Victoria Gardens Policies and Procedures Manual v2

Policies and Procedures
Manual
Table of Contents
Contents
Table of Contents....................................................................................................................................2
Copyright Information..............................................................................................................................4
1. Centre overview and Service Philosophy...........................................................................................5
2. Health, Hygiene and Safe Food Policy...............................................................................................7
3. Incident, Injury, Trauma and Illness Policy........................................................................................17
4. Infectious Diseases Policy................................................................................................................25
5. Immunisation and Disease Prevention Policy...................................................................................29
6. Medical Conditions Policy.................................................................................................................34
7. Child Protection and Child Safe Policy.............................................................................................43
©DET 2021 Victoria Gardens Policies and Procedures Manual

8. Administration of Authorised Medication Policy................................................................................52
9. Emergency Management and Evacuation Policy.............................................................................56
10. Physical Environment (Workplace Safety, Learning and Administration) Policy.............................60
11. Excursion Policy..............................................................................................................................72
12. Food, Nutrition and Beverage Policy..............................................................................................77
13. Sleep, Rest, Relaxation and Clothing Policy...................................................................................83
14. Staffing Arrangements Policy..........................................................................................................88
15. Educator and Management Policy..................................................................................................96
16. Relationships with Children Policy................................................................................................107
17. Education, Curriculum and Learning Policy..................................................................................115
18. Parental Interaction and Collaboration with Families and Community..........................................119
19. Additional Needs Policy.................................................................................................................122
20. Environmental Sustainability Policy..............................................................................................126
21. National Quality Framework (NQF) Policy....................................................................................128
22. Enrolment Policy...........................................................................................................................130
23. Orientation and Commencement of Care Policy...........................................................................135
24. Acceptance and Refusal of Authorisations Policy.........................................................................139
25. Fees Policy....................................................................................................................................143
26. Dealing with Complaints Policy.....................................................................................................145
27. Privacy and Confidentiality Policy.................................................................................................151
28. Family Law and Access Policy......................................................................................................159
29. Record Keeping and Retention Policy..........................................................................................162
Appendices.........................................................................................................................................168
Position descriptions......................................................................................................................168
Early Childhood Educator – Cert III..................................................................................................168
Early Childhood Educator – Team/Room Leader.........................................................................173
Early Childhood Educator – Education Support..........................................................................178
Early Childhood Educator – Outside School Hours Care............................................................183
Code of Conduct................................................................................................................................188
Victoria Gardens Early Learning Centre Code of Conduct..........................................................188
Observation Templates and Documentation..................................................................................190
Permission to Gather and Record Information............................................................................190
Child Background Information......................................................................................................191
Running Record...........................................................................................................................192
Learning Story..............................................................................................................................193

Jottings.........................................................................................................................................194
Play Space Planning Sheet.........................................................................................................195
Permission to record and gather information on children............................................................198
Anecdotal Record........................................................................................................................200
Work Sample...............................................................................................................................201
Templates...........................................................................................................................................202
My Special Information Sheet......................................................................................................202
Child background information form..............................................................................................204
Emergency Evacuation Record...................................................................................................205
Emergency Evacuation Verification Form....................................................................................206
Incident Report Form...................................................................................................................207
Injury Report Form.......................................................................................................................209
Copyright Information
Disclaimer:
This resource was developed by Chisholm Institute in 2021 for the State of Victoria
(Department of Education and Training) for educational purposes, is © State of Victoria
(Department of Education and Training) and is available under a Creative Commons
Attribution-NonCommercial 4.0 International (CC BY-NC 4.0) licence.
The licence does not apply to:
• trademarks or branding, including the Victorian Government logo, the Department of

Education and Training logo and the Apprenticeship Victoria logo; and any unattributed
content supplied by third parties.

Please note that the Policies, Procedures and Templates in this manual are samples only and
should be updated and modified as needed if you wish to use them. Information in these
Policies, Procedures and Templates is correct as at December 2021. It is the user’s
responsibility to check the accuracy of Policies before they are used in an official capacity.
1. Centre overview and Service Philosophy
Victoria Gardens Early Learning Centre Overview

Location
Victoria Gardens Early Learning Centre, located in Victoria, is a small sized centre, which serves the
local community.
History
Victoria Gardens Early Learning Centre established in 1982.
Facilities
Three main rooms – Children 6 weeks to 5 years.
• Gumnut room:
o an infant room, o capacity for up to 8 infants up to
2 years old, o (sleeping room attached).
• Bottlebrush room:
o toddler room with, o capacity for up to 8 children
aged from 2 - 3 years old.

• Wattle room:
o pre-school room, o capacity for up to 15 children
aged 3 - 5 years old.
Demographics
The location of Victoria Gardens results in a diverse range of cultural backgrounds. This encourages
an environment that supports inclusion and diversity in practice.
Victoria Gardens is small service, with a licenced capacity for 31 children.
First Impressions
Victoria Gardens Early Learning Centre has a calm atmosphere, as the children are relaxed, playful,
and engaged in their activities.
The centre colour scheme utilises natural tones and, where possible, ambient lighting, instead of harsh
fluorescent lighting, to avoid over-stimulating children, and helps to foster a nurturing and relaxing
atmosphere.
Purpose built
The internal play spaces have been well thought out, and the educators have considered each space,
and the intention behind them.
The internal walls have glass windows, to allow educators to see into other spaces.
Much of the outdoor spaces are under large trees, providing a leafy, natural atmosphere for children to
engage and play. As with the internal spaces, the outdoor spaces are carefully constructed with
specific intent, and children may move between spaces easily, and safely.
The outdoor areas also have views of a local paddock, where children can see cows, and other small
wildlife in the wild, which educators can use as part of an unintentional learning approach.
WHS
The centre complies with all WHS requirements, with information readily accessible to the educators.
• The centre focuses on supporting children’s health, safety and wellbeing.

• Staff are trained in WHS and consult when necessary.
• A first aid kit, and evacuation plan are in place, and are accessible.
Legal frameworks
• National Quality Framework
• Early Years Learning Framework
• Victorian Early Years Learning and Development Framework

Service philosophy
At Victoria Gardens Early Learning Centre, we strive to provide a quality service for children, families,
students, staff and the wider community, where children can develop and grow to their full potential by:
• Creating a warm, welcoming and friendly environment, where a collaborative approach

between educators and families is the basis to establishing an individualised program.
• Placing equal importance on indoor and outdoor environments, we encourage children to care
for and make meaningful connections to Country.
• Creating programs that are centred around children’s individual needs and rights, with
curriculum decisions based on the approved learning frameworks. Our educators will work in
partnership with families to provide a personalised service.
• Actively taking the time to be reflective upon our practices and being committed towards
continued learning to enhance our skills and knowledge.
• Collaborating with organisations and early childhood professionals to support children’s
learning and wellbeing. Maintaining our professional standards in our practices, interactions
and relationships creating a warm and nurturing environment.
• Catering for a culturally diverse community, our unbiased and respectful approach provides
support and understanding for all children. Our team of educators respects the uniqueness of
each family.
• Embedding indigenous perspectives for our future generations.
• Actively invest in learning together about sustainable practices.
• Seeking to be a mentor and resource service for students, fellow educators and parents within
our community.
We take pride in providing a culturally safe, supportive and stimulating learning environment.

2. Health, Hygiene and Safe Food Policy
NQS
QA2 2.1 Each child’s health is promoted.
2.1.1 Each child’s health needs are supported.
2.1.3 Effective hygiene practices are promoted and implemented.
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.
2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to
cause injury.
National Regulations
Regs 77 Health, hygiene and safe food practices
78 Food and beverages
79 Service providing food and beverages
80 Weekly menu
EYLF
LO3 Actively support children to learn hygiene practices.
Promote continuity of children’s personal health and hygiene by sharing ownership of
routines and schedules with children, families and the community.
Discuss health and safety issues with children and involve them in developing guidelines to
keep the environment safe for all.
Model and reinforce health, nutrition and personal hygiene practices with children.
Aim
Victoria Gardens aims to promote and protect the health, safety and wellbeing of all of children,
educators and families using procedures and policies to maintain high standards of hygiene and
provide safe food to children. We also aim to reduce the risk of infectious diseases and illnesses
spreading by following appropriate OHS standards. A holistic and consistent approach to health,
hygiene and safe food across the Service will help to effectively meet this aim.
Related Documents
• Additional Needs Policy
• Enrolment Policy Food, Nutrition and Beverage Policy
• Immunisation and Disease Prevention Policy
• Incident, Injury, Trauma, Illness Policy • Medical Conditions Policy
Relationships with Children Policy
•
Implementation
The Approved Provider will ensure that the Nominated Supervisor (who is responsible for ensuring all
staff members, educators and volunteers) must implement adequate health and hygiene practices and
safe practices for handling, preparing and storing food. This policy, and related policies and
procedures at the Service will be followed by nominated supervisors and staff members of, and
volunteers at, the Service in relation to -
(a) Hygiene practices.

(b) Safe and hygienic storage, handling and preparation of all food and drinks, including foods and
drinks provided by the child’s home, (all food brought from home needs to be recorded on the
appropriate form).
(c) Working with children to support the promotion of hygiene practices, including hand washing,
coughing and dental hygiene.
(d) Toileting, nappy changing and cleaning of equipment.
(e) The provision of fresh linen and sheeting for cots and mattresses.
Children will be grouped in a way that allows educators to maintain a hygienic environment for
individual at the Service.
We will work with each child to promote health and safety issues, encourage effective hygiene, food
safety and dental care, and maintain a healthy environment that is safe for each child. Discussions
between educators and children will be integrated throughout the program at appropriate intervals.
To uphold the general health and safety of all children using the Service, all educators and visitors will
not consume alcohol or be affected by alcohol or drugs that may impair their capacity to provide care
and education to children at the Service.
Equipment and Environment

Victoria Gardens will rotate toys to allow for washing, clean books by wiping with moist cloth and
drying, clean storage areas weekly. The Service will wash mouthed toys daily using warms water and
soap, and dry in the sun, rotate toys to allow for washing, clean books by wiping with moist cloth and
drying, clean storage areas weekly Surfaces will be cleaned regularly. Floors in the Service will be
washed regularly. Areas contaminated with body fluids will be cleaned thoroughly.
Sterilisation of Dummies
Where a baby does not have a clean spare dummy educators will sterilise a dirty dummy before use
by simmering it in boiling water for at least 5 minutes. Dummies will not be sterilised using a
microwave. Educators will ensure the dummy is cool before use. The dummy will be air-dried and
stored in a sealed container if it is not being used immediately. Educators will advise parents to
discard the dummy if the baby has an infection. For children over 12 months old dummies can be
cleaned by washing with warm, soapy water and rinsing well.
Sterilisation of Bottles
Educators will sterilise all bottle-feeding equipment for babies up to 12 months old. The bottles, teats
etc. will be washed in warm, soapy water using a clean bottlebrush to thoroughly remove all traces
of milk. The bottles will be rinsed and then sterilised by boiling as is the preferred option
recommended by the Victorian Government Better Health) or a microwave steriliser. Sterilisation by
boiling Educators will:
• Place all equipment in a large pot and cover with tap water (make sure your water meets the
Australian Drinking Water Guidelines if you are not using town water).
•
Make sure there are no air bubbles trapped inside the bottles.
• Put the saucepan lid on and bring to the boil.
• Allow five minutes of rapid boiling.
• Turn off heat and allow to cool.
• Make sure they wash their hands thoroughly with soap and water before handling the
equipment.
• Store the sterilised equipment in a clean container in the fridge and re-boil after 24 hours if it
has not been used before then.
Microwave steam sterilisers Educators

will:
• Read the instructions carefully.

• Check the microwave power needed to sterilise the equipment properly because not all
microwave ovens are the same.
• Do not use metal inside these sterilisers.
Bedding
Each child will have their own bedding, when used by one child is washed before it is used by another
child.
Hand Washing
Victoria Gardens will provide the appropriate height basins for children to wash their hands in as well
as basins with a height appropriate for adults. Liquid soap will be provided to all individuals to wash
their hands and we will ensure any allergies to soap are identified using the Enrolment Form and
catered for appropriately. Along with this, Victoria Gardens will provide paper towel or an automatic
dryer for individuals to dry their hands.
All individuals should wash their hands:
• Upon arrival to reduce the introduction of germs.
• Before handling food.
• After handling food.
• After doing any dirty tasks such as cleaning.
• After removing gloves.
• After going to the toilet.
• After giving first aid.
• Before and after giving each child medication. If giving medication to more than one child
between each child.
• Before going home to prevent taking germs home.
Below are instructions on how to effectively wash hands. All individuals are to follow this
procedure and it should be displayed above every sink.
• Wash hands using running water and soap.
• Rub hands vigorously.
•
• Wash hands all over ensuring that the back of the hands, wrists, between fingers and under the
fingernails are cleaned.
Rinse hands thoroughly.
•
• Turn off the tap using a clean piece of paper towel.
• Dry hands thoroughly with clean towel/paper towel of an automatic dryer. • This should
take about as long as singing “Happy Birthday” twice.
Hygienic Nappy Change Procedure

Toileting occurs at any time of the day and is specific to individual needs. Educators will communicate
with parents/guardians to develop consistency with their child’s toileting habits. Educators must be
aware of and consider any special requirements related to culture, religion or privacy needs. Children
who are in nappies will have this detail recorded in the register kept by the staff. This is located in
close proximity to the change table for parents to check.
Nappy changing and toileting will only be carried out by educators following the nappy changing
procedure. At times it may be necessary for a student to carry out the nappy change procedure as part
of practical education requirements, and a trained educator must always be present to monitor this
situation and ensure the procedure is being followed adequately. If a parent is present and helping
their child (toileting in the bathroom), it is required that an educator accompany any other children
needing to use the bathroom at the same time. The Service will follow hygienic nappy change
practices at all times.
Hygienic nappy change procedure -
• Nappy changing will be done only in the nappy change/bathroom area.
• Always prepare change area first.
• Nappy changes occur frequently and as needed throughout the day.
• At all times one hand must be kept on the child to prevent them falling from the change table.
• Assist the child up to the nappy change table.
• Remove the dirty nappy: remove excess faeces. Clean the child’s bottom using wipes, wiping
from front to back.
• Place nappy into bin.
• Place any soiled clothing into a bag and seal to send home for washing. Items returned to a
child’s home for laundering will have excess soiling removed and will be stored securely and
not placed in the child’s bag in contact with personal items.
• Remove gloves before touching any clean clothing or the clean nappy.
• Remove gloves by peeling them back from your wrists, turning them inside out as you go.
Place gloves in bin and wash hands.
• Dress the child and wash and dry the child’s hands, take the child away from change area.
• Clean the nappy change surface after each use.
• Wipe dry with paper towel.
• Wash your hands.
• At the end of each day, the nappy change area will be disinfected and left to air dry.
• The procedure for nappy changing will be displayed in the nappy change area.
• Cloths, linen and bedding contaminated with body fluids are soaked in nappy wash solution
before being laundered separately.
Hygienic Toileting Procedure

Toileting occurs at any time of the day and is specific to individual needs. Educators will communicate
with parents/guardians to develop consistency with their child’s toileting habits. Educators must be
aware of and consider any special requirements related to culture, religion or privacy needs.

At times it may be necessary for a student to assist children in the area of toileting as part of practical
education requirements, and a trained educator must always be present to monitor this situation and
ensure the procedure is being followed adequately. If a parent is present and helping their child
(toileting in the bathroom), it is required that an educator accompany any other children needing to use
the bathroom at the same time.
Additionally, the Service will follow hygienic toileting practices at all times using the following
procedure -
• Educators will at all times encourage the child to be independent in their toileting habits and
provide assistance as and when needed.
• The Service will ensure that toilets and hand washing facilities are easily accessible to children.
• Children will be encouraged to flush toilets and wash hands after use.
If the child has soiled or wet their clothing:

• Remove any wet/soiled clothing and seal in a bag to send home for washing.
• Clean and dry the child.
• Remove your gloves and wash hands, do not touch the child’s clean clothing • Put on new
gloves and assist the child to get dressed and wash hands.
• Clean any spills following procedure for cleaning spills of body fluids.
• Wash your hands.
• The procedure for toileting will be displayed in the toileting area.
Disposable gloves should be used for any of these stages in the toileting procedure:
• Help child to remove clothing if needed.
• Help child onto toilet if needed.
• Help the child to wipe themselves, encouraging them to wipe front to back.
• Encourage the child to flush the toilet themselves.
• Encourage the child to wash and dry hands on single sheet of paper towel, and then to leave
the bathroom.
Dental Hygiene and Care

• Victoria Gardens will discuss good dental health practices and guidelines with children.
• We will integrate educational information and guidelines on good dental health practices into the
daily routine. This could include information on tooth brushing, healthy snacks and drinks, and
going to the dentist and/or dental health professionals.
• The Service will actively encourage good dental health practices.
• Educators form positive relationships with family members and children to discuss and encourage
good dental health practices and ensure the continuity of care of each child. Information should be
made available to family members and educators in their home language.
• Children will be encouraged to drink water to quench their thirst and remain hydrated.
• Family members should be informed without undue delay any incident or suspected injury relating
to their child’s dental health.
• Educators will be aware of dental first aid and receive appropriate professional development
opportunities where appropriate.

Dental Accidents
If a dental accident occurs at the Service, the following will occur:
For younger children:
• The accident will be managed as an emergency. Injury forms will be completed.
• The tooth will not be reinserted into the socket, but gently rinsed in saline solution, clean water
or clean milk to remove any blood and will be wrapped in cling wrap and placed in a container
to give to the child’s parent/guardian or dentist.
• Seek dental advice as soon as possible and ensure educators or the parent takes the
tooth/tooth fragment to the dentist with the child.
For older children or adults:

• The accident will be managed as an emergency. Injury forms will be completed.
• Gently rinse the tooth fragments in clean milk, saline solution or clean water for a few seconds
to remove excess dirt and blood.
• Handle the tooth by its crown (the white enamel top part of the tooth), not its root and be careful
not to rub off the endothelial fragments on the root of the tooth as these are needed for the
tooth to take if replaced by the dentist.
• In an adult or older child who can be relied on not to swallow their tooth, it is preferable to
replace the tooth back into the socket. (Be certain that the tooth is placed into the socket the
correct way round, in its original position, using the other teeth next to it as a guide).
• Hold the tooth in place by gently biting on a clean handkerchief or gauze pad.
• If unable to reinsert the tooth, get the casualty to hold the tooth inside the mouth next to the
cheek or place the tooth in clean milk, sterile saline, or wrapped in cling wrap. Place a firm pad
of gauze over the socket and have the casualty bite gently on the gauze.
• Seek dental advice as soon as possible and ensure you or the family takes the child to the
dentist with the tooth/tooth fragments within 30 minutes, as the root endothelial layer begins to
deteriorate after 30 minutes.
• If the tooth has been in contact with dirt or soil, advise the family that tetanus prophylaxis may
be required and advise them to consult with both their dentist and doctor
Food Preparation and Food Hygiene Procedure

Our Service will follow appropriate food preparation hygiene techniques to meet the requirements of
the Food Standards Australia New Zealand such as:
• Wash hands before food preparation.

• Cleaning food preparation area before, during and after use.
• Using colour-coded chopping boards in order to prevent cross contamination of raw food.
• Ensuring that individuals preparing food know, follow and adhere to the appropriate hygiene
procedures. This includes: o Washing their hands
o Keeping their personal hygiene at a high level. For example, tying their hair back o Not
wearing jewellery (wedding band excluded) o Covering cuts with a blue band aid and
gloves
o Always wearing gloves if they are wearing nail policy, nail decorations or artificial nails
or have long fingernails
o Not changing nappies before preparing food.

• Avoiding the contamination of one work area to another by using colour-coded wash cloths
and having specific cleaning implements (for example gloves and scourers) for a specific
area.
• Avoiding the contamination of one work area to another by using the colour-coded wash
cloths system and restricting the movement of contaminated items (such as gloves and
cleaning implements) from one area to another.
• Clean children’s dining tables before serving food.
• Ensuring food is always served in a hygienic way using tongs and gloves.
• Clean children’s dining tables after mealtimes.
• Each child will be provided with their own clean drinking and eating utensils at each mealtime.
These utensils will be washed after each use. Educators will actively encourage and monitor
children, so they do not to use drinking or eating utensils which have been used by another
child or dropped on the floor.
• Providing families with current and relevant information about food preparation and hygiene
• Showing and discussing with children the need for food hygiene in both planned and
spontaneous experiences.
Cooking with Children
We sometimes include cooking experiences in our Service’s programming for the children. When
these experiences are carried out, educators that are supervising will be vigilant to ensure food
preparation remains a hygienic and safe experience. The relevant points from the above food
preparation procedure will be followed during the children’s cooking experiences. Examples of the type
of activities children will participate in during cooking experiences include:
• Helping choose what to cook.

• Measuring and weighing ingredients.
• Stirring or mixing ingredients.
• Washing salad, vegetables or fruit.
• Setting the tables.
Food Safety, Temperature Control and Transport Procedure

We will, to the best of our ability, educate and promote safe food handling and hygiene in the children
and families by:
• Provide food safety information from Safe Food Australia and NSW Food Authority.
• Encouraging parents to the best of our ability to continue our healthy eating message in their
homes. This information will be provided upon enrolment and as new information becomes
available.
• Encouraging staff to present themselves as role models. This means maintaining good
personal nutrition and eating with the children at mealtimes.
• Providing nutrition and food safety training opportunities for all staff including an awareness of
other cultures food habits.
The bacteria that commonly cause food poisoning grow rapidly between 5oC and 60oC; this is
commonly referred to as the “temperature danger zone”.
To keep food safe:

• All perishable food for children brought from home will be immediately placed in the refrigerator
provided in the Service. Children’s food will be removed from insulated containers before
placing in the refrigerator.
• Don’t leave perishable foods in the temperature danger zone for longer than 2 hours.
• Keep cold food in a fridge, freezer, below 5oC until you are ready to cook or serve, e.g., if you
are serving salads keep them in the fridge until ready to serve.
• Keep hot food in an oven or on a stove, above 60oC until you are ready to serve.
• Refrigerate leftovers as soon as possible, within 2 hours. If reheating leftovers, reheat to
steaming hot. Heating food is not always recommended, however.
• Never defrost foods on the bench top. Foods should be defrosted overnight in the fridge or in
the microwave.
• Use a thermometer to make sure your fridge is below 5oC. Don’t overload refrigerators, as this
reduces cooling efficiency.
• All foods (dry, cold and frozen) will be used by the FIFO rule (first in, first out). This will allow a
rotation of food to make sure older stock is used first.
• Store dry foods in sealed, air-tight containers.
• Store food on shelving
• Any food removed from its original container must be stored in a container with the used by
date of the food written on it. The ingredients must also be listed with the date it was opened.
• Ensure the food storage area is well cleaned, ventilated, dry, pest free and not in direct
sunlight.
• Prevent pests by cleaning spills as quickly as possible and removing garbage/waste frequently.
• All foods are wrapped, covered, dated (used by date and date it entered the Service) and
labelled.
• Store foods on shelves, never on the floor including play dough material.
• Store raw and cooked foods separately. NEVER store raw foods on top of cooked foods as
juices may drip down and contaminate the cooked food.
• Store food once it has sufficiently cooled down. Foods cool quicker in smaller, shallow
containers.
• Fridges and freezers need to be cleaned regularly and fridge door seals checked to be in good
repair.
• The operating temperature of the fridge and freezer need to be checked regularly and a record
kept of this.
Protecting food from contamination will be achieved by:

• Using containers with lids or by applying plastic film over each container. These materials will
be suitable for food contact to ensure that they do not contain any chemicals that could leach
into the food.
• Aluminium foil, plastic film and clean paper may be used, and food will be completely covered.
• Food already in packaging may not need additional coverage. However, if additional coverage
is required the above will apply.
• Previously used materials and newspaper will not be used.
The following will be considered when transporting food:

• Containers of cool food will be placed in the coolest part of the vehicle.
• If the inside of the vehicle is air-conditioned, cold food may be transported better here rather
than in the boot.
• Vehicle will be kept clean and maintained at hygienic standards.

• When food is being packed in the vehicle, cold foods will be collected last and immediately
placed in insulated containers for transporting.
• Upon arrival at the destination, staff will immediately unload any hot or cold food and place it in
an appropriate temperature-controlled environment.
• All food will be served within two hours of it being cooked.
Food Storage Procedure

In order to implement safe food storage practices to the highest possible standard, educators will
access and amend their practices to the latest known information. This information will be passed onto
families.
Educators will then implement these standards at Victoria Gardens by inspecting food items when first
brought into the Service to ensure they are in good order, for example, not in damaged packing, within
their used by date period and at a correct temperature. Educators will then see that they are
appropriately stored as per the following:
• All foods (dry, cold and frozen) will be used by the FIFO rule (first in, first out). This will allow a
rotation of food to make sure older stock is used first.
• Store dry foods in sealed, air-tight containers.
• Store food on shelving.
• Any food removed from its original container must be stored in a container with the used by
date of the food written on it. The ingredients must also be listed with the date it was opened.
• Ensure the food storage area is well cleaned, ventilated, dry, pest free and not in direct
sunlight. • Prevent pests by cleaning spills as quickly as possible and removing
garbage/waste frequently.
For cold storage, the following applies:

• All foods are wrapped, covered, dated (used by date and date it entered the Service) and
labelled.
• Foods are stored at the correct temperature depending on the product. Cold foods need to be
stored at less than 5 degrees (C) and frozen foods at minus 18 degrees (C).
• Store foods on shelves.
• Store raw and cooked foods separately. NEVER store raw foods on top of cooked foods as
juices may drip down and contaminate the cooked food.
• Store food once it has sufficiently cooled down. Foods cool quicker in smaller, shallow
containers.
• Fridges and freezers need to be cleaned regularly.
• The operating temperature of the fridge and freezer need to be checked regularly and a record
kept of this
Birthday Cakes
Birthday cakes that are supplied must be shop brought with a list of ingredients.
Play Dough
To reduce the risk of spreading infections, educators will:
• store the remaining play dough in an airtight container away from children
• ensure children and educators wash their hands before and after using play dough

• Make a new batch of play dough at the beginning of the week and dispose of at the end of the
week for the 3 – 4-year-old and 4 – 5-year-old room
• Discard play dough at the end of each day if there is an outbreak of vomiting and / or
diarrhoea/infectious disease.
Sources
• Education and Care Services National Regulations 2011 -
https://legislation.nsw.gov.au/view/whole/html/inforce/current/sl-2011-0653
• National Quality Standard
• Food Standards Australia New Zealand
• Safe Food Australia, 2nd Edition. January 2001 -
https://www.foodstandards.gov.au/publications/pages/safefoodaustralia3rd16.aspx
• NSW Health - https://www.health.nsw.gov.au/
• Vic Health - https://www.health.vic.gov.au/
• Caring for Children- Food, Nutrition and Learning Experiences, 2014
• Australian Guide to Healthy Eating
• Dietary Guidelines for Children and Adolescents in Australia incorporating the Infant Feeding
Guidelines for Health Workers Endorsed 10 April 2003 • National Health and Medical Research
Council. (2005).
• Staying Healthy - Preventing infectious diseases in early childhood education and care Services -
https://www.nhmrc.gov.au/sites/default/files/documents/reports/clinical%20guidelines/ch55-
stayinghealthy.pdf
• 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
• Occupational Health and Safety Act 2000
• Occupational Health and Safety Regulations 2001 -
https://www.worksafe.vic.gov.au/occupationalhealth-and-safety-act-and-regulations
• Use and care of dummies (pacifiers) SESI Health Service NSW
• Sterilising bottles, teats and dummies Qld Health
• Bottle feeding with formula: Better Health Vic Govt
• Bottle Feeding (cleaning and sterilising bottles and equipment): HealthDirect Australia
• Dental Association Australia
3. Incident, Injury, Trauma and Illness Policy

(Including Administration of First Aid)
In early childhood, illness and disease spreads easily from one child to another, even when
implementing the recommended hygiene and infection control practices. When groups of children play
together, and are in new surroundings, accidents and illnesses may occur. Our Service is committed to
preventing illness and reducing the likelihood of accidents through its risk management and effective
hygiene practices.
NQS
QA2 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
2.2.2 Incident and emergency management - Plans to effectively manage incidents and emergencies
are developed in consultation with relevant authorities, practised and implemented.
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.
Regs 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
88 Infectious diseases
89 First aid kits
97 Emergency and evacuation procedures
161 Authorisations to be kept in enrolment record
162 Health information to be kept in enrolment record
168 Education and care Service must have policies and procedures
174 Prescribed information to be notified to Regulatory Authority
176 Time to notify certain information to Regulatory Authority
Aim
Educators have a duty of care to respond to and manage illnesses, accidents and trauma that occur at
the Service to ensure the safety and wellbeing of children, educators and visitors. This policy will guide
educators at Victoria Gardens to manage illness and prevent injury, and the spread of infectious
diseases. This policy applies to children, families, staff, management and visitors of the Service.
Related Documents
• Administration of Authorised Medication Policy
• Child Protection and Child Safe Policy
• Infectious Diseases Policy
• Medical Conditions Policy
• Privacy and Confidentiality Policy
• Record Keeping and Retention Policy
Implementation
This policy and related policies and procedures at the Service will be followed by nominated
supervisors and educators of, and volunteers at, Victoria Gardens in the event that a child -

(a) is injured; or (b)
becomes ill; or
(c) suffers a trauma.
The approved provider of the Service will ensure that a parent of a child is notified as soon as
practicably possible and without undue delay. Parents will be notified no later than 24 hours after the
injury, illness or trauma. An Incident, Injury, Trauma and Illness Record will be completed without
delay.
First aid kits will be easily recognised and readily available where children are present at the Service
and during excursions. They will be suitably equipped having regard to the hazards at the Service,
past and potential injuries, and size and location of the Service.
We will ensure that staff’s first aid, anaphylaxis management training and asthma management
training is current and updated at least every 3 years, and that all components of the first aid certificate
are current if some require an earlier revision.
First aid qualified educators will be present at all times on the roster and in the Service. They will never
exceed their qualifications and competence when administering first aid.
During induction training for new educators and staff we will:
• advise which educators have first aid qualifications, and asthma and anaphylaxis
management training, and the location of the first aid kit
• advise which children have medical needs (such as anaphylaxis) and their current medication
procedure
Administration of First Aid

If there is an accident, illness or injury requiring first aid, the following response procedure will be
implemented:
• Educator or staff member notifies a first aid qualified educator of the incident, illness or injury
• Nominated supervisor or first aid qualified educator assesses each accident/illness and
appropriate first aid is applied as soon as practicable.
• If the illness or incident involves asthma or anaphylaxis, an educator with approved asthma or
anaphylaxis training will attend to the child or adult
• Nominated supervisor and educators supervise and care for children in the vicinity of the
incident, illness or injury
• If required, first aid qualified educator or nominated supervisor notifies and co-ordinates
ambulance
• If required, first aid qualified educator or nominated supervisor notifies parent or authorised
nominee that child requires medical attention from a medical practitioner
• If required, educator or nominated supervisor contacts parent or authorised nominee to collect
child from Service
• Nominated supervisor ensures Incident, Injury, Trauma and Illness Record is completed in full
and without delay and parent or authorised nominee is notified as soon as possible and within
24 hours of the injury, illness or trauma.

First Aid Kit Guidelines
Any First Aid kit at the Service must -
• Not be locked.
• Not contain paracetamol.
• Be appropriate for the number of employees and children and adequate for the immediate
treatment of injuries at the Service.
• Be taken on excursions and be attended by First Aid qualified educators.
• Be maintained in proper condition and the contents replenished as necessary.
Notification of serious incidents and complaints

Victoria Gardens will notify the regulatory authority within 24 hours of any serious incident at our
Service (s. 174). This includes an injury or trauma to, or illness of a child for which the attention of a
medical practitioner was sought or ought reasonably to have been sought or the child attended, or
ought reasonably to have attended a hospital.
To decide if an injury, trauma or illness is a ‘serious incident’ when the child did not attend a medical
practitioner or hospital, we will consider the following issues:
• Was more than basic first aid needed to manage the injury, trauma or illness?
• Should medical attention have been sought for the child?
• Should the child have attended a hospital or an equivalent facility?
A serious incident includes:
• The death of a child

• An incident at the Service where the emergency Services attended or should have attended • A
child is missing
• A child has been taken from the Service without the authorisations required under the
regulations
• A child is mistakenly locked in or out of the Service.
If our Service only becomes aware that the incident was serious afterwards, we will notify the
regulatory authority within 24 hours of becoming aware that the incident was serious.
The Service will also notify the regulatory authority in writing:
• within 24 hours of any complaints alleging that the safety, health or wellbeing of a child is being
compromised at the Service or
• within 7 days of any circumstances arising at the Service that pose a risk to the health, safety
and wellbeing of a child.
Identifying signs and symptoms of illness

Early Childhood Educators and Management are not doctors and are unable to diagnose an illness of
infectious disease. To ensure the symptoms are not infectious and minimise the spread of an infection
medical advice is required to ensure a safe and healthy environment.
Symptoms indicating illness may include:

• 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 displays rashes, blisters, spots, crusty or weeping sores
• Loss of appetite
• Dark urine
• Headaches
• Stiff muscles or joint pain
• Continuous scratching of scalp or skin
• Difficulty in swallowing or complaining of a sore throat
• Persistent, prolonged or severe coughing
• Difficulty breathing
High Temperatures or Fevers

Children get fevers or temperatures for many reasons. Most fevers, and the illnesses that cause them,
last only a few days. But sometimes a fever will last much longer and might be the sign of an
underlying chronic or long-term illness or disease.
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 39°C or higher will not be permitted to attend the
Service until 24 hours after the temperature/fever has subsided.
Methods to reduce a child’s temperature or fever:

• Encourage the child to drink plenty of water unless there are reasons why the child is only
allowed limited fluids.
• Remove excessive clothing (shoes, socks, jumpers, pants etc.) Educators will need to be
mindful of cultural beliefs.
• Sponge lukewarm water on the child’s forehead, back of neck and exposed areas of skin.
• If requested by a parent or emergency contact person, staff may administer Paracetamol
(Panadol or Ibuprofen) in an attempt to bring the temperature down, however, a parent or
emergency contact person must still collect the child.
• The child’s temperature, time, medication, dosage and the staff member’s name will be
recorded in the Illness Folder, and the parent asked to sign the Medication Authorisation Form
on arrival.
• Infants under the age of 6 months should not be given Panadol/Paracetamol except
under the guidance of a medical practitioner.
When a child has a high temperature or fever

• Educators will notify parents when a child registers a temperature of 38°C or higher.
• The child will need to be collected from the Service if temperature reaches 39 and will not
permitted back for a further 24 hours after the child’s last temperature.

• Educators will complete an Illness, Accident & Trauma record and note down any other
symptoms that may have developed along with the temperature (for example, a rash, vomiting,
etc.)
Colds and flu (running nose)

Colds are the most common cause of illness in children and adults. There are more than 200 types of
viruses that can cause the common cold. Symptoms include a runny or blocked nose, sneezing and
coughing, watery eyes, headache, a mild sore throat and possibly a slight fever.
Management has the right to send to children home if they appear unwell due to a cold or general
illness. Children can become distressed and lethargic when unwell. Discharge coming from the
children’s nose and coughing, can lead to germs spreading to other children, educators, toys and
equipment. Management will assess each individual case prior to sending the child home.
Diarrhoea and Vomiting (Gastroenteritis)
Gastroenteritis (or ‘gastro’) is a general term for an illness of the digestive system. Typical symptoms
include abdominal cramps, diarrhoea and vomiting. In many cases it does not need treatment, and
symptoms disappear in a few days.
Gastroenteritis can cause dehydration because of the large amount of fluid lost through vomiting and
diarrhoea. A person suffering from severe gastroenteritis may need fluids intravenously.
If a child has 2 episodes of diarrhoea and/or vomiting, Management will notify parents or emergency
contact to collect the child immediately.
Infectious causes of gastroenteritis include:
• Viruses such as rotavirus, adenoviruses and norovirus
• Bacteria such as Campylobacter, Salmonella and Shigella
• Bacterial toxins such as staphylococcal toxins
• Parasites such as Giardia and Cryptosporidium.
Non-infectious causes of gastroenteritis include:

• Medication such as antibiotics
• Chemical exposure such as zinc poisoning • Introducing solid foods to a young child
• Anxiety or emotional stress.
The exact cause of infectious diarrhoea can only be diagnosed by laboratory tests of faecal
specimens. In mild, uncomplicated cases of diarrhoea, doctors do not routinely conduct faecal testing.
Children with diarrhoea who also vomit or refuse extra fluids should see a doctor. In severe cases,
hospitalisation may be needed. The parent and doctor will need to know the details of the child’s
illness while the child was at the education and care Service.
Children, educators and staff with infectious diarrhoea and/or vomiting will be excluded until the
diarrhoea and/or vomiting has stopped for at least 24 hours.
Please note: if there is a gastroenteritis outbreak at Victoria Gardens, 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.
Trauma
Trauma defines the impact of an event or a series of events during which a child feels helpless and
pushed beyond their ability to cope. There are a range of different events that might be traumatic to a
child, including accidents, injuries, serious illness, natural disasters, war, terrorist attacks, assault, and
threats of violence, domestic violence, neglect or abuse. Parental or cultural trauma can also have a
traumatising influence on children. This definition firmly places trauma into a developmental context.
Trauma can disrupt the relationships a child has with their parents, educators and staff who care for
them. It can transform children’s language skills, physical and social development and the ability to
manage their emotions and behaviour.
Behavioural Response in Babies and Toddlers who have experienced trauma may include:
• Avoidance of eye contact

• Loss of physical skills such as rolling over, sitting, crawling and walking
• Fear of going to sleep, especially when alone
• Nightmares
• Loss of appetite
• Making very few sounds
• Increased crying and general distress
• Unusual aggression
• Constantly on the move with no quiet times
• Sensitivity to noises.
Behavioural responses for Pre-School aged children who have experiences trauma may include:
• New or increased clingy behaviour such as constantly following a parent, carer or staff around
• Anxiety when separated from parents or carers
• New problems with skills like sleeping, eating, going to the toilet and paying attention
• Shutting down and withdrawing from everyday experiences
• Difficulties enjoying activities
• Being jumpier or easily frightened
• Physical complaints with no known cause such as stomach pains and headaches
• Blaming themselves and thinking the trauma was their fault.
Children who have experienced traumatic events often need help to adjust into the way they are
feeling. When parents, educators and staff take the time to listen, talk and play they may find children
start to tell or show how they are feeling. Providing children with time and space lets them know you
are available and care about them.
It is important for Educators to be patient when dealing with a child who has experienced a traumatic
event. It takes time to understand how to respond to a child’s needs and often their behaviour before
parents, educators and staff work out the best ways to support a child. It is imperative to evoke a
child’s behaviour may be a response to the traumatic event rather than just ‘naughty’ or ‘difficult’
behaviour. It is common for a child to provisionally go backwards in their behaviour or become ‘clingy’
and dependent. This is one of the ways children try to manage their experiences.
Educators can assist children dealing with trauma by:

• Observing the behaviours and feelings of a child and the ways you have responded and what
was most helpful in case of future difficulties.
• Creating a ‘relaxation’ space with familiar and comforting toys and objects children can use
when they are having a difficult time.
• Having quiet time such as reading a story about feelings together.
• Trying different types of play that focus on expressing feelings (e.g., drawing, playing with play
dough, dress-ups and physical games such as trampolines).
• Helping children understand their feelings by using reflecting statements (e.g., ‘you look
sad/angry right now, I wonder if you need some help?’).
There are a number of ways for parents, educators and staff to reduce their own stress and maintain
awareness, so they continue to be effective when offering support to children who have experienced
traumatic events.
Strategies to assist Families, Educators and Staff may include:
• Taking time to calm yourself when you have a strong emotional response. This may mean
walking away from a situation for a few minutes or handing over to another carer or staff
member if possible.
• Planning ahead with a range of possibilities in case difficult situations occur.
• Remembering to find ways to look after yourself, even if it is hard to find time or you feel other
things are more important. Taking time out helps adults be more available to children when they
need support.
• Using supports available to you within your relationships (e.g., family, friends, colleagues).
• Identifying a supportive person to talk to about your experiences. This might be your family
doctor or another health professional.
Living or working with traumatised children can be demanding - be aware of your own responses and
seek support from management when required.
Record Keeping
The National Regulations (Regulation 183(2)) require an accurate Incident, Injury, Trauma and Illness
Record to be recorded and stored:
• If the record relates to an incident, illness, injury or trauma suffered by a child while being
educated and card for by the education and care Service, until the child is ages 25 years.
• If the record relates to an incident, illness, injury or trauma suffered by a child that may have
occurred following an incident while being educates and cared for by the education and care
Service, until the child is aged 25 years.
Procedure
The recorded in the Incident, Injury, Trauma and Illness Record includes as follows:
• the name and age of child

• the circumstances leading to the incident, injury or trauma, or relevant circumstances
surrounding the child becoming ill (including any symptoms)
• the time and date the incident occurred
• the action taken by the Service, including administrating medication, first aid provided, or
medical personnel contacted

• details of any person who witnessed the incident, injury or trauma, or the apparent onset of
illness
• the name of any person the Service notified or attempted to notify of the incident, injury, illness
or trauma with date and time
• name, signature, date and time of person making the entry
• signature or the parent/guardian to verify that they have been informed of the occurrence
Legislation and standards

Relevant legislation and standards include but are not limited to:
• Australian Standards AS3745–2002, Emergency control procedures for buildings, structures

and workplaces
• Education and Care Services National Law Act 2010: Section 174(2)
• Education and Care Services National Regulations 2011: Regulations 77, 85–87, 103, 177, 183
• Public Health and Wellbeing Act 2008 (Vic)
• Public Health and Wellbeing Regulations 2009 (Vic)
• Occupational Health and Safety Act 2004 (Vic)
• Occupational Health and Safety Regulations 2007
• WorkSafe Victoria Compliance Code: First aid in the workplace (2008)
• National Quality Standard, Quality Area 2: Children’s Health and Safety
• National Quality Standard, Quality Area 3: Physical Environment
• National Quality Standard, Quality Area 7: Governance and Leadership
• Therapeutic Goods Act 1989 (Cth)
The most current amendments to listed legislation can be found at:
• Victorian Legislation – Victorian Law Today: http://www.legislation.vic.gov.au/

• Commonwealth Legislation – ComLaw: http://www.comlaw.gov.au/
Sources
• Australian Children’s Education & Care Quality Authority
• Education and Care Services National Regulations
• ECA Code of Ethics
• Guide to the Education and Care Services National Law and the Education and Care Services
National Regulations 2015
• Guide to the National Quality Standard
• National Quality Standard - revised Feb2018
• Safe Work Australia Legislative Fact Sheets First Aiders
• Staying Healthy, Preventing Infectious diseases in early childhood education and care Services
(5th Edition) NHRMC, 2012.
4. Infectious Diseases Policy

(To be read in conjunction with - Immunisation and Disease Prevention Policy)
NQS
QA2 2.1.2 Heath practices and procedures- Effective illness and injury management and hygiene

2.2 Safety - Each child is protected.
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
90 Medical conditions policy
Aim
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. In the
event of an infectious disease being present at the centre, Victoria Gardens aims to provide
educators and families with accurate information about the illness, exclusion periods and
immunisation. We aim to reduce the spread of disease by having effective policies and
procedures in place and work with the public health unit.
Regarding a pandemic, Victoria Gardens will develop a risk minimisation plan for families, staff,
and visitors with accurate information about the illness as well as precautions the Centre will be
enforcing during this time. Immunisation is a simple, safe and effective way of protecting
individuals against harmful diseases before they come into contact with them in the community.
Immunisation not only protects individuals, but also others in the community, by reducing the
spread of disease.
Infectious diseases are divided into four categories (A, B, C, D) on the basis of the method of
notification and the information required. The Department of Health publishes the Minimum
Period of Exclusion from Primary Schools and Children’s Services Centres for Infectious
Diseases Cases and Contacts, to assist in protecting the public by preventing, or containing,
outbreaks of infectious conditions common in schools and other children’s Services and is
regulated by the Public Health and Wellbeing Regulations 2009.
Related documents
• Educator and Management Policy
• Enrolment Policy
• Food Nutrition and Beverage Policy
• Health, Hygiene and Safe Food Policy
• Incident, Injury, Trauma and Illness Policy
• Immunisation Policy
Implementation
• The Service will use the Recommended Minimum Periods of Exclusion to exclude children and
educators and inform parents of exclusion and non-exclusion periods for infectious diseases.

• We will minimise the spread of potential infectious diseases between children, other children
and educators by excluding children who may have an infectious disease or are too ill to attend
the Service and facilitating the prevention and effective management of acute illness in
children.
• Notification of the child’s parents or nominated contacts will occur as soon as practicable.
• All appropriate notifications to the local Public Health Unit are available under the ‘Infectious
Diseases requiring Notification to the local Public Health Unit’ and must occur within 24 hours.
The Nominated Supervisor is responsible for notifying the local Public Health Unit.
Children might be brought to care with symptoms or signs of illness, or while in care suddenly
develop an illness that has not been diagnosed by a doctor, and that might be potentially infectious
or potentially life-threatening for the child. Symptoms may not clearly fit those listed in exclusion
diseases making it difficult for the Service to decide whether to accept or exclude the child from
the Service. Many illnesses, while not fitting exclusion criteria, can transmit disease to other
children in care, and many non-exclusion diseases can make a child too ill to participate in normal
care activities.
If an infectious disease arises at the Service, we will respond to any symptoms in the following
manner:
• Isolate the child from other children where possible.
• Ensure the child is comfortable and appropriately supervised by educators.
• Contact the child’s parents or nominated emergency contact. If the child’s parents are
unavailable, we will contact the next nominated individual. We will inform the contact of the
child’s condition and ask for a parent or other authorised individual to pick the child up as
quickly as possible. Any individual picking the child up from the Service must be approved by
the child’s parents and be able to show identification.
• Ensure all bedding, towels and clothing which has been used by the child is disinfected. These
items will be washed separately and if possible, air dried in the sun.
• Ensure all toys used by the child are disinfected.
• Provide information in the child’s home languages to the best of our ability.
• Inform all Service families and educators of the presence of an infectious disease.
• Ensure confidentiality of any personal health related information obtained by the Service and
educators in relation to any child or their family.
Infectious Diseases requiring Notification to the local Public Health Unit

Outbreaks of communicable diseases represent a threat to public health. To prevent
outbreaks, it is important to monitor the number of people who contract certain infectious
diseases and their characteristics, and to work with children, families and their doctors to
help prevent spread to other people.
Management at Victoria Gardens is required to notify the local public health unit (PHU) by phone as
soon as possible after they are made aware that a child enrolled at the school or facility is suffering
from one of the following vaccine preventable diseases:
• Diphtheria
• Mumps
• Poliomyelitis
• Haemophilus influenzae Type b (Hib)
• Meningococcal disease
• Rubella ("German measles”)
• Measles
• Pertussis ("whooping cough")
• Tetanus
• An outbreak of gastrointestinal or respiratory illness
A list of notifiable diseases can be found on following site:

https://www.health.vic.gov.au/infectious-diseases/notifications-procedures-for-
infectiousdiseases
Management and Educators will ensure

• Effective hygiene policies and procedures are adhered to at all times.
• Effective environmental cleaning policies and procedures are adhered to all times
• All families will have access to relevant policies upon enrolment which will be explained by
management including.
• Any child who registers a temperature of 39°C or above will need to be collected from the
Service and will be excluded for 24 hours since the last elevated temperature or until the
Service receives a doctors clearance letter stating that the child is cleared of any infection and
able to return to childcare.
• A child who has not been fully immunised will be excluded from the Service if; an infectious
disease is reported within the Service community and that child is deemed to be in danger of
contracting the illness.
Family Responsibility
Parents must advise educators on arrival verbally or in writing of any symptoms requiring
administration of medication to their child in the past 48 hours and the cause of the symptoms if
known. This advice must be provided the first time the child attends after the medication has
been administered.
In order to prevent the spread of disease, families are required to monitor their child’s health, in
particular:
• Runny, green nose

• High temperature
• Diarrhoea
• Red, swollen or discharging eyes
• Vomiting
• Rashes
• Irritability, unusually tired or lethargic
Recommended Minimum Periods of Exclusion

When a child has been diagnosed with an illness or infectious disease the Service will:
• refer to Staying Healthy in Childcare (5th Edition) to find the recommended exclusion period and
also request a medical clearance from the GP stating that the child is cleared to return to the
childcare setting. The current exclusion period list can also be accessed from the Department
of Health: https://www.health.vic.gov.au/infectious-diseases/school-exclusion-table

• 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 24
hours after symptoms have ceased to reduce infection transmission as symptoms can develop again
after 24 hours in many instances.

• Education and Care Services National Law Act 2010

• Education and Care Services National Regulations 2011
• Health Records Act 2001
• National Quality Standard, Quality Area 6: Collaborative Partnerships with Families and
Communities
• Occupational Health and Safety Regulations 2007
• Privacy and Data Protection Act 2014 (Vic)
• Privacy Act 1988 (Cth)
• WorkSafe Victoria Compliance Code: First aid in the workplace (2008)
Sources
• Department of Health and Aging, National Immunisation Program Schedule
• Staying Healthy - Preventing infectious diseases in early childhood education and care 5th edition
(NHMRC)
• Public Health and Wellbeing Act 2008
• Department of Health Victoria
• https://www.dhhs.vic.gov.au Coronavirus (Covid-19) Information
• National Immunisation Program Schedule 1 July 2020 (health.gov.au)
5. Immunisation and Disease Prevention Policy

(To be read with - Infectious Diseases Policy)
NQS
QA2 2.1 Health - Each child’s health needs are supported.
2.1.2 Health practices and procedures - Effective illness and injury management and hygiene
Reg 77 Health, hygiene and safe food practices

Aim
Immunisation is a simple, safe and effective way of protecting individuals against harmful diseases
before they come into contact with them in the community. Immunisation not only protects
individuals, but also others in the community, by reducing the spread of disease.
The purpose of this policy is to manage and prevent the spread of infectious illnesses and
diseases. Victoria Gardens 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 Service’s 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.
Related Policies
• Food Nutrition and Beverage Policy
Implementation
In accordance with the Public Health amendment (No Jab, No Play) Act 2015, from 1st January 2016,
all children enrolled in an early childhood education and care Service are required to be fully
vaccinated for their age. This law applies to all early childhood education and care Services in Victoria.
The National Immunisation Program (NIP) Schedule can be accessed and downloaded from:
https://www.health.gov.au/health-topics/immunisation/immunisation-throughout-life/
nationalimmunisation-program-schedule
Department of Health, Victoria Immunisation Program:

https://www.health.vic.gov.au/immunisation/immunisation-schedule-victoria-and-vaccine-
eligibilitycriteria
Management/Nominated Supervisor will

• Display wall charts about immunisation
• Review children’s immunisation regularly, updating the child’s records kept at the Service, and
sending remainder letters.
• 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.
• Develop a staff immunisation record.
• Require all new and current staff to complete the staff immunisation record.
• Regularly update staff immunisation records as staff become vaccinated.
• Provide staff with information about vaccine-preventable diseases.
• Take all reasonable steps to encourage non-immune staff to be vaccinated.
• Document advice given to educators and other staff, and any refusal to comply with vaccination
requests.
• 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 not change nappies and will double glove when coming into contact with
any body fluids, especially saliva.
Families will
Provide Victoria Gardens with a copy of one or more of the following documents:
• An Immunisation History Statement which shows that the child is up to date with their
scheduled vaccinations; or
• An Immunisation History Form on which the immunisation provider has certified that the child is
on a recognised catch-up schedule; or
• An Immunisation Medical Exemption Form which has been certified by a GP, or;
• Provide the Service with an updated copy of their child’s current immunisation record every 6
months.
Immunisation Records
Parents who wish to enrol their child are required to provide a copy of a current Australian
Childhood Immunisation Register (ACIR) Immunisation History Statement which shows that
the child is fully immunised for their age in line with the National Immunisation Schedule.
Children who are not fully vaccinated may only be enrolled if they can also provide at least one of:
• a current ACIR Immunisation History Form on which the immunisation provider has certified
that the child is on a recognised catch-up schedule in line with the National Immunisation
Schedule. The Immunisation Provider must provide information about the catch-up schedule to
finalise enrolment.
• an ACIR Immunisation Exemption – Medical Contraindication Form which has been certified by
an immunisation provider for a child who cannot receive one or more vaccine(s) for medical
reasons. (Families must then obtain an updated ACIR Immunisation History Statement to
finalise enrolment.)
ACIR Immunisation History Statements

(https://www.Servicesaustralia.gov.au/organisations/health-professionals/forms/im013) and
Exemption forms are available on the Services Victoria website
(https://www.Servicesaustralia.gov.au/organisations/health-professionals/forms/im011) .
The Service may enrol the following children without proof they are fully immunised under a
grace period. The families of these children must take action to fully vaccinate their children,
and provide proof of immunisation status within 16 weeks of the child’s first attendance at
the Service:
• children evacuated from their place of residence due to an emergency (e.g., bushfire)
• children in emergency care within meaning of section 3(1) of the Children, Youth and Families
Act 2005
• children in the care of an adult who is not their parent due to exceptional circumstances
• Indigenous children
• children whose parents hold a health care card, pensioner concession card, Veteran’s Affairs
Gold or White card
• children from multiple births of triplets or more
• other circumstances specified in the guidelines made by the Secretary to the Department of
Health and Human Services
• If evidence of immunisation status is not provided within 16 weeks of the child’s first attendance
at the Service, the child’s enrolment at the Service may be cancelled. We will assist families
with information about accessing immunisations and obtain required documentation.
Record keeping
The Nominated Supervisor will ensure there is a record (e.g., register) of the immunisation
status of each child and that supporting evidence (e.g., ACIR statements) are maintained.
Information about each child will be kept for three years from the date a child last attends the Service.
Families must provide the Service with an updated copy of their child’s immunisation record
when the child receives a vaccine which is on the National or State immunisation schedule. We
will remind parents to do this via newsletters, emails or letters.
Catering for Children with Overseas Immunisation Records

Overseas immunisation records will not be accepted. They often differ from the schedule
recommended in Australia and a child may require extra vaccinations to be up to date with the
Australian schedule.
Children vaccinated overseas must attend an immunisation provider (e.g., doctor) to have their
overseas record assessed and be offered appropriate immunisations. The Provider will complete
an Immunisation History Form which should be provided to the Service. A copy of the ACIR
Immunisation History Statement should also be provided to the Service when it is received by
families. Parents are responsible for having their child’s overseas immunisation record
transcribed onto the ACIR.
Exclusion Periods
Any child that is not fully immunised may be excluded for a period of time if there is a case of a
vaccine preventable disease at the Service, or if the child has been in contact with someone
outside the Service who has a vaccine preventable disease. We will consider the Exclusion
Periods recommended by the National Health and Medical Research Council.
It is the responsibility of families to inform the Service that their child has come into contact
with someone with a vaccine preventable or infectious disease. Parents are responsible
for payment of fees while their child is excluded.

Immunisations for Educators and Staff
It is important that educators remain up to date with their vaccinations in order to protect
themselves as well as children in their care. The National Health and Medical Research
Council (NHMRC) recommend that educators should be immunised against:
• Hepatitis A
• Measles-Mumps-Rubella (MMR)
Educators born during or since 1966 who do not have vaccination records of two doses of MMR, or do
not have antibodies for rubella, require vaccination. The following are also recommended:
• Varicella if they have not previously been infected with chickenpox

• Pertussis (whooping cough). An adult booster dose is especially important for those educators
caring for the youngest children who are not fully vaccinated
• Influenza (annually)
• Hepatitis B
The Nominated Supervisor will:

• Provide information about diseases that can be prevented by immunisation and encourage all
non- immune staff to be vaccinated
• ask new employees to confirm in writing that we have provided this information during their
induction
• advise female educators / staff who are not fully immunised to consider doing so before getting
pregnant
• advise pregnant educators and staff to review the Staying Healthy in Childcare publication and
consult their medical practitioner to consider the risks of continuing to work at the Service
• exclude all non-immune (unvaccinated) educators and staff for the periods outlined under
Exclusion Periods during an outbreak of an infectious disease or until they determine it is safe
for the educator to return.
Immunisation Related Payments for Parents - Child Care Subsidy

The benefit applies to children who are fully immunised or have an approved exemption from
immunisation. This initiative ensures parents are reminded of the importance of immunising their
children at each of the milestones. For parents to receive CCS without their child being fully
immunised their doctor or immunisation provider needs to certify that the child:
• is on a catch-up immunisation schedule or
• has an approved exemption from the immunisation requirements. Approved exemptions

include medical contraindications and existing natural immunity but do not include
conscientious objection.
Information on how a child’s immunisation status affects payments made to a family is available on the
Services Australia site.
https://www.Servicesaustralia.gov.au/individuals/Services/centrelink/child-care-subsidy/who-can-getit/
immunisation-requirements

Sources
• Education and Care Services National Regulations (July 2018)
• Department of Human Services
• Department of Health – Immunise Australia Program
• Staying Healthy - Preventing infectious diseases in early childhood education and care 5th edition
(NHMRC)
• Medicare Australia

6. Medical Conditions Policy
NQS
QA2 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 need for sleep, rest and relaxation.
are protected from harm and hazard.
QA7 7.1.2 Management Systems - Systems are in place to manage risk and enable the effective
management and operation of a quality Service.
Reg 90 Medical conditions policy
91 Medical conditions policy to be provided to parents

92 Medication record
93 Administration of medication
94 Exception to authorisation requirement—anaphylaxis or asthma emergency
95 Procedure for administration of medication
96 Self-administration of medication
EYLF
LO3 Children are happy, healthy, safe and connected to others.
Educators promote continuity of children’s personal health and hygiene by sharing ownership of
Educators discuss health and safety issues with children and involve them in developing guidelines to keep
the environment safe for all.
Aim
Victoria Gardens is committed to adhering to privacy and confidentiality 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.
Related Policies
• Incident, Illness, Accident and Trauma Policy
• Privacy & Confidentiality Policy
• Family Communication Policy
• Supervision Policy
• Administration of First Aid Policy
• Work Health and Safety Policy
• Health and Safety Policy
Implementation
The Service will involve children in discussions about medical conditions and general health and
wellbeing throughout our curriculum. The Service will adhere to privacy and confidentiality procedures
when dealing with individual health needs.
A copy of the Medical Conditions Policy must be provided to all educators and volunteers at the
Service.
The Policy must also be provided to parents of children enrolled at the Service. Educators are also
responsible for raising any concerns with a child’s parents about any medical condition known to the
Service, or any suspected medical condition that arises.
No child enrolled at the Service, with a diagnosed medical condition requiring medication, will be able
to attend Victoria Gardens without the medication prescribed by their medical practitioner. Families are
required to provide this information on the Enrolment Form and are responsible for updating the
Service in writing of any new medication, ceasing of medication, or any changes to their child’s
prescription.
All Medical Management Plans (Action Plans) and Risk Minimisation Plans must be updated at least
annually.
Information that must be provided on Enrolment Form

Victoria Garden’s Enrolment Form provides an opportunity for parents/guardians to help the Service
effectively meet their child’s needs relating to any medical condition.
The enrolment record will include details of any:
• specific health care needs or medical conditions of the child, including asthma, diabetes,
allergies, and whether the child has been diagnosed at risk of anaphylaxis.
• any Medical Management Plan provided by a child’s parents and/or registered medical
practitioner. This Plan should: o have supporting documentation if appropriate o include a
photo of the child
o if relevant, state what triggers the allergy or medical
condition o first aid needed
o contact details of the doctor who signed the plan o state
when the Plan should be reviewed.
Copies of the plan should be kept with the child’s medication and also accompany them on any
excursions. Children with any of the following conditions should have all relevant information included
in their Enrolment Form with additional documents (such as the Medical Management Plan) attached:
• Asthma
• Allergies
• Diabetes
• Diagnosed at risk of anaphylaxis
• Any other specific medical condition(s) mentioned by a child’s parents or registered
medical practitioner using the Enrolment Form.

• Any other specific medical condition(s) mentioned by a child’s parents or registered medical
practitioner at any point during the child’s education and care at the Service.
Where there is a Medical Management Plan, a Risk Minimisation Plan must be developed and
informed from the child’s Medical Management Plan. Parents are responsible for updating their child’s
Medical Management Plan/providing a new Plan as necessary and will be regularly reminded by the
Service as per the Medical Management Communications Plan. Any new information will be attached
to the Enrolment Form and kept on file at the Service. Educators will ensure information that is
displayed about a child’s medical conditions is updated.
Identifying Children with Medical Conditions

Any information relating to a child’s medical conditions will be shared with relevant educators,
volunteers and staff. Educators will be briefed by the Nominated supervisor on the specific health
needs of each child.
Victoria Gardens will implement the following communications plan to ensure that relevant educators,
staff and volunteers are:
• informed about the Medical Conditions Policy

• easily able to identify a child with medical conditions
• are aware of the requirements of any medical management plans and risk minimisation plans
• aware of the location of each child’s medication
• updated on the child’s treatment along with any regulatory changes that may affect practices
for specific medical conditions.
Victoria Gardens will keep information about a child’s Medical Management Plan, Risk Minimisation
Plan, and the location of each child’s medication, that is easily accessed by all educators, to ensure all
procedures are followed. We will ensure that the information meets privacy guidelines and is not
accessible to visitors or other families. We will explain to families why this is important for the safety of
the child.
Where a child has been diagnosed at risk of anaphylaxis, a notice stating this must be displayed at the
Service, so it is clearly visible from the main entrance. The privacy and confidentiality of the child will
be maintained at all times and the public notice will not name the child.
Medical Management Plan

Any Medical Management Plan provided by a child’s parents and/or registered medical practitioner.
This Plan 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
• be displayed for educators and staff to see to ensure the safety and wellbeing of the child
• remain current and up to date all times.

Medical Conditions Risk Minimisation Plan
Using a child’s Medical Management Plan, the Service will develop a Medical Conditions Risk
Minimisation Plan in consultation with a child’s parents. The Medical Conditions Risk Minimisation Plan
must ensure that any risks are addressed and minimised.
Victoria Gardens will provide support and information to all parents and other members of our
community about resources and support for managing allergies, anaphylaxis asthma and diabetes.
We will routinely review each child’s medication to ensure it hasn’t expired.
Medical Conditions Plan: Anaphylaxis/Allergy Management

While not common, anaphylaxis is life threatening. Anaphylaxis is a severe allergic reaction to a
substance. While prior exposure to allergens is needed for the development of true anaphylaxis,
severe allergic reactions can occur when no documented history exists. We are aware that allergies
are very specific to the individual and it is possible to have an allergy to any foreign substance.
Anaphylaxis is usually caused by a food allergy. Foods most commonly associated with anaphylaxis
include peanuts, seafood, nuts and sometimes eggs and cow’s milk in younger children. While
developing the Medical Conditions Risk Minimisation Plan, and to minimise the risk of exposure of
children to foods that might trigger severe allergy or anaphylaxis in susceptible children, our Service
will:
• not allow children to trade food, utensils or food containers.

• prepare food in line with a child’s medical management plan and family recommendations.
• request families to label all bottles with their child’s name.
• consider whether it’s necessary to change or restrict the use of food products in craft, science
experiments and cooking classes so children with allergies can participate.
• instruct educators on the need to prevent cross contamination.
• request all parents not to send food with their children that contain highly allergenic elements
even if their child does not have an allergy.
• where a child is known to have a susceptibility to severe allergy or anaphylaxis to a particular
food, Victoria Gardens will be “allergy-aware” and will encourage children or other individuals
visiting the Service from bringing any foods or products containing nuts.
• be aware that a child may have a number of food allergies or there may be a number of
children with different food allergies, and it may not be possible to become an allergy free
Service for all foods involved. Nut allergy is the most likely to cause severe reaction and will
take precedence.
• if appropriate, seat a child with allergies at a different table if food is being served that he/she is
allergic to. This will always be done in a sensitive manner so that the child does not feel
excluded. If a child is very young, we will provide the child their own highchair to further
minimise the risk of cross infection.
• hold babies when they drink formula/milk if there is a child diagnosed at risk of anaphylaxis
from a milk allergy.
• ensure all children with food allergies only eat food and snacks that have been prepared for
them.
• instruct food preparation staff and volunteers about measures necessary to prevent cross
contamination between foods during the handling, preparation and serving of food, such as
careful cleaning of food preparation areas and utensils.
• closely supervise all children at meal and snack times and ensure food is eaten in specified
areas. To minimise risk children will not be permitted to ‘wander around’ the Service with food.

Allergic reactions and anaphylaxis are also commonly caused by:
• animals, insects, spiders and reptiles.

• drugs and medications, especially antibiotics and vaccines.
• many homeopathic, naturopathic and vitamin preparations.
• many species of plants, especially those with thorns and stings.
• latex and rubber products.
• Band-Aids, Elastoplast and products containing rubber-based adhesives.
However, steps should be taken to prevent anaphylaxis occurring as outlined below:
• Upon enrolment, seek medical information from parents about any known allergies.
o Ask parents for supporting documentation as well as a Medical Management Plan
(MMP). This Medical Management Plan should include a photo of the child, what
triggers the allergy, first aid needed and contact details of the doctor who has signed
the plan.
o Keep the MMP on the child’s enrolment file and also be displayed in the Service, in
an area where all educators can easily access a telephone.
o A copy of the MMP should also be kept where the child’s medication is stored. o If
the child is taken on an excursion, a copy of the management plan should be taken
on the excursion.
• Should a child be known to have allergies requiring medication if a reaction occurs, the parents
will be asked to provide the medication.
• Should the child’s treatment change, families are asked to provide the Service with a new
Medical Management Plan from their child’s medical practitioner. Documentation will then be
updated at the Service.
• Risk minimisation practices will be carried out to ensure that the Service is, to the best of our
ability, providing an environment that will not trigger an anaphylactic reaction in a child. These
practices will be documented and reflected upon, with any practice that may be discovered
amended to decrease risk.
• The Service will display an Australasian Society of Clinical Immunology and Allergy inc
(ASCIA) generic poster called Action Plan for Anaphylaxis in a key location at the
Service, for example, in the children’s room, the staff room or near the medication cabinet
http://www.allergy.org.au/health-professionals/ascia-plans-action-and-treatment
• Ensure that no child who has been prescribed an adrenaline auto-injection device is permitted
to attend the Service or its programs without the device.
• Develop an ongoing communication plan with the child’s parents and with educators at the
Service to ensure that all relevant parties are updated on the child’s treatment, along with any
regulatory changes that may change the Service’s practices in regard to anaphylaxis.
• The Service will ensure that the auto-injection device kit is stored in a location that is known to
all staff, including relief staff; easily accessible to adults (not locked away); inaccessible to
children; and away from direct sources of heat.
• Routinely, the Service will review each child’s medication to ensure it hasn’t expired.
• Families are requested to label all bottles (if required) with the child’s name that they are
intended for.
• Food brought from home will be managed according to the Services Food Safety Program.
• Always follow correct health, hygiene and safe food policies and procedures.
• All children need to be closely supervised at meal and snack times and consume food in
specified areas. To minimise risk children will not be permitted to ‘wander around’ the Service
with food.

• Risk minimisation plans will be considered by the Service when making food purchases and
planning menus.
• In the situation where a child who has not been diagnosed as allergic, but who appears to be
having an anaphylactic reaction, staff will:
o Call an ambulance immediately by dialling 000
o Commence first aid measures o Contact the parent/guardian
o Contact the person to be notified in the event of illness if the parent/guardian cannot
be contacted.
• Educators should be educated to recognise how serious anaphylaxis is and undertake the
steps that need to be taken in order to minimise the possibility of occurrence. The
Service will maintain the following in relation to educator qualifications for anaphylaxis:
o Ensure that at least one educator has completed first aid and anaphylaxis
management training that has been approved by the Secretary. Educators will
complete training at least every 3 years from the date their qualification was issued.
o Ensure that at least one educator in all Services where a child is diagnosed at risk of
anaphylaxis undertake training in the administration of the adrenaline auto-injection
device and cardio- pulmonary resuscitation every 12 months.
o Practice of adrenaline auto-injection devices will be undertaken regularly and
recorded. All licensed children’s Services are provided with Anaphylaxis Resource
Kits by Victorian authorities, which will be used to practice with. This includes a
training auto-injection device.
Medical Conditions Plan: Asthma

Asthma is a chronic lung disease that inflames and narrows the airways. While developing the Medical
Conditions Risk Minimisation Plan our Service will implement procedures where possible to minimise
the exposure of susceptible children to the common triggers which can cause an asthma attack. These
triggers include:
• dust and pollution

• inhaled allergens, for example mould, pollen, pet hair
• changes in temperature and weather, heating and air conditioning
• emotional changes including laughing and stress
• activity and exercise
Risk minimisation practices will be carried out to ensure that the Service is to the best of our ability
providing an environment that will not trigger an asthmatic reaction. These practices will be
documented and reflected upon, and potential risks reduced if possible.
The Service will display an Asthma chart called First Aid for Asthma Chart for under 12 years, or
Asthma First Aid in a key location at the Service, for example, in the children’s room, the staff room or
near the medication cabinet: https://www.nationalasthma.org.au/asthma-first-aid
An asthma attack can become life threatening if not treated properly. If a child is displaying asthma
symptoms, our Service will ensure a first aid trained educator/educator with approved asthma
management training immediately attends to the child. If the procedures outlined in the child’s Medical
Management Plan do not alleviate the asthma symptoms, or the child does not have a Medical
Management Plan, the educator will provide appropriate first aid, which may include the steps outlined
by Asthma Australia as follows:

1. Sit the child upright
• Stay with the child and be calm and reassuring
2. Give 4 puffs of blue reliever puffer medication
• Use a spacer if there is one
• Shake puffer
• Put 1 puff into spacer
• Take 4 breaths from spacer
• Repeat until 4 puffs have been taken
• Shake, 1 puff, 4 breaths
3. Wait 4 minutes
• If there is no improvement, give 4 more puffs as above
4. If there is still no improvement call emergency assistance 000
• Keep giving 4 puffs every 4 minutes until emergency assistance arrives
Contact the child’s parent or authorised contact where the parent cannot be reached. The Service will
ensure that a child’s asthma Kit is stored in a location that is known to all staff, including relief staff,
easily accessible to adults (not locked away) but inaccessible to children, and at room temperature in
dry areas.
Victoria Gardens will also have an Asthma First Aid kit located in the office containing:
• Blue or grey reliever puffer

• A spacer device that is compatible with the puffer
• A face mask compatible with the spacer for use by children under 5
Note puffers, spacers and face masks from the Kit must be thoroughly cleaned after each use to
prevent cross contamination. To clean:
• Remove canister from puffer and wash device (but not canister) in warm water with kitchen
detergent
• Do not rinse or rub dry, allow devices to air dry.
• When dry, wipe the mouthpiece inside and outside with a 70% alcohol swab
• When completely dry, replace the canister and ensure puffer is working correctly
Medical Conditions: Diabetes
Diabetes is a chronic condition where the levels of glucose (sugar) in the blood are too high. Glucose
levels are normally regulated by the hormone insulin.
The most common form of diabetes in children is type 1. The body’s immune system attacks the
insulin producing cells so insulin can no longer be made. People with type 1 diabetes need to have
insulin daily and test their blood glucose several times a day, follow a healthy eating plan and
participate in regular physical activity.
See https://as1diabetes.com.au/type-1-diabetes-animations/ for online animations for children
explaining how diabetes affects the body, as well as teacher resources.
Type 2 diabetes is managed by regular physical activity and healthy eating. Over time type 2 diabetics
may also require insulin.
Victoria Gardens will implement procedures where possible to ensure children with diabetes do not
suffer any adverse effects from their condition while at the Service. These include ensuring they do not

suffer from hypoglycaemia (have a “hypo”) which occurs when blood sugar levels are too low. Things
that can cause a “hypo” include:
• A delayed or missed meal, or a meal with too little carbohydrate

• Extra strenuous or unplanned physical activity
• Too much insulin or medication for diabetes
• Vomiting
Children with Type 1 diabetes may also need to limit their intake of sweet foods. Our Service will
ensure information about the child’s diet including the types and amounts of appropriate foods is part
of the child’s Medical Management Plan and that this is used to develop the Risk Minimisation Plan.
Our Service will ensure our first aid trained educator is trained in the use of the insulin injection device
(syringes, pens, pumps) used by children at our Service with diabetes.
If a child is displaying symptoms of a “hypo” our Service will:
• ensure the first aid trained educator provides immediate first aid which will be outlined in the
child’s medical management plan and may include giving the child some quick acting and
easily consumed carbohydrate.
• call an ambulance by dialling 000 if the child does not respond to the first aid and CPR if the
child stops breathing.
• contact the parent/guardian or the person to be notified in the event of illness if the
parent/guardian cannot be contacted.
Educator Training and Qualifications

Victoria Gardens will ensure that at least one educator on duty at all times:
• holds a current approved first aid qualification

• has undertaken current approved anaphylaxis management training and
• has undertaken current approved emergency asthma management training (required from 1
January 2013).
Our staffing Arrangements Policy has more details about educator training and qualifications in this
area. Educators in our Service recognise how serious anaphylaxis is and will undertake steps to
minimise the possibility of occurrence. The Service will maintain the following in relation to educator
qualifications for anaphylaxis:
• all educators in all Services whether or not they have a child diagnosed at risk of anaphylaxis
undertakes training in the administration of the adrenaline auto-injection device and cardio-
pulmonary resuscitation every 12 months.
• practice using adrenaline auto-injection devices with the Anaphylaxis Resource Kits provided
by the Victorian regulator will be undertaken regularly, preferably quarterly, and recorded. The
kit will be stored separately to a child’s medication to ensure that there is no confusion.
Communication Plan
A communication plan will be created after the meeting with the parents/guardian to ensure:
All relevant staff members and volunteers are informed about the medical conditions policy and the
Medical Management Plan and Risk Minimisation Plan for the child; and
An Individual child communication book is created so that a parent can communicate any changes to
the Medical Management Plan and Risk Minimisation Plan for the child.
At all times, families who have a child attending the Service who have a diagnosed medical condition
will be provided with a copy of this policy which includes a communication plan and any other relevant
policies.

• Education and Care Services National Law Act 2010: Section 173
• Education and Care Services National Regulations 2011: Regulations 90, 91, 96
• Public Health and Wellbeing Regulations 2009
• National Quality Standard, Quality Area 7: Leadership and Service Management
Sources
• Education and Care Services National Regulations National Quality Standard
• Asthma Australia
• National Asthma Organisation
• The Asthma Foundation Victoria
• Australasian Society of Clinical Immunology and Allergy www.allergy.org.au
• Australian Diabetes Council
7. Child Protection and Child Safe Policy
NQS
QA2 2.2 Safety - Each child is protected.
2.2.2 Incident and emergency management - Plans to effectively manage incidents and
emergencies are developed in consultation with relevant authorities, practised and
implemented
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.
Regs 84 Awareness of child protection law
273 Course in child protection
Understanding of the Child Safety Standards and Child Safety Statement
Aim
To demonstrate Victoria Garden’s commitment to the safety and wellbeing of children and young
people. Also, to ensure all employees take their responsibility to protect children from any type of harm
very seriously, understand their reporting obligations, to act ethically towards children and their roles
and responsibilities and are aware of our Child Safe Risk Management processes and procedures that
are designed to ensure the safety and well-being of children as paramount.
Preventing child abuse and responding to allegations is everyone’s business. We believe it is our
responsibility as educators to ensure the safety welfare and wellbeing of all children.
We follow the Child Safe Standards in relation to driving a continuous improvement for all, in relation to
protecting children from abuse. We use these standards to ensure that we do everything possible to
prevent and respond to child abuse.
Related Policies
• Emergency Management and Evacuation Policy
• Relationships with Children Policy
• Physical Environment Policy
• Family Law and Access Policy
• Staffing Arrangements Policy
Implementation
The Approved Provider, Nominated Supervisor, educators, staff members and volunteers will
implement a Child Protection Risk Management Strategy to ensure the health, wellbeing and safety of
all children at the Service. To ensure best practice, all educators will attend compulsory Child
Protection training and complete the child protection certificate every 24 months to ensure they are
kept updated and informed of their current responsibilities as Mandatory Reporters. They will read and
sign the Child Safety Standards and be aware of the child safe policy and child safe standards.
Definitions
Child abuse: Child abuse includes:
• any act committed against a child involving:

o a sexual offence; or o grooming; and
• the infliction, on a child, of:
o physical violence; or
o serious emotional or psychological harm; and
• serious neglect of a child.
Child safety: Child safety encompasses matters related to protecting all children from child abuse,
managing the risk of child abuse, providing support to a child at risk of child abuse, and responding to
incidents or allegations of child abuse.
Neglect: Child neglect is the continuous failure by a parent or caregiver to provide a child with the
basic things needed for their growth and development, such as food, clothing, shelter, medical and
dental care and adequate supervision. Some examples are:
• Inability to respond emotionally to the child
• Child abandonment
• Depriving or withholding physical contact
• Failure to provide psychological nurturing
• Treating one child differently to the others
Significant risk of harm: Significant risk of harm is where the circumstances that are causing
concern are present to a significant state and warrant a response by a statutory authority, such as the
Police Force or Community Services, regardless of a family’s consent.
Our commitment to Child safety

We have zero tolerance of child abuse, and all allegations and safety concerns will be treated very
seriously and consistently with our policies and procedures. We have legal and moral obligations to
contact authorities when we are worried about a child’s safety. We are committed to preventing child
abuse and identifying risks early and reducing and removing these risks. We will regularly train our
staff at induction and throughout the year. We support and respect all children, as well as our
educators and volunteers. We are committed to the cultural safety of Aboriginal and Torres Strait
Islander children, the cultural safety of children from a culturally and/or linguistically diverse
backgrounds, and to providing a safe environment for children with a disability.
To create and maintain a child safe organisation, our Service has in place:
• Standard 1 Strategies to embed an organisational culture of child safety, including thorough

effective leadership arrangements.
• Standard 2 A child safe policy or statement of commitment to child safety.
• Standard 3 A code of conduct that establishes clear expectations for appropriate behaviour with
children.
• Standard 4 Screening, supervision, training and other human resources practices that reduce
the risk of child abuse by new and existing personal.
• Standard 5 Processes for responding to and reporting child abuse.

•
Standard 6 Strategies to identify and reduce or remove risks of child abuse.
• Standard 7 Strategies to promote the participation and empowerment of children.
We aim to provide the children at our Service with the opportunity to develop to their full potential free
from harm and abuse.
Child Protection
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.
• That all educators are aware of the Child Safe Standards, Child Safe Policy and have signed
the child safety statement.
• All employees and volunteers are: o Clear about their roles and responsibilities regarding child
protection.
o Aware of their requirements to immediately report cases where they believe a child is at
risk of significant harm to the Child Protection.
o Aware of the indicators showing a child may be at risk of harm or significant risk of
harm.
• To provide training and development for all educators, staff and volunteers in child protection.
• To provide educators with a reporting procedure and professional standards to safeguard
children and protect the integrity of educators, staff and volunteers.
• To validate a Working with Children Check for all educators, staff and volunteers unless the
person meets the criteria for exemption from a WWCC.
• To provide access to relevant acts, regulations, standards and other resources to help
educators, staff and volunteers meet their obligations.
• Records of abuse or suspected abuse are kept in line with our Privacy and Confidentiality
Policy.
• To notify the VIC Ombudsman and police when 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.
Educators will:
• Be able to recognise indicators of abuse.
• Respect what a child discloses, taking it seriously and follow up their concerns.
• Allow children to be part of decision-making processes where appropriate.
• 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 131 278 (available 24 hours/7 days a week).
• Adhere to the Child Safety Standard guidelines.
• Follow the Child First step by step guide to making a report.
• Be able to use the Mandatory Reporter Guide to help make decisions about whether there is a
risk of significant harm.

•
• Contact the police on 000 if there is an immediate danger to a child and intervene instantly if it
is safe to do so.
• Associate families with referral agencies where concerns of harm do not meet the threshold of
significant harm. These services may be located through Child First.
Promote the welfare, safety and wellbeing of children at the Service.
• 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.
• Understand that allegations of abuse or suspected abuse against them are treated in the same
way as allegations of abuse against other people.
Accusations against Educators

Accusations of abuse or suspected abuse against educators, staff members, and volunteers, 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.
Victoria has a Reportable Conduct Scheme (https://ccyp.vic.gov.au/reportable-conduct-scheme/)
which oversees allegations of child abuse and neglect in certain organisations. As an early childhood
Service, any reports of misconduct by employees or volunteers at the Service must be reported by the
head of an organisation to the Commission for Children and Young People (required by The Child
Wellbeing and Safety Act 2005).
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).
• Document as soon as possible so the details are accurately apprehended including:
o Time, date and place of the suspicion
o Full details of the suspected abuse o
Date of report and signature
• Remain calm and find a private place to talk.
• Not promise to keep a secret.
• Tell the child/person they have done the right thing in revealing the information but that they’ll
need to tell someone who can help keep the child safe.
• Only ask enough questions to confirm the need to report the matter because probing questions
could cause distress, confusion and interfere with any later enquiries.
• Not attempt to conduct their own investigation or mediate an outcome between the parties
involved.
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.
When receiving a disclosure of harm, the Service will:
Document as soon as possible so the details are accurately captured including:
o Time, date and place of the disclosure
o ‘Word for word‘ what happened and what was said, including anything they said and
any actions that have been taken
o Date of report and signature.
Disclosure of abuse
When receiving a disclosure from a child, remember:
• Give the child or young person your full attention.

• Maintain a calm appearance.
• Don't be afraid of saying the ‘wrong’ thing.
• Reassure the child or young person it is right to tell.
• Accept the child or young person will disclose only what is comfortable and recognise the
bravery/strength of the child for talking about something that is difficult.
• Let the child or young person take his or her time.
• Let the child or young person use his or her own words.
• Don't make promises you can't keep.
• Tell the child or young person what you plan to do next.
• Do not confront the perpetrator.
Reporting and Documenting Abuse or Neglect

Mandated reporters include Approved Providers, Nominated Supervisors and people with post-
secondary early childhood teacher qualifications. Mandatory reporters must make a report to Child
Protection as soon as possible after forming a belief on reasonable grounds that a child is in need of
protection from significant harm as a result of physical or sexual abuse, and the child’s parents are
unwilling or unable to protect the child.
However, all educators and staff members who believe on reasonable grounds that a child is in need
of protection will report abuse and neglect to either Child Protection on 131278 (and the Police on 000
if sexual abuse is involved) or Child FIRST.
A report to Child Protection will be made if:
• the harm or risk of harm has a serious impact on the child’s immediate safety, stability or
development
• the harm or risk of harm is persistent and entrenched and is likely to have a serious impact on
the child’s immediate safety, stability or development
• the child’s parents cannot or will not protect the child from harm

•
A report to Child FIRST will be made if concerns about the child have a low to moderate impact on
the child and the immediate safety of the child is not compromised. Some of these concerns may
include:
• family conflict or family breakdown

• young or isolated families
• significant parenting problems that may be affecting the child’s development

A step by step guide to making a report to Child Protection or Child FIRST is available on the Victorian
Department of Education and Training at:
https://www.education.vic.gov.au/Documents/childhood/parents/health/mandreportsep10.pdf
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.
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.
Breach of child protection policy

All educators and staff working with children have a duty of care to support and protect children. A duty
of care is breached if a person:
• Does something that a reasonable person in that person’s position would not do in a particular
situation.
• Fails to do something that a reasonable person in that person’s position would do in the
circumstances.
• Acts or fails to act in a way that causes harm to someone the person owes a duty of care.
Managing a breach in child protection policy

Management will investigate the breaches in a fair, unbiased and supportive manner by:
• Discussing the breach with all people concerned and advising them of the process
• Giving the educator the opportunity to provide their version of events
• Documenting the details of the breach, including the versions of all parties and recording the
outcome
• Ensuring the matters in relation to the breach are kept confidential
• Approaching an appropriate outcome which will be decided based on evidence and discussion
Outcome of a breach in child protection policy

Depending on the nature of the breach outcomes may include:

• Emphasising the relevant element of the child protection policy and procedure • Providing
closer supervision
• Further education and training
• Facilitating between those involved in the incident (where appropriate)
• Disciplinary procedures if required
• Reviewing current policies and procedures and developing new policies and procedures if
necessary.
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 always feel safe.
• To say ‘no‘ to anything that makes them feel unsafe or uncomfortable.
• About how to use their own knowledge and understanding to feel safe.
• 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.
Maintaining a child safe organisation

Training and Supervision
Training and education are important to ensure that everyone at Victoria Gardens understands that
child safety is everyone’s responsibility.
Our organisational culture aims for all educators and volunteers (in addition to parents/guardians and
children) to feel confident and comfortable in discussing any allegations of child abuse or child safety
concerns. We train our educators, staff and volunteers to identify, assess, and minimise risks of child
abuse and to detect potential signs of child abuse.
We also support our educators and volunteers through ongoing supervision to develop their skills to
protect children from abuse, to promote the cultural safety of Aboriginal children, the cultural safety of
children from linguistically and/or diverse backgrounds and the safety of children with a disability.
All educators and volunteers will read the child protection, child safe policy and sign the child safety
statement prior to commencement. All will be supervised regularly to ensure a great understanding of
the Service’s commitment to children’s safety and that everyone has a role to play in protecting
children from abuse, as well as checking that their behaviour towards children is safe and appropriate.
Any inappropriate behaviour will be reported through the correct channels, including the Department of
Health and Human Services and Victoria Police, depending on the severity and urgency of the matter.
Recruitment
We take all reasonable steps to employ skilled people to work with children. Our selection criteria
demonstrate a commitment to child safety and awareness.
All people engaged in child related work including volunteers are required to hold a current working
with children check, Child protection certificate and have some knowledge of the mandatory reporting
process.
Fair procedure for Personnel
The safety and wellbeing of the children is our primary concern. We are also fair and just to our
educators, staff and volunteers. The decisions we make when recruiting, assessing incidents and
undertaking disciplinary action will always be thorough, transparent, and based on evidence.
We record all allegations of abuse and safety concerns using the departments incident reporting
forms, including investigation updates. All records are stored securely. If an allegation of abuse or a
safety concern is raised, we provide updates to children and families about any actions we as a
Service will take.
Privacy
All personal information considered or recorded will respect the privacy of the individuals involved,
whether they be educators, staff, volunteers, parents or children, unless there is a risk to someone’s
safety. We have safeguards and practices in place to ensure any personal information is protected.
Everyone is entitled to know how this information is recorded, what will be done with it, and who will
have access to it.
Legislative responsibilities
Our service takes our legal responsibilities seriously including:
• Failure to Disclose - Reporting child sexual abuse is a community wide responsibility. All
adults in Victoria who have a reasonable belief that an adult has committed a sexual offence
against a child under 16 have an obligation to report that information to the police.
• Failure to protect - People of authority in our service will commit an offence if they know of a
substantial risk of child sexual abuse and have the power or responsibility to reduce or remove
the risk, but negligently fail to do so.
• Any Personnel who are mandatory reporters must comply with their duties.
Risk Management
In Victoria organisations are required to protect children when a risk is identified. In addition to
occupational health and safety risks, we proactively manage risks of abuse to our children. We have
risk management strategies in place to identify, assess and take steps to minimise child abuse risks,
which includes risks posed by physical environments (for example doors that can lock), and online
environments (for example, no educators or staff and volunteers having contact with a child on social
media)
Allegations, Concerns and Complaints

Our Service takes all allegations seriously and has practices in place to investigate thoroughly and
quickly. All involved with children are trained to deal appropriately with allegations.
We work to ensure all children, families, educators and volunteers know what to do and who to tell if
the observe abuse or are a victim, and if they notice inappropriate behaviour.
We have a responsibility to report an allegation of abuse if we have a reasonable belief that an
incident took place.
If an adult has a reasonable belief that an incident has occurred, then they must report the incident.
Factors contributing to a reasonable belief may be:
• A child states they or someone they know has been abused (noting that sometimes the child
may in fact be referring to themselves)
• Behaviour consistent with that of an abuse victim is observed
• Someone else has raised a suspicion of abuse but is unwilling to report it
• Observing suspicious behaviour

Sources
• Children, Youth and Families Act 2005
• The Child Wellbeing and Safety Act 2005
• Depart of Human Services Child Protection
• Dept of Education and Training
• Obligations to protect children in early childhood Services (education.vic.gov.au)
• National Regulations | ACECQA
• Education and Care Services National Regulations (2011 SI 653) - NSW Legislation
• Commission for Children and Young People – Reportable Conduct Scheme
• Child First
• Child Safe Standards
• Guide to the Education and Care Services National Law

8. Administration of Authorised Medication Policy
NQS
implemented
Reg 90 Medical conditions policy
94 Exception to authorisation requirement - anaphylaxis or asthma emergency
95 Procedure for administration of medication
EYLF
LO3 Children are happy, healthy, safe and connected to others.
routines and schedules with children, families and the community
Educators discuss health and safety issues with children and involve them in developing guidelines to
keep the environment safe for all
Aim
Our Service and our educators will only administer medication to a child if it is authorised or the child is
experiencing an asthma or anaphylaxis emergency. It is important to follow strict procedures to
promote the health and wellbeing of each child at Victoria Gardens.
Related Policies
• Emergency Service Contact Policy
Implementation
Families requesting the administration of medication to their child will be required to follow the
guidelines developed by the Service to ensure the safety of children and educators. The Service will
follow legislative guidelines and standards in order to ensure the health of children, families and
Educators at all times.

Enrolment
On application for enrolment families will be required to complete full details about their child’s medical
needs (National Regulation 90). We will assess whether Educators are appropriately trained to
manage the child’s special health needs at that time.
• Where children require medication or have special medical needs for long term conditions or
complaints, the child’s doctor or allied health professional and parent/guardian must complete a
Medical Management Plan (National Regulation 90). Such a plan will detail the child’s special
health support needs including administration of medication and other actions required to
manage the child’s condition.
• The Approved Provider or the Nominated Supervisor will also consult with the child’s family to
develop a Risk Minimisation Plan (National Regulation 90(c)(iii)). This plan will assess the risks
relating to the child’s specific health care needs, allergy or medical condition; any requirements
for safe handling, preparation and consumption of food; notification procedures that inform
other families about allergens that pose a risk; procedures for ensuring
educators/students/volunteers can identify the child, their medication.
• Children with specific medical needs must be reassessed in regard to the child’s needs and our
Service’s continuing ability to manage the child’s special needs, on a regular basis, depending
on the specific child’s medical condition.
• If a child’s medical, physical, emotional or cognitive state changes the family will need to
complete a new Medical Management Plan and our Service will re-assess its ability to care for
the child, including whether educators are appropriately trained to manage the child’s ongoing
special needs. Where the Service staff have been found to have inadequate training, resources
or facilities, training will be given, and resources will be considered and purchased where
necessary.
Communication Strategies
Our Service will maintain the review and development of communication strategies to ensure that:
• Relevant staff members and volunteers are informed about the Medical Conditions Policy
and the Medical Management Plan and Risk Minimisation Plan for each child.
• A child’s parent should communicate any changes to the medical management plan and Risk
Minimisation Plan for the child, setting out how that communication is to occur.
Administration of Prescribed Medication

• The Service will ensure each that the Administration of Authorised Medication Record is
completed for each child using the Service who requires medication. A separate form must
be completed for each medication if more than one is required.
• Medication may only be administered by the Service with written authority signed by the
child’s parent or other responsible individual named in the child’s enrolment record that is
authorised by the child’s parents to make decisions about the administration of medication.
• In the instance that the child’s registered medical practitioner prescribes a medication, the
Service must ensure the medication is administered appropriately.
• Medication must be provided by the child’s parents including the following –
o Original container. Medication will only be administered from the original container. o
Original label that is clearly readable. o Child’s name clearly on the label. o Any
instructions attached to the medication or related to the use of the medication.

o Any verbal or written instructions provided by the child’s registered medical
practitioner.
• Any individual 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.
• Medication can only be administered with two adults in attendance, one of whom must be
an educator. One adult will be responsible for the administration and the other adult will
witness the procedure.
• Anyone delivering a child to the Service must not leave medication in the child’s bag or
locker. Medication must be given directly to an educator on arrival for appropriate storage.
• Auto injection devices (e.g., EpiPens) and asthma puffers will be stored up high in rooms,
so they are inaccessible to children. All other medication will be stored in accordance with
the storage instructions on the medication in a locked labelled container in a cabinet or
fridge. Non-refrigerated medication will be kept away from direct sources of heat.
Our Service does not administer over the counter medication unless it has been prescribed by a
medical practitioner. However, we will administer nappy cream and sunscreen without prescription if a
parent or authorised person authorises this. Victoria Gardens does not permit children to
selfadminister medication regardless of whether if this is authorised by the child’s parent or another
authorised person.
Emergency Administration of Medication
For anaphylaxis or asthma emergencies, please see below. For all other instances when
medication must be administered in an emergency:
• In the event of an emergency, the Service must follow the Incident, Injury, Trauma and
Illness Policy and complete the Incident, Injury, Trauma and Illness Record.
• In the event of an emergency, contact an emergency Service on 000 and follow instructions
given by emergency Service.
• In the event of an emergency and where the administration of medication does occur,
written notice must be provided to a parent of the child or other emergency contact listed
on the child’s Enrolment Form.
Educators will not administer medication if parents or authorised persons provide verbal authorisation
in circumstances that are not emergencies. If educators are unsure whether they should be
administering a medication in an emergency after receiving verbal authorisation from a parent or
authorised person, educators will obtain authorisation from a registered medical practitioner or
emergency Service.
Emergency Involving Anaphylaxis or Asthma

• For anaphylaxis or asthma emergencies, medication may be administered to a child
without an authorisation following the information listed above under Emergency
Administration of Medication.
• The Service must contact the following as soon as practicably possible - o A parent of the
child.
o Emergency Services.
• The child will be positively reassured, calmed and removed to a quiet area under the
direct supervision of a suitably experienced and trained staff member.

Medication Record
Educators will complete a Medication Record with the name of the child which:
• contains the authorisation to administer medication or for the child to self-administer the
medication
• details the name of the medication, the dose to be administered and how it will be
administered, the time and date it was last administered, and the time and date or
circumstances when it should be administered next.
• if medication is administered to a child (including during an emergency), details the dosage
that is administered and how it is administered, the time and date it is administered, the name
and signature of the person that administered it, and the name and signature of the person
that checked the child’s identity and dosage before it was administered and witnessed the
administration.
• if medication is administered by a child that is authorised to self-administer medication, details
the dosage the child took and how, and the time and date it was taken.
We will use the Medication Record template published by the national authority ACECQA
https://www.acecqa.gov.au/search?s=Medication+Record+template+
• Health Records Act 2001 (Vic)
• Therapeutic Goods Act 1989 (Cth)
Sources
9. Emergency Management and Evacuation Policy
NQS
2.2.1 Supervision - At all times, reasonable precautions and adequate supervision ensure children are
protected from harm and hazard.
2.2.2 Incident and emergency management - Plans to effectively manage incidents and emergencies
are developed in consultation with relevant authorities, practised and implemented.
Reg 97 Emergency and evacuation procedures
Reg 98 Telephone or other communication equipment
Reg 168(2)(e) Policies and procedures in relation to emergency and evacuation
EYLF
LO3 Children become strong in their social and emotional wellbeing.
Aim
In the event that the Service needs to be evacuated, we aim to conduct this in a rehearsed, timely,
calm and safe manner, to secure the safety of each person using the Service. The safety and
wellbeing of each child, educator and person using the Service is paramount above any other
consideration in the time of an emergency or evacuation. Any other procedures will be carried out only
if it is safe to do so.
An evacuation may be necessary in the event of a fire, chemical spill, bomb scare, earthquake, siege,
flood etc.
Implementation
We define an emergency as an unplanned, sudden or unexpected event or situation that requires
immediate action to prevent harm, injury or illness to persons or damage to the Service’s environment.
It is a risk to an individual’s health and safety. It is important that Services define emergencies that are
specific to their environment.
We have a duty of care to provide a safe and healthy environment. The National Quality Standard,
Element 2.2.2 (Guide to the National Quality Standard) 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 must set
out
• Instructions for what must be done in the event of an emergency • An emergency floor plan
Emergency evacuation plans should be practiced and reviewed frequently. Evacuation plans must be
displayed in prominent positions near each exit and in the children’s environment with a compliant
floor plan for ease of reference. The Approved Provider will ensure a risk assessment is also
conducted.
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 your local fire station or emergency Services)
• Terrorist threat
• Other circumstances: gas explosion, traffic accident or event which could render the building
unsafe.
Emergency Evacuation Procedures and Drills

• Emergency evacuation procedures that are based on the Service’s floor plans will be
prominently displayed in the following locations that are near each exit – o In the foyer
o In the children’s rooms
• The Service will maintain an up-to-date and compact register of emergency telephone numbers
that must be taken in an emergency or evacuation that is to be located in the following location
– o With the evacuation rope/bag or sign in/out sheet
• Emergency telephone numbers will be displayed prominently throughout Victoria Gardens. The
Service will ensure educators are provided with training on how to use fire extinguishers, fire
blankets and other emergency equipment.
• Fire extinguishers, fire blankets and other emergency equipment will be tested as
recommended by the manufacturer by recognised authorities. All tests must be documented.
• Families will receive notice from the Service when an evacuation has occurred.
• The Nominated Supervisor is responsible for ensuring that all educators, including relief
educators and staff members, are aware of the Service’s policy and procedures relating to
Emergency Management and Evacuation.
• In the event of limited educators i.e., early morning or late afternoon, staff members are to work
together to perform the duties above (the roster should support one Certified Supervisor being
on premises at all times to take responsibility and delegating duties). This scenario will be
discussed and documented in Victoria Garden’s Staff Meeting Minutes (WHS).
• In the event of an evacuation causing an inability to use Service phones, e.g., damaged phone
lines, a communication plan will see a staff member seek assistance from neighbouring
residents or businesses and / or use the mobile phone taken by a staff member as per our
Emergency Evacuation Plan.
• Management will seek training opportunities for staff to participate in emergency evacuations.
• Informal games and discussions will be used to familiarise children with the Service’s
evacuation and emergency procedures.
Rehearsal Evacuation Drill (Every Three Months)

• The Service will add to each child’s sense of security, predictability and safety by conducting
rehearsal evacuation drills every three months. All persons present at the Service during the
evacuation drill must participate accordingly.
• Rehearsal evacuation drills must be documented.
• Each Educator will have a turn at finding the emergency and initiating the evacuation.
• The evacuation is to be timed during rehearsal.
• Notes on any areas that need improving or revising are to be documented in the Emergency
Evacuation Record. Educators will discuss and implement strategies to improve these areas,
which will be documented in the Service’s Staff Meeting minutes and Quality Improvement
Plan.
• Victoria Garden’s emergency and evacuation safe area is located in designated areas.

Role of Educators
• Immediately when the alarm sounds, educators will return to the group with which they are
working if it is safe to do so. Educators will then assist with the evacuation.
• Educators are to ensure that sign in/out records remain in the vicinity of that particular group of
children at all times and if evacuation is required that they collect that roll in the process of
evacuating children.
• After the alarm has been raised, group children and evacuate through the nearest exit to the
designated safe area with the children’s sign in/out records.
• Educator to call roll and settle children.
• Supervise and reassure children.
Nominated Supervisor’s Role:

• Collect educator sign in book, a phone, emergency contact list.
• Check toilet, kitchen, and all rooms.
• Ring 000 as soon as possible.
• Follow children and other educators to designated area.
• Oversee and check attendances of children, educators, volunteers, families and visitors.
• Supervise and reassure children.
Emergency Communication Plan

• At all times, the Service will have access to a telephone.
• The Service has a telephone available at the following locations to be used during an
emergency o Centre office o Children’s Rooms
• Call Security when children and staff have been evacuated.
• Notify the Approved Provider.
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.
Maintenance of Fire Equipment

All fire equipment at Victoria Gardens will be maintained as per the legal standards. External agencies
will be employed to assist the Service with maintenance and compliance checks.
Sources
• Australian Children's Education & Care Quality Authority
• Revised National Quality Standard
• Fire Protection Association Australia http://www.fpaa.com.au/
• Australian Government - Emergency Services
• https://www.australia.gov.au/information-and-Services/public-safety-and-law/emergency-Services

• Managing Emergency Situations http://www.cscentral.org.au/Resources/managing-
emergencvsituations.pdf
• Work Health and Safety Act 2011
• Work Health and Safety Regulations 2011
• Department of Education and Early Childhood Development Victoria
http://www.education.vic.gov.au/Documents/childhood/providers/support/SampleC SEMPlan.pdf
• ATTFS http://www.atts.com.au/Fire-Services
• Fire System Services http://www.firesys.eom.au/Fire-Extinguisher-Service-and-
Maintenancepg14686.html
10. Physical Environment (Workplace Safety, Learning

and Administration) Policy
NQS
QA2 2.2.1 Supervision - At all times, reasonable precautions and adequate supervision ensure children
QA3 3.1.1 Fit for purpose - Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for
their purpose, including supporting the access of every child.
3.1.2 Upkeep - Premises, furniture and equipment are safe, clean and well maintained.
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 Resources 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.
Reg 86 Notification to parents of incident, injury, trauma and illness

99 Children leaving the education and care Service premises
102 Authorisation for excursions
103 Premises, furniture and equipment to be safe, clean and in good repair
104 Fencing and security
105 Furniture, materials and equipment
106 Laundry and hygiene facilities
107 Space requirements—indoor
108 Space requirements—outdoor space

109 Toilet and hygiene facilities
110 Ventilation and natural light
111 Administrative space
112 Nappy change facilities
113 Outdoor space—natural environment
114 Outdoor space—shade
115 Premises designed to facilitate supervision
116 Assessments of family day care residences and approved family day care
venues
117 Glass (additional requirement for family day care)
156 Relationships in groups
168(2)(k) Policies and procedures are required in relation to enrolment and orientation
171 Policies and procedures to be kept available
182 Tobacco, drug and alcohol-free environment
EYLF
LO2 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 become socially responsible and show respect for the environment.
LO4 Children develop dispositions for learning such as curiosity, cooperation, confidence, creativity,
commitment, enthusiasm, persistence, imagination and reflexivity.
Children develop a range of skills and processes such as problem solving, enquiry, 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.
Aim
Victoria Gardens will ensure the environment is safe, clean and well maintained for children, families,
educators and visitors. Children’s awareness of the environment and sustainable practice will be
supported through daily practices, resources and interactions. The physical environment will support
children’s learning, safety, levels of engagement and access to positive experiences and inclusive
relationships.
Related Policies
• Education, Curriculum and Learning Policy
Implementation
The physical environment can contribute to children’s wellbeing, happiness, creativity and promote the
development of independence. It can contribute to and express the quality of children’s learning and
experiences. The choices made in an education and care Service about resources, materials, spaces,
layout, air and light quality and access to a range of experiences in the indoor and outdoor, have a
direct impact on the quality of learning opportunities available to children.

In relation to our physical environment, the Service will provide an environment that fosters children’s
learning, development and safety and the safety of others in the environment by:
• Providing appropriately sized furniture and equipment in both the indoor and outdoor settings
for the age ranges represented in the Service.
• Providing challenges in relation to indoor and outdoor elements in the environment to
encourage appropriate challenges and risk taking as per each child’s developmental level.
• Providing an environment that is well organised so children, educators and others in the
environment can generally move around without having to disrupt other children’s activities.
• Incorporating any specific requirements of children with additional needs as seamlessly as
possible.
• Incorporating soft fall material into our environment and placing any climbing play equipment,
swings or slides on soft fall materials.
• Undertaking regular risk assessments of the Service’s environment to ensure that risk is
minimised at all times.
• Providing experiences for children to interact with nature by including natural elements (e.g.,
plants, trees, gardens, rock, mud or water)
• As part of our sun protection strategy, providing adequate shading as per the
recommendations of recognised authorities.
• Establishing the environment to allow children to be appropriately supervised at all times.
• Fencing the area in order to provide safety.
• Engaging the children in a wide variety of indoor and outdoor experiences.
• Providing an environment where children can explore, solve problems, create, construct and
engage in critical thinking that is developmentally appropriate for the ages represented in the
Service.
• Providing an environment that allows children to engage in activities independently or work in
small groups and access resources independently.
• Providing an environment that encourages large and small group and independent activities.
• Providing an environment that incorporates commercial, natural, recycled, home-made and
real resources that can be used in a variety of ways to encourage children’s learning.
• Providing adequate and accessible handwashing, toileting, eating and sleeping facilities as
per the number of children attending our Service. In relation to toileting and handwashing,
these will be accessible from both our indoor and outdoor environments.
• Provide adequate and appropriate hygienic facilities for nappy changing.
• Provide appropriate areas for food preparation.
• Provide quiet areas where children can sleep or rest.
• The Service will actively seek the input of parents/guardians regarding toys and equipment at
the Service.
• Resources and equipment will be chosen to reflect the cultural diversity of the Service’s
community and the cultural diversity of contemporary Australia, including the incorporation of
the Aboriginal and Torres Strait Islander community.
• The use of toys or equipment which involves the use of water will be used under the direct
supervision of educators.
Arrangements for Laundering of Soiled Items

The laundry area includes a washing machine with hot and cold-water supply for the laundering of
soiled linen.
Items returned to a child’s home for laundering will have excess soiling removed and will be stored
securely and not placed in the child’s bag in contact with personal items.

Rearranging, Adding or Removing Furniture
• Equipment will be checked regularly by the educators to ensure it is in a clean and safe
condition.
• The Service will keep a record of any changes that are made to the physical environment of the
Service, such as rearranging of rooms etc. to show continuous improvement.
• The Service will document the links between the arrangements and choice of resources and
equipment and the children’s learning in the program.
Safety Checks
A daily inspection of the premises will be undertaken before children begin to arrive. This inspection
may include, but is not limited to, the:
• Perimeters
• Fences
• Gates
• Paths
• Buildings
• All rooms accessible by children
• Fixed equipment.
This must be done in order to premeditate any dangerous objects in the grounds.
In the event of a sharp object being found (for example a syringe) educators will wear gloves and use
tongs to pick up the object and place it in the ‘sharp object box’.
The Service will have pest inspections carried out by an accredited pest control company.
Documentation of these inspections will be kept and any findings from the pest control check will be
carried out in line with the recommendation of the pest control company. Regular inspections of trees
in the Service grounds for overhanging, dead or dangerous looking branches as well as for any
infestations or nests will also be carried out.
Repairs and maintenance issues will be logged with management to make the appropriate
arrangements to have repairs carried out.
Cleaning of Buildings, Premises, Furniture and Equipment

General Cleaning
Educators will clean the Service throughout the day as the need arises. Accidents and spills will be
cleaned up as quickly as possible to the safety of children, families and educators.
When purchasing, storing and/or using any dangerous chemicals, substances, medicines or
equipment, Victoria Gardens will:
• Adhere at all times to manufacturer’s advice and instructions when using products to clean
furniture and equipment at the Service.
• Store all dangerous chemicals, substances and medicines in their original containers
provided by the manufacturer. All labels and/or use by dates should be kept intact at all times.
• All dangerous chemicals, substances and equipment must be stored in a locked place or
facility which is labelled, secure and inaccessible to children.

• Any substances that need to be refrigerated must be stored in a labelled container, preferably
in a separate compartment or in a part of the refrigerator inaccessible to children.
• The manufacturer’s instructions for use, storage, and first aid instructions will be followed and
recorded on an MSDS (Material Safety Data Sheet).
• Seek medical advice immediately if poisoning or potentially hazardous ingestion, inhaled, skin
or eye exposure has occurred, or call the Poisons Information Line on 131126, or call an
Ambulance on 000.
• In any major emergency involving a hazardous chemical or equipment, a hazardous gas or a
fire or explosion hazard, call the emergency Services, dial 000 and notify the appropriate
authority.
Minimising Potentially Dangerous Substances

Our Service also implements the concept of minimising the use of potentially dangerous substances.
Ordinary detergents will be used to help remove dirt from surfaces. Proper cleaning with detergent
and warm water, followed by rising then drying and airing time kills most germs as they are unable to
multiply in a clean environment.
Disinfectants are usually unnecessary as very few germs can survive exposure to fresh air and
natural light. In an outbreak situation, public health units may specify the use of a particular
disinfectant. Essentially, there is no ideal disinfectant. Disinfectants cannot kill germs if the surface is
not clean. For disinfectants to work effectively, there still needs to be thorough cleaning using a
detergent beforehand. However, it is more important to make sure surfaces have been cleaned with
detergent and warm water than to use a disinfectant. To kill germs, any disinfectant needs:
• to be of the right concentrate

• a clean surface to be able to get to the germ
• enough time to kill the germs - at least 10 minutes.
Even when all of these conditions are met a disinfectant will not kill all the germs present.
Toy Cleaning
Educators will regularly clean the children’s equipment and toys, especially in the rooms of the
younger children, so as to avoid the spread of disease. In addition to this, it is preferrable that
educators:
• only buy washable toys

• discard non-washable toys that are for general use (non-washable toys may be used for one
child only)
• use the mouthed bucket for toys children mouth and these are washed on a daily basis.
Recommended cleaning:
• wash toys at the end of each day, especially in younger children’s rooms out of the mouthed
bucket.
• immediately remove a toy that has been sneezed on, mouthed, soiled or discarded after play
by a child who has been unwell, so it can be washed at the end of the day
• wash toys in warm water and detergent (many can be washed in a dishwasher but not at the
same time as dishes) and rinse in clean water
• use a toothbrush or other tool to clean difficult to reach areas e.g., corners

• take care cleaning toys that cannot be immersed in water e.g., wooden toys, rattles, toys with
paper and cardboard and books, and wipe with a damp cloth and detergent
• thoroughly dry toys and books before returning to use. All, toys, including cloth toys and books
can be dried by sunlight. Items like LEGO and construction blocks can also be left to drain on a
clean tea-towel overnight
• regularly clean ride-on vehicles and outdoor toys and protect from the weather to preserve their
lifespan.
Child friendly cleaners can be used, such as Bicarb, vinegar diluted 1:10 in water, tea tree, lavender or
eucalyptus oil diluted 5 drops to 500ml water or lemon juice. Rinse in water after cleaning.
Most toys can be washed with normal dishwashing liquid, rinsing with clean water.
Sun Protection
It’s important to have a healthy balance of ultraviolet radiation (UV) exposure. Too much of the sun’s
UV can cause sunburn, skin and eye damage and skin cancer. Overexposure to UV during childhood
and adolescence is a major factor in determining future skin cancer risk. Too little UV from the sun can
lead to low vitamin D levels. Vitamin D is necessary for the development and maintenance of healthy
bones and muscles, and for general health.
This Sun Protection Policy has been developed to:
• Ensure all children and educators get some UV for vitamin D.

• Encourage children and educators to use a combination of sun protection measures
whenever UV Index levels reach 3 and above to minimise skin and eye damage and skin
cancer risk.
• Work towards a safe outdoor environment that provides shade for children and educators at
appropriate times.
• Assist children to be responsible for their own sun protection.
• Ensure that families and new educators are informed of the Service’s sun protection policy.
Educators are encouraged to access the SunSmart UV Alert at sunsmart.com.au to find out daily local
sun protection times to assist with the implementation of this policy.
We use a combination of sun protection measures for all outdoor activities from September to the end
of April and whenever UV levels reach 3 and above, the level that can damage skin and eyes.
Our sun protection practices consider the special needs of infants. Where possible, babies under 12
months are kept out of direct sun when UV levels are three and above.
1. Shade
• Management makes sure there is a sufficient number of shelters and trees providing shade in
the outdoor area.
• The availability of shade is considered when planning excursions and all other outdoor
activities.
• Children are encouraged to use available areas of shade when outside.
• Children who do not have appropriate hats or outdoor clothing are asked to play in the shade or
a suitable area protected from the sun.
2. Clothing
• When outside, children are required to wear loose fitting clothing that covers as much skin as
possible.
• If a child is wearing a singlet top or dress, they are encouraged to wear a t-shirt/shirt over the
top before going outdoors.
• Children who are not wearing sun safe clothing can be provided with spare clothing.

3. Hats
• All children are required to wear hats that protect their face, neck and ears, i.e., legionnaire,
broad brimmed or bucket hats. Baseball or peak caps are not considered a suitable alternative.
4. Sunscreen
• SPF 30+ broad spectrum sunscreen is available for educators and children's use.
• Sunscreen is applied at least 20 minutes before going outdoors and reapplied every two hours
if outdoors.
• With parental consent, children with naturally very dark skin are not required to wear sunscreen
to help with vitamin D requirements.
• Children are encouraged to apply their own sunscreen under the supervision of educators.
5. Babies (under 12 months)
• Babies will not be exposed to direct sunlight and are to remain in dense shade when they are
outside. Their skin will always be well protected. They will wear sun safe hats and clothing and
small amounts of SPF30 or higher broad-spectrum water-resistant sunscreen suitable for
babies may be applied to their exposed skin.
6. Staff OHS and Role modelling
Educators will act as role models and demonstrate sun safe behaviour. As part of OHS UV risk
controls and role-modelling, when the UV is 3 and above educators:
• wear sun protective hats, clothing when outside

• apply SPF 30+ broad spectrum sunscreen
• seek shade whenever possible
Families and visitors are encouraged to role model positive sun safe behaviour. Educators will provide
children with opportunities to take leadership roles in managing sun protection. For example, children
will be assigned duties regarding UV reminders, hat reminders and management of sunscreen.
7. Planned experiences
• Sun protection and vitamin D are incorporated into the learning and development program.
8. Extreme Heat
Extreme heat is usually defined as a period of abnormally and uncomfortably hot weather that could
adversely affect people’s health. Babies and young children are especially vulnerable to extreme heat.
To protect the health of our children and educators/staff during periods of extreme heat educators will:
• Regularly offer children water to drink

• Regularly ask children if they would like to cool their faces with wet washers or by splashing
water on their faces in the bathroom sink
• Regularly sponge the faces of babies using cool, wet washers
• Ensure children are dressed in cool clothing e.g., singlets, short sleeves
• Keep children indoors in a cool, comfortable environment with air conditioning or fans
• Organise water play activities inside
• Use awnings or blinds to block the sun, particularly on sides of the Service facing the sun
• Cancel or postpone excursions and outdoor activities
• Check the storage instructions for medications and take appropriate action e.g., move
medication to fridge or request new medication supply if extreme temperature likely to damage
medication
• Listen for bushfire messages, if in a bushfire risk area
• Ensure children, including siblings of children at the Service, are never left in parked cars
• Make available the Victorian Government brochure ‘How to Cope and Stay Safe in Extreme
Heat’ to families
When the period of extreme heat has subsided educators will:

• Open the windows if there is a cool breeze
• Allow children outside following our sun safety procedures
If there is a complete loss of power during a heatwave, educators will implement Service procedures
for emergency power (see Emergency Management and Evacuation Policy) including the use of
battery-operated fans to cool children. Families will be contacted to collect children if educators believe
children’s health is at risk from the heat.
Delivery and Collection of Children

The following procedure must be adhered to at all times to ensure the safety of the children.
Delivery:
• All children must be signed IN by their parent or responsible adult. This also assists educators
in the event of evacuation of the Service.
• To ensure each child is cared for at all times, an educator will greet and receive the child.
• A locker should be made available to children.
Collection:
• Nominated Supervisors are to ensure that the Authorised Nominee pick-up list for each child is
kept up to date. It is our policy that we do not allow anyone under the age of 16 to collect
children.
• No child will be released into the care of any individuals not known to educators. If educators
do not know the individual by appearance, the individual must be able to produce some form of
photo identification to prove that they are an Authorised Nominee as listed on the child’s
enrolment forms.
• Parents must give prior notice where the individual collecting the child is someone other than
those mentioned on the enrolment form, e.g., in an emergency situation. The individual
nominated by the parent must be able to produce some form of photo identification.
• Children are not to be released into the care of individuals not authorised to collect the child,
e.g., court orders concerning custody and access.
• Parents must give prior notice of any variation in the individuals picking up the child. If notice is
not given, and educators cannot contact the parent, the child must not be released into the care
of that individual.
• If the individual collecting the child appears to be intoxicated, or under the influence of drugs,
and educators feel that the individual is unfit to take responsibility for the child, the educators
are to bring the matter to the individual’s attention before releasing the child into their care.
Wherever possible, such discussion is to take place without the child being present. Educators
are to suggest that they contact another parent or Authorised Nominee from the enrolment
form, inform them of the situation and request they collect the child as soon as possible. If the
individual refuses to allow the child to be collected by another Authorised Nominee, educators
are to inform the police of the circumstances, the individual’s name and vehicle registration
number.
• Educators cannot prevent a parent from collecting a child but do have a moral obligation to
persuade a parent to seek alternative arrangements if they feel the parent is in an unfit state to
accept responsibility for the child.
• All children must be signed OUT by a parent or Authorised Nominee. This assists educators in
knowing who has left the Service.
• At the end of each day educators must check the premises to ensure that no child remains on
the premises after the Service closes.
• Children may leave the premises in the event of an emergency, including medical emergencies.
• Individuals visiting our Service must also sign in when they arrive at the Service and sign out
when they leave.
Water Safety
The Approved Provider, Nominated Supervisor and educators understand the risks that water-based
activities pose and will undertake measures to protect the health and safety of all children involved in
water-based activities. To stop accidents and illnesses relating to water troughs and other water
situations our Service will:
• Remove any items or objects that could be used to climb into a trough, or water storage unit
e.g., chairs, bins, bikes, any overhanging trees.
• At all times children near water are closely supervised. A child will never be left unattended
near any water.
• Immediately empty all water troughs etc. after every use, storage should prevent the collection
of water e.g., upright/inverted, also check grounds after rain or watering and empty water that
has collected in holes or containers.
• Complete a risk assessment before allowing children to engage in water-based activities at the
Service or on excursion and ensure all risks are minimised or eliminated where possible.
• Ensure no child swims in any water without:
o written permission from parents.
o appropriate educator/child ratios in place and adequate supervision.
• Ensure water troughs are cleaned.
o On a daily basis remove leaves and debris
• ensure children with diarrhoea, upset stomachs, open sores or nasal infections do not swim or
play in water.
Kitchens
• Children must not gain access to any harmful substance, equipment or amenity.
• The kitchen has a door, half-gate or other barrier to prevent unsupervised entry by children into
the kitchen.
• The preparation of bottles for children under the age of 2 years is both safe and hygienic at all
times and separate from nappy change area.
Visitors
To ensure we can meet Work Health and Safety requirements and ensure the safety of our children,
individuals visiting our Service must sign in when they arrive at the Service and sign out when they
leave.
Inspection and testing of electrical equipment

Services must ensure that electrical equipment is regularly inspected and tested by a competent
person if the electrical equipment is supplied with electricity through an electrical socket and used in
conditions where it could be damaged, including exposure to moisture, heat, vibration, mechanical
damage, corrosive chemicals or dust. A record of the testing, which may be a tag attached to the
equipment tested, must be kept until the equipment is next tested or disposed of and must specify:
• the name of the tester

• the date and outcome of the testing
• the date on which the next testing must be carried out.
Fire Equipment
All fire equipment at our Service will comply with relevant laws and regulations, council
requirements and the Building Code and be maintained in line with the Australian Standard AS
1851-2012.
Back Care and Manual Handling

Manual handling means any activity requiring the use of force exerted by the individual to lift, lower,
push, pull, carry or otherwise move, hold or restrain any individual or object.
Manual handling injuries may be caused by the above activities listed above. Injuries can include back
strains, similar strains and sprains in parts of the body such as the neck, arm, shoulder and knee.
Manual handling injuries also encompass overuse injuries or, as a result of falling during manual
handling, bruising or laceration.
Employers and managers have a legal duty to provide safe workplaces and implement safe workplace
practices.
Recommendations:
• As working with children is physically demanding, it is wise to do warm-up exercises for three to
five minutes before starting work. This is particularly important during cold periods as muscles
and tendons are more likely to be damaged when cold. Simple exercises to warm and stretch
all the major muscle groups will help prevent injury.
• In addition, regular exercise such as walking, tennis, golf or aerobics will help condition
muscles but anyone with neck, back or muscular problems should see a doctor before
exercising.
• To help prevent injuries, there are legal requirements for manual handling in the workplace.
The employer, in consultation with staff/educators will:

• Provide training in Manual Handling and Back Care.
• Display in the staff room written information regarding manual handling and any updates as
required.
• Make sure that equipment and containers are designed and maintained to be, as far as
workable, safe and without risk to health and safety when manually handled.
• Make sure that the work practices involving manual handling and the work environment are
designed to be, as far as workable, consistent with safe manual handling activities.
• Identify, assess and control all risks associated with manual handling in each workplace.
• Clearly mark any equipment which requires more than one individual to lift or move it.
Principles of Preventing Manual Handling Injuries

1. Eliminate or reduce the amount of manual handling.
2. Reduce the amount of bending, forward reaching, and twisting, in all tasks.
3. Reduce worker fatigue.
4. Keep all equipment in good working order.
5. Keep the workplace environment safe.

To help prevent manual handling injuries:
• Kneel down rather than bend down.
o For example, when helping a child to put their shoes on.
• Sit down rather than bend.
o For example, if a child needs comforting, sit down on the floor and encourage the child
to sit on your lap.
• Sit in an appropriately sized chair or on the floor. o A suitable chair allows an adult to sit with
upper legs horizontal to hips and feet flat on the floor.
• Carry children only when necessary.
o The correct way to carry a child is with one arm under the child’s buttocks and the other
arm supporting the child’s back. At the same time, hold the child facing you, as close to
your body as possible.
o Adults should try to avoid carrying a child on their hip because this can strain the back.
• When lifting awkward loads, be careful to lift with a balanced and comfortable posture.
• Minimise the need to reach above shoulder level.
o If necessary, use a step ladder.
• Avoid extended reaching forward, o For example, leaning into low equipment boxes.
• Share the load if the equipment is heavy, long or awkward.
• To lift a child out of a cot, lean against the cot and raise the child as close as possible to your
body. Do not stretch over and lift.
• When sliding, pulling or pushing equipment that is not easy to move, e.g., trestles or gym
mats,
ask for help and organise a team lift.
• Where possible, rearrange surroundings to meet the needs of both children and adults.
Remember these needs when buying furniture and equipment or upgrading facilities.
• Use equipment and furniture that can be moved around as safely and easily as possible.
• To complete lengthy writing tasks, e.g., program planning, sit at an appropriate adult sized
chair at an adult sized table.
• Larger children can climb up steps/ladder provided to change table.
Avoid Twisting when Lifting

Many injuries result from twisting while lifting. To avoid this:
• Move equipment when children are not around.

• Rearrange storage so that it is easier and safer to replace and remove items.
• Lift only within the limits of your strength.
• Use beds and equipment that are easy to move.
• Make sure you can see where you are going when carrying equipment or children.
• Be especially careful when lifting a child with special needs.
Avoid Accidents with Careful Housekeeping

Good housekeeping means fewer accidents. Check that:
• The floors and other walking surfaces are uncluttered, even and non-slippery.
• The workplace is tidy.
• There is adequate space to perform each task.
• Equipment is maintained regularly.
• Lighting is adequate.

How to Lift Safely
1. Place your feet in a stride position.
2. Keep your breastbone as elevated as possible.
3. Bend your knees.
4. Brace your stomach muscles.
5. Hold the object close to your centre of gravity, i.e., around your navel.
6. Move your feet not your spine.
7. Prepare to move in a forward-facing direction
8. Ask for help when it is not possible to lift on your own.
How to Assess the Correct Storage and Shelving Height
Correct storage and shelving height is important to prevent slips, falls and strains.
To check the height at which it is safest for each individual to work, stand with feet together and hands
by sides:
• The best height range for handling loads is around waist level.
• The acceptable height for lifting is any point between the individual’s knuckle and shoulder.
• Seldom-used objects can be stored at the shoulder-to-raised arm height (use ladders to avoid
stretching).
• Avoid storing objects at a level between an individual’s knuckles and the floor.
Sources
• Australian Standards 1851-2005 “Maintenance of Fire Protection Systems and Equipment”
Education and Care Services National Regulations (July 2018)
• National Regulations | ACECQA
• Australian Children’s Education & Care Quality Authority. (2014)
National Regulations 2015.
• Work Health and Safety Act of 2011
• Cancer Council VIC Sample Sun Protection Policy

11. Excursion Policy
NQS
QA2 2.2 Safety - Each child is protected.
are protected from harm and hazard.
implemented.
National Regulations/Law
Reg 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 (2) Education and care Services must have policies and procedures dealing with excursions,
(g) including procedures complying with regulations 100 to 102.
Law 165 Offence to inadequately supervise children
(section)
EYLF
LO4 Children transfer and adapt what they have learned from one context to another.
Children develop dispositions for learning such as curiosity, cooperation, confidence,
creativity, commitment, enthusiasm, persistence, imagination and reflexivity.
LO5 Children interact verbally and non -verbally with others for a range of purposes.
Aim
Excursions/Incursions enhance children’s learning by providing them the opportunity to participate in
curriculum planned activities and experiences to gain skills and knowledge in the current interest.
Excursions are well planned and aim to maximise children’s learning.
The aim is to ensure that all excursions and incursions undertaken by the Service are planned and
conducted in a safe manner ensuring children’s wellbeing is maintained at all times in accordance with
national legislation. We believe excursions/incursions provide the children with the opportunity to
expand and enhance their skills and knowledge gaining insight into their local community.
Related Policies
• Code of Conduct Policy
• Education Curriculum and Learning Policy
• Interaction with Children, Family and Staff Policy
• Orientation of New Families Policy
• Respect for Children Policy
• Supervision Policy
• Transportation Policy
• Incident, Illness, Accident and Trauma Policy
• Communication with Families Policy
Implementation
Excursions will be conducted with the children’s safety and wellbeing in mind at all times. We will
regularly schedule incursions and visitors to our Service, however, if we feel an excursion will benefit
the children we will adhere to the National Regulations and Service policies and procedures.
Our educators recognise that excursions and regular outings offer a fun way of connecting children
with their community, contribute to their sense of belonging and provide endless opportunities to
extend children’s learning. Information gained during excursions can be used to plan ongoing activities
and experiences that may last days or weeks as learning about one thing leads to new and exciting
discoveries about related or different topics. Excursions also allow educators to demonstrate how their
practice is shaped by meaningful engagement with the community.
Children’s health , safety and wellbeing during excursions and regular outings is a priority. Children will
only be taken on an excursion or regular outing if we have appropriate authorisation, and they will
always be conducted in ways that minimise and address any risks identified in our risk assessments.
Excursion Risk Assessment and Planning Process

• Management must 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.
• Victoria Gardens will use an Excursion Risk Assessment.
• We will notify families about the excursion using an Authorisation for Excursion.
• Families have a right to view the risk assessment prior to the excursion upon request in which
the Service must comply with ensuring all information is available.
• The risk assessment must:
o Identify and assess risks that the excursion may pose to the safety, health and
wellbeing of any child being taken on the excursion.
o Specify how the identified risks will be managed and minimised.
o Consider the proposed route and destination for the excursion and any water hazards.
o Reflect on any risks associated with water-based activities.
o Contemplate the transport to and from the proposed destination for the excursion.
o Have procedures for embarking and disembarking from the means of transport,
including how each child is to be accounted for.
o Consider the ratio of adults to children involved in the excursion.
o Consider the risks posed by the excursion, the number of educators or other
responsible adults that is appropriate to provide supervision and whether any adults
with specialised skills are required (for example: life-saving skills).
o Consider the planned activities. o Determine the duration of the excursion.
o Consider items that should be taken on the excursion (mobile phone, emergency
contacts, first aid kit, medical plans etc).
o Use the Authorisation Form to ensure that the emergency contact details for each child
are up to date.
Parent Authorisation
Authorisation for a child to be taken on an excursion must be given by a parent or authorised person
named in the child’s enrolment record as having authority to authorise the excursion, unless the
arrangement is a ‘regular outing’ and there is an authorisation which is less than 12 months old. An
authorisation only needs to be obtained once every 12 months for regular outings. The authorisation
will include:
• The child’s name.

• Current emergency contact numbers.
• 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 proposed activities to be undertaken by the child during the excursion.
• The period the child will be away from the premises.
• The anticipated number of children likely to be attending the excursion.
• The anticipated ratio of educators attending the excursion to the anticipated number of children
attending the excursion.
• The anticipated number of staff members and any other adults who will accompany and
supervise the children on the excursion.
• A risk assessment that has been prepared and is available at the Service.
• Any items child required to bring from home for excursion.
Transport Considerations
It is a requirement of the National Regulations that the means of transport is stated on the risk
assessment record and parent authorisation record. Means of transport can include:
Buses – ensure that the seating capacity as displayed on the compliance plate is not exceeded. All
children must sit on seats. Seat belt guidelines must be followed depending on the bus. If the bus has
seat belts, they must be worn at all times. Any requirements for seatbelts or safety restraints under a
law of each jurisdiction in which the children are being transported will be adhered to at all times.
Trains/Trams - Management will be required to contact the local station prior to the excursion to
inform them of the time you will be travelling, the destination and the number of children and adults
who will be travelling. Provisions should be made to ensure children have ample time to board the
train safely and in an unhurried way. This will allow the station to inform the train guard so that they
can hold the train for the period of time for safe boarding and alighting. All children should be seated at
all times. All children should be seated in the one carriage.
Cars – Any motor vehicle that is used to transport children on excursion (other than a motor vehicle
with seating more than nine persons) is fitted child restraints and/or seatbelts that are appropriate for
the age and weight of each child, that conform to the Australian Standards, and are professionally
installed or checked by an authorised restraint fitter.
Conducting the Excursion

All educators, volunteers and children attending will be informed of excursion timetable/ itinerary,
special requirements, safety procedures, grouping of children and responsibilities.
A list of children on the excursion will be left at the Service and a copy carried by the delegated
Certified Supervisor. Before leaving on the excursion, a notice will be prominently displayed at the
Service which includes:
• itinerary and timetable

• mobile contact phone number.
Items to be taken on excursions include:
• a suitable stocked first-aid kit including EpiPen

• a mobile phone
• children’s emergency contact numbers
• children’s medication, if required
• other items as required e.g., sunscreen, drinking cups, jackets etc.
Families and Volunteers

• Families will be encouraged to participate in excursions to assist in maintaining suitable
child/staff ratios. If the parent needs to bring their child’s sibling because they cannot find
suitable care, the siblings must be included in ratios.
• If additional adults are required, volunteers will be invited. Volunteers will be mature,
responsible people who are aware of the hazards and responsibilities of taking a group of
children out of the Service.
• Family members/volunteers will not to be left in sole charge of children and must be supervised
by an educator at all times.
• All volunteers/family members’ details will be entered into the appropriate staff record for that
day.
• All volunteers/family members will have a current Working with Children (WWC) check.
Travel Arrangements
• Travel arrangements are made on the basis of individual excursion requirements. Every
reasonable precaution will be taken to protect children from harm and any hazard likely to
cause injury.
• Walking - Educators will ensure children obey road rules and crossroads at a crossing or lights
where available. Educators will remain vigilant to ensure no child runs ahead or lags behind the
group.
• Public Transport (trains, buses) – Wherever possible we use transport with proper child
restraints:
1. Babies up to 6 months need to be in an approved rear facing child car restraint
2. Children 6 months to 4 years need to be in an approved rear or forward-facing child car
restraint
3. Children 4+ years need to be in an approved forward facing child car seat or booster seat
4. Children who are 145cm or taller can use adult lap-sash seatbelt
Supervision
• Supervision on excursions will ensure the safety and wellbeing of all children for the duration of
the excursion, taking into account ratios and all risks and hazards likely to be encountered.
• The venue will be assessed as safe for all children and adults on the excursion and will be
easily supervised and accessible.
Water Hazards
• No excursions will be conducted to a swimming pool or other water related activity.

• Where there are significant water hazards (such as rivers, lakes or beaches), risk management
strategies will be identified and implemented such as high adult to child ratios
Insurance
Management must review their insurance policy prior the excursion to ensure liability is protected by
the Service. Any excursion planned must be consistent with the requirements / exclusions of the Public
Liability Cover held by the Service.
Sources
• Education and Care Services National Regulation 2015
12. Food, Nutrition and Beverage Policy
NQS
2.1.3 Healthy lifestyle - Healthy eating and physical activity are promoted and appropriate for each
child.
80 Weekly menu

EYLF
LO3 Children recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort,
physical activity).

Children are happy, healthy, safe and connected to others.
Children show an increasing awareness of healthy lifestyles and good nutrition.
Educators discuss health and safety issues with children and involve them in developing guidelines to
keep the environment safe for all.
Educators engage children in experiences, conversations and routines that promote healthy lifestyles and
good nutrition.
Educators model and reinforce health, nutrition and personal hygiene practices with children.
Aim
Victoria Gardens aims to promote healthy lifestyles, good nutrition and the wellbeing of all of children,
educators and families using procedures and policies. We also aim to support and provide adequately
for children with food allergies, dietary requirements and restrictions and specific cultural and religious
practices. Dietary information will also be available to families.
Related Policies
• Bottled Breast Milk
• Sterilising Bottles and Teats Policy
• Infant Bottle Safety and Preparation Policy
• Interactions with children policy
Implementation
Victoria Gardens has a responsibility to help children attending our Service to develop good food
habits and attitudes. By working with families and all educators, we will also positively influence each
child’s health and good nutrition at home. National Regulations (Regulation 79 [4])
All food prepared by the Service or families will endeavour to be consistent with the Australian Dietary
Guidelines and provide children with 50% of the recommended dietary intake for all nutrients. Food will
be served at various times throughout the day to cater for all children’s nutritional needs. Food will be
prepared in accordance with the Food Safety Program. All kitchens and food preparation areas shall
comply with Food Standards Australia and New Zealand. (FSANZ)
In order to achieve these habits and attitudes, the Approved Provider and the Nominated Supervisor,
who is responsible for overseeing all educators, will –
In relation to the provision of food and beverages
• Ensure children have access to, and are encouraged to access, safe drinking water at all times.
• Ensure children are offered foods and beverages throughout the day that are appropriate to
their nutritional and specific dietary requirements based on advice from families that is included
in a child’s Enrolment Form.
• We will choose foods based on the individual needs of children whether they are based on
likes, dislikes, growth and developmental needs, cultural, religious or health requirements. It is
the family’s responsibility to update this information regularly or as necessary.

• Children who do not eat during routine mealtimes or children who are hungry may be provided
with foods/snacks at periods other than mealtimes or snack times.
• Ensure food is consistent with the Service’s menu that is based on the Australian Dietary
Guidelines.
• Provide food that is hygienic by following the relevant policies and procedures set out in the
Health, Hygiene and Safe Food Policy.
• Be aware of children with food allergies, food intolerances and special diets and consult with
families to develop individual management plans.
• Ensure young children do not have access to foods that may cause choking.
• Families will be provided with daily information about their child’s food and beverage intake.
• Provide a weekly menu of food and beverages that are based on the Australian Dietary
Guidelines to ensure the provision of food and beverages is nutritious and adequate in quantity.
• The weekly menu must be displayed in an accessible and prominent area for parents to view.
• The weekly menu must describe the food and beverages provided each day of the week.
• Ensure that food is never used as a punishment, reward or as a bribe.
• Encourage toddlers and young children to develop their sense of agency by feeding
themselves
• independently and developing their social skills at mealtimes.
• Babies will be fed individually by educators.
• Age and developmentally appropriately utensils and furniture will be provided for each child.
In relation to promoting healthy living and good nutrition

• Make mealtimes relaxed and pleasant and timed to meet the needs of the children. Educators
will engage children in a range of interesting experiences, conversations and routines.
• Discuss food and nutrition with the children.
• Encourage toddlers to be independent and develop social skills at mealtimes.
• Establish healthy eating habits in the children by incorporating nutritional information into our
program.
• Talk to families about their child’s food intake and voice any concerns about their child’s eating.
• Encourage educators to present themselves as role models. This means maintaining good
personal nutrition and eating with the children at mealtimes. • Provide nutrition and food safety
training opportunities for staff.
Storing, preparing and serving food

Our service will:
• Ensure gloves are (or food tongs) 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.
• Food is stored and served at safe temperatures i.e., below 5oC or above 60oC.
• Separate cutting boards are used for raw meat and chicken, fruit and vegetables and utensils
and hands are washed before touching other foods.
• Children will be discouraged from handling other children’s food and utensils.
• Food-handling staff members attend relevant training courses and pass relevant information
onto the rest of the staff.

Breastfeeding, Breast Milk and Bottles
Healthy lifestyles and good nutrition for each child is paramount. We encourage all families to continue
breast feeding their child in line with recommendations from recognised authorities.
We aim to work with families with children who are still being breastfed and provide a supportive
environment by feeding children breast milk supplied by their families. We will provide a
supportive environment for mothers to breastfeed. Breast milk procedure
• Breast milk that has been expressed should be brought to the Service in a clean sterile
container labelled with the date of expression and the child’s name.
• Breast milk is to be transported to the Service in cooler bags and eskies; this should be
immediately given to educators, who will put it in the refrigerator.
• We will refrigerate the milk at below 5 degrees Celsius until it is required.
• Breast milk will be warmed and/or thawed by standing the container/bottle in a container of
warm water.
• The milk will then be temperature tested by educators before being given to the child.
• If the Service does not have enough breast milk from the family to meet the child’s needs that
day, individual families will be consulted on what the service should do in these circumstances.
• To avoid any possible confusion, we will not store unused milk at the Service.
• Unused milk will be returned to families at the end of the day when they come to collect their
child.
• Never microwave breast milk.
• Never refreeze thawed breast milk.
• Only warm the milk once and discard any warmed milk that has not been used.
• A comfortable chair will be provided for mothers/women to breastfeed or express milk.
Bottles
Our Service will use microwaves to heat Infant Formula/Cow’s Milk. Breastmilk should never be
heated in the microwave. Bottles should be heated only once. Do not allow a bottle to cool and then
reheat it—this can allow germs to grow.
Do not warm bottles in the microwave as microwave ovens distribute heat unevenly. Water in the milk
can turn to steam that collects at the top of the bottle, and there is a danger that the infant could be
scalded.
Bottles of breast milk or formula will be stored and heated safely following the Bottle Heating/Warming
procedure below.
Educators fill out a bottle preparation checklist every day, bottles are verified by two educators during
preparation.
Bottle Heating/Warming Procedure
• Thoroughly wash hands and wear gloves when preparing bottles.

• Prepare formula as per the instructions on the formula container and use the provided scoop
for measurement. Once the formula is made it must be used.
• Be aware that breast milk can be stored at the centre for up to two weeks but must be used if
defrosted.
• Do not shake thawed breast milk, but gently roll to mix separated contents.
• Ensure that two educators check the label before a bottle is given to a child.
• Gently heat bottles using the microwave (for cow’s milk/formula) or bottle warmer (for
breastmilk).
• Test the temperature of bottle contents by placing a few drops on the inside of the wrist before
feeding the child.
• Supervise children with bottles at all times. Children will not be placed on beds or in cots for
feeding as this can be a choking hazard.
• Discard any leftover milk, formula or breast milk at the completion of the feeding.
• Rinse all children’s bottles thoroughly after use and sanitise them in the dishwasher. Bottles will
be air dried and returned to bottle area or children’s bags for collection.
• Communicate regularly with families about children’s bottle and feeding requirements.
• Communicate with families about the amount of milk taken by the child and any changes in
feeding patterns or routines.
Microwave Instructions
We recognise that microwaves are an efficient and safe way to heat infant formula and cow’s milk. We
will not heat breast milk in the microwave as it may destroy some of the breast milk’s properties.
For infant formula or cow’s milk, the Service will always:
• Use microwave safe bottles.

• Heat a minimum of 120mls of formula/cow’s milk in the bottle to ensure it does not overheat.
• Only heat formula/cow’s milk that has been adequately refrigerated.
• Stand the bottle up straight.
• Always take off the teat/bottle top and leave outside the microwave.
• Not use microwave ovens with wattage over 700W (or if ovens with a higher wattage are used,
heat for less than the following times and take extra care when checking temperature)
• For a 120ml size bottle – use high setting and heat for less than 30 seconds.
• For a 240ml size bottle – use high setting and heat for less than 45 seconds.
• Follow specific manufacturer instructions provided with the microwave.
• Minimise the risk of uneven heating by adequately rotating and shaking the bottle directly after
microwaving. After the teat/bottle top is replaced, invert the bottle at least 10 times and let the
bottle sit for 1-2 minutes before testing the temperature.
• Check the temperature of the formula/milk on the inside of the wrist before giving to the child to
ensure contents are at a safe temperature.
Bottle Warmers
Our service will use bottle warmers that have a thermostat control to heat Breast Milk (or
formula/cow’s milk if the microwave is unavailable):
• The Service will use the bottle warmer as per the manufacturer’s instructions.
• Educators will ensure that bottle warmers are inaccessible to children at all times.
• Bottles will be warmed for less than 10 minutes.
Communicating with families

Our service will:
• Provide a copy of the Food, Nutrition and Beverage Policy to all families upon orientation at
Victoria Gardens.
• Families will be provided with opportunities to contribute to the review and development of the
policy.

• Request that details of any food allergies or intolerances or specific dietary requirements be
provided to the Service and work in partnership with families to develop an appropriate
response so that children’s individual dietary needs are met.
• Communicate regularly with families about food and nutrition related experiences within the
Service and provide up to date information to assist families to provide healthy food choices at
home.
• Communicate regularly with families and provide information and advice on appropriate food
and drink to be included in children’s lunchboxes. This information may be provided to families
in a variety of ways including factsheets, newsletters, during orientation, information sessions
and informal discussion.
Sources
• Australian Children’s Education and Care Quality Authority
• 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
• Work Health and Safety Act of 2011
• Dental Association of Australia
• Australian Breast-Feeding Association Guidelines

13. Sleep, Rest, Relaxation and Clothing Policy
NQS
QA2 2.1.1 Healthy lifestyle - Healthy eating and physical activity are promoted and appropriate for
each child.
Reg 81 Sleep and Rest
EYLF
LO3 Children recognise and communicate their bodily needs (for example, thirst, hunger, rest, comfort,
physical activity).
Educators engage children in experiences, conversations and routines that promote healthy lifestyles
and good nutrition.
Educators consider the pace of the day within the context of the community.
Educators provide a range of active and restful experiences throughout the day and support children to
make appropriate decisions regarding participation.
Aim
Our Service aims to meet each child’s needs for sleep, rest and relaxation in a safe and caring
manner that takes into consideration the preferences and practices of each child’s family and safe
sleeping practices. Victoria Gardens has a duty of care, it is a requirement that all educators
implement and adhere to this policy to ensure we respect and cater to each child's specific needs.
Implementation
Most children benefit from periods of rest which help them grow and prepare them for meaningful
learning experiences. Rest periods are included in all children’s daily routine consistent with their
developmental needs, including a short period of rest each day for older children.
Educators have a legal obligation to ensure children are safe and are offered sleep or rest when they
need it. If a child is displaying signs of tiredness, educators must allow the child to sleep or rest for a
reasonable period of time. Where families are concerned that children’s sleep at the service is
impacting night sleep patterns, educators will discuss expected sleep patterns with families based on
advice from recognised authorities and adjust a child’s sleep time at the service if appropriate. The
Nominated Supervisor and educators, however, will make the final decision about the child’s sleep
and rest at the service to ensure they can meet their obligations. For example, if a resting child falls
asleep without assistance in instances where families have requested the child not have naps,
educators may allow the child to sleep for a period they believe is in the best interests of the child.
The Nominated Supervisor must implement the following requirements –
The Service will provide a quiet and restful environment for sleep and rest periods that is within
hearing and observation range for educators to closely monitor children.
•
• We recognise the differences between each child and family’s preferences in relation to
routines for rest, sleep and clothing. These needs will be met provided they are within the
Service’s requirements.
• We respect the need for rest, sleep and clothing requirements to be aligned with each child’s
social and cultural background and personal preferences.
• We will communicate with parents about their child’s routines that are in place at the Service
and at the child’s home.
• Educators will work with children to help them learn about their need for rest and comfort.
Children will be encouraged to communicate their needs where possible.
• Educators negotiate the need for sleep and rest with children.
• Children who do not require sleep or rest will be provided with appropriate play activities.
• Rostering enables adequate supervision of sleeping and resting children.
• Ratios are maintained at all times children are sleeping and resting.
Safe resting for babies (birth to 24 months)

• Babies will be placed on their back to rest.
• Babies must be checked every 10 minutes.
• If a medical condition exists that prevents a child from being placed on their back, the
alternative resting practice must be directed in writing by the child’s registered medical
practitioner.
• If older babies turn over during their sleep, allow them to find their own sleeping position, but
always lay them on their back when first placing them to rest.
• At no time will a baby’s face be covered with bed linen.
• To prevent a baby from wriggling down under bed linen, they will be placed with their feet
closest to the bottom end of the cot.
• Quilts and duvets will not be used as bed linen. Pillows, soft toys, lamb’s wool and cot bumpers
will not be used.
• Light bedding is the preferred option, which must be tucked in to prevent the baby from pulling
bed linen over their head.
• Sleeping bags with a fitted neck and arm holes are an alternative option to bed linen and
encourage a baby to rest on their back. Sleeping bags should not have a hood.
• No quilts, doonas, pillows, soft toys, lamb’s wool or cot bumpers are to be placed in cots.
• Small comfort items are permitted to be in cots with babies and toddlers 8 months and older.
• No electric blankets, hot water bottles and wheat bags.
• No bottles given to child (for safety and dental hygiene reasons).
• Dummies provided if required without chain attachments. Dummies not replaced if they fall out
while child sleeping.
• Bibs should be removed before placing the baby down to rest.
Safe resting practices for toddlers (18month – 3 years)

• Toddlers will be placed on their back to rest, unless otherwise directed in writing by the child’s
medical practitioner.
• If toddlers turn over during their sleep, allow them to find their own sleeping position, but
always lay them on their back when first placing them to rest.
• At no time will a toddler’s face be covered with bed linen.
•
• If using a cot, toddlers will be placed with their feet closest to the bottom end of the cot to
prevent them from wriggling down under bed linen.
Quilts and duvets will not be used to cover toddlers in a cot or on a mattress. Pillows, soft toys,
lamb’s wool and cot bumpers will not be used.
• Light bedding is the preferred option, which must be tucked in to prevent the toddler from
pulling bed linen over their face.
• Sleeping bags with a fitted neck and arm holes are an alternative option to bed linen and
encourage a toddler to rest on their back. If parents request to continue using the sleeping bag
option when the toddler rests on a mattress, then the Service will comply.
• Quiet experiences may be offered to those toddlers who do not fall asleep.
Safe resting practices for preschool children (3-5yrs)

• Preschool children will be placed on their back to rest. If they turn over during their sleep, allow
them to find their own sleeping position but always ask them to lay on their back when first
placing them to rest.
• At no time will a preschool child’s face be covered with bed linen when they are sleeping.
• Light bedding is the preferred option.
• Quiet experiences may be offered to preschool children who choose not to rest/sleep.
Supervision of resting children

All children who are resting will be supervised by educators, ensuring ratios are upheld at all times.
Settling children for rest
Carers will comfort children when required.
Cots
• All cots must meet Australian Standards for Cots and be labelled AS/NZS 2172:2010 or
AS/NZS 2195:2010.
• Cot mattresses should be in good condition, clean, firm, flat and must fit the cot base with no
more than a 20mm gap between the mattress and the sides of the cot.
• Mattress firmness must comply with AS/NZS 8811.1:2013.
• Mattresses must not be tilted or elevated.
• Plastic packaging must be removed from new mattresses.
• Waterproof mattress protectors must be strong, not torn and a tight fit.
• Only mattresses supplied with portable cots are used in those cots, and no additional padding
or mattress is added under or over the mattress.
Hygiene practices, please refer to cleaning schedules

• Cots and mattresses protective covers are cleaned/washed when visibly soiled and as per
cleaning schedule.
• Each child has their own bed linen. Children’s bed linen will be washed weekly (minimum) or as
required.
• implement the Cleaning Procedure Cots and Stretchers to clean soiled cots, beds, mattresses
and bed linen.
•
Cleaning Procedure Cots and Stretchers
• Wash cots and stretchers at the end of every day with detergent and warm water, and during
the day if visibly dirty.
Wash sheets and mattress covers, or return them home, on child’s last day for the week.
•
• If poo/urine/vomit etc. gets on the cot/stretcher/mattress/linen:
1. wash hands and put on gloves
2. clean the child
3. remove gloves
4. dress the child
5. wash child’s hands
6. educators wash hands
7. put on gloves
8. remove most of the soiling in the cot/bed with paper towels
9. place paper towels in garbage bin
10. put linen in a plastic-lined, lidded laundry bin. Throw liner out after linen is washed and
place new liner in bin
11. clean cot or mattress thoroughly with detergent and water
12. use disinfectant after detergent if surface is or could be contaminated with infectious
material.
13. air dry if possible
14. remove gloves and wash hands
15. put clean linen in cot
Rest environment
Educators will conduct safety checks of sleep and rest environments on a regular basis and address
any hazards.
Ensure hanging cords or strings from blinds, curtains or electrical devices are away from cots
and mattresses. Sleepwear
Educators monitor the temperature of the rest environment and address children’s clothing needs.
Children will not have hoods and cords from clothing as per our clothing policy.
Children’s Clothing
To ensure children’s comfort and safety at the service, they must wear clothing that is suitable for the
weather, lets them explore and play freely, and minimises the risk of injury. Some clothing items and
jewellery, for example, can strangle or choke young children. Educators may remove jewellery and
teething necklaces if children wear them to the Service.
• Children should be clothed in an appropriate manner which will allow them to explore and play
freely and not restrict them using equipment while at play.
• It is preferred that clothing allow easy access for toileting i.e., elasticised trousers, track pants –
rather than buttons, zips, belts etc.
• Children will be encouraged by educators to use aprons for messy play and art experiences to
protect their clothing. For this reason, it is important to not send the children in their best
clothes.
• Children should be appropriately protected from the sun during outdoor play - please refer to
sun safety in the Physical Environment Policy for further directives on hats and clothing.
• Children’s clothing should accommodate weather conditions. i.e., be loose and cool in summer
to prevent overheating and warm enough for cold weather – including outdoor play. At all times
educators will monitor children to ensure they are appropriately dressed for all weather, play
experiences, rest and sleep routines.

• Children should have appropriate footwear that enables them to play comfortably and not
cause safety concerns. i.e., thongs, clogs or backless shoes have a trip factor and do not allow
children to use equipment safely.
• Comfortable and non-restrictive clothing is important at sleep time to promote your child’s
comfort at this time of the day.
• All clothing and belongings must be clearly labelled with the child's name.
Sources
• Education and Care Services National Law and Regulations Early Years Learning Framework
• Occupational Health & Safety Act 2004 Occupational Health and Safety Regulations 2007
• Standards Australia: AS/NZS 2172:2010, Cots for household use—Safety requirements Standards
Australia AS/NZS 2195:2010, Folding cots—Safety requirements
• Red Nose https://rednose.com.au/
• NHMRC: Staying Healthy Preventing infectious diseases in early childhood education and care
Services NQF e-bulletin Qld 9.5.16
• Product Safety Australia

14. Staffing Arrangements Policy
NQS
QA4 4.1 Staffing arrangements - 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.
4.2.1 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.
QA7 7.1.3 Roles and responsibilities - Roles and responsibilities are clearly defined, and understood, and
support effective decision making and operation of the Service.
Reg 115 Premises designed to facilitate supervision
117 Placing a person in day-to-day charge; Minimum requirements for a person in day-to-day
(A,B,C) charge; Minimum requirements for a nominated supervisor
120 Educators who are under 18 to be supervised
122 Educators must be working directly with children to be included in ratios
123 Educator to child ratios—centre-based Services
126 Centre-based Services—general educator qualifications
129 Requirements for educators who are early childhood teachers
130 Requirement for early childhood teachers – Centre based Services –fewer than 25 approved
places
131 Requirement for early childhood teacher—centre-based Services—25 or more approved
places but fewer than 25 children enrolled
132 Requirement for early childhood teacher— centre-based Services—25 to 59

children
133 Requirement for early childhood teacher—centre-based Services—60 to 80 children
134 Requirement for early childhood teacher—centre-based Services—more than 80 children
135 Early childhood teacher illness or absence

136 First aid qualifications
145 Staff and educator records
146 Nominated Supervisor
147 Staff Members
148 Educational Leader
149 Volunteers and Students
150 Staff record must include name of responsible person at Service each time children are
being educated and cared for by the Service.
173(2)(c) Offence not to clearly display name of responsible person in the main entrance
240 Centre-based Services in remote and very remote areas--qualifications for educators
241 Persons taken to hold an approved early childhood teaching qualification

242 Persons taken to be early childhood teachers
243 Persons taken to hold an approved diploma level education and care qualification
244 Persons taken to hold an approved certificate III level education and care Qualification
357 Educator to child ratio—children aged over 24 months but less than 36 months Applies to reg
123(1)(b)
358 Working with children check to be read
359 Criminal history record check to be read and considered
364 Educational qualifications—centre-based Services— saving of existing experience and

qualification Applies to reg 126(1)(b)
372 Educator to child ratio--pre-kindergarten programme or kindergarten programme provided
by a school
373 Early childhood teachers—pre-kindergarten program or kindergarten program provided by
a school
379 Educators required to be early childhood teachers

Aim
To ensure that our education and care Service is at all times compliant in relation to staff/child ratios
and qualified educators. We also ensure our supervision and staffing practices keep children safe at
all times.
Related Policies
• Code of Conduct Policy
• Education, Curriculum and Learning Policy
Implementation
Victoria Gardens will endorse the appropriate number of educators to children, taking into
consideration qualification requirements and experience, which meet National Regulations and
Standards.
To maintain compliance with relevant Regulations and Standards our Service will:
• Nominate a qualified and experienced educator, co-ordinator or other individual as the

Service’s Educational Leader. This person is responsible to lead the development and
implementation of the Service’s educational programs.
• Ensure that any educator that is under eighteen years of age does not work alone at the
Service and is supervised at all times by an educator who is over eighteen.
• Only include educators in the educator-to-child ratio who are working directly with the
children.
Our Service will comply with the following in relation to the everyday practicalities of Service’s
operations:
• Educators’ rostering and routines will at all times make sure enough educators are available
for the adequate supervision of children.
• At no time will students or volunteers be included in the ratio of adults supervising children.
• Students and volunteers will never be left alone with a child or a group of children.
• A nominated supervisor or a person who has consented to being a Responsible Person in
day-to-day charge of the Service will be on the premises at all times when children are being
educated or cared for.
• There will be more than one educator present when children are in attendance.
• In any situation where adequate supervision of children is threatened, any educators on a
meal- break must be prepared to return to duty to supply adequate supervision.
• The Approved Provider or Nominated Supervisor will ensure that regulations in relation to the
supervision of children are adhered to.
• Educators supervising outdoors, will position themselves to see as much of the play area as
possible.
• Any water activity will be closely supervised by educators at all times.
• When children are resting or sleeping, they will be supervised.
• Rosters will be designed and implemented to ensure that children receive continuity of care.
• When possible and to the best of our ability, we will make use of a regular pool of relief staff.
Supervision of Services
Adequate supervision is a consideration for any part of the Service premises where children are
educated and cared for and is part of every educator’s Duty of Care. Educators are required to ensure
that children are in sight and/or hearing distance at all times, demonstrating the best interest of
children is being provided. This includes toileting, sleep, rest, nappy changing and transition routines.
Victoria Gardens will comply with the educator-to-child ratios outlined in National Legislation and
National Quality Standard.
• Educators will always be able to observe each child, respond to individual needs and attend to
children as necessary.
• Educators will adjust their level of supervision depending on the area of the Service and the
skills, age, dynamics and size of the group of children being supervised.
• Educators will communicate with other staff and educators about their supervision points, offer
advice and aid to ensure children’s safety is upheld at all times.
• When supervising outdoors, educators will position themselves so as to be able to see as much
of the play area as possible.
• Unless discussing child or Service concerns, educators will not congregate together either
inside or outside.
Victoria Gardens must have at least one Responsible Person present at all times when caring for and
educating children. A responsible person is:
• an approved provider
• a nominated supervisor
• a person who has consented to being a Responsible Person in day-to-day charge of the daily
running of the Service.
If more than one person at the Service is a Responsible Person, we will develop a roster to ensure at
least one is present whenever children are present. The name of the Responsible Person will be
clearly displayed in the main entrance of the Service.
Educator-to-child Ratios
Our educator-to-child ratios will always meet the minimum requirements as stated below:
• For children aged from birth to less than 36 months, 1 educator to 4 children.
• For preschool aged children 36 months and over 1 educator to 11 children.
• If children being educated and cared for at the Service are of mixed ages the minimum number
of educators for the children must meet the requirements above at all times.
• At all times we will consider the needs of the children and provide adequate supervision.
Record keeping
All centre-based services are required to have a record of educators working directly with children.
This ensures that children are being appropriately supervised at all times with the correct educator-
tochild ratios.
Details will include:
• information about the Nominated Supervisor, Educational Leader, staff, volunteers, students
and the Responsible Person at the Service.
• evidence of staff working directly with children, qualifications, training and Working with
Children Check.
• all staff, educators, students, volunteers and visitors are required to sign in and out each day.
Rosters
Victoria Gardens will ensure the roster and routine provides adequate supervision of children at all
times. Rosters will be created to ensure the children receive continuity of care. Where possible, casual
staff will be chosen from a pool of regular educators with whom the children are familiar. The roster will
include:
• the name of each educator who works directly with children

• the number of hours they work directly with the children at the Service
• the number of hours they are not directly working with children, including:
o rostered breaks (such as lunch breaks)
o if an educator is completing other duties such as program planning o
completing cleaning or food preparation duties.
o The record does not need to include short brakes such as going to the toilet.
The Approved Provider and Nominated Supervisor will comply with award requirements in relation to
rostering. The Nominated Supervisor will:
• post or display a staff roster where it can be easily accessed by all employees
• discuss any potential changes to the roster with affected staff members first, and consider their
views about the impact of changes
• design and implement rosters to promote continuity of care
• only change an employee’s rostered hours if:
o the employee agrees to the change or o they give the employee seven days’
notice
This does not apply in an emergency where there is an imminent or severe risk to people at the
service or the service premises need to be locked down. An emergency does not include a parent
being late to collect a child. The Nominated Supervisor will adhere to the Service’s Code of Conduct at
all times while negotiating roster changes with staff.
Educator Qualifications
The qualification requirements for educators at a centre-based Service educating and caring for
children preschool age or under are as follows:
• At least 50% of the educators who are required to meet the relevant educator-to-child
ratios for the Service must have or be actively working towards at least an approved
diploma level education and care qualification (regulation 126(1)).
• All other educators required to meet the relevant educator-to-child ratios for the Service
must have or be actively working towards at least an approved certificate III level
education and care qualification (regulation 126).
Educational Leader

The Educational Leader has an influential role in inspiring, motivating, affirming and challenging or
extending the practice and pedagogy of educators. It is a joint endeavour involving inquiry and
reflection, which can significantly impact the important work educators do with children and families.
The Approved Provider will nominate a qualified and experienced educator to take on the Educational
Leader role and responsibilities. The Educational Leader will keep a record about how they mentor
and guide educators of the Service to ensure continuous improvement. The Educational Leader will
guide educators to provide a compliant program.
Nominated Supervisor
The Nominated Supervisor is a suitable person appointed by the Approved Provider who is placed in
the day-to-day management of an approved Service. Nominated Supervisors have a range of
responsibilities under the National Law and Regulations including day-to-day management of the
Service, programming, supervision and safety of children, entry to and exit from the premises, food
and beverage, administration of medication, excursions, staffing, sleep and rest.
The Nominated Supervisor will ensure the Service program is reflective of the approved learning
framework, incorporate the children’s developmental needs, interests and experiences and consider
the individual differences of each child. The Nominated Supervisor will adhere to Service policies
ensuring a safe and healthy environment is provided.
Early Childhood Teacher
An Early Childhood Teacher is a person with an approved early childhood teaching qualification in
accordance with ACECQA. A record must be kept containing the period the early childhood teacher is
working directly with children. Victoria Gardens will comply and will engage and have access to an
Early Childhood Teacher based on the number and age of children at the Service.
Actively working towards:
Definition: An educator who is enrolled in a course for an approved Early Childhood qualification.
The educator is required to provide documentary evidence of their course, training plan and progress
towards completion of the course. Individuals actively working towards an approved qualification may
be counted towards qualification requirements.
Victoria Gardens will ensure we communicate with the educator’s RTO to ensure the educator
successfully completes their qualification. We will support the educator in completing their qualification
through mentoring and assistance.
Approved Qualifications
The National Quality Framework (NQF) sets out minimum qualification requirements for educators
working in children's education and care Services. ACECQA publishes a list of approved and formerly
approved relevant qualifications.
https://www.acecqa.gov.au/qualifications/assessment/apply/earlychildhood
Other Qualifications:
First Aid Qualifications
The approved provider must ensure that at least one educator attending the Service :
• holds a current approved first aid qualification

• has undertaken current approved anaphylaxis management training and
• has undertaken current approved emergency asthma management training
An educator is taken to hold an approved first aid qualification or training if:
• the educator holds an approved qualification or training as published on
https://www.acecqa.gov.au/qualifications/requirements/first-aid-qualifications- training#centre
Child Protection
The Approved Provider and Nominated Supervisor will ensure all employees understand the current
child protection law and their obligations under the law.
Working with Children Check

The approved provider of an education and care Service must read or ensure that the nominated
supervisor or the Responsible Person in day-to-day charge of the Service has read a person’s working
with children check before the person is engaged or works as a volunteer at the Service. This doesn’t
apply if:
• A Working with Children Check cannot be issued due to the individual’s age; and
• The person cares or educates children at the Service only under the immediate supervision of
an educator who has attained the age of 18 years and holds or is actively working towards a
diploma level education and care qualification; or
• A person who is registered as a teacher under the Victorian Education and Training Reform
Act 2006 and the approved provider or nominated in day-to-day charge of the Service has
checked the relevant register to ensure the person is registered.
• Further information is available at http://www.workingwithchildren.vic.gov.au/
Employment of Casual Educators

• When our Service employs casual educators, and when Early Childhood students are
present at the Service, these persons will be engaged in an induction process that
familiarises them with the Service environment and any needs of children.
• The Service policies and procedures, an educator or student handbook and description
of their roles and responsibilities at the Service will be available to the above-mentioned
persons.
• The Service will seek to make use of the same casual staff where possible. This will
ensure that casual educators are able to familiarise themselves with the Service
environment, expectations, and routine and children and their families.
• The Service will seek to employ casual educators on a regular day where possible. This
will ensure that casual educators are able to familiarise themselves with the children and
their families attending the Service on that day. Building positive relationships between
educators, children and families will encourage effective continuity of care.
Sources
• ECA Code of Ethics.
• National Quality Framework
• Department of Justice Vic

15. Educator and Management Policy
NQS
QA4 4.1 Staffing arrangements - Staffing arrangements enhance 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.
4.2.1 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.
QA7 7.1 Governance - Governance supports the operation of a quality service.
7.1.1 Service philosophy and purpose - 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.
7.2 Leadership - Effective leadership builds and promotes a positive organisational culture and
professional learning community.
7.2.3 Development of professionals - Educators, co-ordinators and staff members’ performance is
regularly evaluated and individual plans are in place to support learning and development.
Regs 149 Volunteer and students
170 Policies and procedures to be followed
171 Policies and procedures to be kept available
Aim
Our Service aims to ensure that positive working relationships are formed between all educators and
management. Educators and management will at all times conduct themselves in an ethical manner
and strive to make all interactions positive and compliant with the Service’s philosophy.
Related Policies
• Physical Environment (Workplace Safety, Learning and Administration) Policy
Implementation
Code of Conduct
The Approved Provider, Nominated Supervisor, educators and staff, volunteers and students will
adhere to Victoria Garden’s Code of Conduct at all times, promoting positive interactions with the
Service and the local community. (see Victoria Garden’s Code of Conduct in the Appendix)
Educator Interactions

• All educators will maintain positive, trustworthy and co-operative relationships with their co-
workers
• Show respect for all educators.
• Resources and information will be shared amongst educators.
• Respect will be shown for all members of the team and consideration given to their feelings,
values and opinions no matter how they may differ from your own.
• Educators will treat each other with empathy, respect and courtesy
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.
• Promote leadership by working with employees to improve professional development and
growth
• Provide ongoing support and feedback to employees.
• Model professional behaviour at all times whilst at the Service.
• Implement supportive and effective communication systems.
• Take appropriate action if a breach of the code of conduct occurs.
• Share skills and knowledge with employees.
• Give encouragement and constructive feedback to employees, reflecting the value of different
professional approaches.
Management Responsibilities
The Approved Provider and the Nominated Supervisor are responsible for:
• supporting the Nominated Supervisor or Approved Provider, Responsible Person, Director of

Teaching and Learning, Lead Educators and educators in their role.
• keeping all Service families up to date with relevant issues.
• recruiting and selecting educators and other staff members.
• ensuring educators and staff members have the correct qualifications.
• ensuring educator ratio and qualification requirements are met.
• ensuring all educators and staff understand their responsibilities under the education and care
law and regulations, the National Quality Standard, the Early Years Learning Framework.
• developing Service policies and ensuring all educators follow our policies and procedures.
• ensuring all educators, staff, visitors and volunteers are aware of and comply with our Code of
Conduct investigating and managing grievances from educators, staff members, families or
volunteers (including incidents of workplace bullying) in accordance with our Grievance
Procedure.
• implementing effective communication and consultation procedures with educators and staff
members about workplace issues.
• promoting the diverse skills and achievements of educators and staff (e.g., at educator
meetings, through regular feedback, by sharing information with families and the community
through notices and newsletters.)
• providing or organising appropriate information, instruction, training or supervision to educators
and staff
• maintaining the financial viability of the Service.
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
Victoria Gardens Management.
If educators or staff become aware of a serious crime committed by another person, they are required
to report it to management.
All educators and staff must report the possible risk of harm to children or young persons to
management. 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
Service Management will remain objective and impartial when managing conflict in the workplace.
• Management has a responsibility to address a possible breach of the code of conduct by any
employee as soon as they 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:
o whether the decision or conduct is lawful o whether the decision or conduct is consistent
with our policies and objectives o 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 accessed by unauthorized
people.
• Employees will adhere to the Victoria Gardens 'Privacy and Confidentiality Policy".
Professional Development Requirements

We endeavour to employ caring, loyal and capable educators who bring a high skill level, appropriate
qualifications and varying experiences to help implement Victoria Garden’s philosophy.
Management and the Nominated Supervisor will ensure that all educators have:
• The correct qualifications to care for and educate children.
• An understanding of their responsibilities under the law.
New educators will undergo a probationary process as per the Centre’s policy. They will be introduced
to this process during orientation. This process includes meeting and reviewing performance, as per
staff contracts.
Specific Course Requirements
• All educators must hold a current first aid certificate which is renewed when it becomes
necessary.

• Educators must be aware of the current Child Protection Law and their obligations under the
law.
Professional development and further training will be provided on an equitable basis to all educators
and staff and will include training about:
• identifying, assessing and minimising risks

• our policies, procedures, code of conduct, philosophy
• compulsory training required by industry standards or legislation
• pedagogy, the approved learning framework, the NQS, National Law and Regulations
• child protection and reporting obligations
Training may be delivered through:
• mentoring by appropriate educators/staff • in-house workshops run by an external trainer

• external workshops, seminars etc.
• formal TAFE, college or University courses
• on-the-job training (e.g., through changes in role or through exchange of information between
educators/staff)
• educator and management exchanges between services
• provision of appropriate resources (books, movies, documentaries etc).
Staff Meetings and Evaluations

Victoria Gardens will hold a staff meeting on a regular basis at a time convenient for most educators.
This will take place after hours so educators can attend.
• The Nominated Supervisor (or other person) will chair the meeting.
• The agenda will be made available prior to the meeting.
• Minutes are to be taken of all educator meetings.
• Staff and educators attending will be given TOIL or paid additional hours as negotiated with the
Coordinator.
Performance Evaluations
The Nominated Supervisor will complete a performance appraisal for all educators and staff every 12
months. In addition, the Nominated Supervisor will complete a performance appraisal for new
educators and staff after they have completed 3 months at the Service. The educator or staff member
and the Nominated Supervisor will agree on a mutually acceptable date at least 2 weeks prior to the
evaluation meeting.
The evaluation/appraisal process will be used as a tool:
• to ensure educators and staff are aware of their duties and responsibilities.
• to discuss the level of performance expected. (The appraisal process is the best way to show
evidence of continued poor work performance and allows formal written warnings to occur if
necessary.)
• for identifying professional development and training needs.
• The appraisal meeting will be linked to the educator’s job description and will include:
o an appraisal of the educator’s performance in relation to their job description.
o review and if necessary, clarification of the job role and its expectations.

o self-assessment of performance by the educator or staff member.
o two-way feedback between the Nominated Supervisor and educator or staff member. o
discussion of future opportunities within the position.
o discussion on an action plan for further training. o feedback about how the appraisal
process could be improved.
Educator Orientation
Before a new educator commences their job, management will:
• Show the new educator the Service and introduce them to other educators, children and
families.
• Give the new educator a copy of the Staff Handbook and Policy and Procedure Manual.
• Highlight relevant policies and legislation including the philosophy and Victoria Garden’s Staff
Codes of Conduct (See Appendices)
• Advise the new educator about the Service’s management structure.
• Provide the new educator with a copy of their Position Description.
• Clarify any questions the new educator has.
• Where possible allow the educator to spend some time at the Service so they can be
introduced to other educators, children and families.
Educators Returning from Extended Leave

• Our Service will work with both the educator who has been on leave and educators at the Service
to ensure a smooth return to work. This will be carried out in the following way:
o The returning educator will, if possible, come in a few days beforehand to reacquaint
themselves with the environment and take in any changes.
o The returning educator will be notified of any policy changes. o Parents will be notified
of the educator’s return. o Educator’s training and development will be discussed. o If
the period is due to an illness the educator must produce medical certificates stating
they are fit to return to work.
Students/Volunteers
The Service endeavours to support Early Childhood Students in their work experience and efforts to
become Early Childhood Professionals. They will be supported in their training enabling them to gain
the knowledge and skills to provide children with care, support and developmentally appropriate
programs.
Students MUST follow all policies and procedures at the Service.
Educators Will -
• Maintain open communication with Students along with their practicum teachers.
• Pass relevant skills and knowledge onto each student.
• Ensure all educators are provided with relevant feedback about tasks that the student is
required to complete in the Service as part of their practicum.
• Communicate with the student, volunteers and discuss progress of their written work and
performance.

Students Will-
• Learn about the children through observation and practical experience
• Develop skills and abilities needed to care for and educate children
• Learn about working as part of a team in the Early Childhood Profession
• Learn strategies employed when working in a team environment
• Learn skills already acquired by qualified educators in the Service
• Become familiar with families and children in the Service
• Keep educators aware of all written work required of the student
Families will:
• Be informed of when students are present at the Service and their role and the time frame they
will be spending at the Service.
METHOD:
Prior to commencement:
• Arrange time for the student to visit the Service for a preplacement visit, during this visit the
following will be arranged:
o Give the student times/hours and dates of the placement o Given the
student a copy of the Student Handbook. o Take the student on a tour
of the Service.
o Introduce the student to educators.
Students -
• Are responsible for providing a Student Placement Agreement form prior to commencement.
• May be required to do different shifts during their time, so as to gain knowledge of each
different aspect of the Service’s day.
• Bring in a photo and a short statement addressing the following:
o Name
o Time they will be at the Service o What it is they are studying
• Discuss any problems they may be experiencing with the Student Supervisor.
Fail Procedure -
If educators feel that the student is at risk of failing their practicum, the following steps are to be taken:
• The Student Supervisor will raise any concerns about the student with the Coordinator.
• The Student Supervisor and/or the Coordinator will discuss these issues with the student.
• If required, the Student Supervisor is to arrange with the student’s teacher/supervisor to visit
the Service and discuss those issues that have arisen.
• The education institution of the student will ultimately determine the outcome of the practicum.
Families and Visitors

The Nominated Supervisor, or Responsible Person will ensure the safety, health and wellbeing of all
children by:

• ensuring visitors are only allowed entry to the Service if they can be adequately identified.
Tradespeople, business representatives and early intervention specialists or professionals, or
support workers provided by early childhood agencies, must carry appropriate
identification. Family members and family friends who, for example, attend service events or
assist with learning activities may be identified by the parents of children at the Service.
• requiring all visitors to sign in and out of the service for work health and safety, and child
protection reasons.
• ensuring visitors, including long term visitors, are never left alone with any children being
educated and cared for. Visitors will be supervised by educators or staff members at all times.
• ensuring visitors have or obtain a child protection clearance if required by the child protection
law before being allowed entry to the service http://www.workingwithchildren.vic.gov.au/
• ensuring specialists or professionals engaged to support a child are only allowed to visit and
engage with the child if written authorisation has first been obtained from the child’s parents.
Authorisation may form part of an education or support plan.
Families and visitors will not:
• drink alcohol or use illicit substances while on the service’s premises or come to the Service
under their influence.
• carry alcohol or illicit substances onto the premises.
• not smoke on the service’s premises including in the car park.
• have physical contact with children at the service that are not their own unless a staff member
is present.
• bully, harass or discriminate against any child or adult at the service.
Work, Health and Safety Issues

Bullying, Discrimination and Harassment
Discrimination occurs when someone is treated less favourably than others because they have a
particular characteristic or belong to a particular group of people, such as age, race or gender.
Harassment involves unwelcome behaviour that intimidates, offends or humiliates a person because
of a particular personal characteristic such as race, age, gender, disability, religion or sexuality. It is
possible for a person to be bullied, harassed and discriminated against at the same time.
Various anti-discrimination, equal employment opportunity, workplace relations, and human rights laws
make it illegal to discriminate or harass a person in the workplace. Work Health and Safety laws
include protections against discriminatory conduct for workers raising health and safety concerns.
Bullying is repeated and unreasonable behaviour towards a worker or a group of workers. Victoria
Gardens will not tolerate bullying in any form because it may have a detrimental effect on the
psychological, emotional and/or physical wellbeing, health and safety of our educators and staff.
Amendments to the Fair Work Act 2009 make it illegal to bully a person in the workplace from 1
January 2014.
Unreasonable behaviour includes actions that victimise, humiliate, intimidate or threaten and may be
intentional or unintentional. It can occur directly and by using information technology such as email,
texting and social media. While one incident of unreasonable behaviour is not considered to be
workplace bullying, it may escalate, and it will not be ignored. Examples include:
• abusive, insulting or offensive language or comments.

• unjustified criticism or complaints.
• continuously and deliberately excluding someone from workplace activities.
• withholding information that is vital for effective work performance.
• setting unreasonable timelines or constantly changing deadlines.
• setting tasks that are unreasonably below or beyond a person’s skill level.
• denying access to information, supervision, consultation or resources that adversely affects a
worker.
• spreading misinformation or malicious rumours.
• changing work arrangements, such as rosters and leave, to deliberately inconvenience a
particular worker or workers.
• excessive scrutiny at work.
Reasonable actions taken by the Centre Manager or Director of Teaching and Learning to direct or
control the way work is carried out is not bullying behaviour. Examples of reasonable behaviour
include:
• setting reasonable performance goals, standards and deadlines.

• rostering and allocating working hours where the requirements are reasonable.
• transferring a worker for operational reasons.
• deciding not to select a worker for promotion where a reasonable process is followed and
documented.
• informing a worker about unsatisfactory work performance when undertaken in accordance
with any workplace policies or agreements such as performance management guidelines.
• informing a worker about inappropriate behaviour in an objective and confidential way.
• implementing organisational changes or restructuring.
• termination of employment.
The Nominated Supervisor and Director of Teaching and Learning will:

• ensure all educators, staff, visitors and volunteers are aware of and comply with our Code of
Conduct.
• investigate and manage incidents of workplace bullying, harassment and discrimination in
accordance with our Grievance Guidelines.
• consult with educators, staff and volunteers during staff meetings when:
o identifying the risk of workplace bullying, harassment and discrimination.
o making decisions about procedures to monitor and address workplace bullying,
harassment and discrimination.
o making decisions about information and training on workplace bullying, harassment and
discrimination.
o proposing changes to the way work is performed or rosters managed as this may give
rise to the risk of workplace bullying, harassment and discrimination.
• provide appropriate information, instruction, training or supervision to educators, staff, visitors
and volunteers to minimise the risks to their health and safety from workplace bullying,
harassment and discrimination.
• contact the Police if there are incidents of workplace bullying, harassment and discrimination
that involve physical assault or the threat of physical assault, or a visitor engages in bullying
behaviour, harassment and discrimination and refuses to leave the Service.
Educators, staff, visitors and volunteers will:
• consider whether something they do or don’t do will adversely affect the health and safety of
others

• comply with any reasonable instruction, policy and procedure given by the Approved Provider
or Nominated Supervisor in relation to workplace bullying, harassment and discrimination.
• report all incidents of workplace bullying, harassment and discrimination using our Grievance
Procedure.
• talk to the Approved Provider or Nominated Supervisor if they have any questions about
workplace bullying, harassment and discrimination.
Identifying Workplace Bullying, Harassment and Discrimination

The Approved Provider or Nominated Supervisor will minimise the risk of workplace bullying,
harassment and discrimination occurring by:
• identifying the risk of workplace bullying, harassment and discrimination.

• talking to educators, staff and volunteers (or conduct an anonymous survey) to find out if
bullying is occurring or if there are unreasonable behaviours or situations likely to increase the
risk of bullying, harassment and discrimination.
• monitoring patterns of absenteeism, sick leave, staff turnover, grievances, injury reports,
workers compensation claims and other such records to establish any regular patterns or
sudden unexplained changes.
• watching for any changes in workplace relationships between educators, staff, volunteers,
visitors and/or managers.
• seeking feedback on the professionalism of workplace behaviours in exit interviews and from
supervisors and where relevant families.
• monitoring issues raised by our health and safety representatives and health and safety
committee. See Work Health and Safety Policy for more information.
• Implementing measures to prevent and respond to workplace bullying, harassment and
discrimination
• implementing a Code of Conduct.
• providing educators, staff, volunteers and visitors with information about our bullying,
harassment and discrimination policy and relevant procedures at staff meetings, via email and
by displaying anti-bullying posters.
• implementing grievance procedures which deal with bullying complaints in a confidential,
reliable and timely way (see Grievance Procedures).
• implementing effective performance management processes.
• clearly defining jobs and seeking regular feedback from educators and staff about their role and
responsibilities.
• reviewing and monitoring workloads and staffing levels.
• including educators and staff in decision making which affects their roles and responsibilities.
• consulting with educators and staff as early as possible about any changes that affect their
roles and responsibilities.
• promoting and modelling positive leadership styles e.g., communicating effectively and
providing constructive feedback both formally and informally.
• organising relevant leadership training for managers and supervisors e.g., on performance
management.
• mentoring and supporting new and poor performing leaders, educators or staff.
• facilitating teamwork and cooperation.
• ensuring supervisors act in a timely manner on any unreasonable behaviour. Reviewing
measures to prevent and respond to workplace bullying, harassment and discrimination
The Approved Provider or Nominated Supervisor will implement a review of the bullying, harassment
and discrimination policy and procedures if there is an incident of workplace bullying, at the request of
a health and safety representative or committee, when new or additional information about bullying

becomes available or at the scheduled review date. Information will be obtained from confidential
surveys, exit interviews and records of sick leave and workers compensation claims.
Training about Workplace Bullying, Harassment and Discrimination
The Centre Manager or Director of Teaching and Learning will organise face-to-face training, roleplays
and group work to ensure all educators, staff and volunteers can recognise workplace bullying,
harassment and discrimination. Training will cover:
• our bullying, harassment and discrimination policy and procedures
• measures used to prevent bullying, harassment and discrimination from occurring
• how to report workplace bullying, harassment and discrimination • how bullying,
harassment and discrimination reports will be responded to
• where to go for more information and assistance.
The Approved Provider or Nominated Supervisor, and other educators and staff who may be involved
in resolving workplace bullying, harassment and discrimination will be familiar with conflict resolution
skills and undertake training in that area if required.
Employee Support
To ensure children are exposed to a safe and supportive environment at all times, the Nominated
Supervisor/ Director of Teaching and Learning will assist educators and staff members who are
adversely affected by issues that happen at home or work to access appropriate support services.
They may include internal or external mentoring, mediation, conflict resolution, coaching or training
and counselling services. Employees may also be offered flexibility in their working arrangements
where this can be accommodated to meet service needs.
Stress Management Guidelines

If an educator feels stressed in any way they should:
• approach the Nominated Supervisor and talk together to see if the situation can be remedied in
any way.
• approach their Lead Educator, Director of Teaching and Learning, or if relevant a Union official
if the educator feels unable to approach the Nominated Supervisor.
• accept opportunities to have stress alleviated (including counselling if recommended).
• The Approved Provider or Nominated Supervisor will:
• discuss the cause of the stress with the educator or staff member and discuss viable options to
alleviate it.
• refer educator/staff member to counselling if required.
• monitor and review the effectiveness of educator stress management procedures.
• monitor workloads to ensure educator is not overloaded or overwhelmed.
• monitor overtime hours and regular working hours to ensure educator is not overworked.
• monitor holidays to ensure educator is taking, or at least aware of, their entitlements.
• ensure that bullying and harassment are not taking place.
• be aware that educators may be suffering personal stress e.g., a death in the family or
separation and offer additional support.
• raise any issues in a sensitive manner.
• support an educator or staff member on stress leave.
• work with the educator or staff member on stress leaves to set up a return-to-work plan.

• monitor and discuss with the educator /staff member their stress levels in the workplace after
they
Babysitting
To ensure private babysitting arrangements do not adversely affect the reputation of the Service or
affect an employee’s ability to implement their responsibilities in a professional manner in line with our
Code of Conduct, employees must obtain the Nominated Supervisor’s approval before caring for other
people’s children outside the Service.
Communication Procedures
To allow effective communication and consultation to take place with educators/staff the Approved
Provider / Nominated Supervisor will use various methods of communication including:
• direct conversations.
• phone communication including SMS messaging if appropriate.
• a communication diary.
• educator meetings.
• other forms of written communication e.g., letters, notices, emails.
• educator appraisals and reviews.
Source
• Australian Children's Education and Care Quality Authority
• Fair Work Act of 2009
• Bryant, L. (2009). Managing a Child Care Service: A Hands-On Guide for Service Providers.
Sydney, Community Child Care Co-Operative.
• Preventing and Responding to Workplace Bullying: Safe Work Australia Draft Code of Practice
• Anti-bullying jurisdiction: FairWork Commission
• Child Safe Standards
16. Relationships with Children Policy
NQS
QA5 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.
5.2.1 Collaborative learning - Children are supported to collaborate, learn from and help each other.
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.

Regs 155 Interactions with children
EYLF
LO1 Children feel safe, secure, and supported.
Children develop their emerging 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.
LO2 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.
Aim
Victoria Gardens aims to ensure that all educators form positive relationships with children that make
them feel safe and supported in the Service. Educators will encourage positive relationships between
children and their peers as well as with educators and volunteers at the Service.
Related Policies
• Orientation for Children Policy
• Physical Activity Promotion Policy
Implementation
Interactions with Children
Our Service’s statement of philosophy will guide our interactions with children.
Victoria Gardens has a commitment to continuous improvement and maintains a culture of ongoing
learning, reflection and self-assessment. We are committed to Exceeding the National Quality
Standards through implementing effective self-review processes in consultation with children, families
and the community, that enable our team to continuously reflect upon and improve our policies,
procedures and practices. This in turn enables delivery of high-quality practices from our management
and educator teams, which contributes directly to improved learning outcomes for children.
In order to maintain positive interactions with children our Service and educators will maintain
the following:
• Our Service will provide a relaxed and happy atmosphere for the children.
• Our Service will ensure mealtimes are relaxed and unhurried and educators take the time to sit
and talk with children.
• Our educators will encourage children to initiate conversations about their experiences inside
and outside the Service as well as what is happening around them, express their ideas and
feelings, share humour and seek assistance as they take on new challenges and try to do
things for themselves.

• Our educators and coordinators will respond sensitively and appropriately to children’s efforts
to communicate and engage them in sustained conversations about their interests in a positive
manner.
• Our educators will talk with children in a two-sided manner. That is, encourage children to have
their own opinions, ideas and comments. Educators should support children with this and let
them know that their ideas are valued.
• Our Service will have in place predictable personal-care routines that are enjoyable
experiences for babies and toddlers and will respond to babies and toddlers when they
practice their verbal communication skills.
• Our routines, as well as planned and spontaneous experiences will be organised to maximise
opportunity for meaningful conversations between children and educators and the Service will
ensure that all children have equal opportunity to engage in one to one and small group
conversations with educators.
• Our educators will be knowledgeable in the communication strategies and non-verbal cues of
babies and toddlers and staffing and grouping arrangements within the Service will support the
development of trusting relationships between educators, babies and toddlers to allow them to
feel secure in the Service.
• Our statement of philosophy and policy on interactions with children will be visible.
• Our educators will participate in children’s play using children’s cues to guide their level and
type of involvement while always maintaining a positive approach when responding to children
and offering assistance.
• Our educators will model reasoning, prediction and reflection processes and language.
• Our educators will collaborate with children about routines and experiences.
• Our educators will use techniques such as sign language and other resources and tools to
support children with additional needs.
• Our educators will engage in give-and-take communication by adding to interactions initiated by
babies and toddlers by describing objects and talking about routine activities with babies and
toddlers.
• Our educators will use their interactions with children to support the maintenance of home
languages and learning English as an additional language.
• Our educators and coordinators will use information from their observations of interactions with
children to extend the children’s thinking and learning.
• Our educators will also support children to build secure attachments with educators and use a
favourite toy or comfort item to help them feel secure in the Service.
• Our educators will allow time to talk to parents about their children.
• Our Service will implement strategies to assist all children to develop a sense of belonging and
confidence through positive interactions between the children and educators.
• When children have special needs, our Service will consult with other professionals or support
agencies that work with children to gather information that will guide our interactions with these
children.
Group Relationships
In order to encourage respectful and positive relationships between children and their peers and
educators our Service will adhere to the following practices:
• Our Service will encourage children to participate in enjoyable interactions with their peers,
respond positively to ideas, negotiate roles and relationships, contribute to shared play, and
develop friendships.
• Our educators will engage children in ongoing group projects that involve research, planning,
problem solving and shared decision making.

• Our educators will model strategies for children to initiate interactions and participate in group
play and social activities and assist them when they have trouble understanding or
communicating with each other.
• Our educators will support and promote children’s interpersonal relationships and support the
inclusion of children from diverse backgrounds and capabilities in group play, projects and
experiences.
• Our educators will learn about children’s shared interests and will use this information to plan
further experiences that provide collaborative learning opportunities.
• Our educators will monitor children’s play and support interactions where there is conflict.
• Our Service will ensure that the program and routines of the Service will include regular
opportunities for children to engage in social play and group experiences.
• Our Service will ensure that food is being used appropriately and not as a reward or
punishment.
Behaviour Guidance
The behaviour guidance we provide children with will be guided by the following practices:
• Our Service will encourage children to engage in cooperative and pro-social behaviour and
express their feelings and responses to others’ behaviour confidently and constructively,
including challenging the behaviour of other children when it is disrespectful or unfair.
• Our educators will support children to explore different identities and points of view and to
communicate effectively when resolving disagreements with others.
• Our educators will discuss emotions, feelings and issues of inclusion and fairness, bias and
prejudice and the consequences of their actions and the reasons for this as well as the
appropriate rules.
• Our educators will encourage children to listen to other children’s ideas, consider alternate
behaviour and cooperate in problem solving situations.
• Our educators will listen empathetically to children when they express their emotions, reassure
them that it is normal to experience positive and negative emotions and guide children to
remove themselves from situations where they are experiencing frustration, anger or fear.
• Our educators will support children to negotiate their rights and rights of others and intervene
sensitively when children experience difficulty in resolving a disagreement.
• Our educators will work with each child’s family, to ensure that a consistent approach is used to
support children with diagnosed behavioural or social difficulties.
• Our Service will gather information from families about their children’s social skills and
relationship preferences and record this information in the child’s file. Our educators will use
this information to engage children in experiences that support children to develop and practice
their social and shared decision-making skills.
• Our Service will collaborate with schools and other professionals or support agencies that work
with children who have diagnosed behavioural or social difficulties to develop plans for the
inclusion of these specific children. These will be kept in the individual child’s file.
• Our Service will ensure that children are being allowed 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.
• Our Service will ensure that children are being acknowledged when they make positive choices
in managing their behaviour.
• Our educators will use positive language, gestures, facial expressions and tone of voice when
redirecting or discussing children’s behaviour with them. They will also remain calm, gentle,
patient and reassuring even when children strongly express distress, frustration or anger.

• Our educators will guide all children’s behaviour in ways that are focused on preserving and
promoting children’s self-esteem as well as supporting children to develop skills to self-regulate
their behaviour.
• Our educators will speak in comforting tones and hold babies to soothe them when they are
distressed. • Our educators will also respond positively to babies’ and toddlers’ exploratory
behaviour. • Strategies will be put in place to manage situations when a child’s behaviour is
particularly challenging and when families have different expectations from the Service in
relation to guiding children’s behaviour.
• Our Service will support educators and co-ordinators to enhance their skills and knowledge in
relation to guiding children’s behaviour.
Inappropriate Behaviour
Educators and staff understand that inappropriate behaviour is a child’s way of saying they need
support. Educators will reflect on the reasons for the child’s behaviour and develop strategies or a plan
with the Nominated Supervisor which can be implemented by all educators to ensure consistent
responses to the child’s behaviour at the service.
Children’s behaviour may be inappropriate for a variety of reasons. Some of these include:
• insecure attachment to educators or families

• emotional immaturity
• insufficient language skills to express their needs and wishes
• used to gaining attention from negative behaviour
• condition or number of toys, resources and equipment
• a diagnosed or undiagnosed spectrum disorder.
Depending on the reason for the behaviour, some strategies for dealing with inappropriate
behaviour may include:
• ignoring the negative behaviour and praising the positive behaviour (while ensuring the safety
of all children), and ensuring all body language is consistent with actions and words
• building strong social bonds through a focus on attachment theory
• using keywords with signing and objects or visuals to help children with communication
difficulties
• using minimal steps in directions then allowing time for a child to understand e.g., 3-5 seconds
• using terminology that children understand such as ‘my turn’, ‘your turn’ rather than assuming
children understand e.g., children may not understand what it means to “share” or that saying
“sorry” does not mean they can repeat the behaviour
• allowing children to develop their reasoning and emotional knowledge by helping them to
reflect on their actions e.g., “Tommy, what are you doing?” “I saw you ....” “What were you
about to do with ...?”
• not telling a child to do something but asking the child a question e.g., “What do we have to do
so we can have lunch? ” rather than “pack up”.
• talking with children about the consequences of their actions, our rules and why we have them
• adjusting the menu and the time that certain foods like fruit which are high in natural sugar are
provided
• providing sufficient opportunities for exercise including running which can calm anxious or
agitated children through the production of certain brain chemicals
• intentionally teaching behaviours like walking inside, never assuming children know how to do
things or behave, and reaffirming those and other positive behaviours

• using empathy and putting themselves in the child’s position to try and understand where the
behaviour came from (rather than yelling at the end result of the behaviour)
• documenting incidences of inappropriate behaviour and when they are occurring and
developing a behaviour plan with parents and if relevant other professionals
• appointing one person (e.g., Nominated Supervisor) as a contact point for parents
Educators will not isolate, intimidate or subject children to corporal punishment to guide behaviour.
Parents will:
• work in partnership with educators where concerns are raised about the behaviour of their child
• consent in writing where educators believe liaising with relevant professionals to support the
learning and development of their child and apply for funding to do this where necessary
• agree to work with educators to minimise risk where the child’s behaviour is a danger to
children and educators. This may include seeking professional support from, for example, a
paediatrician, speech pathologist or family support services, or reducing the hours of care until
the child’s behaviour is supported and risk to others is minimised.
If parents do not comply with these requirements, the Nominated Supervisor may suspend or
terminate the child’s enrolment after providing two weeks’ notice. The Nominated Supervisor may,
however, suspend or terminate a child’s enrolment without providing two weeks’ notice if he or she
believes the child’s behaviour poses an unacceptable risk to the welfare and safety of other children
and educators.
Inclusion
Victoria Gardens acknowledge and support the wide range of family structures that exist in our society
today. This includes but is not exclusive to nuclear, sole parent, extended, same sex parented,
blended, LGBT, adoptive and foster families:
In order to reduce bias and ensure that no child is excluded, our Service will abide by the following
practices:
• Our Service will ensure all children are confident in their self-identity by acknowledging and
celebrating differences in families.
• Our Service will promote and value cultural diversity and equity for all children, families and
educators from diverse cultural and linguistic backgrounds.
• Our Service will recognise that children and adults from all cultures have similar needs and that
each individual is unique and valuable.
• Our Services will assist in the development of each child’s self-worth through recognition and
valuing individual family situation.
• Our Service will endeavour to provide a foundation that instils in each child a sense of self
identity, dignity and tolerance for all individuals.
• Our Service will avoid common stereotypes and recognise individual differences within a
cultural, family or ethnic group.
• Our educators will be actively involved in the development of appropriate resources, support
and implement an anti-bias, cross-cultural program throughout the Service.
• Our educators will be actively involved with children, showing respect, sharing ideas and
experiences and asking questions.
• Our educators will reflect on the Service’s philosophy and ensure that practices and attitude
concur with the philosophy.

• Our Service will help children to have respect for physical, racial, religious, cultural and family
differences.
• Our Service will encourage children to develop autonomy, independence, competency,
confidence and pride.
Supporting Children through Difficult Situations

When a child, family, educator or the Service as a whole experience a stressful or traumatic situation
such as a bushfire, car accident, sudden illness or death, crime or violent situation it is important to
provide appropriate support so they can recover from the ordeal. A child’s reaction to a stressful or
traumatic situation will depend on factors such as their age, stage of development and impact of the
event on individuals around them. A child may react in ways that you don’t expect and sometimes will
act normally at first but be wary of a delayed reaction. Some reactions include:
• Physical symptoms such as stomach aches and headaches.

• Being anxious or clingy.
• Suffering from separation anxiety.
• Having sleeping problems or nightmares.
• Re-living the experience through drawing or play.
• Losing interest in activities.
• Loss of self-confidence. • Regressing to “babyish” activities.
Our educators will talk with a child about the event to bring any issues out into the open. The ways our
educators will approach this are:
• Reassuring the child that they are safe, but only if they really are.
• Talking to the child about what happened in a way that they will understand and without going
into frightening or graphic detail. Our educators will not leave out important information though,
as children will fill in the gaps.
• Ensuring the child hasn’t jumped to conclusions. Some children will think they are to blame in a
tragic event; our educators will make sure they know this isn’t so.
• Talking about the event with appropriate individuals (for example, all children if the event has
affected the whole service or the children that have been affected) and letting everyone have
their say including children.
• Talking to the children about how individuals react to stressful or traumatic situations and that
the feelings they are feeling are normal.
Coping Mechanisms
Some strategies that our educators will use to help children cope in these situations are:
• Giving children a sense of control of their environment and life. Letting the child make minor
decisions, such as what to eat for lunch, what to wear or what toy to play with will make the
child feel more in control.
• Allowing the children plenty of time to play and to do physical exercise; this will help the child
burn off stress chemicals and allow for more sleep.
• Helping the children physically relax with story times and cuddles.
• Limiting stimulants like chocolate, lollies etc.
It is important to remember how you respond to the stressful or traumatic event will affect the child’s
response. Children look to their families and educators to find ways to deal with a situation they
probably don’t understand. Children need their family members (and other adults who are close to
them) to help them understand the situation and their emotions and also offer comfort and support. If
adults are distressed about a situation, it is important for them to seek help for themselves.
At Victoria Gardens, we wish to help in whatever way we can if a family has undergone a tragedy. We
encourage parents/carers to talk to educators (or confidentially to the Nominated Supervisor) and we
will endeavour to work with families and children to support all parties through the situation.
Should it be required, educators will liaise with appropriate authorities, such as the Department of
Education and Children’s Services, and follow any recommendations made by these authorities.
Bullying
In order to overcome bullying, we will implement the following strategies. Our educators will:
• practice all-encompassing and socially inclusive care.
• role model and actively encourage appropriate behaviours.
• form a close relationship with family members in order to work cooperatively to overcome
instances of bullying.
• empower children by giving them responsibilities that will make them feel valued.
• help children deal with their anger. This includes offering alternative dispute re solution
techniques that are socially acceptable.
• seek the support of children’s Services professionals when it is necessary. • respond
promptly to children’s aggressive or bullying behaviour.
Biting
All individuals involved in the care of a child need to recognise that at times, some children, for a
variety of reasons, attempt to bite other children.
Some reasons a child may bite are:
• Infants – Experimental, Sensory Pleasure, Teething

• Toddlers – Frustration, fatigue, attention seeking, confined spaces.
• Older Children – Aggression, deliberate.
In the event of a biting incident, educators will abide by the following procedure:
• Check for broken skin.

• Clean all bites, regardless of whether the skin is broken or not.
• Apply a cold compress to the bitten area
• Our educators will contact the families of the child who has bitten and the child that has been
bitten as soon as possible. Families are then responsible for any follow up medical treatment.
• If the biter is a known infectious disease carrier or can be seen to have facial herpes and the
victim’s skin is broken, the Nominated Supervisor or Authorised Supervisor will convey this
information to the family.
• Should the behaviour continue, our educators will work in conjunction with families and, if
necessary, external agencies, to develop a Behaviour Guidance plan for the child who is biting.
• Our educators will complete an incident report for any occasion where a child bites and submit
to the Nominated Supervisor.
• Monitor the behaviour of the child who has bitten and use distraction techniques to prevent the
child from reaching the point where the child feels the need to bite.

Sources
• National Quality Standard (Revised)
17. Education, Curriculum and Learning Policy
NQS
QA1 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, 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.
1.2.1 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.
1.3.1 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.
QA3 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.
QA6 6.2.2 Access and participation - Effective partnerships support children’s access, inclusion and
participation in the program.
QA7 7.2.2 Educational leadership - The educational leader is supported and leads the development and
implementation of the educational program and assessment and planning cycle.
Regs 73 Educational programs
74 Information about the educational program to be kept available
75 Information about educational program to be given to parents
76 Documenting of child assessments or evaluations for delivery of educational program
118 Educational Leader

EYLF
LO1 All Learning Outcomes under the Early Years Learning Framework will be addressed through
– our Policy and practices.
LO5
Aim
Educators aim to create positive learning environments and guide experiences for each child in
conjunction with their family. Educators will observe children and facilitate their learning to provide
each child with an individualised portfolio by documenting their learning throughout the year. Children
and their families will be encouraged to participate in the ongoing process to promote engaged
learning.
Related Policies
• Record Keeping Policy
Implementation
Educational Leaders have been nominated for Victoria Gardens Early Learning Centre.
The role of the educational leader is to work with educators to provide curriculum direction and to
ensure children achieve the outcomes of the approved learning framework.
Our Service is committed to the Early Years Learning Framework (EYLF).
Observations of all children enrolled in our Service will be documented and kept for future reference
and reflection, through use of portfolios. Children’s portfolios will be available for a child’s family
members to look at but remains the property of the Service for the duration of the child’s enrolment.
Portfolios will be added to regularly by educators, families and children and reflected upon by
educators to ensure programming for each child remains relevant to their interests and developmental
stage.
Other Approved Learning Frameworks for Victoria: The Victorian Early Years Learning and
Development Framework (VEYLF)
Early Years Learning Framework and curriculum

• Each child’s learning will be based on their interests and strengths and guided by our
educators.
• Educators must work in collaboration with families to provide relevant learning experiences for
each child, based on their interests and family experiences.
• Every child will be equally valued and their achievements and learning celebrated.
• Educators will observe and record the strengths and learning of each child.
• Learning Outcomes will be linked to the curriculum.
• The curriculum will be based on the children’s interests, educators extending children’s
interests, spontaneous experiences, and family input.
• Where appropriate, the Service will liaise with external agencies and support persons to best
educate and care for children with additional needs.
• Where appropriate, the curriculum (play and learning experiences) will build and develop each
child’s Learning Stories, Portfolio and Observations of each child’s strengths and
achievements.
• The curriculum will be evaluated and reflected upon regularly by educators.
Learning and Play

• Children are encouraged to express themselves creatively through a wide variety of indoor and
outdoor activities.
• Children’s fine and gross motor skills are strengthened and developed through a wide variety of
both indoor and outdoor activities.
• Mathematics and science concepts, along with exploration of natural aspects of our
environment, are encouraged through a wide variety of play experiences.
• Language development is encouraged through a variety of mediums.
• Social/emotional and independence skills are strengthened through activities such as role-play,
dramatic play, group games and self-help tasks. • Road safety, hygiene, dental care and
nutrition will all be built into the program.
Educators will:
• plan a Curriculum based on children’s interests, culture, language, ideas, play and everyday
lives i.e., connections between children, families and communities
• work in partnerships with families to achieve Learning Outcomes, and encourage families to
contribute to the Curriculum by sharing information about their child or completing activities with
children
• build connections between the Service, schools and the local community
• include children in decision making, including decisions about indoor and outdoor spaces,
programming, routines and documenting their achievements, and give them appropriate levels
of responsibility
• make use of spontaneous ‘teachable moments’ to scaffold children’s learning
• engage in sustained shared conversations with children to extend their thinking
• support children’s learning by participating in child led play
• provide a balance between child led, child initiated, and educator supported, learning by
creating learning environments and activities that stimulate children’s imagination, creativity
and curiosity and encourage children to investigate, experiment, explore, solve problems,
create and construct
• use strategies like demonstrating, dramatic play, role play, open questioning, speculating,
explaining, shared thinking and problem solving to promote and extend children’s learning
• use resources (e.g., man-made and natural loose parts) and implement activities (e.g.,
dramatic play, visual arts, role play, games) to promote learning across all Learning Outcomes
• create outdoor learning spaces which invite open-ended interactions, spontaneity, risk-taking,
exploration, discovery and connection with nature
• create both indoor and outdoor spaces that stimulate children’s imagination, creativity and
curiosity and encourage children to investigate, experiment and solve problems
• regularly provide opportunities for children to learn individually and as part of a group
• regularly assess what each child knows, can do and understands through an ongoing cycle of
planning, documenting and evaluating, and then implement activities to help each child achieve
all Learning Outcomes. Assessments will take into account the period of time each child
spends at the Service
• regularly add to a learning portfolio for each child which includes observations and written
assessments of the child’s learning
• plan the curriculum with each child and the learning outcomes in mind, and remember that
learning is not always predictable and linear
• celebrate the achievements and learning of each child
• with parents’ consent, liaise with external agencies and professionals to support children with
additional needs
• regularly (at least weekly) evaluate their practices and reflect on how well the Curriculum is
helping each child progress towards and achieve the Learning Outcomes
• display the daily curriculum in children’s rooms and encourage families to contribute, make
suggestions or ask questions about children’s learning at any time
• provide the following information to parents whenever requested:
o the content and operation of the educational program o information about
the child’s participation in the program
o assessments of the child’s developmental needs, interests, experiences
and progress against the Learning Outcomes.
Educators will work in conjunction with families to provide learning experiences that are relevant to
each child and tailored to their specific needs. A holistic curriculum will reflect diverse compilations of
families including but not exclusive to nuclear, sole, extended, same sex, blended, LGBT, adoptive and
foster families: As part of the planning cycle educators will reflect, evaluate and modify the program.
Documentation of the program will be displayed. Family input and suggestions are encouraged. EYLF
Learning Outcomes
1. Children have a strong sense of identity.
2. Children are connected with and contribute to their world.
3. Children have a strong sense of wellbeing.
4. Children are confident and involved learners.
5. Children are effective communicators.
Sources
• Education and Care Services National Law and Regulations

18. Parental Interaction and Collaboration with Families
and Community
NQF
QA6 6.1.1 Engagement with the service - Families are supported from enrolment to be
involved in the 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.
6.2.3 Families are supported - Current information is available to families about the
service and relevant community services and resources to support parenting and
family wellbeing.
6.2.1 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
6.2.3 Community engagement - The service builds relationships and engages with its
community.
Reg 157 Access For Parents
Aim
Communications between family members and the Service are considered crucial for a child to reach
their full development. Therefore, we aim to provide an environment where there is a strong emphasis
on family/Service communication to allow consistency and continuity between the home and the
Service environment. By encouraging family members to be involved in the Service, we aim to provide
a Service that best meets the needs of our community.
Related Policies
• Enrolment and Orientation Policy
• Fees Policy
• Dealing with Complaints Policy
Implementation
Parent Communication
Our Service aims to provide as many outlets as possible for family/Service communication. These may
include:
• Face to face.
• Newsletters.
• A communications book.
• A notice board displaying upcoming events and notices.
• Regular informal meetings with parents and the opportunity to plan formal meetings if
necessary.
• A suggestion box in the foyer where parents can anonymously (or give their names if desired)
make suggestions to improve the Service.
• Short surveys regarding the Service’s philosophy and how you feel your child/ren feel about the
Service.
If necessary, educators have support and access to translation Services to provide this information for
non-English speaking families.
Parental and Family Involvement
• Families are welcome to visit at any time of the day. (The Approved Provider, Nominated
Supervisor and educators will not allow a parent to enter the service premises if they
reasonably believe this would contravene a court order.)
• Families are encouraged to make suggestions and offer critique on our program, philosophy,
management and food menu.
• Families are encouraged to share aspects of their culture with the educators and children as
well as appropriate experiences.
• Families are invited to participate in the Service’s daily routine by helping out with activities
such as craft, the preparation of morning tea, special activities and afternoon tea.
• Minutes of regular staff/parent meetings will be kept aside for either side to make suggestions.
Parent Support
For those families undergoing difficult situations and who seek assistance from service, the Service
will offer support as appropriate. Victoria Gardens offers a parent library which provides resources and
contact numbers for various support groups within the local community such as a baby nurse,
playgroup and speech therapist.
For families who use English as a second language, translated documents can be provided.
Parent Grievances
Any parent/guardian with a concern or complaint should do the following:
• Voice their complaint or concern with the Nominated Supervisor or management.

• Write their complaint or concern addressing it to the Nominated Supervisor or management.
• Parents can speak to any educator or member of staff about a specific complaint or concern.
Educators or staff will put in steps to address your concern or complaint as quickly as possible.
However, educators and staff do reserve the right to have the complaint put in writing.
Open Door Policy

We operate with an open-door policy, where families are welcome to visit our Service anytime during
operating hours. There are many opportunities for family involvement. We recognise that time is
valuable to all families, which is why we accommodate many forms of participation and contribution.
Management and Educators will ensure:
• Families are always welcome to spend time in the Service and share special moments with
their children.

• Families are conscious of our open-door policy and are welcome to join in learning activities,
celebrate events and special days held at the Service.
• Families are provided with information about special days and events they may want to
participate in. For example:
1. Easter Hat Parade
2. Mother’s Day
3. Father’s Day
4. Open Day
5. Grandparents Day
6. Graduation
7. Excursions/Incursions
8. Cultural visits
Families can:
• Visit the Service at all times. This may include visiting their already enrolled child or as an
enquiry prior to enrolment.
• Participate in our program by sharing their skills with the children. This may include playing an
instrument, telling a story, sharing cultural traditions, cooking experiences, workshops etc.
• Make an appointment with management to discuss their child. This may include the child’s
progress, concerns, setting goals, etc.
• Donate recyclable material that can be used within our early childhood program.
• Discuss any changes that have occurred in the child’s life, such as changes in family
circumstances, moving to a new house, death of a family or friend etc.
• Attend any Service events and celebrations that are organised throughout the year.
• Share ideas and thoughts about the Service.
• Remain informed about what is happening within the Service through discussions, newsletters,
social media etc.
Community Engagement
In order to best serve our children and families, Victoria Gardens will engage with community
members and groups to ensure diversity and inclusion in our Service.
Sources
• National Quality Standard (revised)
• National Regulations - ACEQA
19. Additional Needs Policy
NQS
QA3 3.1.1 Fit for purpose - Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for
their purpose, including supporting the access of every child.
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 Resources 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.
QA5 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.
QA6 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
Regs 155 Interactions with children
157 Access for parents
EYLF
LO1 Children feel safe, secure, and supported
Children develop their emerging 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
Aim
To provide each child, regardless of their additional needs and abilities, with a supportive and inclusive
environment that allows each child to fully participate in their education and care at Victoria Gardens.
Educators will remain positive, open-minded and honest at all times when working with families and
external support professionals to positively meet the additional needs of each child being educated
and cared for at the Service.
Related Policies
• Child Protection Policy
• Orientation for Children Policy
Implementation
Our Service positively responds to and welcomes children with additional needs.
We understand that additional needs arise from different causes, and that causes require different
responses. Any child may have additional needs from time to time.
Children with additional needs can include children who:
• are Aboriginals or Torres Strait Islanders

• are recent arrivals in Australia
• have a culturally and linguistically diverse background
• are experiencing difficult family circumstances or stress
• are at risk of abuse or neglect
• are experiencing language and communication difficulties
• have a diagnosed disability—physical, sensory, intellectual or autism spectrum disorder
• have a medical or health condition
• demonstrate challenging behaviours and behavioural or psychological disorders
• have developmental delays
• have learning difficulties
• are gifted or have special talents
• have other extra support needs
Children in the above categories may have additional needs, but that does not imply neediness,
weakness or deficit. In fact, some categories of additional needs, such as having a home language
other than English, experiencing more than one cultural context, or being gifted, are in fact strengths.
The final item on the list above is children who ‘have other extra support needs’. These may arise
from a wide range of circumstances, for example:
• settling into a new Service

• moving to a new group within the Service
• having a new baby in the family
• being the only child who is ‘different’ in some way—skin colour, gender or age
• a parent’s temporary absence, be it planned or unexpected
• a parent’s illness
• family separation and divorce
• a death in the family.
A very shy, insecure or very active child has additional needs also. A complete list of the origins of
additional needs might lead to the conclusion that additional needs are essentially about each child’s
uniqueness and the influence of the contexts of their lives on their wellbeing and learning.
Learning Environments
Where possible the Service environment and equipment (indoor and outdoor) will be designed or
adapted to ensure access and participation by every child in the Service to support the inclusion of
children with additional needs.
• The Service will ensure the program and curriculum meets the needs of children with additional
needs. Learning materials and equipment such as books and games will reflect positive
inclusion and children with additional needs in the community.
• The Service will work with external professionals and families to ensure that learning
environments are most suited to each child with additional needs and children and families
from culturally diverse backgrounds.
• Children will be encouraged to feel safe and secure during their education and care at the
Service by developing trusting relationships with educators, other children.
Positively Promoting Each Child’s Personal Ability

At Victoria Gardens we want children to develop to the best of their personal ability. Every child in our
Service is an individual and we aim to promote and encourage this by:

• Our commitment to ensuring each child is able to fully participate in their education and care at
the Service.
• Helping children to develop ease with and have a respect for physical, racial, religious and
cultural differences.
• Enabling children to develop autonomy, independence, competency, confidence and pride.
• To provide all children with accurate and appropriate information about the additional needs of
others.
• By encouraging children to experience active and energetic play in order to develop their
physical potential.
• Encouraging children to develop friendships with each other based on mutual trust and respect.
• Including in our program and curriculum, and the physical environment, an awareness of cross-
cultural and non-discriminatory practices.
• Educators will familiarise themselves with, and share knowledge about, the specific
communication needs of each child. This will include verbal and non-verbal communication
skills and cues. Where applicable, this may include things such as sign language and or
learning key words in the child’s home language.
Professional Support Services for Children

Victoria Gardens will access external professional support Services for children with additional needs.
Educators will liaise with the Nominated Supervisor to ensure the needs of each child are met
throughout their education and care at the Service.
The Service will use the Enrolment Form to gather information about children with additional needs.
Educators will encourage families to update this information throughout the year and families are
responsible for passing on information from any professional support Services accessed outside of the
Service. This will promote the continuity of learning for each child.
Information gathered about children with additional needs may be used to develop an individual
support plan.
Partnerships with parents
It is also expected that parents will work in partnership with educators to ensure any child with a
diagnosed or undiagnosed additional need receives the best possible support to achieve their
potential and does not adversely affect the learning environment for other children at the service e.g.,
due to behaviour issues. This may involve accessing external professional health and support
services.
Where parents do not wish to consult these professionals or work with educators in implementing
measures which support their child, the Nominated Supervisor may suspend or terminate the child’s
enrolment if parents do not do this.
Professional Development for Educators
Victoria Gardens will access professional development for educators to help the Service meet the
needs of each child with additional needs.
Sources
• Education and Care Services National Law and Regulations
• Child Safe standards
• Inclusion support Programme Guidelines: Federal Government.

20. Environmental Sustainability Policy
NQS
QA3 3.2.3 Environmentally responsible - The service cares for the environment and supports children to
become environmentally responsible.
6.1.1 Engagement with the service - Families are supported from enrolment to be involved in the
service and contribute to service decisions.
6.2.3 Community engagement - The service builds relationships and engages with its community.
EYLF
LO2 Children become socially responsible and show respect for the environment
Aim
Victoria Gardens aims to help children learn about and implement sustainable practices and foster
respect and care for the living and non-living environment.
Related Policies
• Educational Program Policy
• Physical Environment Policy
• Safe Storage of Hazardous Chemicals Policy
• Water Safety Policy
Implementation
Children develop positive attitudes and values about sustainable practices by engaging in learning
experiences, joining in discussions that explore solutions to environmental issues, and watching adults
model sustainable practices. Children learn to live interdependently with the environment.
Environmental Sustainability and our Curriculum
Our educators will promote a holistic, open-ended curriculum which explores ideas and practices for
environmental sustainability and helps children understand the interdependence between people and
the environment by:
• connecting children to nature through art and play and allowing children to experience the
natural environment through natural materials like wood, stone sand and recycled materials,
plants including native vegetation.
• developing education programs for water conservation, energy efficiency and waste reduction.
• celebrating children’s environmental knowledge and sustainable activities.
• involving children in nature walks, education about plants and gardening and growing plants
and flowers from seed.
• engaging children in learning about the food cycle by growing, harvesting, and cooking food for
our Service kitchen.
• acknowledging and celebrating environmental awareness events like Clean Up Australia Day
and Walk to School Day.

The Role of Educators
Our educators will model sustainable practices by embedding sustainability into all aspects of the
daily running of our Service operations including:
• recycling materials for curriculum and learning activities
• minimising waste and effectively using Service resources
• turning off equipment and lights when not in use
• choosing less hazardous cleaning substances, for example, ordinary detergent for cleaning dirt
from tables and other surfaces
• incorporating water wise strategies ensuring taps are turned off and leaks fixed
• where possible use food that we have grown in meals on our weekly menu
• implementing environmentally friendly pest management
• composting
Partnerships with Families and the Community

Our educators will facilitate collaborative partnerships with local community groups, government
agencies and private companies to enhance and support children's learning about sustainable
practices. We will share their brochures and fact sheets on sustainable practices like recycling, saving
water and power and green cleaning with our children and their families. Families will be encouraged
to participate in decision making and information sharing about environmental sustainability through
our newsletters, parent input forms, wall displays, meetings.
Source
• Climbing the little green steps 2007: Gosford and Wyong Councils
• Environmental Education in Early Childhood (Victoria) Inc
21. National Quality Framework (NQF) Policy
Aim
Our Service participates in the National Quality Framework (NQF). The Service aims is to provide the
highest quality education and care available across all areas.
Related Policies
• Relationships With Children Policy
• Education Curriculum and Learning Policy
• Interactions with Children, Families & Staff Policy
Implementation
Our Service participates in and values the National Quality Framework (NQF), including the National
Quality Standard (NQS), the Early Years Learning Framework (EYLF) and the National Regulations –
an Australian Government initiative linked to the funding of the Child Care Subsidy for parents. This is
conducted through the Australian Children’s Education and Care Quality Authority (ACECQA) and the
state licensing department through scheduled site assessment visits and where appropriate,
spontaneous visits.
The NQS provides standards of quality practices for care provided in our Service as well as guidance
and support from the Service’s self-evaluation through our Quality Improvement Plan (QIP). The
system also allows educators to continually improve practices by identifying the quality aspects of care
the Service is already providing and assisting the Service in developing goals for further improvement
through our QIP. The Service is required to review and revise the QIP at least annually or as directed
by the regulatory authority.
The Service will ensure that all educators and management are informed about current practices and
requirements in the NQF process by attending appropriate in-service/training, accessing any other
publications and information about the accreditation process that may be of benefit - including those
published by ACECQA.
Educators will involve parents, families, and management in each stage to seek their input and views
into practices and care in our Service - this includes having parent input into policy reviews, parent
meetings, and providing updates in newsletters about the Service's current stage in the process.
The seven Standards under the NQS are –
1. Educational program and practice
2. Children’s health and safety
3. Physical environment
4. Staffing arrangements
5. Relationships with children
6. Collaborative partnerships with families and communities
7. Leadership and Service management
The Rating System

The NQS is accompanied by a national quality rating and assessment process that promotes
transparency and accountability and assists parents to make informed choices about the quality of
education and care at a Service. Our Service will display the rating received for each quality area
and the overall rating.
The Ratings are as follows –
• Excellent
• Exceeding National Quality Standard - revised Feb2018
• Meeting National Quality Standard - revised Feb2018 • Working towards National Quality
Standard - revised Feb2018
• Significant improvement required.
We will access regular updates on the ACECQA website – www.acecqa.gov.au
Sources

22. Enrolment Policy
NQS
QA2 2.1.2 Health practices and procedures - Effective illness and injury management and hygiene
QA6 6.1.1 Engagement with the service - Families are supported from enrolment to be involved in the
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.
6.2.3 Community engagement - The service builds relationships and engages with its community.
80 Weekly menu
97 Emergency and evacuation procedures
99 Children leaving the education and care Service premises
100 Risk assessment must be conducted before excursion
101 Conduct of risk assessment for excursion
160 Child enrolment records to be kept by approved provider and family day care educator
173 Prescribed information is to be displayed
177 Prescribed enrolment and other documents to be kept by approved provider
181 Confidentiality of records kept by approved provider
183 Storage of records and other documents
EYLF
LO1 Children feel safe, secure, and supported
Aim
To ensure that each child’s enrolment is completed as per our legal requirements. Additionally, we aim
to ensure that each child and family receives an enrolment and orientation process that meets their
needs, allowing the family and child to feel safe and secure. We strive to establish respectful and
supportive relationships between families and the Service to promote positive outcomes for children
whilst adhering to legislative requirements.

Related Policies
• Child Safe and Child Protection Policy
• Excursion Policy
• Fees Policy
• Food, Nutrition and Beverage Policy
• Sleep, Rest, Relaxation and Clothing Policy
Implementation
The Service accepts enrolments of children aged between 3 months to 6 years, however the number
of children under 12 months may be limited to ensure quality care is provided for all children.
Enrolments will be accepted providing:
• The maximum daily attendance does not exceed the approved number of places of the
Service.
• Child-educator ratios are maintained across the Service.
• A vacancy is available. (Please see Priority of Access Guidelines below.)
Priority of Access Guidelines:

The Department of Family and Community Services and Indigenous Affairs has set the priority of
access guidelines for all children’s services eligible for Child Care Subsidy. Every Child Care Subsidy
Approved childcare service is required to abide by the guidelines that families will be informed of
during the enrolment process.
The Priority Lists are used when there is a waiting list for the Service or when a number of parents are
applying for a limited number of vacant places. When families apply to join the list, they are asked a
series of questions to determine their particular circumstances. A scoring system is applied based on
their responses. This determines their child’s place on the waiting list. As places become available,
they are offered to those highest on the list as stated in the guidelines above.
For children with a disability and/or developmental delay accessing the program, we request that
parents provide us with contacts of professionals involved with the child to support their inclusion, full
participation, and engagement in the program. Additional funding and resources may also be available
to support your child.
As part of the enrolment process, we encourage a face-to-face meeting with you and your child to
understand the needs of your child/children. We may request your consent to liaise with professionals
involved with your child to plan appropriate support to enable their full participation and engagement in
the program to support their learning and development. Below are the Priority of Access levels, which
the centre must follow when filling vacancies:
• Priority 1 – a child at risk of serious abuse or neglect (receiving Additional Child Care Subsidy)
• Priority 2 – a child of a single parent who satisfies, or parents who both satisfy, the activity test
through paid employment.
Within these main categories, priority should also be given to the following children:
• children in Aboriginal and Torres Strait Islander families
• children in families which include a disabled person
• children in families with low incomes
• children in families from a non-English speaking background
• children in socially isolated families
• children of single parents
Enrolment:
The following will occur as part of the enrolment process:
• A tour of our Service.
• Families are given a copy of the Parent Handbook to read and are invited to ask questions.
• Discussions are held regarding availability of days, a start date and tailoring an orientation
process to suit the needs of the family and child.
• Any matters, such as discussing a child’s medical needs, Court Orders, parenting plans or
parenting orders, will be discussed at this time.
• Enrolment forms must be completed prior to the first day of attendance.
• Families need to contact the Family Assistance Office (Centrelink) to have their eligibility for
Child Care Subsidy assessed.
• As per our Orientation for Children Policy, families will be invited to bring their child into the
Service so the child and family can familiarise themselves with the environment.
• All documentation must be completed prior to the first day the child attends. The child will not
be accepted into the Service without this being completed.
• If a family or child uses English as a second language, or speak another language at home, we
request that families provide us with some key words in the languages the child speaks at this
time so that educators can learn the words. Educators will furthermore use visuals to assist the
child to understand.
Other information about our Service’s enrolment includes:

• We will try and accommodate families so that children from the same family can attend our
Service. This will be carried out in line with our obligations under the Priority of Access Policy.
• In order to be enrolled at the Service children must be fully immunised for their age in line with
the National immunisation schedule. Children who are not fully immunised must meet
exemptions as outlined in the Immunisation Policy
Families will be asked to provide the following information:

• The full name, residential address, place of employment and contact telephone number of a
parent
• The full name, residential address, place of employment and contact telephone number of a
person who may be contacted in case of an emergency concerning the child if a parent is

unable to be contacted. Parent must nominate who can be contact in the case of an emergency
or for the collection of the child.
• The full name, residential address, place of employment and contact telephone number of any
person authorised to collect the child from the Service. Parent must nominate who can be
contacted for the collection of the child.
• The gender of the child.
• Any court orders or parenting agreements regarding the child.
• The primary language spoken by the child; if the child has not learnt to speak, the child’s
family’s language.
• The cultural background of the child.
• Any special requirements notified by the family, including for example cultural or religious
requirements.
• The needs of a child with a disability or with other additional needs.
• A statement indicating parental permission for any medications to be administered to the child
whilst at the Service. Only a parent on the enrolment form can authorise the administration of
medication.
• A statement indicating parental permission for any emergency medical hospital and ambulance
services. • The name and address and telephone number of the child’s doctor and the nearest
public hospital.
• Excursion permission for regular occurring outings.
• The child's Medicare number.
• Specific healthcare needs of the child, including any medical condition including allergies,
including whether the child has been diagnosed as at risk of anaphylaxis.
• Any medical management plan, anaphylaxis Medical Management Plan or Risk Minimisation
Plan to be followed with respect to a specific healthcare need, medical condition or allergy.
• Details of any dietary restrictions for the child.
• The immunisation status of the child translated to English if Required.
• CRN for child and claimant.
Enrolment Record Keeping

Our Record Keeping Policy outlines the information and authorisations that we will include in all child
enrolment records.
Responsibilities of the Nominated Supervisor
• Provide supervision, guidance and advice to ensure adherence to the policy at all times.
• Ensure children are adequately supervised and are protected from harms and hazards.
• Ensure children do not leave the education and care service premises except in accordance
with the Education and Care Services National Regulations 2011.
• Ensure that a parent of a child being educated and cared for by the service may enter the
service premises at any time when the child is being educated and cared for by the service
(National Regulation 157(2))—except when:
o permitting entry would pose a risk to the safety of the children and staff or conflict with
the duty of the Nominated Supervisor, provider or educator under the law or the
Nominated Supervisor is aware the parent is prohibited by a court order from having
contact with the child.
• Ensure an unauthorised person (Authorised person described in National Law 170(5) and
Inappropriate person described in National Law 171(3)) is not at the Service while children are
present unless the person is under direct supervision.
• Ensure there are procedures in place to ensure that all children have been signed out for the
day by the parent/guardian of the child or a responsible person.
Responsibilities of the Educators
• Ensure accuracy of attendance record at all times.
• Be available for individual greeting and settling of children.
• Provide a supportive and welcoming environment for children and families to assist with
separation and settling.
• Follow all Service procedures regarding the delivery and collection of children. If you are
unsure whether a child should be allowed to leave with the person who has come to collect, do
not allow the child to go until you have confirmed permission. Seek advice from the responsible
person if unsure.
Responsibilities of the Families

• Completely fill in the details of the attendance sheet at the service upon arrival and at the time
of departure, including signature.
• Communicate any changes of routine with educators whenever necessary.
• Leave your child in the direct care of a staff member at all times.
• Ensure an educator is aware when your child has been collected from the Service.
• Provide the Service with any court orders relating to your child upon enrolment of the child. If
you are unsure whether a child should be allowed to leave with the person who has come to
collect, do not allow the child to go until you have confirmed permission. Seek advice from the
responsible person if unsure.
Sources
• The Business of Childcare, by Karen Kearns
• Education and Care Services National Regulation
• National Education and Care Regulations
• Department of Human Services (Centrelink)

23. Orientation and Commencement of Care Policy
NQF
6.2.1 Transitions - Continuity of learning and transitions for each child are supported by sharing
information and clarifying responsibilities.
Reg 177 Prescribed enrolment and other documents to be kept by approved provider

Aim
To provide children and families with an orientation procedure that allows the child and family to
transition to their child being in care, transition to a new room within the Service or transition to school.
Related Policies
• Parental Interaction and Collaboration with Families and Community Policy
Implementation
Orientation and commencement of care are exciting and emotional times for children and families. It is
important to manage this time with sensitivity and support, building partnerships between families and
the Service. Such partnerships enable the Service and families to work toward the common goal of
promoting consistent quality outcomes for individual children and the Service.
Orientation
We believe orientation is an important process where educators are able to get important information
about the new child’s needs and those of the family. This process helps to make the transition from
home to care as smooth as possible with the aim to maintain continuity between home and the
Service, which helps the child adjust to the new setting.
The Nominated Supervisor will arrange for the new child to attend the Service (together with
parents/s) to visit and meet the staff and familiarise with the environment. The children may participate
in the activities if they so desire. A number of young children prefer to just watch, rather than do.
Positive interactions at this time (between parents, educators and the child) are important for the
children to build positive attitudes to the Service environment. Educators are aware that some children
respond to new experiences faster than others and will adapt to the situation.
At this time, the daily timetable and program will be discussed, as well as routines and any special
requirements for the child that may need to be accommodated. Parent/s will also be encouraged
to send any special comfort items (teddy etc) to help the child in the initial settling in period.
Part of orientation is also to explain/collect the required documentation for the child (enrolment form,
immunisation record etc). Coordinator/Educators will also explain modes of fee payment and
communication (newsletters, pockets, communication box etc) and what the child will need.
When planning an orientation process for a family the following factors may be considered:
• The cultural and/or linguistic background for families from non---English speaking backgrounds
(external support may be required)
• The family’s needs in relation to work or other commitments
• The family’s previous knowledge or experience of other children’s services
• Any additional needs of the child and/or their family
• The child’s age
A few points that we are mindful of:

• The parent must remain present at the centre to enable the Service to stay within its licensed
staff/child ratio.
• Families are welcome to stay with their child throughout the settling in process and we
encourage families to use this time to communicate and share as much information with staff to
help with programming and goal setting.
• The Service is committed to adjusting the orientation process to suit individual families and
their needs.
• The Service relies on information gathered from family input and surveys to review and assess
our orientation experience for our new families.
• Educators will assist both adults and children with the daily routine so that the Service is a
familiar place by the time the child’s first day arrives.
• Families are encouraged to ask any questions they may have.
During the orientation of the Service, families will be:

• Given the Service enrolment form to be completed
• Provided with an outline of the Service policies which will include fees payment, sun safety,
illness and accident and medical authorisation
• Spoken to about the bond
• Shown the signing in/out process
• Spoken to about appropriate clothing worn to the Service, including shoes
• Informed about children bringing toys from home
• Introduced to child's Educators
• Taken on a tour around the Service
• Discuss medical management plan and allergies completed on file (if applicable)
• Advised about the daily report and how parents can view this
• Introduced to the room routine and Service program. This included portfolios and the
observation cycle.
• Informed about Service communication – meetings, interviews, newsletters, emails etc.
• About Hats and Sunscreen
• Able to set Family Goal’s for their child
• Confirm preferred method of communication
Management will ensure:

• Enrolment form is completed accurately
• Inform the Room leader of the new child who will be in the room, highlighting any medical
conditions, interests, needs and strengths
• Immunisation certificate and birth certificate have been sighted and photocopied and are
translated to English.
• Add child to Service’s medical characteristics sheet and distribute (if necessary)
• File for Child’s information created
Commencement of Care
Educators will also discuss how best to tailor the child’s settling in period – with some parents
choosing to gradually build up to a full day so the child is reassured that the parents will return to
collect them.
Educators will encourage parents to say goodbye when dropping off. Parents will be reassured that if
the child remains distressed over a period of time, that educators will contact them. Parents are able

to stay as long as needed to reassure their child. In some instances, it is better for parents to spend
time when they collect their child rather than at drop off time.
Parents will be kept informed about how their child is settling in on collection and are welcome to
discuss any aspects with the Educators at a convenient time.
Parents are invited to ring the Service at any time to enquire about their child’s day.
On the child’s first day:

• The child and their family will be welcomed into their room for the first day.
• They will be greeted by one of the educators who will show them where to sign in and out,
discuss what is happening in the room, and show where the child’s locker is.
• Management will ensure the orientation checklist has been completed and all required
documents and information has been received from families.
Transition
Victoria Gardens aims to arrange for room transitions when a vacancy occurs or at the beginning of
the New Year. As each room has different challenges and expectations, children will only be
transitioned when they are ready in all aspects of their development. The opportunity to transition
between groups / rooms at the Service is based on many factors other than just age.
To facilitate transition educators will:
• In consultation with families, plan for transition according to the individual needs of each child.
• Provide opportunities to have the child and family visit the new room.
• Have short play times in the new room during the year or before the end of the year to prepare
for following year.
•
• Talk about change, starting from 2 weeks before the transition
Transition to school
When a child first attends school, there is a great change for that child and for their family. We believe
that the child’s parents are the most important link in this transition.
• The Service will always talk about starting school in a positive manner that will reinforce a
healthy attitude toward the transition.
• If possible, information on local schools will be made available to parents.
• Parents with children who are of eligible age to commence school in the following year will be
given a school readiness report in October.
• Information regarding school readiness is issued in July and communication with schools is
welcome.
• Parents will be provided with information regarding appropriate nutrition and lunches for school.
Source
• Staying Healthy in Child Care – Preventing Infectious Diseases in Child Care --- 5th Edition (2005)

24. Acceptance and Refusal of Authorisations Policy
NQS
QA2 2.2.1 Supervision - At all times, reasonable precautions and adequate supervision ensure children
Regs 92 Medication record
99 Children leaving the education and care Service
160 Child enrolment records to be kept by approved provider
168 Education and care Services must have policies and procedures
Aim
Our Service aims to provide clear and transparent policies and procedures for authorisations. This
helps staff and parents understand their responsibilities.
Related Policies
• Administration of Medication Policy
• Excursion Policy
• Photography Policy
Implementation
Where activities require authorisation, either to comply with National Regulations, or to comply with
our Service policies, our Service requires that the authorisation is provided in writing and is dated.
These activities include:
• Administration of medication
• Administration of medical treatment, general first aid products and ambulance transportation.
• Excursions, including regular outings, and incursions.
• Taking of photographs.
• Water based activities.
• Enrolment of children, including naming of authorised nominees and persons authorised to
consent to medical treatment or trips outside the Service premises.
The format of written authorisations required under the National Law must comply with the
Regulations. Please see specific policies for more information.
Our Service does not accept verbal authorisations except for:

• administration of medication with verbal confirmation of instructions to two educators (from
parent, guardian or persons authorised to consent to the administration of medication)
• emergencies involving anaphylaxis or asthma
• Verbal authorisation to collect a child will be accepted when authorisation can be confirmed
with a parent, guardian or person authorised to authorise collection of children.
Whenever a person not known to educators is authorised verbally or in writing to collect the child, they
must be adequately identified by educators before the child is released.
Management will ensure:
• That the service has an acceptance and refusal authorisation policy in place, which is to be
adhered to and maintained by educators at all times.
• Parent/guardians are provided with a copy of relevant Service policies.
• That all staff follow the policies and procedures of the Service.
• That all parents/guardians have completed the authorised person's section of their child's
enrolment form (refer to Enrolment Policy), and that the form is signed and dated before the
child is enrolled at Victoria Gardens.
• That permission forms for excursions are provided to the parent/guardian or authorised person
prior to the excursion (refer to Excursion Policy).
• Attendance records are maintained to account for all children attending the Service.
• A written record of all visitors to the Service, including time of arrival and departure and reasons
for visit is documented.
• Where a child requires medication, to be administered by educators/staff, that this is authorised
in writing, signed and dated by the parent/guardian or authorised person and included with the
child's record. (Refer to Administration of Medication Policy)
• Educators/staff do not administer medication without the authorisation of parent/guardian or
authorised person, except in the case of an emergency, including an asthma or anaphylaxis
emergency (refer to Administration of Medication Policy; Incident, Injury, Trauma and Illness
Policy; Emergency and Evacuation Policy).
• Educators and staff allow a child to participate in excursion only with the written authorisation of
a parent/guardian or authorised person.
• Educators/staff allow a child to depart from the Service only with a person who is the
parent/guardian or authorised person, or with the written authorisation of one of these, except
in the case of a medical emergency or an excursion.
• There are procedures in place if an inappropriate person attempts to collect the child from the
Service.
A Nominated Supervisor/ Certified Supervisor will:

• Ensure documentation relating to authorisations contains:
o The name of the child enrolled in the Service o Date
o Signature of the child’s parent/guardian and nominated contact
person who is on the enrolment form
• Keep all authorisations relating to children in their enrolment record.
• Exercise the right to refusal if written or verbal authorisations do not comply with National
Regulations. If an authorisation is refused by the Service, it is best practice to document:
o The details of the authorisation o Why the authorisation was
refused
o Actions taken by the service. For example: if the service refused an
authorised nominee
named in the child’s enrolment record to collect the child from the Service as they were
under the influence of alcohol, what action was taken to ensure that the child was
collected (Refer to Refusal of Authorisation Record)
• Waive compliance where a child requires emergency medical treatment for conditions such as
anaphylaxis or asthma. In accordance with National Regulations and Standards, the Service
can administer medication without authorisation. In these cases, Management will be required
to contact the parent/guardian as soon as practicable after the medication has been
administered.
• Follow the policy and procedures of the Service.
• Ensure that medication is not administered to a child without the authorisation of a
parent/guardian or authorised person, except in the case of an emergency, including asthma or
anaphylaxis emergency (refer to Administration of Medication Policy; Incident, Injury, Trauma
and Illness Policy; Emergency and Evacuation Policy).
• Ensure a child only departs from the Service with a person who is the parent/guardian or
authorised person, or with the written authorisation of one of these, except in the case of a
medical emergency or an excursion.
• Ensure a child is not taken outside the Service premises on an excursion except with the
written authorisation of a parent/guardian or authorised person.
• Inform the Approved Provider when a written authorisation does not meet the requirements
outlined in the Service policies.
Educators will:
Follow the policies and procedures of the service
• Check that parents/guardians sign and date permission forms for excursions.
• Check that parents/guardians or authorised persons sign the attendance record as their child
arrives and departs from the Service.
• Administer medication only with the written authorisation of a parent/guardian or authorised
person, except in the case of an emergency, including an asthma or anaphylaxis emergency.
• Allow a child to participate in an excursion only with the written authorisation of a
parent/guardian or authorised person.
• Allow a child to depart from the Service only with a person who is the parent/guardian or
authorised person, or with the written authorisation of one of these, except in the case of a
medical emergency or an excursion.
• Follow Service procedures if an inappropriate person attempts to collect a child from the
Service.
• Inform the Approved Provider when a written authorisation does not meet the requirements
outlined in Service policies.
Families will:
• Read and comply with the policies and procedures of the Service.
• Complete and sign the authorised person section of their child's enrolment form before their
child commences at the Service.
• Sign and date permission forms for excursions.
• Sign the attendance record as their child arrives and departs from the Service.
• Provide written authorisation where children require medication to be administered by
educators/staff, including signing and dating it for inclusion in the child's medication records.

Refusing a Written Authorisation
On receipt of a written authorisation from a parent/guardian that does not meet the requirements
outlined in the related Service policy, the manager or delegated authority will:
• Immediately explain to the parent/guardian that their written authorisation does not meet
legislative and policy guidelines.
• Provide the parent/guardian with a copy of the relevant service policy and ensure that they
understand the reasons for the refusal of the authorisation.
• Request that an appropriate alternative written authorisation is provided by the parent/guardian.
• In instances where the parent/guardian cannot be immediately contacted to provide an
alternative written authorisation, follow related policy procedures pertaining to the authorisation
type.
• Follow up with the parent/guardian, where required, to ensure that an appropriate written
authorisation is obtained.
Staff will refuse an authorisation if it unreasonably risks the child’s safety, is not in line with our policies
and procedures or is fraudulent. For example, staff will refuse an authorisation in the following
situations:
• the authorisation is not (or does not appear to be) made by an authorised person
• the authorisation does not comply with aspects of our policies and procedures e.g., medication
is not in the original container, does not have the child’s name on it, has expired, has an
illegible label or the authorised dosage does not match the doctor’s instructions
• an authorised nominee, or person authorised by a parent or authorised nominee, does not
appear to be capable of safely collecting the child (Delivery and Collection of Children Policy)
For transparency and accuracy, if staff refuse an authorisation, they will record the following
information in the child’s file:
• the details of the authorisation

• why the authorisation was refused
• actions taken e.g., parent asked to supply medication in original container
Source
• Australian Children’s Education and Care Quality Authority

25. Fees Policy

NQF
Aim
In order for Victoria Gardens to provide high quality early education and care for children we need to
ensure we are financially viable at all times. This policy is to ensure parents gain a clear understanding
of the Service fee structure, ensuring children’s fees are paid on time, and the procedures followed to
recover unpaid fees.
Related Policies
• Orientation and Commencement of Care Policy
Implementation
The following outlines the how fees can be paid.
Enrolment Fee & Bond Payment
• A bond consisting of 1 week’s full fee is to be paid in order to commence a child’s position at the
service.
General Fees
• Fees are charged on a daily basis and vary depending on the families Child Care Rebate (CCR)
and Child Care Benefit (CCB) entitlements.
• Fees must be kept in advance of a child’s attendance at all times.
• Fees are to be paid weekly, fortnightly or monthly as per arrangement through a direct debit
system.
• Fees are payable in advance for every day that a child is enrolled at the Service. This includes
pupil free days, sick days and family holidays but excludes periods when the service is closed.
• Fees will not be charged for : o Staff development days
o Easter holidays (Friday, Monday and Tuesday) o
All other public holidays excluding Labour Day o
Closure over Christmas.
• Fees are charged at full days only (no matter what the attendance hours are).
• Casual days may be offered to families if available within the Service’s license.
• Child Care Benefit (CCB) and Child Care Rebate (CCR) is available to all families who are
Australian Residents. To find out about eligibility, families must contact the Family Assistance
Office.
Payment of fees
• Fees are set up using the Service’s direct debit system.

• Families will be issued with a fee statement on a monthly basis in accordance with the fee
payment and Regulatory requirements.
• A dishonour fee will apply for direct debit transactions where there are insufficient funds to cover
the fees.
Financial Difficulties
If a family is experiencing financial difficulties, a suitable payment plan may be arranged with
authorisation of the nominated supervisor.
Responsibility of Management
• The Nominated Supervisor is responsible for the billing and chasing of fees.
• Should families wish to discuss fees, they will need to see the Nominated Supervisor.
Cessation of Care
Families must give two weeks’ notice in writing prior to cancelling care. If sufficient notice is not given
when cancelling care, families can lose their Child Care Benefit (CCB) and Child Care Rebate (CCR)
resulting in the payment of full fees to be charged.
Overdue Fees
When fees are in arrears families will receive first and second letters of warning. A payment plan will
be developed in consultation with families. If these measures are not adhered to the child’s place
will be forfeited.
Any difficulties making fee payments should be discussed with the relevant childcare Centre
Coordinator.
Late Fine
• A fine will be charged for late collection of children. $20.00 for every 15 minutes or part thereof.
• Late fines are to be paid in cash directly to the Service.
• Families will be advised of the late fine processes. • A review of the child’s enrolment will
occur where families are consistently late.
Sources
• Bryant, L. (2009). Managing a Child Care Service : A Hands-On Guide for Service Providers.
Sydney: Community Child Care Co-Operative.
• Kearns, K. (2017) The Business of Child Care

26. Dealing with Complaints Policy
NQS
7.2.1 Continuous improvement - There is an effective self-assessment and quality improvement
process in place.
National Law
Section 172 Offence to fail to display prescribed information
174 Offence to fail to notify certain information to Regulatory Authority
Regs 168 Education and care Service must have policies and procedures
173 Prescribed information to be displayed
175 Prescribed information to be notified to Regulatory Authority
176 Time to notify certain information to Regulatory Authority
Aim
To ensure that all complaints and grievances are investigated in a timely, transparent, thorough and
impartial manner, and that affected parties are advised of the outcome and their rights of appeal. We will
ensure that all persons making a complaint are guided by the following policy values:
• Procedural fairness and natural justice

• Code of ethics and conduct
• Culture free from discrimination and harassment
• Transparent policies and procedures
• Opportunities for further investigation
• Adhering to our Service philosophy
Related Policies

Implementation
Grievances and complaints can take place in any workplace. Handling them appropriately is important for
maintaining a safe, healthy, harmonious and productive work environment. This policy ensures that all
persons are presented with procedures that:
• Value the opportunity to be heard

• Promote conflict resolution
• Encourage the development of harmonious partnerships • Ensure that conflicts and grievances are
mediated fairly
• Are transparent and equitable.
Definitions
Complaint: An issue of a negligible nature that can be resolved within 24 hours and does not require a
comprehensive investigation. Complaints include a manifestation of discontentment, and any verbal or
written complaint directly related to the Centre (including general and notifiable complaints). Complaints do
not include staff, industrial or employment matters, or occupational health and safety matters (except
associated with the safety of children).
Grievance: A grievance is a formal statement of complaint that cannot be addressed immediately and
involves matters of a more serious nature e.g., the Service is in breach of a policy, or the Service did not
meet the care expectations of a family.
Notifiable complaint: A complaint that alleges a breach of the Act or Regulation, or alleges that the health,
safety or wellbeing of a child at the Service may have been compromised. Any complaint of this nature
must be reported by the Approved Provider to the secretary of Department of Education and Training (DET)
within 24 hours of the complaint being made (Section 174(2)(b), Regulation 176(2)(b)). Written reports to
DET must include:
• details of the event or incident
• the name of the person who initially made the complaint
• if appropriate, the name of the child concerned and the condition of the child, including a medical or
incident report (where relevant)
• contact details of a nominated member reporting the notifiable complaint • any other relevant
information.
Written notification of complaints must be submitted using the appropriate forms, which can be found on
the ACECQA website: www.acecqa.gov.au
Serious incident: An incident resulting in the death of a child, or an injury, trauma or illness for which the
attention of a registered medical practitioner, emergency Services or hospital is sought or should have
been sought. This also includes an incident in which a child appears to be missing, cannot be accounted
for, is removed from the Service in contravention of the Regulations, or is mistakenly locked in/out of the
Service premises (Regulation 12 – Meaning of serious incident).
A serious incident should be documented in an Incident, Injury, Trauma and Illness Record as soon as
possible and within 24 hours of the incident. The Regulatory Authority must be notified within 24 hours of a
serious incident occurring at the Service (Regulation 176(2)(a)). Records are required to be retained for the
periods specified in Regulation 183.

Privacy and Confidentiality
Management and educators will adhere to our Privacy and Confidentiality Policy when dealing with
grievances. However, if a grievance involves a staff member or child protection issues, a government
agency may need to be informed.
Where possible and safe to do so, the identity of the complainant will be kept confidential as will the identity
of any employee or volunteer who is subject to a complaint. Where it’s not possible to properly investigate a
complaint without identifying the complainant, the Nominated Supervisor or Manager will advise the
complainant of this and will not proceed if the complainant does not wish to be identified unless not
investigating the complaint may pose a serious risk to the safety or wellbeing of children or adults at the
Service, or a resolution to the complaint is necessary to ensure an effective and harmonies working
environment.
Likewise, the identity of any employee or volunteer who is the subject of a complaint will not be revealed
unless this is absolutely necessary to properly investigate the complaint, or to ensure a safe, harmonious
environment for adults.
Conflict of Interest
It is important for the complainant to feel confident in:
• Being heard fairly

• An unbiased decision-making process
Should a conflict of interest arise during a grievance or complaint that involve the Approved Provider, the
Nominated Supervisor or other Management will be nominated as an alternative mediator.
Our Service may also engage the resources of an Independent Conflict Resolution Service to assist with
the mediation of a dispute. We will ensure that throughout the conflict resolution process the services Code
of Conduct must be adhered to.
Raising a complaint or grievance

Please note that grievances relating to childcare funding entitlements, for example childcare subsidy should
be made to Centrelink through federal governments, ‘Services Australia’ complaints may be made online.
Educators, staff, volunteers, families and visitors will:
• raise the grievance/complaint directly with the person concerned. Both parties should try to resolve
the issue and develop solutions to ensure the problem does not happen again. Discussions should
remain private, confidential, respectful and open-minded, will not involve other educators, staff,
volunteers or visitors (e.g., parents) and will take place away from children
• raise the grievance/complaint with the Nominated Supervisor or Manager if they are unable to
resolve the concern or feel unable to raise the matter directly with the person concerned. The
Nominated Supervisor or Manager may request the issue be put in writing. Employees should
provide all relevant information, including what the problem is, any other person involved in the
problem and any suggested solution. Educators are encouraged to communicate openly about the
issue.
• raise any grievance involving suspected or actual unlawful activity (including bullying and child
abuse) with the Nominated Supervisor or Manager immediately and privately

• be confident that their concerns will be thoroughly investigated, but aware that the outcome may not
result in the action requested.
Union members may seek assistance or support from their trade union at any time.
Educators, staff, volunteers, families and visitors will not:
• get involved in complaints/ grievances that don’t concern them. This is not ethical or helpful in
managing the complaint
• raise complaints with an external complaints body, such as a court or Tribunal, without using our
grievance procedures and appeal process first.
Dealing with grievances and complaints

The Approved Provider/ Nominated Supervisor will:
• Treat all grievances seriously and as a priority
• Ensure grievances remain confidential
• Ensure grievances reflect procedural fairness and natural justice
• Discuss the issue with the complainant within 24 hours of receiving the verbal or written complaint
• Investigate and document the grievance fairly and impartially. This will consist of:
o Reviewing the circumstances and facts of the complaint (or breach) and inviting all affected
parties to provide information where appropriate and pertinent.
o Discussing the nature of the complaint (or breach) and giving an educator, staff member,
volunteer or visitor an opportunity to respond.
o Permitting them to have a support person present during the consultation (for example Union
Representative, however, this does not include a lawyer acting in a professional capacity).
o Providing the employee with a clear written statement outlining the outcome of the investigation.
• Advise the complainant and all affected parties of the outcome within 7 working days of receiving
the verbal or written complaint. o Management will provide a written response outlining the outcome
and provide a copy to all parties involved.
o If a written agreement about the resolution of the complaint is prepared, all parties will ensure
the outcomes accurately reflects the resolution and sign in agreeance.
• Should management decide not to proceed with the investigation after initial enquiries, a written
notification outlining the reasoning will be provided to the complainant.
• Keep appropriate records of the investigation and outcome and store those records in accordance
with our Privacy and Confidentiality Policy and Record Keeping Policy.
• Monitor ongoing behaviour and provide support as required.
• Ensure the parties are protected from victimisation and bullying.
• Request feedback on the grievance process using a feedback form.
• Track complaints to identify recurring issues within the Service.
• Notify the Department of Education and Communities within 24 hours if a complaint alleges the
safety, health or wellbeing of a child is being compromised.
Educators who receive a general complaint:

• respond to and resolve issues as they arise where practicable
• maintain professionalism and integrity at all times

• discuss minor complaints directly with the party involved as a first step towards resolution (the
parties are encouraged to discuss the matter professionally and openly work together to achieve a
desired outcome)
• inform the Centre Co-ordinator of the issue/s that have risen and the outcome
Educators who receive a grievance:

• listen to the person making the grievance, maintaining professionalism and integrity at all times
• inform them you will pass this grievance onto the Centre Co-ordinator for investigation
Centre Co-ordinator who receives a general complaint:

• respond to and resolve issues as they arise where practicable
• maintain professionalism and integrity at all times
• inform complainants of the Service's Complaints Policy
• maintaining confidentiality at all times
• discuss minor complaints directly with the party involved as a first step towards resolution (the
parties are encouraged to discuss the matter professionally and openly work together to achieve a
desired outcome)
• inform the Approved Provider of the issue/s that have risen and the outcome
• maintain records/documentation of complaints and grievances
• notify the Approved Provider if the complaint escalates and becomes a grievance (refer to
Definitions), is a notifiable complaint (refer to Definitions) or is unable to be resolved appropriately in
a timely manner
• working co-operatively with the Approved Provider and DET in any investigations related to Victoria
Gardens, its programs or staff.
Centre Co-ordinator who receives a grievance:

• listen to the person making the grievance ,maintaining professionalism and integrity at all times
• inform them you will pass this grievance onto the Approved Provider for investigation
• maintain records/documentation of complaints and grievances
• work co-operatively with the Approved Provider and DET in any investigations related to Victoria
Gardens, its programs or staff.
Outcomes of complaints and grievances

Outcomes may include:
• an apology and a commitment that certain behaviour will not be repeated (monitoring this over time)
• education and training in relevant laws, policies or procedures (e.g., bullying awareness, leadership
skills)
• assistance in locating relevant counselling services
• disciplinary procedures including a verbal or written warning, termination of employment or transfer
to a different position at the Service
• ensuring any inequality or inequity is remedied
• providing closer supervision
• modifying Service policies and procedures
• developing new policies and procedures.
Outcomes will take into consideration relevant industrial relations principles and guidelines and make
provision for procedural fairness. The Approved Provider or Nominated Supervisor will consider:
• the number of complaints (or breaches).

• the opportunities given to adhere to a policy or procedure and/or change behaviour.
• the opportunities given to respond to the allegations.
• the seriousness of the complaint (or breach), and whether it impacted the safety and welfare of
other employees, volunteers or visitors.
• whether a policy, procedure or complaint is reasonable.
Source
• Education and Care Services National Regulation
• ACECQA
• Human Rights and Equal Opportunities Commission

27. Privacy and Confidentiality Policy
NQS
QA4 4.2.2 Professional standards - Professional standards guide practice, interactions and
relationships.
QA5 5.1.2 Dignity and rights of the child - The dignity and rights of every child are maintained.
QA7 7.1.2 Management systems - Systems are in place to manage risk and enable the
effective management and operation of a quality Service.
Regs 181 Confidentiality of records kept by approved provider
181- Confidentiality and storage of records
184
Aim
To preserve private and confidential files of the children, families, staff and visitors using the Service. We
aim to protect the privacy and confidentiality by ensuring continuous improvement on our current systems
use, 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.
Privacy Statement
Our Service recognises that every individual has the right to ensure their personal information is accurate
and secure, and only used or disclosed to achieve the outcomes for which it was initially collected.
Personal information will be managed openly and transparently in a way that protects an individual’s
privacy and respects their rights under Australian privacy laws.
Related Policies
• Record Keeping Policy
• Dealing with Complaints Policy
•
Implementation
Early Childhood Services are required to comply with Australian privacy law which includes the Information
Privacy Act 2000 and the Health Records Act 2001.
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 fines for individuals and for organisations.
In order to comply with the Information Privacy Act, Services are required to follow the Australian Privacy
Principles (APPs), which are contained in Schedule 1 of the Information Privacy Act 2000 (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.
Our Privacy Notice is at the end of this Policy.
Definitions
Personal information: is information recorded in any form which identifies an individual, or from which the
identity of an individual is reasonably identifiable. This includes paper and electronic records, photographs,
video recordings, and similar records including both facts and opinion.
Health information: as defined by the Health Records Act 2001 (Vic) is any information or opinions about
a person’s physical, mental or psychological health or disability. This includes almost anything in relation to
information or opinions about a person’s health status, medical history, fitness, and vital statistics such as
weight and height.
Sensitive information: includes health information and any other information relating to a person’s racial
or ethnic origin, political opinions, religion, trade union or other professional or trade association, sexual
preferences, or criminal record. Such details are also classified as information about an individual.
Collection of personal information

We collect personal information if it is necessary for us to carry out Service operations or to comply with
our legal obligations. This includes information required to comply with the National Education and Care
Law and Regulations and to promote learning under the Early Years Learning Framework.
Information may also be collected to comply with other Laws including State or Territory Health Laws.
During the enrolment process the Approved Provider or Nominated Supervisor will:
• explain what personal information we need to collect, why we need to collect it, whether the
information is required or authorised by Law and how it may be shared.
• advise families about our Privacy and Confidentiality Policy and how to access it.
• attach a copy of our Privacy Notice to our Enrolment Form and other forms we use to collect
personal information.
• verbally advise children’s emergency contacts and authorised nominees that we have some of their
personal information on file and explain the advice in the Privacy Notice.
• explain the advice in the Privacy Notice to individuals who provide personal information verbally
(e.g., by phone).

We usually collect personal information directly from a parent or guardian either in writing or verbally, for
example during enrolment, when completing waiting list applications, or as we establish a partnership with
families in caring for and educating a child. We may also collect information through Family Law court
orders or agreements and inclusion support needs agencies.
We may occasionally request information from other organisations which you would reasonably agree is
necessary for us to educate and care for a child. We will not request information without obtaining the
consent of the individual (or parent) concerned.
In most cases, if we are unable to collect relevant personal information, we will be unable to enrol a child
at the Service.
The Approved Provider or Nominated Supervisor will advise individuals about any unsolicited personal
information we receive from other organisations and keep because it is directly related to our functions and
activities (unless we are advised not to by a Government authority). The Approved Provider or Nominated
Supervisor will destroy any unsolicited personal information that is not directly related to our Service
operations unless it adversely impacts the health, safety and wellbeing of a child or children at the Service.
If this happens the Approved Provider or Nominated Supervisor will contact the appropriate Government
authorities and take action as directed while protecting the confidentiality of the individuals concerned.
The personal information our service may request in regard 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
• Incident reports
• Medication reports
• Childcare benefit and childcare rebate information
• Medical records
• Permission forms
The personal information our service may request in regard to the 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

Use or disclosure of personal information
We will not use personal information for any purpose that is not reasonably needed for the proper or
effective operation of the Service. Personal information may be accessed by and exchanged with staff
educating and caring for a child.
We do not disclose your personal information to others unless you would have reasonably expected us to
do this, or we have your consent. For example, personal information may be disclosed to:
• emergency Service personnel so they can provide medical treatment in an emergency

• inclusion support agencies and educators
• work experience students (with consent)
• organisations related to the Service
• another Service to which a child is transferring where you have consented to the transfer
• the new operator of the Service if we sell our business and you have consented to the transfer of
enrolment and other documents listed in Regulation 177 of the National Education and Care
Regulations.
We may disclose personal information where we are permitted or obliged to do so by an Australian law. For
example, personal information may be disclosed to:
• authorised officers when our Service is assessed and rated under the National Education and Care
Law and Regulations
• Government employees (e.g., for CCS, Immunisation, Medicare purposes)
• software companies that provide childcare management systems
• software companies that provide tailored computer based educational tools for children
• lawyers in relation to a legal claim
• officers carrying out an external dispute resolution process
• a debt collection company we use to recover outstanding fees
• authorities, if we are taking action in relation to unlawful activity, serious misconduct, or to reduce or
prevent a serious threat to life, health or safety.
We do not disclose personal information to any person or organisation overseas or for any direct marketing
purposes.
Quality of personal information

The Approved Provider or Nominated Supervisor will take reasonable steps to ensure the personal
information we collect, use and disclose is accurate, current and complete. Educators and staff will:
• view original sources of information if practical when information is collected.

• collect and record personal information in a consistent format, for example using templates for
enrolment, incident, injury, trauma and illness and administration of medication.
• record the date personal information was collected or updated.
• update information in our physical or electronic records as soon as possible.
In addition, the Approved Provider or Nominated Supervisor will:

• remind families via newsletters, emails or through displays on the Service notice board to update
their personal information including emergency contact details and their child’s health information.
• ask parents to update their enrolment details annually, or whenever their circumstances change.
• verify the information is accurate, current and complete before disclosing it to any external
organisation or person.
Security of personal information

The Approved Provider or Nominated Supervisor will take reasonable steps to protect personal information
from misuse, interference and loss, unauthorised access, modification or disclosure. These steps include:
• taking responsibility for the security of personal information and regularly checking the practices
implemented to protect it. This will include management of access privileges to ensure only people
who genuinely need to see personal information can access it.
• ensuring information technology systems have appropriate security measures including password
protection, anti-virus and ‘malware’ software, and data backup systems.
• ensuring physical repositories of personal information are secure in the Nominated Supervisor’s
office in a locked filing cabinet.
• ensuring all educators and staff are aware of their obligations in relation to the collection, use and
disclosure of personal information, through activities like mentoring, staff meetings or on-line training
courses.
• requiring all educators, staff, volunteers and work experience students to sign a ‘Confidentiality
Statement’ acknowledging that personal information:
o can only be accessed if it is necessary for them to complete their job
o cannot be disclosed to other organisations (including colleges, RTOs) or discussed with
individuals outside the Service including personal family members unless they have written
consent from the person (or parent) concerned.
o must be stored in compliance with Service practices which safeguard its security.
Access to personal information

Individuals may request access to their (or their child’s) personal information and may request the
correction of any errors. These requests may be made to the Approved Provider or Nominated Supervisor
by telephone or email.
Personal information will be provided as soon as possible, and no later than 30 days from a request. We
will provide the information in the form requested, for example by email, phone, in person, hard copy or
electronic record unless it is unreasonable or impractical to do this for example due to the volume or nature
of the information.
The Approved Provider or Nominated Supervisor will always verify a person’s identity before providing
access to the information and ensure someone remains with the individual to ensure information is
not changed or removed without our knowledge.
There may be rare occasions when we are unable to provide access because we believe:
• giving access would be unlawful, the information relates to unlawful activity or serious misconduct,
or it may prejudice the activities of a law enforcement body.
• there is a serious threat to life, health or safety.

• giving access would unreasonably affect the privacy of others.
• the request is frivolous or vexatious, for example to harass staff.
• the information relates to legal proceedings (e.g., unfair dismissal claim) between the Service and
the individual.
• giving access would reveal sensitive information about a commercial decision.
We may, however, provide the information in an alternative way for example by:
• deleting any personal information which cannot be provided

• providing a summary of the information
• giving access to the information in an alternative format
• allowing the individual to inspect a hard copy of the information and letting them take notes.
We will advise you promptly in writing if we are unable to provide access to the information, or access in
the format requested. The advice will include the reasons for the refusal to provide the information (unless
it is unreasonable to do this) and information about how to access our grievance procedure.
Correction of personal information

Individuals have a right to request the correction of any errors in their personal information. These requests
may be made to the Approved Provider or Nominated Supervisor by telephone, email or post.
The Approved Provider or Nominated Supervisor will take reasonable steps to correct personal information
that is inaccurate, out of date, incomplete, irrelevant or misleading as soon as it is available. The Approved
Provider or Nominated Supervisor will:
• take reasonable steps to ensure information supplied by an individual is correct.

• verify the identity of an individual requesting the correction of personal information.
• notify other organisations about the correction if this is relevant, reasonable or practical.
• advise the individual about the correction to their information if they are not aware.
• if immediately unable to correct an individual’s personal information, explain what additional
information or explanation is required and/or why we cannot immediately act on the information
provided.
• if unable to correct the information, include reasons for this (for example we believe it’s current) and
inform the individual about our grievance procedure and their right to include a statement with the
information saying they believe it to be inaccurate, out-of-date, incomplete, irrelevant or misleading.
• correct the information, or include a statement if requested, as soon as possible.
We will not charge you for making a request to correct their personal information or for including a
statement with your personal information.
Complaints
If you believe we have breached Privacy Laws or our Privacy Policy, you may lodge a complaint with the
Approved Provider or Nominated Supervisor by telephone, email or by mail.

The Approved Provider or Nominated Supervisor will follow the Service’s grievance procedure to
investigate the complaint. Individuals who are unhappy with the outcome of the investigation may raise
their complaint with the Office Australian Information Commissioner.
• Associations Incorporation Reform Act 2012 (Vic)

• Child Wellbeing and Safety Act 2005
• Child Wellbeing and Safety (Information Sharing) Amendment Regulations 2020
• Education and Care Services National Regulations 2011: Regulations 181, 183
• Family Violence Protection Amendment (Information Sharing) Act 2017
• Freedom of Information Act 1982 (Vic)
• Health Records Act 2001 (Vic)
• National Quality Standard, Quality Area 7: Governance and Leadership Management
• Standard 7.3: Administrative systems enable the effective management of a quality service •
Privacy Act 1988 (Cth)
• Privacy Amendment (Enhancing Privacy Protection) Act 2012 (Cth)
• Privacy and Data Protection Act 2014 (Vic)
• Privacy Regulations 2013 (Cth)
• Public Records Act 1973 (Vic)
Sources
• 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.
• United Nations Convention of the Rights of a child
• Information Privacy Act 2000
• Australian Childcare Alliance – Changes to 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
Privacy Notice
Personal information will be managed openly and transparently in a way that protects an individual’s
privacy and respects their rights under Australian privacy laws.
We only collect or use personal information if this is needed to education and care to children at the
Service, or to comply with our legal obligations. We will take reasonable steps to make sure you know we
have your personal information, how we got it and how we will handle it.

We collect most personal information directly from a parent or guardian. We may also collect information
through our website, Family Law court orders or agreements, inclusion support agencies and training
courses. We may occasionally request information from other organisations which you would reasonably
agree is necessary for us to educate and care for a child.
The information collected includes information required under the National Education and Care Law and
Regulations or needed to promote learning under the Early Years Learning Framework. This includes
name, address, date of birth, gender, family contact details, emergency contact details, authorised nominee
details, parents’ occupations, cultural background, home language, religious beliefs, payment details,
childcare benefit information, Medicare number, immunisation records, medical information and medical
management plans, photos of children and information about children’s strengths, interests, preferences
and needs, including special needs.
We do not disclose personal information to others unless you would reasonably expect us to do this, we
have your consent, or we are complying with an Australian law.
We aim to keep the personal information we hold accurate, up-to-date and complete. This enables us to
provide high quality education and care while ensuring the health and safety of children, and it is also
important that we can contact you in the event of an emergency.
We have systems and practices in place to ensure personal information is secure and can only be
accessed by those who need the information or may legally access it.
You have the right to access your personal information. There are some circumstances under Australian
privacy laws where we may not be able to give you access. We will tell you if this is the case. There is
generally no cost for accessing your information. We will tell you if there is a charge before providing
access.
28. Family Law and Access Policy
NQF
QA2 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.
Regs 84 Awareness of child protection law
Aim
To ensure that the Service is upholding any responsibilities or obligations in relation to family law and
access at the Service.

Related Policies
• Child Safe and Child Protection Policy
Implementation
Both parents have full responsibility for their children until they reach 18 unless a Court orders otherwise.
This is not changed in any way as a result of a change in the parents’ relationship, for example, separation
or remarriage. If the relationship breaks down parental responsibility may be documented to clarify
responsibilities in relation to the child.
Definitions
Parental Responsibility: means that each parent/guardian has equal responsibility for their children’s
welfare, either in the long-term or on a day-to-day basis and includes matters such as where the children
will live and with whom they will have contact. It is not affected by any change in the parents’ relationship,
for example if they separate or remarry.
Parenting Orders: are orders that the court will make when parents cannot decide on matters themselves.
They change parenting responsibilities and stipulate which parent has what responsibilities. There are 4
types of parenting orders:
• Residence – an order to say with whom the child lives, including any shared arrangements
• Contact – an order to say the times that a child may have contact with a parent with whom they are
not living, or anyone else who plays an important part in their life, such as a grandparent (contact
can either be face to face, or by phone, letters)
• Child Maintenance – an order that provides for financial support of a child
• Specific Issues – an order about any other aspect of parental responsibility (this may include the
day-to-day care, welfare and development of a child, issues relating to religion, education, sport, or
other specific issue)
Parenting Orders by Consent/Parenting Plans: are orders where parents agree on the arrangements
for their child despite their relationship breaking down, they can apply to the Court for a “parenting order by
consent” or they can enter into a written Parenting Plan which records the agreed arrangement.
The Approved Provider or Nominated Supervisor will:
• ensure parents provide copies of any parenting orders or plans during the child’s enrolment
• request/remind parents to provide copies of any new or revised orders or plans
• ensure educators, staff and volunteers understand and comply with any parenting orders or
parenting plans that affect a child at the Service (as they are legally enforceable) in particular know
with whom the child lives, who they may have contact with, and any other specific legal rights and
responsibilities, set out in the documents. Services have a legal responsibility to ensure children
only leave the Service with the permission of the custodial parent (or in accordance with the
orders/plans). The orders/ plans can cover things like who has custody of and access to the child,
and who can make decisions about the child’s life.
Educators, staff and volunteers must:

• Never deliver a child to a non-custodial parent. They will contact the parent the child lives with, and
the police if needed, where the non -custodial parent refuses to leave.
• contact the custodial parent and if necessary, the Police if a person who is not authorised to collect
the child wishes to take the child and will not leave. The child will remain at the Service.
The Approved Provider, Nominated Supervisor and educators will not allow a parent to enter the Service
premises if they reasonably believe this would contravene a court order.
Residency
Residency can be a shared arrangement.
Parents/guardians, regardless of their marital status, have joint and equal legal responsibilities for their
children unless there is a Court Order determining otherwise. Service staff members and educators need to
be knowledgeable of which parent/guardian has specific legal rights and responsibilities. The Service will
need to access any relevant Court Orders issued. Services are not legally able to allow children to leave
the Centre without permission of the custodial parent/guardian.
In the case where guardianship and custody are legally defined, the Service’s policy must be followed as
stated on the enrolment form. When situations change a copy of the Custody Order must be provided to
the Service. Where confrontation situations arise over custody the child will be kept at the Service, the
custodial parent must be contacted without undue delay and if necessary, the Police and/or relevant
government departments.
Sources
The above information has been adapted from the Family Court of Australia website 2002
www.familycourt.gov.au Family Law Act 1975

• Guide to the Education and Care Services National Law and the Education and Care Services National
Regulations
• www.familycourt.gov.au
• Law Council of Australia www.familylawsection.org.au
• Family Law Act 1975

29. Record Keeping and Retention Policy
NQS
7.1.3 Roles and responsibilities - Roles and responsibilities are clearly defined, and understood,
and support effective decision making and operation of the service.
7.2.1 Continuous improvement - There is an effective self-assessment and quality improvement
process in place.
7.2.3 Development of professionals - Educators, co-ordinators and staff members’ performance is
regularly evaluated and individual plans are in place to support learning and development.
Reg 55 Quality improvement plans
125 Application of Division 4
126 Centre-based Services – general educator qualifications
146 Staff Record – Nominated Supervisor
147 Staff record – Staff Members
158 Children’s attendance record is to be kept by approved provider
167 Record of Service’s compliance
173 Prescribed information to be displayed
177 Prescribed enrolment and other documents to be kept by approved provider
180 Evidence of prescribed insurance
181 Confidentiality of records kept by approved provider
183 Storage of records and other documents
184 Storage of records after Service approval transferred
Aim
To ensure that our Service maintains appropriate records in line with our regulatory requirements.
Related Policies

Implementation
Victoria Gardens will ensure that essential records pertaining to children and families are kept in a secure
and confidential manner. Records can be kept electronically or hard copy. Records need to be kept for
children attending the Service, as well as for staff, students and volunteers.
Personal information must be securely stored, and people's personal details must not be discussed other
than as needed for the administration of the Service. All childcare services must comply with the National
Privacy Principles under the Privacy Act 1988 in handling personal information. These files, confidential
and non-confidential, will remain on premises for the duration of time outlined in the Education and Care
Services National Regulations 2019.
The following records are to be retained in a secure location at the Service:
• Child assessments or evaluations for delivery of the educational program (3 years after the child’s
last day of attendance)
• An incident, injury, trauma and illness record (Keep until the child is 25 years)
• Medication records (Keep until the end of 3 years after the child’s last attendance)
• Staff records
• Compliance History (Until the end of 3 years after the approved provider operated the Service)
• Record of volunteers and students
• Educator Performance Planning Records (Until 3 years after the record was created)
• Fire Drill Records (Until 3 years after the record was created)
• Public Liability Insurance –(Should be available for inspection at the Service)
• Records of the Responsible Person at the Service
• Record of Educators working directly with children
• Record of access to early childhood teachers (Until the end of 3 years after the staff member works
for the Service)
• Children's attendance record (Keep until the end of 3 years after the child’s last attendance)
• Child enrolment records (Keep until the end of 3 years after the child’s last attendance)
• Record of the Service's compliance with the Law (Until the end of 3 years after the approved
provider operated the Service)
• A record of Certified Supervisors placed in day-to-day charge of the education and care service
• Death of a child whilst being educated and cared for (Keep until 7 years from the child’s death)
• Quality Improvement Plan (Available for inspection at service and accessible to parents)
• Records of Service Policy Changes (Until 3 years after the document was created)
• Records of Family Complaints (Until 3 years after the document was created)
Records to be Kept in Relation to Staff

The following records must be kept in relation to the Service’s Nominated Supervisors:
• The full name, address and date of birth.

• Evidence of any relevant qualifications held by the Nominated Supervisor.
• If the Nominated Supervisor is actively working towards that qualification, records should include:
o Proof of enrolment.
o Documentary evidence that the Nominated Supervisor has commenced the course, is
making satisfactory progress towards the completion of the course, is meeting the
requirements of maintaining the enrolment.
o For Nominated Supervisors who are working towards the completion of a Diploma level
education and care qualification, proof that they hold an approved Certificate III level
education and care qualification or has completed the units of study in an approved
Certificate III level education and care qualification determined by ACECQA.
• Evidence of any approved training (including first aid training and Child Protection) completed by the
Supervisor.
• A current Working with Children Check.
The following records must be kept in relation to other staff members:
• The full name, address and date of birth.

• Evidence of any relevant qualifications.
• Evidence of any approved training (including first aid training and Child Protection) completed by the
staff member.
The following records must be kept in relation to the Educational Leader:
• The name of the educator who is designated at this role.
The following records must be kept in relation to Students and Volunteers:
• The full name, address and date of birth of each student or volunteer.
• The Approved Provider must also keep a record for each day on which the student or volunteer
participates in the Service, the date and hours of participation.
The following records will be kept in relation to the Responsible Person:
• The staff record must include the name of the responsible person at the centre-based service for
each time that children are being educated and cared for by the Service.
The following records will be kept in relation to educators working directly with children:
• The name of each educator.

• The hours that each educator works directly with children. Please note that a staff roster or time
sheet is sufficient record of this.
The following records will be kept in relation to access to early childhood teacher/s:
• The approved provider of a centre-based Service that provides education and care to 25 or more
children preschool age or under must ensure that a record is kept of the period that an early
childhood teacher is in attendance at the Service.
Records Relating to Enrolled Children

The following records will be kept in relation to enrolled children.
1. Documentation relating to child assessments or evaluations for delivery of the education
program
This should include:
• Assessments of the child’s developmental needs, interests, experiences and participation in the
education program.
• Assessments of the child’s progress against the outcomes of the educational program.
2. An Incident, Injury, Trauma and Illness Record
This is found within the Incident, Injury, Trauma and Illness Policy, and includes:
• Details of any incident in relation to a child or injury receive by a child or trauma to which a child
has been subject while attending Victoria Gardens. The following must be included:
o The name and age of the child. o The circumstances leading to the incident, injury or
trauma. o The time and date the incident occurred, the injury that was received or the child
was subjected to the trauma.
• Details of any illness which becomes apparent while the child is being educated and cared for by
the Service. The following must be included:
o The name and age of the child. o The relevant circumstances surrounding the child
becoming ill and any apparent symptoms. o The time and date of the apparent onset of the
illness.
• Details of the action taken by the Service in relation to any incident, injury, trauma or illness which
a child has suffered while being educated and cared for by the Service. The following must be
included:
o Any medication administered or first aid provided.
o Any medical personnel contacted.
• Details of any individual who witnesses the incident, injury or trauma.
• The name of any individual who Victoria Gardens notified or attempted to notify of any incident,
injury trauma or illness a child has suffered at the Service and the time and date of the notification
and notification attempts.
• The name and signature of the individual making an entry in the record and the time and date that
the entry was made.
• This record must be recorded as soon as is practicable, but not later than 24 hours after the
incident, injury, trauma or onset of illness occurred.
3. A medication record which includes the following:
• The name of the child

• The authorisation to administer medication signed by a parent or an individual named in the child’s
enrolment record as authorised to content to administration of medication.
• The name of the medication to be administered.
• The time and date the medication was last administered.
• The time and date or the circumstance under which the medication should be next administered.
• The dosage of the medication to be administered.
• The manner in which the medication is to be administered.
• If the medication is administered to the child:
o The dosage that was administered.
o The manner in which the medication was administered. o The name and signature of the
individual who administered the medication.
o If another individual is required to check the dosage, the name and signature of that
individual.
4. A record of attendance for enrolled children, including:

• The full name of each child attending the Service.
• The date and time each child arrives and departs.
• The signature/digital signature via of the individual who delivers and collects the child to Victoria
Gardens premises or the signature of the nominated supervisor or an educator.
5. Child enrolment records which include the following:
• The full name, date of birth and address of the child.

• The name, address and contact details of:
o Each known parent of the child
o Any individual who is to be notified of any emergency involving the child if any parent of the
child cannot be immediately contacted
o Any individual who is an authorised nominee
o Any individual who is authorised to consent to medical treatment of, or to authorise
administration of, medication to the child. o Any individual who is authorised to authorise an
educator to take the child outside the education and care Service premises.
o Details of any court orders, parenting orders or parenting plans provided to the approved
provider relating to powers, duties, responsibilities or authorities of any individual in relation
to the child or access to the child.
o Details of any other court orders provided to the approved provider relating to the child’s
residence or the child’s contact with a parent or other individual.
o Gender of the child
o Language used in the child’s home
o Cultural background of the child and parents (if applicable)
o Any special considerations for the child (e.g., cultural, religious, dietary requirements or
additional needs)
o Authorisations signed by a parent, or an individual named in the enrolment record as
authorised to consent to the medical treatment of the child or nominated supervisor to seek:
▪ Medical treatment for the child from a registered medical practitioner,
hospital or ambulance Service.
▪ Transportation of the child by any ambulance Service. o Authorisation to
take the child on regular outings.
o The name, address and telephone number or the child’s registered medical practitioner or
medical Service.
o The child’s Medicare number if available.
o Details of any specific healthcare needs of the child including any medication conditions or
allergies including whether the child has been diagnosed as at risk of anaphylaxis, diabetes
or asthma including details of any medical management plan.
o Details of any dietary restrictions for the child o The immunisation status of the child
o A notation that states that a staff member or approved provider has sighted a child’s health
record.

The Approved Provider must ensure that the documents referred to above in relation to a child enrolled at
the Service are made available to a parent of the child on request. In line with this, if a parent’s access to
the kind of information referred to in this documentation is limited by an order of a court, the approved
provider must refer to the court order in relation to the release of information concerning the child to that
parent.
The record of compliance referred to above must be available for access on request by any person.
Business Records
Business Records should be kept for a minimum of 7 years after completed or otherwise expired in its
operation or effect. Depending on regulatory body is relevant for your business, the record keeping
requirements may vary (ASIC, ATO, Department of Education and Training, Australian Government).
• Financial Records
• Legal Records
• Employee Records
• Policy and Procedure
• Other business Records
Storage of Records
Records made by our Service will be stored in a safe and secure location for the relevant time periods as
set out as required by law and regulations and only made accessible to relevant individuals.
If a Service is transferred under the law, documents relating to a child must not be transferred without the
express consent of the child’s parents.
Confidentiality and Storage of Records
The Approved Provider will ensure that information kept in a record is not divulged or communicated
through direct or indirect means to another person other than:
• The extent is necessary for the education and care or medical treatment of the child to whom the
information relates.
• A parent of the child to whom the information relates, except in the case of information kept in a staff
record.
• The Regulatory Authority or an authorised officer.
• As expressly authorised, permitted or required to be given by or under any Act or law.
• With the written consent of the person who provided the information.
Sources
• Privacy Act 1988
• Office of the Australian Information Commissioner (https://www.oaic.gov.au/)

Appendices
Position descriptions
Early Childhood Educator – Cert III
Position Title: Early Childhood Educator
Qualification: Certificate III in Early Childhood Education and Care (or equivalent) Conditions:
*Must hold or be willing to obtain
• A certificate III in Early Childhood Education and Care or equivalent (in accordance with the
Education and Care Services National Law Act 2010 and Education and Care Services National
Regulations 2011)
• A current Working with Children’s Check (WWC)
• A Current First Aid Qualification in accordance with ACECQA guidelines
• A current Asthma Management Certificate
• A current Anaphylaxis Management Certificate
Background information:
Victoria Gardens cares for and educates children from 2 months to 6 years of age. The centre is open from
7.30 am- 6.00pm, Monday to Friday excluding public holidays. All centre staff work a 9-day fortnight and
have rotating shifts that consist of an early shift, middle shift and a late shift.
Victoria Gardens Long Day Care and Early Learning Centre is:
• An accredited Child Care Centre with the National Child Care Accreditation Council
• An accredited Asthma Friendly centre
• An accredited Sun Smart Centre
• Operates a registered and Funded Kindergarten Program
Management Structure:
1) All centre employees/educators report directly to the Centre Director
2) In the absence of the Centre Director, all employees/educators report to the Centre Coordinator
3) In the absence of both the Centre Director and Centre Coordinator all employees/educators report
to the Centre 2IC
4) In the absence of the Centre Director, Centre Coordinator and Centre 2IC, the team leaders will
ensure that the centre runs smoothly until their return
Specific Skills Required:

• An understanding of the Education and Care Services National Law
• An understanding of the Education and Care Services National Regulations
• An understanding of the National Quality Standard- o Quality Areas o Standards o Elements
• An understanding of Child Safe Standards and Reporting Requirements
• An understanding of the Quality Improvement Plan
• Demonstrated ability to develop and implement developmentally appropriate educational
programs for children reflecting critical elements from the current Frameworks- o Belonging,
Being & Becoming: The Early Years Learning Framework (EYLF) o The Victorian Early Years
Learning and Development Framework (VEYLDF)
• An understanding of the National Quality Rating and Assessment
• An understanding of the Occupational Health & Safety Act & Regulations
Position Objective:
• To promote cultural safety, participation and empowerment for Aboriginal children and their
families.
• To promote cultural safety, participation and empowerment of children and their families from
culturally and/or linguistically diverse backgrounds.
• To promote safety, participation, and empowerment of children with a disability.
• To operate in a professional manner always.
• Ensure that the centre meets the requirements of the centre’s policies and procedures,
Education and Care Services National Regulations and Law, National Quality Standard and
Organisational Relationship.
• The Early Childhood Educator (Cert III) is accountable to, reports to, and takes direction from
the Qualified Early Childhood Educator – Team Leader, the Centre Director, Centre Coordinator,
Centre 2IC and Board of Management.
Responsibilities and Duties

1) General responsibilities
• To be responsible to the Qualified Early Childhood Educator – Team Leader, Centre Director, Centre
Coordinator and Second in charge and Board of Management for the operation of the room which
includes children and their families, the program, the direction of educators/students/volunteers and
relevant administration.
• To comply with the Australian Early Childhood Association Code of Ethics, as well as the centre’s
code of conduct and code of ethics.
• To act in accordance with the authority delegated by the Qualified Early Childhood Educator – Team
Leader, the Centre Director, Centre Coordinator and Centre 2IC and Board in dealing with situations
of an urgent nature, which require immediate action, in order for the centre to comply with the
Regulations, Law and the Act.
• To operate within the requirements of the centre’s philosophy, policies, and procedures.
• To be actively involved in any quality assurance program for the centre.
• To respect the confidentiality of information relating to families and children and to comply with the
centre’s privacy policy.
• Ensure workplace harassment and discrimination does not occur.
• Maintain prompt hours and notify the Director or centre staff in the event of illness or absence.
• Attend staff meetings once a month.
• Other duties as directed by the Qualified Early Childhood Educator – Team Leader, Centre Director,
Centre Coordinator, Centre 2IC and Board of Management peripheral to the position.
2) General duties
• To ensure the health and safety of children
• To provide care for children
• Promoting and providing healthy food and drinks
• To provide care for babies and toddlers
• To comfort and settle children, as required at rest times, giving them individual attention and comfort
as required
• Developing positive and respectful relationships with children
• Using an approved learning framework to guide your practice
• To support the holistic development of children in early childhood
• Providing experiences to support children’s play and learning
• Using information about children to inform practice
• Identifying and responding to children and young people at risk
• To provide emergency first aid when required
• To work within a legal and ethical framework
• Attend to daily laundry, cleaning duties and general set-up and pack up away of the centre
equipment as required.
3) Specific responsibilities
3.1 Children
• To assist and contribute to developing, in consultation with the children, families, educators and
other professional organisations under the guidance of the Early Years Learning Frameworks, an
educational program, which is appropriate to the individual developmental needs and interests of
the children. The program will reflect the centre’s policies, philosophy, the needs of the community
and be culturally appropriate and respectful.
• To take document written observations on group and/or individual children and to share this
information with the Qualified Early Childhood Educator – Team Leader to use within their program
plans/curriculum and with families when requested or where appropriate to do so.
• To make suggestions for experiences/activities within the program/curriculum where appropriate to
the Early Childhood Educator – Team Leader
• Discuss any concerns regarding a child’s well-being and personal safety with Qualified Early
Childhood Educator – Team Leader, or the Centre Director.
• To provide a healthy, safe, and welcoming environment and ensure that children are supervised
always.
• To build and maintain meaningful relationships, to ensure effective and respectful communication
and collaboration.
3.2 Families
• To provide opportunities for the families to provide information about their children and family
background, etc.
• To provide information about the program, the operation of the room and child development for
Families where appropriate.
• To communicate with families on their child’s development and progress at the centre both formally
and informally where appropriate.
• To ensure that new families are appropriately orientated into the centre where appropriate.
• Build and maintain meaningful relationships, to ensure effective and respectful communication and
collaboration.
3.3 Educators
• To attend monthly staff meetings.
• To work as a member of a cooperative team.
• To share housekeeping tasks of preparation, hygiene, safety and packing away related to the
program, with other educators.
• To work cooperatively with the Qualified Early Childhood Educator – Team Leader, Centre Director,
Centre Coordinator, Centre 2IC, Board of Management, and all educators to ensure the centre
operates in a safe work environment and that staff follow safe work practices.
• To participate in the appraisal process.
• To keep abreast of current issues relating to children’s Services and to liaise with relevant early
childhood Services and other professional Services and organisations within the community.
• To comply with the professional development requirements in any industrial award or agreement set
out by the centre.
• To ensure that the correct safety procedures are followed, when lifting heaving objects, cleaning
away hazards/bodily fluids, etc. (aware of the OHS standards set by the centre)
collaboration.
3.4 Centre Director, Centre Coordinator, Centre 2IC & Board of Management
• To work in a cooperative and professional manner, ensuring open communication on all issues.
• To attend and contribute to regular staff meetings.
• To complete, within the required timelines, all relevant program related reports and data collections
required by the Centre Director, Centre Coordinator, Centre 2IC and Board of Management (where
appropriate).
• To report to the OHS Supervisor/2IC on urgent and ongoing maintenance that is required.
collaboration.
Accountability and extent of authority

• The Early Childhood Educator (Cert III) is directly accountable to the Qualified Early Childhood
Educator – Team Leader, the Centre Director, Centre Coordinator, Centre 2IC and Board of
Management.
• The Early Childhood Educator (Cert III) must report issues/concerns to the Qualified Early
Childhood Educator – Team Leader who will take such action as is necessary to ensure the health
and safety of children, educators, students, volunteers, and families within the centre and on
approved activities outside the centre.
Essential characteristics and competencies

• Great interpersonal skills and an ability to communicate effectively, respectfully, and professionally
with the children, Qualified Early Childhood Educator – Team Leader, Centre Director, Centre
Coordinator, Centre 2IC, Board, families, educators, other professionals.
• Work in a cooperative, flexible, and professional manner with children, families, Qualified Early
Childhood Educator – Team Leader, Centre Director, Centre Coordinator, Centre 2IC, Board and
educators.
• A caring and sincere nature.
• Well-developed self-motivation and initiative skills.

• Look for ways to improve current work practice and processes. • Ability to take responsibility for
personal work outcomes
• An ability to ensure confidentiality of information.
• A willingness and ability to work with all age groups, abilities, cultures, and backgrounds.
• An interest in, and appreciation of, the cooperative nature of community care and education.
Conditions of employment
This position is a permanent full-time position and rotates on a 2-year basis through all four children’s
rooms run by Victoria Gardens. This rotation ensures the continuity of care of the children. This position is
in the Explorers room (6 months to 2 years age group). A 9-day fortnight applies for this position.
As an employee at Victoria Gardens, you will be entitled to:
• a safe workplace environment

• a dedicated rest area/tearoom/meals area
• 4 weeks annual leave per annum
• 12 days sick leave per annum
• Superannuation

Early Childhood Educator – Team/Room Leader
Position Title: Qualified Early Childhood Educator – Team/Room Leader

Qualification: Diploma of Early Childhood Education or higher Conditions:
• A diploma of Early Childhood Education or higher

• A current Food Safety Level 1 Certificate
• A Certified Supervisors Certificate – to be nominated as a Certified Supervisor at the centre
• A current Protecting Children – Mandatory Reporting and other Obligations for the Early Childhood
Sector Certificate
• Operates a registered and funded Kindergarten Program
to the Centre 2IC
ensure that the centre runs smoothly until their return

• A clear understanding of the Education and Care Services National Law
• A clear understanding of the Education and Care Services National Regulations
• A clear understanding of the National Quality Standard- o Quality Areas o Standards o Elements
• A clear understanding of Child Safe Standards and Reporting Requirements
• A clear understanding of the Quality Improvement Plan
programs for children reflecting critical elements from the current Frameworks- o Belonging, Being

& Becoming: The Early Years Learning Framework (EYLF) o The Victorian Early Years Learning
and Development Framework (VEYLDF)
• A clear understanding of the National Quality Rating and Assessment
• An understanding of the Occupational Health and Safety Act and Regulations
Position Objective:
• To develop and provide a high quality developmentally appropriate, educational program for the
children for whom the educator is responsible for. This program is to be developed in consultation
with the Early Years Learning Frameworks, children, and the families of children attending and be
responsive to the needs of the community.
• To promote cultural safety, participation and empowerment for Aboriginal children and their
families.
• To provide leadership and collaborate as a member of a cooperative team to provide a
developmentally appropriate educational program and environment.
• Ensure that the centre meets the requirements of the centre’s policies and procedures, Education
and Care Services National Regulations and Law, National Quality Standard and Organisational
Relationship
• The Qualified Early Childhood Educator – Team Leader is accountable to, reports to, and takes
direction from the Centre Director, Centre Coordinator, Centre 2IC and Board of Management.

• To be responsible to the Centre Director, Centre Coordinator and Second in charge and Board of
Management for the operation of the room which includes children and their families, the program,
the direction of educators/students/volunteers and relevant administration.
• To undertake all responsibilities associated with being a certified supervisor, in accordance with the
Education and Care Services National Regulations and National Quality Standards.
• To act in accordance with the authority delegated by the Centre Director, Centre Coordinator and
Centre 2IC and Board in dealing with situations of an urgent nature, which require immediate action,
in order for the centre to comply with the Regulations, Law and the Act.
• Provide relevant written information and referral to an appropriate person (alongside the Centre
Director and/or Centre Coordinator), in accordance with the enrolment policy and procedures, as
specified by the Centre Director, Centre Coordinator and Centre 2IC.
• Attend staff meetings once a month, hold a family information session once a year, hold
family/educator interviews once a year (unless advised otherwise).

2) General/daily duties

•
To ensure the health and safety of children
as required
• Developing positive and respectful relationships with children
• Using an approved learning framework to guide your practice
• Supporting the holistic development of children in early childhood
• Providing experiences to support children’s play and learning
• Using information about children to inform practice
• Identifying and responding to children and young people at risk
• Providing emergency first aid when required
• Working within a legal and ethical framework
• Assisting and guiding other educators in their programming and planning
• Mentoring other educators and support staff, finding opportunities for further professional
development and professional networking
• Attending to general set-up and pack up of the centre equipment as required.
3) Specific responsibilities to:
3.1 Children
• To develop, in consultation with the children, families, educators and other professional
organisations under the guidance of the Early Years Learning Frameworks, an educational program,
which is appropriate to the individual developmental needs and interests of the children. The
program will reflect the centre’s policies, philosophy, the needs of the community and be culturally
appropriate and respectful.
• To display the educational program.
• To develop, record and maintain specific objectives for individual children based on regular written
observations across all aspects of each child’s development and to share this information with
families when requested or where appropriate to do so.
• To link specific objectives for individual children into the program.
always.
• To discuss with relevant centre educators, the Centre Director, Centre Coordinator and Centre 2IC
and assistants the needs of families and children attending the centre so they can carry out their
duties effectively.
collaboration.
3.2 Families
• To actively encourage and support family involvement in developing and implementing the program
at the centre.
background, etc.
• To provide regular information about the program, the operation of the room and child development
for families in the form of newsletters, posters, and notices.

•
and informally.
• To ensure that new families are appropriately orientated into the centre.
Build and maintain meaningful relationships, to ensure effective and respectful communication and
collaboration.
• To address any questions or concerns that the family may have about their child’s care or the
program at the centre.
3.3 Educators
• To be responsible for the day-to-day supervision of educators performing duties related to the
group/s for which the position is directly responsible.
• To attend monthly staff meetings, to facilitate effective communication and programming for the
centre. The frequency of other forms of meetings such as Family/Educator interviews, etc will be
determined by the Centre Director, Centre Coordinator.
• To provide leadership while working as a member of a cooperative team and encourage educators
who are involved in the program to contribute to the planning and implementation of the
developmentally appropriate educational program.
• To work cooperatively with the Centre Director, Centre Coordinator, Centre 2IC, Board of
Management, and all educators to ensure the centre operates in a safe work environment and that
staff follow safe work practices.
• To participate in the appraisal process.
out by the centre.
away hazards/bodily fluids, etc. (aware of the OHS standards set by the centre)
collaboration.
• To prepare written reports concerning the educational program as required.
• To attend and contribute to regular leader meetings.
required by the Centre Director, Centre Coordinator, Centre 2IC and Board of Management.
• To report to the Centre Director, Centre Coordinator and Centre 2IC on equipment and materials
needed for the program.
collaboration.

•
• The Qualified Early Childhood Educator – Team Leader is directly accountable to the Centre
Director, Centre Coordinator, Centre 2IC and Board of Management.
• The Qualified Early Childhood Educator – Team Leader has the authority to take such action as is
necessary to ensure the health and safety of children, educators, students, volunteers, and families
within the centre and on approved activities outside the centre.
The Qualified Early Childhood Educator – Team Leader is responsible for making recommendations
to the Centre Director, Centre Coordinator, Centre 2IC and Board of Management on matters
relevant to the educational program and its impact on the operation of the centre.

• Excellent interpersonal skills and an ability to communicate effectively, respectfully, and
professionally with the children, Centre Director, Centre Coordinator, Centre 2IC, Board, families,
educators, other professionals.
• Able to work in a cooperative, flexible, and professional manner with children, families, Centre
Director, Centre Coordinator, Centre 2IC, Board and educators.
• Well-developed leadership and self-motivation skills.
• Commitment to continuous improvement, including current work practice and processes.
• Excellent communication skills – oral and written.
• Well-developed organisational skills.
• Ability to demonstrate and model excellent practice in working in partnership with children, families
and colleagues.
• Ability to manage conflict and deal with highly sensitive matters whilst maintaining a professional
manner at all times.
• Ability to take responsibility for personal work outcomes.
This position is a permanent full-time position. The Qualified Early Childhood Educator – Team Leader will
work 25 hours per week contact time and 13 hours per week as non-contact time. All working conditions
will be in accordance with VECTAA.
• A safe and inclusive workplace environment

• A dedicated rest area/tearoom/meals area
• Non-contact time for performing Team Leader duties
• Superannuation

Early Childhood Educator – Education Support
Position Title: Early Childhood Educator – Education Support

• A certificate III in Early Childhood Education and Care, or equivalent (in accordance with the
Regulations 2011)
• Operates a registered and funded Kindergarten Program
to the Centre 2IC
ensure that the centre runs smoothly until their return (Please see foyer ‘staffing structure’)

• An understanding of the Quality Improvement Plan
programs for children reflecting critical elements from the current Frameworks-
o Belonging, Being & Becoming: The Early Years Learning Framework (EYLF) o
The Victorian Early Years Learning and Development Framework (VEYLDF)
• An understanding of the National Quality Rating and Assessment
Position Objective:
• To promote cultural safety, participation and empowerment for Aboriginal children and their families.
Relationship
• The Early Childhood Educator – Education Support is accountable to, reports to, and takes direction
from the Qualified Early Childhood Educator – Team Leader, the Centre Director, Centre
Coordinator, Centre 2IC and Board of Management.

• To be responsible to the Qualified Early Childhood Educator – Team Leader, Centre Director, Centre
Coordinator and Second in charge and Board of Management for the operation of the room which
includes children and their families, the program, the direction of educators/students/volunteers and
relevant administration.
• To act in accordance with the authority delegated by The Qualified Early Childhood Educator –
Team Leader, the Centre Director, Centre Coordinator and Centre 2IC and Board in dealing with
situations of an urgent nature, which require immediate action, in order for the centre to comply with
the Regulations, Law and the Act.
• Other duties as directed by the Qualified Early Childhood Educator – Team Leader, Centre Director,
Centre Coordinator, Centre 2IC and Board of Management peripheral to the position.
• To ensure the health and safety of children
• To provide care for babies and toddlers
as required
• Provide routine support for educators at the centre
• Communicate with educators about routine matters
• Assist teachers with communication with parents about routine matters

•
• Provide basic physical and emotional care for students such as toileting, meals and lifting
Communicate with children to ensure their inclusion in daily activities
• Address immediate behaviour issues relating to specific children to maintain a safe environment for
all
• Assist with coordination and planning of children’s routines
• Attend to daily laundry, cleaning duties and general set-up and pack up of the centre equipment as
required.

2.1 Children
other professional organisations under the guidance of the Early Years Learning Frameworks, an
educational program, which is appropriate to the individual developmental needs and interests of
the children. The program will reflect the centre’s policies, philosophy, the needs of the community
and be culturally appropriate and respectful.
• To take document written observations on group and/or individual children and to share this
information with the Qualified Early Childhood Educator – Team Leader to use within their program
plans/curriculum and with families when requested or where appropriate to do so.
the Early Childhood Educator – Team Leader.
always.
collaboration.
2.2 Families
background, etc.
• To provide information about the program, the operation of the room and child development for
Families where appropriate.
collaboration.
2.3 Educators

• To work cooperatively with the Qualified Early Childhood Educator – Team Leader, Centre Director,
Centre Coordinator, Centre 2IC, Board of Management, and all educators to ensure the centre
operates in a safe work environment and that staff follow safe work practices.

out by the centre.

•
To ensure that the correct safety procedures are followed, when lifting heaving objects, cleaning
away hazards/bodily fluids, etc (aware of the OHS standards set by the centre).
collaboration.
appropriate).
collaboration.

• The Early Childhood Educator – Education Support is directly accountable to the Qualified Early
Childhood Educator – Team Leader, the Centre Director, Centre Coordinator, Centre 2IC and Board
of Management.
• The Early Childhood Educator – Education Support must report issues/concerns to the Qualified
Early Childhood Educator – Team Leader who will take such action as is necessary to ensure the
health and safety of children, educators, students, volunteers, and families within the centre and on
approved activities outside the centre.

with the Children, Qualified Early Childhood Educator – Team Leader, Centre Director, Centre
Coordinator, Centre 2IC, Board, families, educators, other professionals.
• Work in a cooperative, flexible, and professional manner with children, families, Qualified Early
Childhood Educator – Team Leader, Centre Director, Centre Coordinator, Centre 2IC, Board and
educators.
• A commitment to improve current work practice and processes. • Ability to take responsibility for
personal work outcomes
This position is a permanent full-time position and rotates on a 2-year basis through all four children’s
rooms run by Victoria Gardens. This rotation ensures the continuity of care of the children. This position is
in the Explorers room (6 months to 2 years age group). A 9-day fortnight applies for this position.


A dedicated rest area/tearoom/meals area
• Superannuation

•
Early Childhood Educator – Outside School Hours Care
Position Title: Early Childhood Educator – Outside School Hours Care

• A certificate III in Early Childhood Education and Care, or equivalent (in accordance with the
Regulations 2011)
• Operates a registered and funded Kindergarten program
• Operates a registered Out of School Hours care program
to the Centre 2IC
ensure that the centre runs smoothly until their return.

programs for children reflecting critical elements from the current Frameworks-

o Belonging, Being & Becoming: The Early Years Learning Framework (EYLF) o
The Victorian Early Years Learning and Development Framework (VEYLDF) o My
Time, Our Place: Framework for School Age Care in Australia (MTOP)
• A clear knowledge of children’s developmental requirements.
Position Objective:
• To provide high quality childcare through assisting in the preparation of programs and implementing
and evaluating the outside of school hours care experiences of the children.
• To work closely with the Service Manager/Team Leader to provide programs for children aged 5 –
12 years in Before School Care, After School Care and Vacation Care.
• To promote cultural safety, participation and empowerment for Aboriginal children and their families.
Relationship.
• The Outside School Hours Care Program Educator is accountable to, reports to, and takes direction
from the Service Manager/Team Leader, Centre Director, Centre Coordinator, Centre 2IC and Board
of Management.

• To be responsible to the Service Manager/Team Leader, Centre Director, Centre Coordinator and
Second in charge (2IC) and Board of Management for the operation of the out of school hours
Service which includes children and their families, the program, the direction of
educators/students/volunteers and relevant administration.
• To act in accordance with the authority delegated by the Service Manager/Team Leader, Centre
Director, Centre Coordinator and Centre 2IC, and Board in dealing with situations of an urgent
nature, which require immediate action, in order for the centre to comply with the Regulations, Law
and the Act.
• Other duties as directed by the Service Manager/Team Leader, Centre Director, Centre Coordinator,
Centre 2IC and Board of Management peripheral to the position.
• Supervision of children at all times
• Assisting children undertaking various formal and informal activities in both indoor and outdoor play
areas
• Daily setting up and putting away furniture and equipment
• Ensuring that all areas remain clean throughout the day, including:
o Cleaning toys, equipment, furniture, dishes, floor and bathroom
o Sweeping and raking as required o Picking up toys/equipment
off floor.
• Ensuring the general hygiene of all children
• Demonstrated knowledge, skills and understanding of the National Quality Framework, Victorian
Early Years Framework, Framework for School Age Care in Australia (MTOP) and the Education
and Care National Regulations and Act
• Working autonomously under general direction
• Recognising and appropriately respond to incidents, accidents and emergencies
• Acting professionally towards resolution of any conflict that may arise
• Assisting children who have injured themselves, using current first aid knowledge.
• Administer any medication necessary – only if requested in writing by a parent/guardian –in
accordance with the Services policies and procedures.
• Direct, assist and comfort children when necessary.
• Assisting in the preparation and serving of snacks and cleaning up afterwards.
• Be familiar with the daily operation of the program, including roll call, routines, parent payments,
fees and any other relevant information pertaining to the program.

2.1 Children
other professional organisations under the guidance of the Early Years Learning Frameworks and
the Framework for School Aged Care, an educational program, which is appropriate to the individual
developmental needs and interests of the children. The program will reflect the centre’s policies,
philosophy, the needs of the community and be culturally appropriate and respectful.
the Service Manager/Team Leader.
always.
collaboration.
2.2 Families
background, etc.
• To provide information about the program, the operation of the out of school hours Service and child
development for families where appropriate.
collaboration.
• To deal with parent complaints and/or direct them to the Centre Director.
2.3 Educators
• To work cooperatively with all educators and management to ensure the centre operates in a safe
work environment and that staff follow safe work practices.
out by the centre.
away hazards/bodily fluids, etc (aware of the OHS standards set by the centre).
collaboration.
appropriate).
collaboration.

• The Outside School Hours Care Program Educator is directly accountable to the Service
Manager/Team Leader, Centre Director, Centre Coordinator, Centre 2IC and Board of Management.
• The Outside School Hours Care Program Educator must report issues/concerns to the Centre
Director who will take such action as is necessary to ensure the health and safety of children,
educators, students, volunteers, and families within the centre and on approved activities outside
the centre.
• The Outside School Hours Care Program Educator may be required to make immediate decisions
when handling customer requests. Decisions about customer issues, as well as advice offered to
other staff, must be based on a sound knowledge of the centre and its programs and procedures
and must be reported to the Service Manager/Team Leader as required.

with the children, the Service Manager/Team Leader, Centre Director, Centre Coordinator, Centre
2IC, Board, families, educators, other professionals.
• Work in a cooperative, flexible, and professional manner with children, families, Centre Director,
Centre Coordinator, Centre 2IC, Board and educators.
• Well-developed organisational skills.
• A commitment to improve current work practice and processes.
• Ability to take responsibility for personal work outcomes
The Victoria Gardens Outside of School Hours Care (OSHC) program is looking to employ a qualified
assistant coordinator for the after-school care component of the program. The position is a 6-month
contracted position, with a strong possibility of extension. The hourly rate is dependent on the applicant’s
qualifications in accordance with current Enterprise Agreements. The successful applicant will be required
to start immediately.

• A dedicated rest area/tearoom/meals area
• Superannuation

Code of Conduct
Victoria Gardens Early Learning Centre Code of Conduct
Management, all staff, educators, students and volunteers are required to observe child safe principles and
expectations for appropriate behaviour towards and in the company of children, as noted below.
All staff of Victoria Victoria Gardens Early Learning Centre are responsible for supporting the
safety, participation, wellbeing and empowerment of children by:
• adhering to Victoria Garden’s Child Safe Policy at all times
• taking all reasonable steps to protect children from abuse
• treating everyone with respect
• listening and responding to the views and concerns of children, particularly if they are telling you
that they or another child has been abused and/or are worried about their safety or the safety of
another
• promoting the cultural safety, participation and empowerment of Aboriginal and Torres Strait Islander
children, promoting the cultural safety, participation and empowerment of children with culturally
and/or linguistically diverse backgrounds (for example, by having a zero tolerance of discrimination)
• promoting the safety, participation and empowerment of children with a disability (for example,
during personal care activities)
• reporting any allegations of child abuse to Children’s Centre Coordinator and ensure any allegation
is reported to the police or child protection
• reporting any child safety concerns to Centre Coordinator
• if an allegation of child abuse is made, ensuring as quickly as possible that the child/ren are safe
• encouraging children to ‘have a say’ and participate in all relevant organisational activities where
possible
• ensuring relationships with families outside of the Service (including via social media and
babysitting) remain professional and do not impact on the Service or the child
Staff and volunteers must not:
• develop any ‘special’ relationships with children that could be seen as favouritism (for example, the
offering of gifts or special treatment for specific children)
• exhibit behaviours with children which may be construed as unnecessarily physical
• put children at risk of abuse
• engage in open discussions of a mature or adult nature in the presence of children (for example,
personal social activities)
• use inappropriate language in the presence of children
• express personal views on cultures, race or sexuality in the presence of children
• discriminate against any child, including because of culture, race, ethnicity or disability
• ignore or disregard any suspected or disclosed child abuse
By observing these standards, you acknowledge your responsibility to immediately report any breach of
this code to the Centre Coordinator and/or relevant supervisor or manager. If you believe a child is at
immediate risk of abuse phone 000.
I agree to adhere to Victoria University Children’s Centre’s Staff Code of Conduct:

Name: __________________________________Signature:
___________________________________________

Observation Templates and Documentation
Permission to Gather and Record Information
STUDENT’S NAME __________________________________________
PLACEMENT DATES FROM: _____________________ TO:

___________________________
GROUP/ROOM
_______________________________________________________________
I / we give permission for _____________________ to record and document information about our
children/Students using the following possible means:
• Photographs(camera only - no mobile phones/iPads)
• Collecting some samples of work
• Written snapshots (observation of the child/student )
(Please note next to your name if you do not approve of any of the above means) ALL
INFORMATION WILL REMAIN CONFIDENTIAL.
No names will be disclosed, and records will only be viewed by the individual student/s and
Institute supervising teacher/s. The individual child’s/ student’s families (parents) may, on request,
view any records or documented information relevant to their individual child/ student.
Parent/s names / signatures:
Childs/Student Name Permission to Parent name and Signature
use photos
1
2
3
4
5
Child’s name/initials Age Date:
Country of birth
Parents’ country of 1. 2.
birth
Parents’ occupation 1. 2.
Initials and ages of
sibling
Child’s position in
the family
Any other family
members living at
home
Popular family
activities
Child’s special
interest /
favourite toy /
experiences
Days at the centre
Allergies /illness
Any goals or areas

to work on
Any other relevant
information
Child Background Information
Running Record
Written in Present Tense e.g., Sam runs across the yard.
Focuses on one child only. Longer detailed observation.

Insert child
Child Name: Click or tap here to enter text. symbol here
Date: Insert date Age: Click or tap here to enter text.
Start Time: Click or tap here to enter text. End Time: Click or tap here to enter text.

Observation:
Analysis (include development, learning outcomes, links to theory etc.):
What next:
Learning Story
Written in Past Tense. There is no distinction between the observation and the analysis; they are written together i.e.,
Alex climbed quickly to the top of the 6 rung climbing frame, one foot per bar, demonstrating her gross motor
confidence, spatial awareness and ability to orientate herself using increasingly complex patterns (LO 3.2.3 & 3.2.6).
Learning stories focus on dispositions & what learning has taken place. The observation can be carried over several
days or weeks, following the topic of interest/learning and could be written over a few pages. Learning stories usually
include the voice of the child &/or family i.e. The next day (date) Alex asked, “Hey Bruce, can I add some more
equipment to make the obstacle course trickier?” Alex then ran to the shed where she entered decisively, “Hey, come
on, let’s make the course harder” she called out enthusiastically over her shoulder to Jacob, showing her developing
leadership skills. When I shared the observation and images of what Alex collaboratively created with her peers, her

grandmother stated “Oh Alex is loving the monkey bars at the park! She can swing right across without any help!” This
highlights that extending her physical skills is a strong interest for Alex currently. As a four-year-old, the ability to
negotiate monkey bars exceeds the norms of development for the age/stage, indicating that gross motor development
may be a strength for Alex. To further support her physical risk taking and capability extension I will…
Insert child Photo/s:
Title of Observation: Click or tap here to enter text. symbol here
Child Name: Click or tap Age: Click or tap

Date/s: Insert date here to enter text.
here to enter text.
Location: Choose an
At: Click or tap here to enter text.
item.
Recorder: Click or tap here to enter text.
Learning Story:
Jottings
Include a page per child – this is where you write down information about the child that is not written in any of the other
observations. E.g., what the child has said, liked etc. Add a jotting page in your observations for each child. Include a
date and then your notes for each jotting. Add or delete dates below as you need to. Jot down anything new that
children say/do, or the family tell you that you might use in planning play spaces, intentional teaching, routines etc. for
the following week.
Child Name: Click or tap here to enter text. Insert child symbol here

Date
00/0/00
00/0/00
00/0/00
00/0/00
00/0/00
00/0/00
00/0/00
00/0/00

Play Space Planning Sheet
Student’s name: Group:

Date of implementation:
Name of Space:
_________________________________________________________________________
_______
Reason for chosen play space (EYLF e.g. teacher initiated, child initiated, community,
development):
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
____
Goals:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
____________________________
Material/equipment/space required:
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________ Indoor /Outdoor:
__________________________________________________________________
Developmental Domains
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______
©DET 2021 Victoria Gardens Policies and Procedures Manual Number of children play space is
intended for:
_______________________________________________________________________________
_______________________________________________________________________________
__
Strategies to promote learning and development:

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
________
Evaluation after day 1 (e.g. equipment, learning, interactions, positioning, developmentally

appropriate, WHS)
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
___
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
____________
Modifications made during/after day 1

_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
_______________________________________________________________________________
______
Evaluation after day 2 (e.g. equipment, learning, interactions, positioning, developmentally
appropriate, WHS)
_________________________________________________________________________
©DET 2021 Victoria Gardens Early Learning Centre
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
______________________________________
Photo of Play Space
How did you discuss the effectiveness of your planned experience with the service
supervisor? What was the feedback?
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
_________________________________________________________________________
__________________________________________

Permission to record and gather information on children
Student form
GROUP/ROOM: ________________________
STUDENT’S NAME: ___________________________________________________________
PLACEMENT DATES: FROM _____________________TO: _____________________________
I / we give permission for a Student/s from _______________________________ institute to

record & document information about our children using the following possible means:
• Photograph
• Collecting some samples of work
• Written observation of the child
• Background information & additional child/family Information
• Audio
• Parent / teacher interview
(Please note next to your name if you do not approve of any of the above means)
ALL INFORMATION WILL REMAIN CONFIDENTIAL.

No names will be disclosed, and records will only be viewed by the individual student/s and
Institute supervising teacher/s. The individual child’s families (parents) may, on request, via
the room leader, view any records or documented information relevant to their individual
child.
Parent/s names / signatures:
Parent name Child name Parent signature

1
2
3
4
5
6
7
8
9
10
11
12
13
14

15
Student – please note: you will need to use a new document for each room that you are
doing your placement in

Anecdotal Record
Written in Past Tense e.g., Sam ran across the yard. Shorter observation with some detail. May include an image.
Analysis (include development, Insert Photo below or delete
Insert child
Child Name: Click or tap here to enter text. symbol here
learning outcomes, links to section:
theory etc.):
Date: Age: Click or tap here to enter text.

Location: Choose an item. At: Click or tap here to enter text.
Recorder: Click or tap here to enter
Time: Click or tap here to enter text.
text.
Observation:
What Next:

Work Sample
Written Past Tense to summarize what the child/ren were doing/saying/learning as they were creating. May include an image, photocopy or example of
creation.
Insert child Analysis: Insert Photo(s) below or delete
Title of Observation: Click or tap here to enter text. symbol here section:
Child Name: Click or tap Age: Click or tap
Date: Insert date here to enter text.
here to enter text.
What next:

Templates
My Special Information Sheet
Settling in
My name is:
D.O.B:
I live with:
Special people in my life:
My pets:
I am allergic to:
My cultural background is:
I speak these languages:

Specific conditions (e.g.,
asthma)
My comfort toy or object during
the day (apart from sleep time):
Does the child have any deep
fears about anything in
particular (e.g., noise)?
Are there any words that we
need to know that have special
meaning for your child?
Does your child have any
brothers or sisters?
Toileting
Is your child able to use the Y/ N / independently/ with help
toilet?
Does your child wear nappies all
day?
Rest
Does your child sleep during the
day? If yes, for how long?
If no does your child prefer to
rest, do quiet activities, other?
At home does your child sleep in
a cot or bed (or other)?
Does your child have a
comforter in bed?
Does your child like to sleep on
his/her side, back, other?
Does your child have special
routines on being put to bed?
Is there any important language
to use at sleep/rest time?
Eating
Does your child have any
special dietary requirements
(e.g., vegetarian, food
allergies)?
Is there any food your child
particularly likes?
Is there any food your child
particularly dislikes?
How does your child usually
eat?
Do you have any specific
mealtime routines?
Parents’ goals and concerns

What particular goals do you
have for your child whilst at the
centre?
Educational goals:
Emotional/social/personal goals:
Language goals:
Physical goals:
What do you feel are your child’s
strengths?
What engagement, involvements
and interests do you share as a
family at home and in the
community? (e.g., gardening,
arts, football)
Is there any further background
information that you feel may
assist us in providing the service
best suited to your needs and
the needs of your child? (e.g.,
child rearing practices, religious
activities/toys/interests)

Child background information form
Child’s name/initials
Date of collection of information
Age Years: Months: DOB: / /
Country of birth
Parents’ country of birth 1. 2.
Parents’ occupations 1. 2.
Languages spoken at home
Initials and ages of any siblings
Child’s position in family
Any other family members living

at home (e.g., grandparents,
cousins)
Popular family activities
Child’s special interest, favourite

toys/experiences
Booking / Attendance M T W T F
Permission for student

photography
Allergies / illnesses
Any other comments or relevant

information
Emergency Evacuation Record

If there has been an evacuation at your Service, please complete all details in this form for record keeping. If
the reason for the evacuation was a drill, write ‘drill’ as the reason for evacuation, but also include the reason
for the simulation, such as ‘fire’ or ‘gas leak’, etc.
Centre/Service Details:
Name and position of person

completing the record:
Name and position of other

educators/adults present:
Room Name:
Room Number:
Date and Time:
Reason for evacuation:
Number of participants present:
Number of participants absent:
Time taken to evacuate to

assembly point:
Problems/challenges with
evacuation:
Weather conditions:
Additional notes/feedback/areas for improvement:
Emergency Evacuation Verification Form
I verify that the student named below followed the Victoria Gardens Emergency Evacuation
procedure when performing a simulated evacuation drill.
Student name:
This included:
1. Evacuating all children/toddlers and infants in their care

2. Checking to ensure no children were left behind
3. Remaining calm
4. Gather the emergency evacuation pack, mobile phone, emergency contact list, staff sign-in
sheets and children’s attendance records.
5. Gathering and walking children to the nominated assembly point
6. Closing windows and doors where possible
7. Checking the attendance rolls at the assembly point and informing the supervisor immediately if
anyone was missing.
8. Supporting and supervising children until the incident was declared safe or until children’s
family arrives.
9. Referring children to the first aid person, if required
10. Remaining at the evacuation assembly point until advised by the Fire Warden it was safe to
reenter the building
Assessor name:
Date verified:
Assessor initials
Incident Report Form
Please complete this form to report a workplace emergency or incident.

Some fields have drop down menus and calendars to select from.
Details of the incident
Kind of incident (Select Choose an item.
most applicable option)
Type of incident Choose an item.

(Select most applicable
option)
Incident classification Choose an item.
option)
Impacted persons Choose an item.
option)
Description of incident
Date of incident Click or tap to enter a date.

Time of incident
Date reported Click or tap to enter a date.
Location incident occurred
Building
Exact location
Reporting persons details
Name of person reporting
Contact number
Contact email
Manager or supervisor’s details
Manager or supervisor
name
If an injury did not occur, please write NIL in each table under the blue heading.
Injured person details
Name of injured person
Contact number
Contact email
Injury details
Description of injury
How did the injury occur? Choose an item.

option)
What was the injury a Choose an item.
result of?
option)
Injured body part (Select Choose an item.
Medical treatment (Select Choose an item.

Injury Report Form
Please complete this form to report a work-related injury.

Some fields have drop down menus and calendars to select from.
Details of the incident

Kind of incident (Select Choose an item.
Type of incident Choose an item.

option)
Incident classification Choose an item.

option)
Impacted persons Choose an item.
option)
Description of incident
Date of incident Click or tap to enter a date.

Time of incident
Date reported Click or tap to enter a date.
Location incident occurred
Building
Exact location
Reporting persons details
Name of person reporting
Contact number
Contact email
Manager or supervisor’s details
Manager or supervisor
name
If an injury did not occur, please write NIL in each table under the blue heading.
Injured person details
Name of injured person
Contact number
Contact email
Injury details

Description of injury
How did the injury occur? Choose an item.

option)
What was the injury a Choose an item.
result of?
option)
Injured body part (Select Choose an item.
Medical treatment (Select Choose an item.

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Policies and Procedures

©DET 2021 Victoria Gardens Policies and Procedures Manual

©DET 2021 Victoria Gardens Policies and Procedures Manual

The licence does not apply to:

• trademarks or branding, including the Victorian Government logo, the Department of

©DET 2021 Victoria Gardens Policies and Procedures Manual

Victoria Gardens Early Learning Centre Overview

©DET 2021 Victoria Gardens Policies and Procedures Manual

• The centre focuses on supporting children’s health, safety and wellbeing.

©DET 2021 Victoria Gardens Policies and Procedures Manual

• Creating a warm, welcoming and friendly environment, where a collaborative approach

©DET 2021 Victoria Gardens Policies and Procedures Manual

(a) Hygiene practices.

Equipment and Environment

Microwave steam sterilisers Educators

• Read the instructions carefully.

Hygienic Nappy Change Procedure

Hygienic Toileting Procedure

©DET 2021 Victoria Gardens Policies and Procedures Manual

If the child has soiled or wet their clothing:

Dental Hygiene and Care

©DET 2021 Victoria Gardens Policies and Procedures Manual

For older children or adults:

Food Preparation and Food Hygiene Procedure

• Wash hands before food preparation.

©DET 2021 Victoria Gardens Policies and Procedures Manual

Cooking with Children

• Helping choose what to cook.

Food Safety, Temperature Control and Transport Procedure

©DET 2021 Victoria Gardens Policies and Procedures Manual

Protecting food from contamination will be achieved by:

The following will be considered when transporting food:

©DET 2021 Victoria Gardens Policies and Procedures Manual

Food Storage Procedure

For cold storage, the following applies:

©DET 2021 Victoria Gardens Policies and Procedures Manual

3. Incident, Injury, Trauma and Illness Policy

©DET 2021 Victoria Gardens Policies and Procedures Manual

Regs 12 Meaning of serious incident

85 Incident, injury, trauma and illness policies and procedures

86 Notification to parents of incident, injury, trauma and illness

©DET 2021 Victoria Gardens Policies and Procedures Manual

Administration of First Aid

©DET 2021 Victoria Gardens Policies and Procedures Manual

Notification of serious incidents and complaints

A serious incident includes:

• The death of a child

Identifying signs and symptoms of illness

©DET 2021 Victoria Gardens Policies and Procedures Manual

High Temperatures or Fevers

Methods to reduce a child’s temperature or fever:

When a child has a high temperature or fever

©DET 2021 Victoria Gardens Policies and Procedures Manual

Colds and flu (running nose)

Diarrhoea and Vomiting (Gastroenteritis)

Non-infectious causes of gastroenteritis include:

©DET 2021 Victoria Gardens Policies and Procedures Manual

• Avoidance of eye contact

Educators can assist children dealing with trauma by: