redirection - a skill used as an aid in preventing undesirable and unsafe behaviour. Children are redirected to other areas/activities when undesirable behaviour is Immanent or occurs. This technique helps ensure the safety of all children. For this to be effective, Educators need to be knowledgeable of the children in their care and any behaviour plans that are current.

Provide close supervision for all children in areas that are near equipment where injury may occur, requires the use of the above methods and being in close proximity to the children. Children waiting to be picked up due to illness or injury are kept safe, comfortable, and under close supervision.

Educators are aware of the different ages, personalities, behaviours and characteristics of the children in their care to ensure that supervision is relevant and effective.

Implement consistent supervision strategies and not perform other duties while responsible for the supervision of children.

Being aware of the importance of communicating with each other about their location within the environment.

Actively supervising bathroom facilities.

Being aware of blind spots within the indoor and outdoor environment.

Having a sound understanding of the supervision plan, outlining designated positions for educators to supervise the children.

Minimise hazards within the environment to ensure children’s safety is maintained.

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E-20 Providing a Child Safe Environment

POLICY STATEMENT: The YWCA Hunter Region Inc. Vacation Care program provides an environment that ensures the safety, health and wellbeing of children at all times. The welfare and protection of all children is of paramount importance. Educators will maintain the premises and equipment, adhere to procedures regarding safe practices and operate in line with legislative requirements relating to child protective practices and the Education and Care Services National Regulations and Law. Educators and management are aware of their legal responsibility as Mandatory Reporters to take action to protect and support children they suspect may be at significant risk of harm. Educators will ensure that children are adequately supervised at all times and that every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury or trauma (National Quality Standards 2.3.1 & 2.3.2). PROCEDURES Managing the Facility SECURITY

Only approved educators and management members will be given a key to access the building and equipment areas.

Tenants residing in the upstairs rooms have access to the main entrance only.

All monies and important documents will be kept in a lockable place and access will only be permitted by approved staff and management members.

Educators will ensure that the building is left in a secure manner before leaving and all windows, cupboards, safe, and other relevant areas are locked. All heating and lighting is off and all doors properly secured.

Educators will inform the police and the committee as soon as possible if there has been a break in to the service of any kind.

Educators will remain at the service until the police arrive or inform them of what to do. Buildings, Equipment and Maintenance:

Equipment will be chosen to meet the children's developmental needs and interests. There will be sufficient access to furniture, materials and developmentally appropriate equipment suitable for the education and care for each child.

Service premises and all equipment and furniture will be maintained in a safe, clean condition and in good repair at all times.

Children will be provided with adequate, developmentally and age-appropriate toilet, washing and drying facilities. These will enable safe use and convenient access by children.

There must be no damaged plugs, sockets, power cords or extension cords.

All plug sockets shall be maintained as child safe.

Electrical appliances shall be in good working order.

Electrical circuit breakers will be installed and be maintained.

Provision will be made in the budget for regular maintenance and repair work and for deferred costs of major capital repairs.

Management will develop a list of fully licensed and insured trades persons, which is made available to educators. This list will be reviewed on an annual basis.

All contractors should have their own public liability insurance.

The service and equipment will be regularly checked to ensure that they are in a good and safe condition, comply with relevant Australian Standards.

Equipment will be regularly washed and cleaned.

Recycled craft materials should be checked for potential hazards.

Educators should ensure safe handling of all tools if used as part of any activity.

Families will be encouraged to notify educators of any safety issues they observe.

Anything that requires maintenance is to be reported to the Nominated Supervisor as soon as possible.

Faulty equipment should be removed or protection placed around any dangerous building sites.

A maintenance book will be kept that records any maintenance that needs to be addressed.

The maintenance book will record;

Type of problem

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Date that it was observed

Who reported it

Date repaired

Tradesperson employed to repair the problem

For urgent repairs the Executive Director will organise a contractor to attend to the problem.

Maintenance reviews should be done as part of the Executive Director’s role report at each meeting.

It is the responsibility of management, once a problem has been raised, to ensure that it is rectified in the most efficient manner and that the service is safe for educators and clientele.

Should the service be considered unsafe or as being a health risk, then the service will be closed, after notice has been given to all relevant parties, until the problem has been rectified.

The service will have an appropriate number of first aid kits that are suitable to the ages and needs of the children attending. The first aid kit will be well stocked and be easily recognised and accessible at all times.

Storage:

A storage system should be devised that ensures easy access and un-cluttered storage of all equipment.

Storage areas will be cleaned and tidied at least twice a year or when seen as necessary.

Play equipment and toys should be easily accessible to all children during the operating hours of the service.

Children will show respect for the equipment and be expected to pack equipment away that they have used to avoid trip hazards.

Craft equipment will be stored in a separate area. Only staff to access craft cupboard.

All craft equipment is to be properly washed and cleaned before storage.

A separate storage area will be available for sporting and large outdoor equipment to prevent clutter.

All items such as cleaning materials, disinfectants, flammable, poisonous and other dangerous substances, tools, toiletries, first aid equipment, and medications should be stored in the designated secured area which is inaccessible to the children. Educators are responsible to ensure that these areas remain secure and that they do not inadvertently provide access to these items.

Kitchen and other refuse areas will be provided with lidded facilities that are cleaned and emptied daily.

Management will ensure that all family records are kept in a nominated secure place, ensuring that records are kept confidential and not left accessible to others during the course of the daily operations.

Ventilation, Temperature and Natural Light:

All heating and cooling systems will be of good quality and checked regularly to ensure safety and reliability.

All heating and cooling systems and power cords will be kept in a safe area and away from children.

Educators will take individual needs and specific activities into account when ensuring that heating, ventilation levels are comfortable.

Should educators, children or families complain about the temperature in the service not being at a comfortable level, this matter will be drawn to the attention of management and steps will be made to address the problem.

Adequate ventilation will be provided at all times. Windows will be properly maintained to ensure easy opening and protection from bugs and insects.

Where activities involve toxic materials such as paints and glues, staff are to ensure there is adequate ventilation before undertaking the activity.

Windows are to be opened during operation of the service unless closed to protect from extreme weather conditions.

Natural light is considered to be most desirable. Provision of natural light areas will be enhanced as much as possible.

Adequate light will be maintained both indoors and outdoors. A security light will be placed at the entrance to the service that clearly provides unobstructed view of the door and surrounding areas.

Outdoor lighting will be suitable so that families, staff and children can enter and exit the building without any unsafe dark areas.

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Pest Control:

Equipment and especially food items will be properly stored so as not to attract pests and vermin.

Refuse bins and disposal areas will be emptied and cleaned daily.

Kitchen, food preparation areas and storage will be cleaned and maintained daily.

All areas will be checked daily for any signs of pests or vermin.

Should any pests or vermin be identified then action should be taken to rid the service of the problem by:

Initially using non-chemical methods such as physical removal, maintaining a clean

environment, and use of any non-chemical products.

Low irritant, environmentally friendly sprays to be used minimally and only with adequate ventilation and preferably not in the presence of the children.

Other methods such as the employment of a pest control company if deemed necessary by management where the above methods have failed.

If urgent, management will obtain a contractor from to address the problem.

All families will be notified of any use of chemicals.

Any use of chemical products should only be conducted outside the hours of the children and educators’ presence in the building.

All action will be taken to remove the children, educators, families and visitors from the environment for as long as is safe and viable.

Managing the Indoor and Outdoor Environment: INDOOR ENVIRONMENT:

The services indoor environment will be smoke free and no smoking notices will be prominently displayed.

The number of children enrolled in the service will comfortably fit into the building space and in accordance with the National Regulations.

Where children are indoors for long periods due to weather conditions, special activities will be planned and other areas sought to disperse the group such as school halls and verandas.

Separate areas in the indoor environment will be provided for:

Signing children in/out of the service.

Collection of fees, answering phones, and maintaining daily records.

Educators and families to talk in confidence.

Children to store their bags and belongings.

Storage of equipment, food, dangerous materials, and family records.

Preparation of food and drinks.

Kitchen and other refuse.

Cleaning of equipment.

Male and female toilet, hand basins and hand drying facilities.

Creative and other activities.

Large and small group activities.

Display of children's activities and work.

Quiet space for children to retreat to, or do homework or lie down if unwell.

The indoor area is to be set up to allow children to participate in a variety of activities with easy access to equipment. Drawing paper and other materials will be made available to the children at all times.

Staff will ensure that children properly store their bags and that bags and other items are not thrown into walkways or play areas.

All items obstructing areas are to be removed and placed in the correct storage areas.

Areas must be set up to ensure that proper supervision can be maintained at all times.

Access to the outdoor environment should be clear and easily accessible by the children and staff. OUTDOOR ENVIRONMENT:

The outdoor environment provides each child with at least 7 square metres of unencumbered outdoor space in compliance with National Regulation 108.

The outdoor environment will be smoke free and where possible, no smoking notices will be prominently displayed.

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The outdoor space will be inspected daily for any obstacles or dangerous items and the hazard check will be recorded.

Any hazardous items will be disposed of in a safe and careful manner prior to the children playing in the area.

The outdoor space will be set up in a variety of ways to encourage participation.

Areas will be made available where children can play in large or small groups or by themselves.

Supervision should be properly maintained. Children are only to play in areas that are clearly visible to educators, and where child/educator ratios are maintained.

Clear boundaries shall be set and enforced.

When it is necessary to go outside the boundaries or line of supervision, an educator must accompany children.

Adequate shade via trees and coverings will be maintained.

As far as possible, activities will be set up in shaded areas.

Use of other outdoor venues will be considered where access to the area is safe, adequate supervision can be maintained, the area is considered of value to the children's physical development and personal comfort, and where adequate staff/educator ratios can be maintained.

Child Protective Practices (refer to the child protection policy) Recruitment and Orientation of Staff: All staff employed by the service including management will be subject to a Working with Children Check carried out by the NSW Commission for Children and Young People that will be kept on file.. Written approval from the prospective employee will be sought prior to this check being carried out. When the service engages a self-employed individual to provide services, a WWCC is carried out. All staff will be informed of their responsibilities as a Mandatory Reporter as part of their orientation and induction process. CONSIDERATIONS:

Education & Care Services National Regulations

National Quality Standard

Other Service policies/ Documentation

Other

r82, r84, r85, r86, r87, r89, r103, r105, r107, r108, r109, r110, r114, r115, r155, r170, r176, r168.

Quality Area’s 2, 3, 4, 5 & 7.

- - - -

Parent Information brochure Staff handbook Health and Safety policies and procedures Staffing policies and procedures

NSW Children & Young Person’s (Care & Protection) Act 1998 Commission for Children & Young People Act 1998 Child Protection (Prohibited Employment) Act 1998 Ombudsman Act 1974 (with relevant Child Protection Amendments) NSW Department of Community Services Mandatory Reporting Guidelines NSW Child Protection

Interagency Guidelines (2006) - Legislation Amendment (Wood Inquiry Recommendations) Act 2009 No 13 Keep Them Safe – Information session/ overview participants manual 2009/ 2010 My Time, Our Place.



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E-21 Photograph Policy

POLICY STATEMENT We aim to ensure the privacy of children and families are respected and maintained at times when Educators and staff take photographs. Children have the right to be protected from the misuse of photographic and video images whilst at vacation care. To ensure the privacy of children and families is respected, YWCA Hunter will obtain written parental permission from families. If written permission is not given, then any images taken will be deleted. IMPLEMENTATION Photographs may be used to support children’s learning and record individual developmental progress. Photos are displayed in various formats as this provides children and families with a sense of belonging. Photographs allow children to see themselves at play, are a topic of conversation for children and parents, allow families to see their child at play and convey the message to children that what they are doing is important. It is fundamental to respect the rights of all children and families to privacy. To ensure we are maintaining children’s safety and respecting their right to privacy we will see that:

Photographs recorded at YWCA Hunter vacation care as part of a normal day are taken using a digital camera and are only taken by members of the staff team.

To ensure the privacy of children and families is respected YWCA Hunter will obtain written parental permission from families. If written permission is not given, then any images taken will be deleted.

Photographs/videos are taken to:

Support the learning of each child's individual record

Illustrate work on display around the environment and on the centres facebook page and website.

Parental/guardian photo permission is required in writing and forms part of the enrolment forms.

Individuals or parents visiting the service are not permitted to take photographs of the children.





Quality Area 5: Relationships with children

5.1.2 Dignity and rights of the child The dignity and rights of every child are maintained

Quality Area 6: Collaborative partnerships with families and communities

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.





SOURCE

Education and Care Services National Regulation


Child Protection Act 1998

http://www.community.nsw.gov.au/kts/legislation

Early Childhood Education and Care

http://www.dec.nsw.gov.au/what-we-offer/regulation-and-accreditation/early-childhood-education-care/ec-extra-newsletter/march-2017/kid-s-photos-and-social-media

http://www.community.nsw.gov.au/kts/legislation



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August 2017 Changes made to ensure children’s privacy is upheld October 2018

October 2017 Updated references to comply with revised National Quality Standard

January 2019

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E-22 Hazardous Materials

POLICY STATEMENT We aim to provide an environment that is safe with no risk to the health and well being of the children, staff or parents/carers. We will ensure that all activities undertaken while the service is in operation will not be potentially hazardous and that all hazardous materials will be stored appropriately. PROCEDURE

Hazardous machinery, chemicals and activities which are likely to cause potential danger to children, staff or others in the centre will not be used or undertaken while the service is in operation.

Should any pests or vermin be identified then action should be taken to rid the centre of the problem by initially using non-chemical methods such as physical removal, maintaining a clean environment, and use of any non-chemical products.

Low irritant, environmentally friendly sprays to be used minimally and only with adequate ventilation, and preferably not in the presence of the children.

Aerosol cans such as spray paints etc used for specific activities will only be used outside in a well ventilated area.

All staff will be made aware on initial orientation in the centre, of any potentially dangerous products, which may pose a danger to the children and where these are stored.

All potentially dangerous products such as cleaning materials, disinfectants, flammable, poisonous and other dangerous substances, tools, toiletries, first aid equipment, and medications will be stored in the designated secured area which is inaccessible to the children.

Staff are responsible to ensure that these areas remain secure and do not to inadvertently provide access to these items by the children.

Cleaning and hazardous products should not be stored close to foodstuffs or where storage of these food products might contaminate foodstuffs.

Staff should always read the label before use of any cleaning material, sprays or chemicals and be aware of appropriate first aid measures.



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E-23 Transportation

Centre and staff vehicles POLICY STATEMENT Children travelling to and from the Centre on excursions have the right to be safe. We will ensure that all modes of transportation undertaken will be safe and comply with all the required regulations. PROCEDURE All children travelling from one place to another must have the written consent of their parents/carers. All vehicles used by the centre will comply with the appropriate road and transport regulations, will be mechanically sound, have regular maintenance and have third party and comprehensive insurance. The driver will ensure that the fuel level is sufficient to undertake the journey. All staff or volunteer drivers will hold the appropriate driver’s licence for the vehicle they are driving. All private vehicles can only be used if:

The vehicle is registered and in a safe mechanical condition.

The vehicle is equipped with seat belts.

The vehicle has minimum third party property damage insurance.

The driver has a current driver’s licence. Before travelling in the vehicle the staff member will ensure that all children wear a seat belt or, in a bus, where seat belts are fitted. A First Aid Kit should be carried on the vehicle. Children will be required to remain seated and not behave in a dangerous or distracting manner. The driver will stop the vehicle if necessary, in a safe place until the children comply with instructions. When picking up children, the bus should be parked in a location which does not require children to cross roads. The vehicle must comply with regulations in regard to numbers of passengers. In the case of a vehicle breakdown the staff person in charge will:

Ensure that the children are kept safe at all times

Phone the centre to inform the Executive Director.

The Executive Director and the staff member will discuss suitable alternative transport and organise for this to be undertaken.

The Executive Director will inform the parents/carers of the breakdown if necessary. In the case of a vehicle accident the staff person in charge or the driver will:

Check to see if any children or staff are hurt, conduct first aid and phone for an ambulance if necessary.

Comfort and calm the children.

Ensure that the children are safe at all times.

Take the required details of the other driver involved: name, contact, registration number, driver’s licence, insurer and any damage made to either vehicle.

Phone the centre to inform the Executive Director, and organise alternative transport.

Phone the police if necessary.

Make an accident report on return to the centre. Staff will have a mobile phone and in case of accident or emergency and children should be instructed to stay with the vehicle until assistance arrives The Executive Director will inform the parents/carers of the incident, and ensure that all the appropriate accident procedures are undertaken. When transporting children by public transport staff will:

Ensure that a list of the children’s names and number of children travelling is taken.

Take the centre’s name, address and contact numbers with them.

Conduct a head count on a regular basis.

Assist children in getting on and off the mode of transport.

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Ensure that all children are accounted for before allowing the vehicle to leave. When transporting children by foot staff will:

Ensure that the safest route is taken.

Ensure children cross the road at the crossing or lights where available, and obey the road rules.

Undertake extreme care crossing all roads.

Keep children together as a group and walk in line on pavements. Staff members are to remain vigilant to ensure that no child runs ahead, lags too far behind the group or acts inappropriately.

Take appropriate wet weather gear, jackets or sun hats to use as required.

Children should be made aware of all the rules associated with all the modes of transport. Staff will ensure that these rules are enforced.



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E-24 Road Safety Policy

(to be used in conjunction with the Excursion Policy) POLICY STATEMENT YWCA Hunter will ensure best practice guidelines are implemented with children, families and Educators of the Service, to ensure children are kept safe whilst travelling as pedestrians, cyclist and passengers in vehicles. IMPLEMENTATION Management will ensure:

Educators only allow a child to participate in an excursion with the written authorisation of a parent/guardian, in accordance with National Regulations. (Refer to Excursion policy)

A written risk assessment is undertaken prior to excursions, including the safest route for travel

Road safety education is provided to the children before going on an excursion.

Parents have access to our policies upon request in order to keep children safe.

Educates staff about the importance of road safety A Nominated Supervisor/ Responsible Person/Educators will ensure:

Children are adequately supervised at all times

They have a clear understanding and comprehension of national regulations and standards in regards to keeping children safe

Helmets are always set up when the bikes and scooters are made available to children

Road safety is monitored when on a walking excursion

Educate children about the importance of road safety, obeying the rules, listening to families, holding hands, pedestrian safety, car safety etc.

Follow appropriate procedures in the event of a vehicle accident including children, educators or families, informing management.

Adhere to their duty of care to keep children safe

Walking –The decision to walk on an excursion should be preceded by a risk assessment and the route should be determined consistent with the objective of ensuring the safety of educators and children. The walking route will form part of the risk assessment.

Important: parents will be notified as soon as practicable but within 24 hours if their child is involved in an accident at the Service or while under Service care. Also, details of the incident/accident will be recorded on an Incident, Injury, Trauma and Illness Record. Important: if the incident/accident, situation or event presents imminent or severe risk to the health, safety and wellbeing of the child or if an ambulance was called in response to the emergency (not as a precaution) the regulatory authority will be notified within 24 hours. Parents are responsible for:

Reading, signing and dating permission forms prior to excursions to confirm they agree to the excursion conditions.

Ensuring their child/children travels in an appropriate and approved restraint, suitable for their age and weight when arriving and departing the Service

Being aware of safety locations and general road safety requirements when arriving and departing from the Service

Never leaving a child/children and/or animal in the car alone at any time

Being aware of the Service policy relating to safe transportation of children to and from the service. National Quality Standard (NQS)



Effective illness and injury management and hygiene practices are promoted and implemented.



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99 Children leaving the education and care service premises

100 Risk assessment must be conducted before excursions


102 Authorisation for excursions

SOURCE



ECA Code of Ethics.


Roads and Traffic Authority Website

NCAC Newsletter

National Law

Child Protection Act

Mandatory Reporting Guide



Created May 2017

New Policy Created


May 2018


125

E-25 Animals

POLICY STATEMENT We believe that animals can be a valuable source of learning and enjoyment for the children. Any animals that enter the centre must be in the care of the owner and be safe and present no danger to the children in any way. Staff will ensure that animals will be treated gently and humanely at all times. Strict supervision will be maintained. Children or staff are not permitted to bring animals into the Centre. PROCEDURE

The decision for an owner to visit the centre will be made by the Executive Director, based on an observed need or value to the children for an activity.

Any animal or bird will only be considered with the clear understanding of them being safe and suitable with children.

No animal, bird or livestock will be allowed in the program area which is likely to be a source of infection or which in any way may be detrimental to the wellbeing of the children.

Checks need to be made regarding individual children’s allergies before considering an animal in the centre.

All animals will be located away from any food or food preparation areas.

Supervision is to be maintained at all times.



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E-26 Interactions with Children

POLICY STATEMENT: The YWCA Hunter Region Inc. staff will interact with the children in their care in such a way as to reflects the principles in “My Time, Our Place” and provide an environment that is secure and respectful. We recognise that relationships directly affect how children form their own identity, whether or not they feel safe and supported, and ultimately, their sense of belonging. Reciprocal relationships with children are fostered and encouraged and genuine respect for diversity and a commitment to equity is reflected in all interactions with children. We will endeavor through our interactions with children to nurture their optimism, happiness and sense of fun and we will aim to recognise and respond to any barriers which may impact on children achieving a positive sense of self identify. Educators will utilise opportunities in their interactions with children to develop an understanding of each other’s expectations with the negotiation of clear boundaries regarding safety, respect for others and procedures for creating a caring environment. PROCEDURE The educators will:

Maintain a positive and respectful attitude in all interactions with children.

Listen carefully to children’s experiences and perspectives and show interest in their ideas and perspectives.

Respect children as individuals and encourage each child to voice their opinions, concerns and ideas in a supportive forum that is free from stigmatism.

Support children in feeling confident in the environment by never using strategies such as shouting, threats of corporal punishment or the refusal of food or other basic needs. Educators will always treat children with respect, courtesy and understanding.

Treat children equally regardless of race, cultural background, religion, sex or ability and ensure interactions between children and educators exhibit this.

Sensitively manage children who are having difficulty conveying their message or managing their emotions.

Ensure children understand what is being communicated to them during interactions and allow them time to question or respond.

Speak to children at their level and use voice intonations, facial expressions and body language to assist in conveying messages.

Engage in one on one conversations with all children and develop an understanding of their likes, dislikes and interests.

Collaborate with children regarding the daily routines and practices within the service including programming of experiences in order to meet their individual needs, interests and abilities.

Organise environments and spaces that promote small and large group interactions and meaningful play and leisure.

Collaborate with children to develop a set of rules or boundaries to guide their behaviour in the service and discuss clear expectations and consequences of inappropriate behaviours.

Keep rules simple and only have a small number of concise rules that children understand, focusing on appreciating and caring for each other and the environment. All staff, families and children will be made aware of the rules and the expected consequences. The rules will be clearly displayed.

Ensure that all educators enforce the rules and consequences consistently at all times.

Consequences will be relevant to the situation and never demeaning.

Follow up all issues that arise by discussing the situation with the child and strategising for better solutions in future issues.

Collaborate with family members and schools regarding appropriate behaviour management practices to ensure there is a consistent approach.

Access professional development and resources related to positive behaviour management and include this in professional development planning.

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Act as a positive role model for appropriate and expected behaviours in the service being mindful of respectful language and tone.

Encourage and reward acceptable behaviour by giving praise and positive feedback to children as often as possible.

Focus on the behaviours being displayed and not the child displaying them.

Assist children in developing self-discipline skills and regulating their own behaviours by using simple conflict resolution skills, building self-reliance and self-esteem, role modelling and positive direction.

Provide children with opportunities to interact and develop respectful and positive relationships with each other, educators and visitors to the service.

Ensure that appropriate physical contact is maintained in regards to comforting children, application of first aid, safety provisions such as holding hands and maintaining respectful bodily space.

Identify when interactions with a child are not appropriate and refer to the services ‘Providing a Child Safe Environment’ policy to address these concerns.

Maintain defined boundaries in regards to appropriate behaviour with children and engagement with their families.

The children will:

Be treated with respect, courtesy and understanding regardless of race, cultural background, religion, sex or ability.

Be encouraged to listen to others respect, courtesy and understanding regardless of race, cultural background, religion, sex or ability.

Be encouraged to share humour and express themselves in a variety of ways.

Practice strategies for problem solving, debating, negotiating and interacting with others in an appropriate way with the guidance of educators.

Have opportunities to use and share their home language with other children and educators

Collaborate with staff in developing service routines and procedures including rules and boundaries and the consequences they should expect if these are not followed.

Encourage their peers to adhere to the rules and expectations.

Participate in experiences that will build relationships and promote interactions between each other, educators and visitors to the service.

Assist educators in developing programs and routines for the service that reflect their individual needs, interests and abilities.

Have their need for solitude or quiet time supported and respected by educators and children

Develop an understanding of the choices they make and the responsibility they have to manage their own behaviours in conjunction with educators.


Quality Area 5: Relationships with Children

5.1 Relationships between educators and children

Respectful and equitable relationships are maintained with each child

5.1.1 Positive educator to child interactions

Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

5.1.2 Dignity and rights of the child The dignity and rights of every child are maintained

5.2 Relationships between children

Each child is supported to build and maintain sensitive and responsive relationships

5.2.1 Collaborative learning Children are supported to collaborate, learn from and help each other

Quality Area 6: Collaborative partnerships with families and communities

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 the service and contribute to service decisions

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6.1.2 Parents views are respected

The expertise, culture, values and beliefs of families are respected and families share 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


155 Interactions with children


CONSIDERATIONS


National Quality Standard


r73, r74, r76, r155, r156, r168.

Quality Area’s 1, 5 and 6.

Parent Information brochure Staff Handbook Programming and evaluation records Grievance policy - Child Safe Environments Behaviour Guidance

- My Time, Our Place.

SOURCE

Education and Care Services National Regulation 2015



Respectful Relationships

http://www.cscentral.org.au/Resources/Publications/respectful-relationships.pdf



May 2017 Minor changes made and additions to ensure Educators are challenging children’s individual development.

May 2018


January 2019

http://www.cscentral.org.au/Resources/Publications/respectful-relationships.pdf

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E-27 Behaviour Guidance Policy

POLICY STATEMENT: The YWCA Hunter Region Inc. believes that children have the right to feel physically and psychologically safe. We aim to provide an environment where all children and educators feel safe, cared for and relaxed and which encourages cooperation and positive interactions between all persons (My Time, Our Place Outcome 1). We will ensure children are treated with respect, consistency, fairly and equitably as they are supported to develop the skills and knowledge required to behave in a socially and culturally acceptable manner. This behaviour management policy is based on guidance, redirection and positive reinforcement. Educators will aim to guide rather than control the behaviour of the children in our care. Basic rules will be established based on safety, respect for others, order and cleanliness and will be communicated to all families, children and educators along with consequences for inappropriate behaviour. The service recognises the importance of children’s input into developing the basic rules and helping to determine appropriate consequences for inappropriate behaviour (My Time, Our Place Outcome 2). Our service promotes a positive approach to managing the behaviour of all children. Children will be encouraged to resolve problems, defeats and frustrations where appropriate. This can be achieved by exploring possible solutions, and helping children understand and deal with their emotions. This will depend on the child’s age and level of development (My Time, Our Place Outcome 3). The right for children to receive positive guidance in a supportive and respectful environment is protected in National Regulations. Children learn to face a variety of challenges throughout their lives. Learning the difference between acceptable and unacceptable behavior assists children to regulate their own behaviours in different social and emotional environments as well as when interacting with peers and adults. IMPLEMENTATION The behaviour and guidance techniques used by staff and Educators at our Service are designed to give children the opportunity to expand their experiences of life in a productive, safe environment that allows individuals the right to safety, tolerance, self-expression, cultural identity, dignity and the worth of the individual. We believe in providing boundaries as part of a loving and secure relationship with children and families to help them feel secure and self-confident. Children benefit from knowing that their environment is stable and that a competent adult is taking care of them. There are three aspects to promoting positive behaviour:

A learning environment that is positive and supportive

Strategies for building skills and strengthening positive behaviour

Strategies for decreasing undesired behaviours Management/Nominated Supervisor/Responsible Person/Educators:

Children are given the opportunity to make choices and experience the consequences of these choices when there is no risk of physical or emotional harm to the child or anyone else.

Children are being acknowledged when they make positive choices in managing their behaviour.

Educators will encourage positive behaviour in children in order to minimise adverse behaviour. In addition, educators will educate children on developing behaviour limits and the consequences of inappropriate behaviour.

Excessive behaviour is managed and communicated with families.

Encourage the individual social development in each child, striving to develop children’s self-control and understanding the feelings of others

Guide children’s behaviour, teaching them how to be considerate of others – to think about the effects of their actions on others. It is important that children understand what acceptable and unacceptable behaviour is and how to manage their emotions.

Role model appropriate behaviour and language, encouraging children to socialise with other children, including children of different cultural backgrounds as well as from different age groups and different sexes.

Ensure all strategies being implemented are appropriate to the child's age and developmental capacity.

130

Adapt a positive approach, excluding cruel, harsh, humiliating or demeaning actions.

Re-direct a child who may be causing or about to cause harm to himself or herself, another child or adult.. Safety is a priority and this may mean using physical re-direction in which an Educator will actually remove the child from the harmful situation

Complete a 'Behaviour Incident Report’ with each incident that occurs. Families are to be notified where they will be required to read and sign in an instance where a child or children's safety has been jeopardised.

Support children to explore different identities and points of view and to communicate effectively when resolving disagreements with others.

Encourage children to listen to other people’s ideas, consider pro-social behaviour and collaborate in problem solving situations.

Listen empathetically to children when they communicate their emotions, provide encouragement as they reassure the child it is normal to experience positive and negative emotions.

Guide children to remove themselves from situations where they are experiencing frustration, anger or fear.

Use positive language, gestures, facial expressions and tone of voice when redirecting or discussing children’s behaviour with them.

Remain calm, tender and tolerant as they encourage children who are strongly expressing distress, frustration or anger.

Guide children’s behaviour with a focus on preserving and promoting children’s self esteem as they learn to self-regulate their behaviour.

Families will:

Be informed of behaviour management concerns we may have with their child, this includes: the positive and negative aspects of the day.

Children will:

Whilst at the service, we expect that the children will comply with the following basic rules:

Respect each other

Respect other people's property and that of the service

Share with other children and be inclusive

Accept and respect individual needs and differences

Clean up after activities

Be polite to educators and to each other

Follow the instructions from educators

Play only in the allocated areas and as directed by educators and not enter areas that educators have designated as “out of bounds”

Remain in the supervised area of the program until the authorised person collecting them has signed them out

Not participate in physical fighting (play or real), for example, spitting, throwing toys, stones or dangerous objects.

Not bully or engage in any form of aggressive behaviour

Use appropriate language at all times.

Learn to anticipate the result and consequences of their behaviour.

Be given positive guidance towards acceptable behaviour so they learn what acceptable and unacceptable behaviour is.

Be encouraged to use their words rather than actions to resolve conflicts

Build on strengthening their communication through intentional teaching moments which will include:

Greeting others when they arrive and depart from the Service

Sharing resources

Assisting when it is time to pack away the indoor and outdoor environment

Using manners such as please and thank-you

Learn to wait for their turn for an appropriate period of time. This will depend on age and development

Learn about the feelings of others throughout the program in order to assist children to understand the consequences of their actions.

131

Positive Behaviour Strategies:

Guiding children’s behaviour is an important aspect of caring for and educating children. Positive strategies need to be developed to assist children learn appropriate ways of behaving. Corporal punishment and unreasonable discipline are not permitted in children’s services, not only because the child may be physically harmed, but also because it nearly always has detrimental effects on the child’s self-esteem and feelings of security.

Establish positive relationships with children

Empower children to use language and other forms of non-hurtful communication to communicate their emotions

Promote positive, empathetic relationships between children assisting them to develop respectful relationship

Encourage and assist children to make decisions for themselves and provide opportunities for independence and self-regulation

Provide clear and reasonable limits so that children know what is expected of them and follow through to help them abide by the limits

Model appropriate behaviours

Provide positive feedback and focus on children’s strengths and achievements and build on their abilities

Be understanding and supportive – acknowledge children’s emotions

Help children develop a sense of social responsibility, so that they become aware of the impact of their actions on others

Promote children’s initiative and agency

Discuss guidelines, rules, limits and what is fair with children, and use their contributions in setting limits and guidelines.

Provide age appropriate and interesting activities, experiences and equipment for children to use and become engaged in as they challenge their development

Providing opportunities for children to explore both in the indoor and outdoor environment

Set up the environment (indoor and outdoor) for children to engage in activities and experiences in accordance with their abilities and interests

Ensure there is sufficient materials and equipment

Implementing a regular routine in order to support children’s positive behaviour. Routines help to provide a sense of security so children feel settled.

Correction Steps

When a child’s behaviour is deemed inappropriate to either him/herself or others, or if a child’s behaviour is intrusive to another person’s enjoyment, then educators will actively intervene and take steps to attempt to resolve the situation.

Inappropriate behaviour can include bullying, being uncooperative, not listening to reasonable requests from educators, or consistently disregarding the basic rules. In these instances, the following steps will be taken:

The educator will explain to the child that this type of behaviour is inappropriate.

The educator will re-direct the child to a different activity within the room (or outdoors).

In the instance of adverse behaviour being persistently observed, Educators will implement “Time with” an adult, which will be used when all other strategies (above) have been exhausted. “Time with,” allows children time to reflect on their actions, assisting in fostering self-discipline and to acknowledge that there are consequences to actions. “Time with” will occur under the supervision of other Educators

Take into consideration the child’s past experiences as their behaviour could be a result from past trauma such as changes in routine, changes or losses within the family, placement in care, or more serious circumstances involving abuse, neglect, or family violence.

A discussion will be held with the child’s family when the child is collected. d) Persistent inappropriate behaviour: If inappropriate behaviour continues over a period of time, a meeting with the child and family will be arranged. The meeting agenda will cover:

Alternative approaches to behaviour guidance The child's life outside the service Any problems that may be causing the behaviour

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A mutual strategy for improving behaviour will be discussed and closely monitored by educators, the nominated supervisor and the child’s family. Should it be necessary, and with the consent of the family, advice and assistance will be sought from relevant external specialists to address the matter. To protect other children and educators, the service reserves the right to exclude the child from the service; this may be a temporary or permanent measure. Exclusion will only be considered after: The child’s family has been notified and given the opportunity to discuss their child’s behaviour Nominated Supervisor and Management, have given careful consideration to the problem. National Quality Standard (NQS)

Quality Area 5: Relationships with Children




Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

5.1.2 Dignity and rights of the child

The dignity and rights of every child are maintained




5.2.2 Self-Regulation Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts


Children (Education and Care Services) National Law



SOURCE



ECA Code of Ethics.


http://raisingchildren.net.au

www.napcan.org.au

www.cyh.com

www.acwa.asn.au

www.community.nsw.gov.au

www.kidsmatter.edu.au

Louise Porter Developing Responsible Behaviour



May 2017 Further research has been conducted, updating the rationale and terminology throughout the policy. Have incorporated positive behaviour strategies for Educators to use to assist in guiding children’s behaviour

May 2018


January 2019

http://raisingchildren.net.au/

http://www.napcan.org.au/

http://www.cyh.com/

http://www.acwa.asn.au/

http://www.community.nsw.gov.au/

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E-28 Work Health & Safety Policy

POLICY STATEMENT The YWCA Hunter is committed to creating and maintaining a safe and healthy environment for its staff, children, families, and visitors. We strive to make our workplaces as free of foreseeable risks as is reasonably practical while remaining true to our vision and mission Our objective is to protect the health, safety and welfare of children, families, educators and visitors within the Service whilst being conscious of moral and legal obligations. IMPLEMENTATION We believe that the provision of a safe working and learning environment for children, families, staff and visitors is an integral and essential responsibility during the Service operation. Management is committed to:

Providing all employees with a safe and healthy working and learning environment.

Promoting dignity and respect within the Service and take action to prevent and respond to bullying in its workplace.

Supporting and promoting health and wellbeing.

Meaningful consultation with employees regarding work health and safety issues.

Reporting incidents and accidents in accordance with National Regulations and Service policy requirements to ensure action can be taken to manage the incident or accident, prevent further incident and accidents and provide support where required.

Providing a program of continuous improvement through engaging with industry, new technology and reviewing and updating policies and procedures.

The Nominated Supervisor and Educators will ensure:

Service policies and procedures are being followed and adhered to.

Workplace incidents are reported and investigated to ascertain the circumstances of the incident or accident, and take appropriate action to prevent further incidents from occurring.

Report any incidents and hazards, and participate in training and consultation with the support of management.

That if an incident, situation or event does occur and presents imminent or severe risk to the health, safety and wellbeing of any person present at the Service or if an ambulance was called in response to the incident/situation (not as a precaution) the regulatory authority will be notified within 24 hours of the incident

They observe, implement and fulfil the responsibilities under the current Work Health and Safety Act.

They follow the correct manual handling procedures.

Work areas are safe and help reduce accidents to themselves and others.

Management of any incidents and accidents in the work place as soon as practicable.

All safety checklists are implemented as required on a regular basis.

Correct record keeping procedures for incidents and accidents etc. Including the Quality Improvement Plan and WHS Reporting folder are followed.

To report any potential and actual hazards in the work place to the Executive Director.

Children’s equipment is regularly checked.

Supervise children at all times.

Store all dangerous chemicals appropriately.

Hot drinks in spill proof cups around children.

Shut and lock all gates behind you.

Follow the 4 step risk management approach to hazard in the workplace

Find (Identify)

Check it out (Assess)

Fix it (Control)

Feedback (Review)

Families and visitors are to:

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Take reasonable care of their own health and safety

Report health and safety issues and participate in consultation in work health and safety affecting them.

Follow Service policies and procedures in relation to work health and safety. Duty of Care

A duty of care is the legal obligation to provide reasonable care while performing any acts or making any omissions that could foreseeably harm others.

The duty encompasses a wide range of matters, including (but not limited to):

Provision of adequate supervision

Ensuring grounds, premises and equipment are safe for children’s use

Implementing strategies to prevent bullying and

Providing medical assistance (if competent to do so), or seeking assistance from a medically trained person to aid a child who is injured or becomes ill at the Service.

The YWCA Hunter and Nominated Supervisor will ensure all practical steps are taken to certify the health and safety of all educators, staff, volunteers, children, their families and any other people impacted by the Service operations. This includes ascertaining and eliminating or decreasing all realistically foreseeable hazards and providing suitable training and instruction for employees to ensure health and safety. Educators, staff and volunteers will also take reasonable care for their own health and safety, ensuring their conduct does not adversely affect the health and safety of other people.

Manual Handling Our Service refers to the Manual Handling Code of Practice as part of our commitment to ensure a best practice approach. All staff members are required to undertake Workplace Health and Safety Training that will continue to be updated to ensure safety. Educators are at risk of work related ergonomic injuries, particularly back injuries, through carrying children, bending, reaching and not using adult sized furniture. To prevent this, Educators are to be attentive to:

Use adult height utilities and equipment, including sinks and change tables

Use small chairs with good back support instead of squatting or bending for interaction with children

Where possible kneel rather than bend to avoid back problems

Be careful to lift with a balanced and comfortable posture when lifting awkward loads

Minimise the need to reach above shoulder level and use a step ladder

Avoid extended reaching forward e.g. leaning into low equipment boxes. Share the load if the equipment is heavy, long or awkward

Ask for help and organise a team lift when sliding, pulling or pushing equipment

Use equipment and furniture that can be moved around safely, easily and as comfortable as possible

Lift furniture using at least two or more people Hazardous Materials

We strive to minimise the health and safety risks associated with the handling and storage of hazardous materials.

We adopt a risk management strategy that enables practices that minimise the risk of harm, injury or illness caused by any hazardous material.

As far as is reasonably practical, our Service will provide the least hazardous chemical, product or equipment for the task without jeopardising hygiene.

Risky Play Educators will provide an environment that encourages children to effectively learn in play which involves and immerses them to take risks. No play space is risk free. It is important for children’s development to become adventurous and create opportunities to explore and test their own capacitates, manage risk, and to grow as capable, resourceful and resilient people. As educators we will talk to the children when they are playing with encouragement for them to test their abilities. When we find children exploring risky play, Educators will supervise and assist when appropriate.

http://www.workcover.nsw.gov.au/formspublications/publications/Documents/manualhandling_riskguide_1443.pdf

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2.1.3 Healthy Lifestyles Healthy eating and physical activity are promoted and appropriate for each child





2.2.3 Child Protection Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.



168 Policies and procedures are required in relation to health and safety

SOURCE

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


ECA Code of Ethics


Work Health and Safety Act

Work Health and Safety Regulations

Staying Healthy in Child Care 5th Edition



June 2017 Minor changes made to policy and terminology. Added section about risky play

June 2018



June 2018

136

E-29 Children’s Dress Code

POLICY STATEMENT All families and children will receive information about the YWCA Hunter vacation care and they will be provided with on expectations to appropriate dress code at the centre to reduce peer pressure and encourage appropriate clothing for activities. PROCEDURE The information package will include: Centre’s operation Relevant reminders of appropriate attire and sun protection and appropriate shoes Invitation to ask any questions regarding the centre or expectations Promote opportunity for equal participation DRESS CODE Children are expected to be appropriately dressed for active play during Vacation Care:

enclosed footwear (no sandals or thongs)

weather appropriate clothing

suitable School bag (backpack)

wide brim hat. Hat compulsory when outdoors and the UV index is 3 or above (broad rimmed, bucket or legionnaire hast provide good protection) is the recommendation of Cancer Council NSW)

Long pants or shorts (for active play)

No hoop earrings/inappropriate earrings

No makeup



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E-30 Electronic Devices/Mobile Phones/Personal Items

POLICY STATEMENT We aim to provide a balanced program that engages children in ‘active play’ and ‘quiet recreational experiences’ and discourage the use of personal electronic devices while in the Centre environment to reduce peer pressure, lost or stolen items and for inappropriate use. PROCEDURE The YWCA Hunter Centre is not responsible for personal property bought to the Centre. Children therefore are discouraged from bringing valuable items or money to the Centre. This includes expensive toys, jewellery, money, electronic devices; I pods, electronic games, cameras, mobile phones and video cameras. If children bring any of these items to the Centre, they must remain in their bags as the Centre does not assume responsibility in the event of loss, theft or damage. These items are best kept for home use. Mobile Phones Children will be discouraged from bringing mobile phones to the centre. Families are permitted to phone the Centre at any time. We recognise that there are times when it is necessary to contact the centre due to family emergencies or various circumstances. Access to the centre’s telephone is available when required. For some family circumstances it may be necessary for a child to have a mobile phone with them. However during care times the phone must be kept in the child’s bag or given to the Executive Director to mind. Due to privacy issues electronic devices with camera capability (eg. mobile phones, iPads, iPods, etc) must remain in the childrens’ bags at all time. Taking photos from this device is strictly prohibited and the device will be confiscated if used.



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E-31 Water Safety

POLICY STATEMENT The YWCA Hunter Region Inc. will plan experiences and appropriate levels of challenge where children will be encouraged to explore, experiment and take appropriate risks including use of water as a medium for play in both the outdoor environment and on excursions. Water use will be supervised to ensure that safety of children and educators are a priority. The hygienic state of water will be assessed before it is used for children’s play. Fresh drinking water will be accessible at all times both on site and during excursions but hygienically stored and maintained. When playing outdoors children will wear sun smart clothing for all water based activities. Staff will model effective sun smart behaviour by seeking shade, wearing sun glasses and encouraging the children to do the same. PROCEDURES The safety and supervision of children is paramount when in or around water. This relates to water play, excursions near or at bodies of water, hot water, drinking water and hygiene practices with water in the service environment. Children will be adequately supervised at all times during water play experiences. (i) Water Safety in relation to excursions The YWCA Hunter Region Inc. recognises the risks posed by bodies of water. The service will ensure that every precaution is taken so that children are able to enjoy water-based excursions safely. Risk assessments will be carried out for programed water-based excursions. As the Regulations do not specify a specific educator to child ratio for activities where water is a feature, the number of educators present will be determined by a risk assessment of the proposed activity. A range of factors shall determine the adequacy of supervision, including:

Numbers, ages and abilities of the children

Number and positioning of educators

Each child’s current activity

Areas where children are playing, in particular the visibility and accessibility of these areas

Risks in the environment and experiences provided to children

Educators’ knowledge of each child and each group of children, the experience, knowledge and skill of each educator.

However if the centre attends a swimming centre the staff ratio will be 1 staff: 5 children. A risk management plan will be undertaken for all excursions near or at bodies of water. Please refer to the service’s Excursion Policy. Definition of a body of water - the service recognises the following locations are bodies of water:

Swimming pools and /or water fun parks

Wading pools

Lakes

Ponds

The sea / ocean

Creeks

Dams

Rivers Equipment used by the service that could contain 5cm or more of water and would allow a child to submerge both nose and mouth at the same time. However the YWCA will acknowledge the staffing ratio of 1:5 for swimming excursions according to the regulations. (b) Water safety in relation to water-based activities within the service Water use within the service will be supervised to ensure that the safety of children, and educators is a priority. The hygienic state of water will be assessed before it is used for children’s play.

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At the completion of the activity the water containers will be emptied and the containers turned upside down or packed away. Educators will ensure water troughs or containers for water play are filled to a safe level. These activities will be supervised at all times by adults and containers or troughs will be emptied onto garden areas after use. Children will be discouraged from drinking from these water vessels. Children will be instructed in the safe use of equipment used during water-based activities, for example, slip and slide, water “guns”, bubble machines, etc. Any buckets of water that may be used for cleaning or hand washing will not be left unsupervised near the children and will be emptied immediately after use The children’s play areas will be checked each morning to ensure that no containers or pools of water are accessible for children. If rain occurs during the day, outdoor play areas will be checked for safety prior to the children entering the outdoor environment. Important: parents will be notified as soon as practicable but within 24 hours if their child is involved in an incident/accident at the Service or while under Service care. Also, details of the incident/accident will be recorded on an Incident, Injury, Trauma and Illness Record. Important: if the incident/accident, situation or event presents imminent or severe risk to the health, safety and wellbeing of the child or if an ambulance was called in response to the emergency (not as a precaution) the regulatory authority will be notified within 24 hours. National Quality Standard (NQS)












122 Educators must be working directly with children to be included in ratios

126 Centre based services-general educator qualifications


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.


National Health and Medical Research Council – www.nhmrc.gov.au

NSW Department of Health – www.health.nsw.gov.au



August 2017 Minor changes made to policy. Updated to meet the National Law and/or National Regulations in respect of a serious incidents and notification purposes.

September 2018


January 2019

http://www.nhmrc.gov.au/

http://www.health.nsw.gov.au/

140

F Programming F-1 Educational Program Policy

POLICY STATEMENT The YWCA Hunter aims to construct a supportive learning environment and program, that meets the needs of individual children in relation to each child’s social, cultural, physical, intellectual, creative and emotional development. When planning the daily program we will draw inspirations from the children and families. IMPLEMENTATION The YWCA Hunter adheres to the National Law and National Regulations, where we base our educational program on an approved learning framework. The program should focus on addressing the developmental needs, interests and experiences of each child, while taking into account the individual differences of each child. Our service is committed to the My Time Our Place Framework (MTOP) The Australian Government’s national approved learning framework which outlines practices that support and promote children’s learning is My Time, Our Place: Framework for School Age Care in Australia (‘Framework for School Age Care’). The aim of the Framework for School Age Care is to extend and enrich the wellbeing and development of school age children in education and care settings. It acknowledges time and place as children engage in a range of play and leisure experiences that allow them to feel happy, safe and relaxed; interact with friends and practice social skills; solve problems; try new activities; and learn life skills. MTOP has been incorporated in the National Quality Standard to support consistent and quality school-age care across sectors and jurisdictions. MTOP builds on the (EYLF). [MTOP] is linked to the [EYLF], which focuses on children from birth to five years. It extends the principles, practices and outcomes to the contexts and age range of the children and young people who attend school age care settings. Elements of MTOP MTOP describes the principles, practice and outcomes essential to support and enhance children's development.

Principles

Secure, respectful and reciprocal relationships

Partnerships

High expectations and equity

Respect for diversity

Ongoing learning and reflective practice

Practice

Holistic approaches

Collaboration with children

Learning through play

Intentionality

Environments

Cultural competence

Continuity and transitions

Evaluation for wellbeing and learning

Learning outcomes

Children have a strong sense of identity.

Children are connected with and contribute to their world.

Children have a strong sense of wellbeing.

Children are confident and involved learners.

Children are effective communicators. Each child’s learning will work on their interests, strengths, and capabilities, and guide educators to ensure a range of experiences across all Outcomes are provided. YWCA Hunter will work in collaboration with families to understand the child’s interests and family experiences.

141

Every child will be equally valued. Their efforts, achievements and learning, and those of others will be celebrated. Educators will observe and record children’s engagement with learning life skills and engagement with learning. Educators will document and evaluate children’s wellbeing, development, and learning. YWCA Hunter will invite feedback and ideas from the children and families in developing the program. Where appropriate, the service will liaise with external agencies and support persons to best educate and care for children with additional needs. Educators will use reflection and documentation to inform and evaluate programs and to support children in achieving learning outcomes. Management / a Nominated Supervisor / Responsible Person/Educators will:

Ensure that a suitable program based on an approved learning framework is delivered to all children.

Ensure all Educators work as a team in preparing and/or implementing the curriculum based on the YWCA Hunter’s philosophy.

Ensure modifications are made in the environment for children with special needs.

Ensure a conscious balance between indoor and outdoor experiences is planned for with blocks of unstructured time for child-initiated play.

Communicate with families on a regular basis.

Ensure each child is acknowledged for their uniqueness in a positive way.

Support children’s efforts and ideas, assisting and encouraging as appropriate.

Be consistently aware of and responsive to children who may require additional support, assistance or attention, noticing and listening carefully to children’s concerns and discussing diverse perspectives on issues of inclusion and exclusion and fair and unfair behaviour.

Ensure the educational program is displayed in a place that is accessible to parents and families.

Ensure a copy of the program is available at all times

Must ensure the purpose of the program is documented

Implement an ongoing cycle of planning, documenting and evaluating children’s learning which will underpin the educational program.

Document children’s wellbeing and learning

Promote shared learning and collaboration.

Provide unstructured experiences that take into account that school age children have had a structured and busy day at school.

Ensure the program reflects the cultural diversity that exists in our society.

Respond to children's ideas and play and use intentional teaching to scaffold and extend each child's learning.

Provide experiences that actively promote and initiate the investigation of ideas, exploration, prediction, and hypothesizing.

Gather information from families upon enrolment regarding the child’s needs, interest and family backgrounds. This information is treated as confidential and allows Educators to provide experiences that interest and extend children’s current development and learning. We feel that it is important to develop a partnership between parents and Educators to ensure that consistency between home and the Service occurs and that the best possible care is provided.

Make sure the child’s participation in the program in available for families

Ensure families receive a copy of children’s learning progress

Ensure documentation includes evaluations of the child’s wellbeing, development and learning

Explore ideas and theories using imagination, creativity and play, during blocks of uninterrupted time.

Support the development of dispositions such as confidence, curiosity, persistence, imagination, and creativity.

Respond to children’s displays of learning dispositions by positively commenting on them and providing encouragement and additional ideas.

Use the learning outcomes to guide their planning for children’s learning.

Make use of spontaneous ‘teachable moments’ to extend children’s learning. The program will provide a variety of developmentally appropriate experiences and materials that are selected to achieve the following goals:

Foster positive self-concept

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Foster high-level thinking skills

Develop social skills

Encourage children to reason, question and experiment

Support language development

Enhance physical development and skills

Foster independence and initiative

Encourage and demonstrate sound health, safety and nutritional practices

Encourage creative expression

Respect cultural diversity of staff and children

Respect gender diversity National Quality Standard (NQS)

Quality Area 1: Educational program and practice

1.1 Program The educational program enhances each child’s learning and development

1.1.1 Approved learning framework Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

1.1.2 Child-centred Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

1.1.3 Program learning opportunities All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

1.2 Practice Educators facilitate and extend each child’s learning and development.

1.2.1 Intentional teaching Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

1.2.2 Responsive teaching and scaffolding

Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback

1.2.3 Child directed learning Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.

1.3 Assessment and planning Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

1.3.1 Assessment and planning cycle Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.

1.3.2 Critical reflection Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.

1.3.3 Information for families Families are informed about the program and their child's progress.

EDUCATION AND CARE SERVICES NATIONAL REGULATIONS

CHILDREN (EDUCATION AND CARE SERVICES) NATIONAL LAW NSW

73 Educational programs

74 Documenting of child assessments or evaluations for delivery of educational program

75 Information about educational program to be kept available

76 Information about educational program to be given to parents

143

274A Programs for children over preschool age



SOURCE



ECA Code of Ethics.


Frith, John Dr & Kambouris, Nita & O'Grady, Onagh & University of New South Wales. School of Public Health and Community Medicine (2003). Health & safety in children's centres : model policies & practices (2nd ed). School of Public Health and Community Medicine, University of New South Wales on behalf of the Australian Early Childhood Association (NSW Branch), and the NSW Children's Services Health and Safety Committee, [Sydney]

Tansey, Sonja. (2005, September 2005). Supervision in Children's Services. Putting Children First, the Newsletter of the National Childcare Accreditation Council (NCAC) Issue 15, p. 8-11.

Programming with the Early Years Learning Framework (2014)

Program and Planning in Early Childhood Settings 5th Edition (2012)

Revised National Quality Standard REVIEW


January 2017 Minor changes made to Educators roles and responsibilities to ensure a compliant and operative program

January 2018

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

January 2018

144

F-2 Environmental Sustainability Policy

POLICY STATEMENT The YWCA Hunter aims to encourage awareness of environmental responsibilities and implement practices that contribute to a sustainable future. Children are supported to become environmentally responsible and show respect for the environment. Sustainability is often thought about in terms of environmental sustainability—reducing waste, minimising consumption and protecting and conserving wildlife and natural habitats. Sustainable practice will be encouraged within the service assisting children and families to become advocates for a sustainable future. IMPLEMENTATION Learning about sustainability starts with everyday practice. We believe environmentally sustainable practices should be embedded into the operations of the Service. Management Will:

Encourage educators, families and children to engage in innovative practices and appreciate the natural environment.

Where relevant, review policies and procedures within the Service to find more sustainable outcomes. (eg: Using hand dryers or washers instead of paper towel to dry hands)

Where possible electronic communication will be used to reduce paper use within the office and in communication with parents.

Ensure sustainable practices are incorporated into the daily routine. These will include:

Sustainable Practice Ideas

Recycling Recycling paper and rubbish Using recycled water Give food scraps to worms or the animals

Energy Conservation Turn off lights and switches when not in use

Water Conservation Using half flush on the toilet Turning off the water when not in use

Natural Resources & Equipment Reusing natural materials for craft and games – trees, blocks, boxes etc Educating children in the natural decomposition cycle through exposure and participation composting food scraps

Educators Will:

Incorporate recycling as part of everyday practice at the Service. Recycling containers will be provided throughout meal times and experiences.

Role model sustainable practices.

Discuss sustainable practices with the children and families

Use a composting bin to reduce food waste in the Service. Children will be encouraged to place food scraps into separate containers for use in composting bin. Educators will discuss with the children and families, which scraps can be composted.

Role model energy and water conservation practices of turning off lights and air-conditioning when a room is not in use, emptying water play containers onto garden areas.

Seek to purchase equipment that is environmentally friendly where possible. Educators will reduce the amount of plastic and disposable equipment they purchase and select materials that are made of natural materials.

Use the concept of “reduce, re-use and recycle” which will become part of everyday practice for both children and educators to build lifelong attitudes towards sustainable practices.

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Quality Area 3: Physical Environment

3.2 Use The service environment is inclusive, promotes competence and supports exploration and play-based learning.

3.2.1 Inclusive Environment Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.

3.2.2 Resource’ support play-based learning

Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning

3.2.3 Environmentally responsible The service cares for the environment and supports children to become environmentally responsible.

SOURCE

Education and Care Services National Regulation. 2015


NSW Department of Environment and Heritage – www.environment.nsw.gov.au

Department of Sustainability, Environment, Water, Population and Communities – www.environment.gov.au

Early Childhood Environmental Education Network

www.eceen.org.au

Australian Association for Environmental Education (AAEE)

www.aaee.org.au NSW:

Early Childhood Environmental Education Network

(ECEEN) www.eceen.org.au

Environmental Education in Early Childhood (EEEC)

www.eeec.org.au REVIEW


February 2017 Minor adjustments made with further suggestions on how to embed sustainability into everyday practice

February 2018

http://www.eeec.org.au/

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F-3 Diversity and Inclusion

POLICY STATEMENT The YWCA Hunter vacation care recognizes that Australia is an increasingly multi-cultural society and that we have children from different cultural backgrounds. We believe that it is imperative we lead children in respecting and appreciating similarities and differences in cultures. YWCA Hunter aims to promote an inclusive environment for all children and an appreciation and respect for diversity within our country with specific reference to our first nation Indigenous peoples. Recognising, understanding and respecting cultural practices and beliefs are essential for the development of identity and self-esteem. All activities and behaviour in the centre will be considerate of the cultural and linguistic diversity of the families within the community. Children will be encouraged to explore and share a range of cultural activities, experiences and be inclusive of any children with additional needs in an environment free from harassment and prejudice. IMPLEMENTATION Management/Nominated Supervisor/Responsible Person will ensure:

That all children and families are treated equally and fairly and with respect at all times.

Ensure that all children and families have equal access to the service, and are welcomed and respected regardless of gender, race, culture, colour of skin, socioeconomic status, ability, family composition, belief systems or lifestyles

Gathering background information during children’s enrolment and orientation, giving insight into the child and family’s beliefs, values and traditions.

There is specific programming and cultural awareness activities and experiences, identifying similarities and differences and learning about cultural celebrations

Encourage children, families and staff to respect and value others, including those who are different from themselves.

Children, staff and families cultural backgrounds are reflected in developing routines and program consistent with best practice and positive outcomes for all stakeholders

Cultural awareness will be demonstrated by activities in the program. Contact can be sought with KU Children’s Services and Diversity Learning Centre for support, assistance and ideas regarding various cultures, multicultural issues and children with additional needs which reflect an attitude of respect and positive appreciation for the differences in our society.

Children will be encouraged to explore and share a range of cultural activities and experiences in an environment free from racial prejudice and harassment.

All activities in the centre will be checked to ensure that negative and discriminating images of particular cultures, life-styles and disabilities are avoided.

The Centre reserves the right to determine acceptance of children into care with additional needs based on funding, support, staffing and appropriate facilities.

Educators will:

Encouraging children to respect and value others, including those who are different from themselves

Ensure children do not exclude others on the basis of differences such as race, sex or ability

Ensure that the self-identity of each child is valued and respected

Encourage children to explore and accept diversity

Challenge bias and stereotypes

Provide an inclusive environment

Model inclusive practices

Use unbiased language – avoid racist, sexist, discrimination, stereotyped remarks

Ensure own interactions are responsive to all children in the service

Demonstrate respect for all children and families

Ensure all displays, posters, children’s books and other materials are monitored to ensure they are inclusive of all people

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Ensure each child’s current knowledge, ideas, culture, abilities and interests are consistently incorporated and actively drive all aspects of the program

IN RELATION TO GENDER EQUITY:

Educators will ensure that all children are given equal opportunities to engage in all experiences and interactions regardless of their gender.

Educators will monitor and reflect on their own interactions for bias and reflect regularly on the language used with children.

Educators will aim to use gender inclusive language.

Educators will offer opportunities for both male and female family members to be equally involved within the program.

Educators will assist children to identify stereotypes and unfair treatment so that they can discuss ways in which to include the perspectives of others.

Educators will be positive role models.

Educators will provide resource materials that are not stereotypical.

Educators will provide diversity of gender play e.g. Mechanic workshop, males and females in work and play clothes.

Educators will provide a balance of men and women involved in a variety of jobs in and out of the home e.g. Show men and women repair-people, doctors, beautician, police officer, salesperson, teacher etc.

IN RELATION TO ABORIGINAL AND TORRES STRAIT ISLANDER PEOPLE:

The Service will develop an acknowledgement of country, which will be displayed and will be conveyed during special events and incorporated into the program on a regular basis.

Educators will show respect for the Indigenous and Torres Strait Islander culture, aiming to instill sensitivity/appreciation of the culture and a knowing and valuing of individuals.

Educators will show sensitivity and respect the numerous Aboriginal and Torres Strait Islander languages by incorporating where possible verbal and visual language into the Service environment.

NATIONAL QUALITY STANDARD (NQS)

QUALITY AREA 5: RELATIONSHIPS WITH CHILDREN




Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included

5.1.2 Dignity and rights of the child

The dignity and rights of every child are maintained




EDUCATION AND CARE SERVICES NATIONAL REGULATIONS

CHILDREN (EDUCATION AND CARE SERVICES) NATIONAL LAW NSW



157 Access for parents

148

REVIEW


March 2017 Minor changes made to ensure compliance with regulations and National Quality Standards.

March 2018

October 2017 Updated the National Quality Standards references to comply with revised standards

January 2019

149

F-4 Excursion Policy

POLICY STATEMENT: The YWCA Hunter Region Inc. Vacation Care will plan excursions to extend the educational programming at the centre. Excursions are designed to allow children to explore their physical and social environment, including their local community, away from the centre’s premises. Parental permission will be sought for all excursions and each excursion will be carefully planned and the potential risks assessed. When planning excursions, educators will take into consideration experiences that encourage children to investigate ideas, solve problems and use complex concepts and thinking, reasoning and hypothesising and to transfer and adapt what they have learned from one context to another. PROCEDURE Risk Management

Management will conduct a risk assessment which reflects national regulation 101 before an authorisation is required under regulation 102 to determine the safety and appropriateness of the excursion.

An Excursion Risk Assessment will be completed

We will notify families about the excursion and a signed permission form is obtained (written authorisation is required under sub regulation (4) )

Families have a right to view the risk assessment prior to the excursion upon request

A risk assessment must

Identify and assess risks that the excursion may pose to the safety, health and wellbeing

Specify how the identified risks will be managed and minimised

Consider the proposed route and destination for the excursion and any water hazards

Reflect on any risks associated with water based activities

Identify the mode of transport to and from the proposed destination for the excursion

Consider the ratio of adults to children involved in the excursion

Determine the duration of the excursion

Consider items that should be taken on the excursion (mobile phone, emergency contacts, first aid kit, medical plans etc)

Parent Authorisation

Parents/carers’ permission will be obtained before any child is taken outside of the centre and specific permission will be obtained for swimming. By signing the excursion permission form, the parent is authorising their child to attend the activities stated. This will be kept as part of the child’s enrolment record

The authorisation form must state

The child’s name

The reason the child is to be taken outside the premises;

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

A description of the proposed destination for the excursion;

The method of transport to be used for the excursion;

The period the child will be away from the premises;

The anticipated ratio of educators attending the excursion to the anticipated number of children attending the excursion

That a risk assessment has been prepared and is available at the Service.

If the excursion is a regular outing, the authorisation is only required to be obtained once in a 12 month period.

Transportation for Excursion As is a requirement of the National Regulation the means of transport will be stated on the risk assessment record and parent authorisation form. The means of transport may mean: Bus - The seating capacity as displayed on the compliance registration is not surpassed. All children must sit on seats, preferably with, or close to, an adult. Seat belt guidelines will be followed depending on the bus. If the bus has seat belts, they must be worn at all times

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Car - Any motor vehicle that is used to transport children on an excursion (other than a motor vehicle seating more than nine persons) will be fitted with child restraints and/or seatbelts that are appropriate for the age and weight of each child, that conform to the Australian Standards. Walking –The decision to walk should be preceded by a risk assessment and the route should be determined consistent with the objective of ensuring the safety of educators and children. The walking route will form part of the risk assessment. (Refer to Road Safety Policy E-24) Public transport will be used for centre excursions, wherever appropriate. Children are instructed of appropriate safety behavior before leaving the premises

Children are only permitted to travel to an excursion on any form of transport with written permission from a parent.

If using public transport (such as bus, ferry, taxi, train, etc.) children will be effectively supervised at all times and never left unattended.

Supervision

Adequate numbers of educators to effectively supervise the children will be rostered on for excursions. Numbers of educators will take into consideration the ages and developmental stage of the children attending the excursion and be based on a risk assessment of the excursion.

In general educator:children ratios will be guided by best practice guidelines: - 1:8 on regular excursions - 1:5 on excursions involving swimming activities.

Head counts will be conducted regularly throughout the duration of the excursion.

Children will wear wrist band identification on excursions that clearly states the name of the service and the contact phone number.

An educator will inspect all public toilets before children use them. An educator and at least one other child will accompany any child when using a public toilet.

When walking the children, one educator will lead the group, another to follow at the back, and the remaining educators spaced along the group, walking on the road side of the footpath.

When crossing a road, a pedestrian crossing will be used if possible. If there is no pedestrian crossing, the safest way to cross the road will be determined. One educator will step out onto the road, and if necessary, stop traffic from both directions. The remaining educators then lead children across the road.

Information and Equipment Information and equipment to be taken on excursions will include:

A list of all children with relevant personal details and parent contact phone numbers.

A list of emergency procedures and contact numbers.

A first aid kit, including SPF 30+ broad-spectrum water resistant sunscreen.

Any medication for children attending the excursion.

A fully charged mobile phone.

Other information/equipment noted on the Risk Management Plan. Lost Child

In the event that a child is lost during an excursion the well-being and safety of the other children in the group will be considered and at least one educator will remain with the group.

Inform other educators in your group.

Ask the children if they have seen the missing child recently.

Reassure any child who may be upset.

Search the premises.

Check the meeting points.

Ask the venue staff to begin a search and make an announcement over a loudspeaker if possible.

Once initial checks have been undertaken and if the lost child has not been found, the Nominated Supervisor will call Management and the Police. Management will call the parents/carers.

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Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practiced and implemented

National Education and Care Regulations

99 Children leaving the education and care service premises

100 Risk assessment must be conducted before excursion.

101 Conduct of risk assessment for excursion.

102 Authorisation for excursion.

168 Policies and Procedures are required

SOURCE

The Business of Childcare, Karen Kearns 2004

Education and Care Services National Regulation 2015





May 2017 Minor terminology changes made May 2018

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

January 2019

152

F-5 Films, Videos, Media Technology

POLICY STATEMENT Films and Videos’ will be used as part of the program of activities after thoughtful consideration relating to the content and message of the film. Staff will ensure all videos and films are suitable for the children’s ages. Our Service will implement responsible behaviour when using technology, respecting the Service, children and the privacy of families and Educators. Educators will exercise appropriate judgement and behave in a professional and ethical manner when using technology PROCEDURE

Videos will only be viewed that have a G rating.

Videos may be used and when used should be planned as part of a balanced program of activities.

Staff should preview the video where possible.

Timeframes for ‘screen time’ according to Australia's Physical Activity and Sedentary Behaviour Guidelines are:

Children younger than 2 years of age should not spend any time in front of a screen

Children 2 to 5 years of age should be limited to less than one hour per day

Children 5-12 years of age should limit screen time for entertainment to no more than 2 hours a day

Children will be taught healthy concepts of digital use and citizenship as children are ‘growing up digital’. National Quality Standard (NQS)

Quality Area 1: Educational program and practice

1.1.1 Approved learning framework

Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

1.1.3 Program learning opportunities

All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.





DATE ENDORSED


153

G Staff related Forms G-1 Vacation Care Job Description

H:YWCA/Staff/VC/VC Job Description

154

G-2 Staff Team Performance Appraisal

H/YWCA/policies and procedures/vacation care/C-Staff team performance appraisal

155

G-3 Staff Handbook

H/YWCA/staff/VC Staff Handbook

156

G-4 Return to work Program Procedure

Commitment This organisation is committed to the return to work of injured workers. We will provide the injured worker with support to minimise the effects of the injury and to ensure that an early return to work is normal practice and expectation. Procedure for action when injury occurs It is the worker’s responsibility to notify the manager of the organisation of any injury and complete an Injury Report. Upon notification of an injury the management will ensure that the injured person receives appropriate first aid and/or medical treatment as soon as possible and will conduct an investigation of the accident in order to prevent a recurrence. When the manager becomes aware of a ‘significant injury’ the organisation will notify the workers compensation insurance company and complete a WorkCover Accident Notification Form and send to the nearest WorkCover office. In conjunction with workers compensation insurance company, injured worker and treating doctor a written Return to Work Plan will be developed. Disputes If disputes arise about the return to work process, management will work with those involved to try to resolve the dispute. Assistance may be sought from appropriate sources. DATE ENDORSED_____16/01/2013________________ DATE FOR REVIEW _____________________________

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G-5 Staff Orientation and Induction Procedures

H/YWCA/staff/forms/Staff Orientation & Induction sign off form VC

158

G-6 Risk Assessment Form

H/YWCA/admin/forms/risk assessment template

159

G-7 WHS Inspection Checklist

Location ……………………………………………………Date ……………………………

Check List Yes No N/A Action req.

CIRCULATION AREAS (A)

1 Floors

1.1 Are any parts of the floor uneven or slippery?

1.2 Are there any tripping hazards, eg, mats, boxes, trailing wires, rubbish?

1.3 Are floors non-slip where appropriate?

1.4 Are floors cleaned regularly and are spills cleaned up immediately?

2 Passageways, Exits and Doors

2.1 Are all passageways wide enough to allow people to circulate easily?

2.2 Are any of the above obstructed?

2.3 Do all doors open freely and easily?

2.4 Do doors that require them have sighting panels and are these of toughened/laminated glass?

2.5 Are there any mats/carpets that are a tripping hazard?

2.6 Do fire exits display correct notices?

2.7 Are all passageways adequately lit?

3 Stairs

3.1 Are there any worn, chipped or slippery stairs?

3.2 Are handrails provided and in good condition?

3.3 Are staircases adequately lit?

4 Lighting

4.1 Do any globes need replacing?

4.2 Is the level of illumination adequate?

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Staff

Involved………………………………………………………………………………….….

Check List Yes No N/A Action required

5 Windows/Ventilation

5.1 Are all windows easily opened?

5.2 Are windows made of safety glass or otherwise protected eg by safety film to prevent injury in case of breakage?

5.3 Do any windows protrude into circulation areas when open?

5.4 Do any windows have worn or broken fastenings?

5.5 Do any windows have broken or cracked glass?

5.6 Where there are large areas of glass facing direct sunlight is there provision for shading, eg. blinds?

5.7 Is every enclosed space ventilated by a sufficient quantity of fresh air?

GENERAL PURPOSE ROOMS (B) check as for A then:

6 Furniture and Fittings

6.1 Is any furniture too near the door or likely to block other areas where people walk?

6.2 Are cabinets, cupboards, shelves, etc., stable?

6.3 Are any fittings in an unsafe position?

6.4 Does any furniture or fittings have loose, worn or broken parts?

6.5 Are there any hazards resulting from overcrowded rooms?

7 Storage

7.1 Are all storage units stable and, where necessary, fixed?

7.2 Are shelves securely fixed and free from corrosion?

7.3 Are steps available for high shelves?

7.4 Are filing cabinets secured to walls, or carry a warning notice?

4.3 Is all lighting well positioned for the purpose?

4.4 Are all light fittings and light switches in good order and checked regularly?

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8 Furniture

8.1 Are chairs in good condition?

8.2 Are tables in good condition?

8.3 Are lounges in good condition?

8.4 Are children’s toy shelves tidy and in good condition?

9 Mains Electrical Equipment - portable

9.1 Has this equipment been checked by a competent person and recorded?

9.2 Are there loose cables on floor?

9.3 Is the vacuum cleaner emptied and stored safely?


10 Housekeeping/Cleanliness

10.1 Are window ledges free of dust?

10.2 Are floor surfaces clean?

10.3 Is there any excess paper?

10.4 Are there any items for disposal?

10.5 Are equipment cupboards clean and accessible?

10.6 Are garbage bins lined, and have lids?

10.7 Are the bins emptied everyday?

10.8 Is the venue vermin free?

11 ADMIN AREA As for A and B plus:

11.1 Are there any trailing telephone cables?

11.2 Are there proper guards on equipment such as guillotines?

11.3 Are computer workstations ergonomically set up?

11.4 Is the room large enough for the numbers to be accommodated and are suitable and sufficient seating and workspace provided?

11.5 Are there adequate cloakroom facilities and storage facilities for personal belongings, books etc?

12 KITCHEN AREAS As for A and B plus:

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12.1 Is equipment adequately guarded?

12.2 Have microwave cookers been tested for leakage?

12.3 Is the kitchen area in the room kept clean?

12.4 Is a first aid kit available?

12.5 Is the kitchen kept clean and hygienic?

12.6 Is food prepared and stored in accordance with safe food handing legislation and practices?

12.6 Are the contents of the first aid kit up to date?

13 EXTERIOR OF BUILDING/PLAYGROUND

13.1 Are there dangerous holes/cracked paving stones?

13.2 Are climbing frames securely anchored?

13.3 Is the area free of broken glass/syringes etc?

13.4 Is outside lighting sufficient and working properly?

13.5 Are outside steps secure with a firmly fixed handrail?

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18.3 Are cylinders of compressed gas clearly labelled and correctly stored away from heat sources, flammable substances and out of direct sunlight?

18.4 Is the area around the heater kept clear?


19 FIRE PRECAUTIONS

19.1 Is there clear access to all fire exits?

19.2 Do fire doors open outwards and are any propped open?

19.3 Is fire fighting equipment appropriate to the type of fires likely to be encountered? If extinguishers are provided, do staff know which to use and how?

19.4 Is all fire fighting equipment checked regularly?

19.5 Is all fire fighting equipment in easily accessible positions and free from any form of obstruction?

19.6 Is all fire detection equipment checked and tested regularly?

19.7 Can fire alarms be heard from all parts of the premises during normal occupation of the centre?

19.8 Are all fire alarm buttons in easily accessible positions and free from any form of obstruction?

19.9 Are fire notices up-to-date and do they set out clear information on alarm and evacuation procedures?

19.10 Are regular fire drills conducted to train staff and children on alarm and evacuation procedures?

Check List Yes No N/A action required

20 FIRST AID PROVISION

20.1 Is there a trained first aid person on the premises?

20.2 Are notices posted giving names and contact details of first aid people, location of first aid kits and procedures for calling ambulances?

20.3 Has a risk assessment been done on the requirements and location of the first aid kits?

20.4 Are medications stored in a locked container

21 ACCIDENTS AND ILLNESSES

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21.1 Are accidents reported and recorded in an accident book?

21.2 Are near misses and illnesses caused by work also

reported?

21.3 Are policies and practices consistent with legislation regarding infectious diseases?

22 CHEMICALS

22.1 Are all chemicals such as cleaning materials, disinfectants, detergents and fly sprays clearly labelled and safely stored?

22.2 Does staff know what to do in an emergency (spillage, accidental poisoning, splashes on skin or eyes, etc.)?

23 EQUIPMENT

23.1 Are craft/art supplies for children safely accessible?

23.2 Are scissors well maintained and safely stored?

23.3 Are toys and equipment well maintained?

23.4 Is the equipment inventory up to date?

23.5 Are children’s bags stored safely and accessibly?

24 SAFETY PRECAUTIONS

24.1 Are sun safe policies and practices promoted?

24.2 Are policies in place regarding harassment and /or threat to staff or children?

25 TRANSPORT

25.1 Does the vehicle comply with appropriate road transport regulations?

25.2 Are there polices and procedures for breakdown or accidents?

WHS Inspection Report Form Completed by ……………………………….. OOSHC

Notification to the centre’s Management Committee of conditions considered unsafe or unhealthy and of arrangements for welfare at work considered unsatisfactory.

Date and nature of remedial action or explanation if no action taken. This information to be relayed through the team meeting to the centre’s Management Committee.

166

Item number Location Date of inspection

Date of receipt by the centre’s Management Committee

Signature of ………………………………….. Nominated Supervisor

Signature of Executive Director

This report does not imply that the conditions are safe and healthy or that the arrangements for welfare at work are satisfactory in all other respects.

167

G-8 Evacuation Drill Review Checklist

H/YWCA/admin/forms/vacation care/ Evacuation Drill Checklist

168

G-9 Lock Down Drill Review Check List

H/YWCA/admin/forms/vacation care/Lockdown Drill Procedure Checklist

169

G-10 Administration of Medication Form

H/YWCA/admin/templates/vacation care/Administration of Medication

170

G-11 Accident/Incident Report Form

H/YWCA/admin/forms/Accident incident injury form

171

G-12 Daily Run Sheet

H/YWCA/admin/templates/vacation care/Daily Run Sheet

172

G-13 Daily Program

(SUGGESTION ONLY) Daily Hours 7.30am to 6pm 7.30am Free Time (children sign in at different times) 1 worker + 1 admin staff Pre School rooms open 8am for Play station Games and craft Hall used when 2nd worker arrives 9am Confer together on days program 9.30am Reinforce Centre Rules and Program scheduled for the day Morning Games 11.00am MORNING TEA – outside on verandah – children MUST wear shoes and wash hands 11.30am Day Program commences/Excursion OR visit Centennial Park and play depending on weather and staff 1.00pm LUNCH – outside on verandah - Children MUST wear shoes and wash hands (Staff to commence having lunch and Admin staff to replace) 1.30pm FREE TIME 1.50pm Rest 2.00pm Afternoon Program 3.30pm AFTERNOON TEA 3.45pm Prepare for Afternoon Video Pack bags and belongings for collection by parents/carers 4.00pm (Organized by worker rostered until 4.30 and selected children assist) Clean and put away all sport and craft items used daily Sweep Hall, Sweep Verandah, empty bins Check Female and Male toilets, replace hand towels and toilets rolls 4.15pm Afternoon DVD until children are collected (Daily Plan for folder and Day Book to be completed by worker while watching children and DVD screening) This is only a suggested program to be used and adjusted according to Holiday Program and leader’s day plan. Always come prepared with additional ideas for the roster day and Program Theme Day. YWCA has games, craft folders and supplies, cooking books if necessary etc NOTE: To have a successful day BE PREPARED with additional ideas FREE TIME for too long creates problems and children become rough and others are hurt. H:\YWCA\Admin\Forms\Vacation Care\Accident incident injury