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Quality Area 2: Children's health and safety

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Katherine Johnson

on 16 March 2016

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Transcript of Quality Area 2: Children's health and safety

National Quality Standard
Quality Area 2: Children's health and safety

10 Key Factors of Quality Area 2
1. Maintaining adequate supervision of children
2. Configuring groupings of children to minimize risk of over crowding, injury and illness
3. Monitoring and minimizing hazards and safety risks in the environment
4. Managing illness and injuries effectively
5. Implementing effective hygiene practices
6. Providing for individual children’s health, sleep, rest and relaxation requirements
7. Meeting the children’s nutrition requirements and promoting healthy food choices
8. Promoting children’s physical activity
9. Encouraging and supporting childhood immunization
10. Understanding obligations under state or territory child protection legislation.


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


The service ensures that:

• children’s nutritional and physical health needs are met
• learning about healthy lifestyles underpins everyday routines and experiences.
Standard 2.3 - Each child is protected
Conclusion
Reflection and Evaluation:
A strong sense of wellbeing is fundamentally connected to children’s sense of belonging, being and becoming. When children feel well they are able to fully participate in, and learn from, the daily routines, play, interactions and experiences in their early childhood setting.
Services that promote children’s wellbeing clearly include a focus on basic practices such as:
Supervising children adequately.
Ensuring the safety of equipment and the environment.
Good hygiene and safe sleep procedures.
Managing illness and injuries effectively.
Meeting children’s nutritional needs.
Standard 2.1
Each child's health is promoted
Service supports all aspects all aspects of children's health with a focus on:
Ensuring each child's health & comfort requirements are met
Effective hygiene practices
Management of injuries & illness.

2.1 Aim
Aim:
Physical wellbeing contributes to children’s ability to concentrate, cooperate and learn (Early Years Learning Framework, page 30)
Creation of quality education and care:
Being healthy, well rested and free of illness assists children to be able to participate happily and successfully in the learning environment.

Element 2.1.4
Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.

2.1.3 Assessment
Assessor may
Observe:
Hygiene practices that reflect health regulations
Safe & hygienic storage, handling, preparation & serving of food & drink.
Actively supporting children to learn hygiene practices.
Discuss:
How the service accesses information on current hygiene practices
Cleanliness is consistently maintained
Maintenance of washing toys
Sight:
Health & hygiene policy & procedures
Evidence that families are provided with information about these policies.
Element 2.1.1
Each child's health needs are supported
Children are encouraged to take responsibility for their own health and physical wellbeing
Important that all staff are aware of all children's health requirements
Communicate with families, children and staff about changing health needs.
2.1.1 Assessment
Assessors may
Observe:
Communication with families & staff about children's health requirements
Implementing appropriate practices when administering medication.
Discussing health issues with children
Discuss:
How information about child's health requirements is communicated to all staff members
Sight:
A written process for & record the administration of medication, including a witness
The services medical conditions policy
Enrollment records containing health information & authorizations for each child enrolled at the service.
Individual medical plans
Element 2.1.2
Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
Children & their families requirements for children's comfort & welfare in relation to daily routines.
Educators and coordinators provide a range of active and respectful experiences throughout the day and support children to make appropriate decisions regarding their participation in activities and experiences. (Early Year Learning Framework, pages 14 & 32)
2.1.2 Assessment
Assessors may
Observe:

Children; communicating their needs for comfort & assistance, demonstrating a sense of belonging & comfort in their environment.
Groupings of children configured to provide for each child's needs (to minimise risk)
Privacy needs for privacy during toileting and/or dressing and undressing times being respected.
Discuss:
Work with families to support children's toilet learning
Negotiate sleep & rest routines & practices with families
Sleep & rest times shared with families
Sight:
Families being provided with daily information about their child's sleep & rest patterns
Planning that reflects the input of children into rules & routines
Element 2.1.3
Effective hygiene practices are
promoted and implemented

Maintaining high standards of hygiene is essential in preventing the spread of infectious diseases.
In setting educators and coordinators promote continuity of children’s personal health and hygiene by sharing ownership of routines and schedules with children, families and the community. (EYLF page 32)
Spending time in education & care service and being exposed to large number of children for some time provide an opportunity for infectious diseases to spread.
Not possible to stop the spread of infectious/illnesses but however some infectious diseases can be prevented.

Assisting children to take growing responsibility for their own health & physical wellbeing
Routines providing opportunities for children to learn about health & safety.
2.1.4 Assessment
Assessors may
Observe:
Staff members maintaining a hygienic environment for children
Children consuming food & drink in hygienic manner
Educators observing and responding to signs of illness & injuries and recording it.
Discussing/involving health & safety issues with children
Discuss:
Information about recognised health & safety guidelines is sourced & used to inform policies & practices
Services implemented its procedure for notifying families of illness or injures
Services responds to a serious accident or health-related emergency involving a child.
Sight:
educators first aid qualifications
Staff rosters that demonstrate a first-aid-qualified educator is on duty at all times.
Every service to ensure that every aspect of child safety is protected.
2.3 Aims
Aims
:
Secure relationships lead to development of confidence in a child and allows them to feel respected and valued.
Importance of wellbeing - ensures the maximisation of learning and development.
Creation of quality education and care:

Fundamental right of a child to be protected and kept safe whilst in an approved service.
(UN Rights of a Child, 2014).
If children
not
kept safe there is a risk to their physical health and wellbeing; can affect children’s experiences and learning for life.
2.2 Aim
Aim:

A strong sense of health and wellbeing supported by good nutrition and an active lifestyle provides children with confidence, energy and optimism that contributes to their ability to concentrate, cooperate and learn (Early Years Learning Framework, page 30; Framework for School Age Care, page 30).
Creation of quality education and care:
Learning about healthy lifestyles, including nutrition and physical fitness, is integral to wellbeing and self-confidence.
Element 2.2.1-
Healthy eating is promoted and food and drink provided by the service are nutritious and appropriate for each child.
Enable children to be active participants in play and leisure through good nutrition.
Education and care settings should provide children opportunities to experience a range of healthy and to learn about healthy choices from educators and other children.
Assessment 2.2.1
Assessors may:
Observe:
Educators promoting healthy lifestyles by modelling, reinforcing and implementing healthy eating.
Educators following the services procedures for the safe storage and heating of food and drink.
The provision of food that is consistent with the Australian Government guidelines Get Up and Grow: Healthy Eating and Physical Activity for Early Childhood and/or Dietary Guidelines for Children and Adolescents in Australia.
Discuss:
How the service meets the needs of children with special dietary requirements
How the service consults with families about appropriate food.



Sight
The services health and safety policy
Written procedures on the safe storage and heating of food and drink
Resources for families on nutrition and where to get more information
Furniture and utensils that are age appropriate and developmentally suitable.
Element 2.2.2-
Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.
Children have a positive physical wellbeing that contributes to their ability to socialise, concentrate, cooperate and learn.
In play and leisure programs physical activities are prioritised to provide children with the foundations for their growing independence and satisfaction in being able to do things for themselves.
Assessment 2.2.2
Assessors may
Observe:
The implementation of movement and physical activity as part of the program.
The provision of support and the encouragement of children's participation according to their abilities.
Indoor and outdoor physical activity.


Discuss:

How the service maintains a balance between spontaneous and planned activity
How the service considers children’s own ideas in planning activities
Sight:
The planned program
Evidence that information about the importance to physical activity is communicated to families


Key Questions to guide reflection on practice for Standard 2.2
1.
How can we encourage children to make healthy food and beverage choices?
2.
How do we encourage children to solve problems in relation to physical challenges in the environment?
1.
How do we find out about individual children's health requirements & routines?

2.
How do we arrange routine times to ensure that children are able to follow their individual routines, including arrangements for children who do not or wish to sleep or rest when other children do?
Element 2.3.1 –
Children are adequately supervised at all times
Key Questions to guide reflection on practice for Quality Standard 2.3
1.
How do we plan to ensure all ares used by children are effectively supervised, including when children are participating in high-risk activities?

2.
How do we ensure children are alerted to safety issues and encouraged to develop the skills to assess and minimise risks to their own safety?
Promote the learning and development of every child by creating a physical and social environment that will instill a positive impact
(EYLF, p. 14)
Supervision is a key component in ensuring that children’s safety is being protected within the service.
Service must ensure all educator are aware and alert to all risks and hazards that may be present within the environment.

2.3.1 Assessment –
Supervision

Assessors may:
Observe
All areas of the service must be supervised – especially babies and toddlers when eating and drinking.
Children must be within sight and/or hearing of an educator
Children should be unable to access unsupervised areas
In times of increased risk educators must be supervising closely
Educators should adjust their level of supervision depending on:
Skills, age mix, dynamics and group size of the children being supervised.
Equipment, furniture and activities should support and allow access to quiet and private spaces.

Discuss

Educators should discuss with colleagues, whether new, existing or relief, all supervision arrangements to ensure effective and adequate supervision is applied throughout the service.
These arrangements should be made to be flexible if the situation demands it (eg. Small groups of children whilst sleeping or playing outdoors).

Sight

Educators should show evidence of planning for supervision in all aspects of the service environment (indoor and outdoor ares, excursions, risk assessments and supervision implications).

Environment – Educators should:
Foster children’s capacity to understand and respect the social and natural environment of the service.
Encourage exploration, problem-solving, facilitate opportunities to create and construct in challenging and safe ways.
Protection - Children have a right to be protected from:
Potential hazards and dangers.
Products, plants, animals, objects and people.
Immediate and wider environment.

Element 2.3.2 –
Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
2.3.2 Assessment
Assessors may:
Observe
Educators should always and consistently:
Conduct safety checks and maintenance – remove potential hazards (building, equipment and environment).
Implement service policy and procedure for use and storage of dangerous products.
Implement risk minimisation plans.
Follow service procedures for releasing children (to parents/guardians or nominated persons).
Supervise all who enter/leave centre.
Talk with children about their safety.
Ensure children are unable to access unsafe/hazardous food/drink, medication, equipment, toys, plants, environments (eg. Power plugs, hot stoves, epi-pens).
Ensure a tobacco and drug- free environment.
(National Regulation 82)
Observe safe sleep practices.
Discuss
Educator approach to safety

Checks of buildings, sun protection policy, child’s involvement in food preparation.
Sight
Appropriate documentation policies, procedures, plans, records etc. for all aspects regarding safety in the centre (eg. Risk management plans, attendance records, medical conditions policy and procedure, policy for working with water and sun protection).
(National Regulations 90-91, 99 & 161-162)

2.3.3 – Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practiced and implemented.
Educators and co-ordinators should provide a warm, trusting relationship, and a predictable and safe learning environment.
Management of emergencies and incidents should be planned to protect adults and children in order to meet relevant occupational health and safety legislation.

2.3.3 Assessment
Assessors may:
Observe

Emergency procedures displayed throughout the centre.
Educators having access to working telephone and emergency numbers at all times.
Educators having ready access to emergency equipment.
Discuss
How the service communicates with families in the event of an emergency or incident.
All educators and staff members are aware of and understand all emergency plans and procedures.
How educators discuss emergency plans with children within the centre.
Adequate training is provided to all staff members regarding emergency equipment and procedure.
Sight
Record and evaluations of emergency drills kept.
Current emergency contacts for children are kept in a portable way.
(National Regulations 177-178)
Written evidence of training, testing of emergency equipment, emergency and evacuation procedures.
(National Regulations 168 (2)(b) & (d) )

Element 2.3.4 –
Educators, co-ordinators and staff member are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.
Educators to provide consistent emotional support to assist children to interact with others in mutually supportive ways to encourage positive learning experiences.
Act when required and be aware of current child protection policy and procedures.
2.3.4 Assessment
Assessors may:
Observe
Educators listen and respond to families comments about their child.
Be vigilant in observing and responding to signs of abuse or neglect.
Discuss
All staff are aware of their obligations under
child protection law
.
All new or relieving staff are to be made aware of their responsibilities.
Sight
Educators to show evidence of information and/or training provided to staff.
Provide information to families about service practices in relation to child protection.
All staff to collaborate with all relevant authorities/professionals to support children with protection needs/requirements.
Current local community resources available within the centre.

Key Questions to guide reflection on practice for Standard 2.1
Amy Donnelly, Bridget O'Dea
& Katherine Johnson

References
Under National Law of WA, page 106, Section 165, it is an offense to inadequately supervise a child. Can result in fines of $10 000 or more.
Under National Law of WA , page 109, Section 167, failure to protect a child from harm or injury can result in a fine starting at $10 000 for the educator.
National Regulations 100-102, pages 80-83, outlines need for proper planning, conducting and authorisation of risk assessment for excursions.
Under National Regulation 168, every service must have policies and procedures - relating to protection of every child's healthy and safety, provision of a safe environment, and illness and injury procedures.
Under National Law Regulations of WA, page 63, regulation 78 all children must have access to safe drinking water at all times; and are offered food and beverages appropriate to the needs of each child on a regular basis throughout the day. Penalty: $2000.


(Early Childhood Australia, NQS PLP eNewsletter, 2012)
Thanks for listening!
Australian Children’s Education and Care Quality Authority. (2013).
Guide to the National Quality Standard
. Retrieved from: http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard

Australian Government Department of Education, Employment and Workplace Relations. (2009).
Belonging, Being and Becoming: The Early Years Learning Framework for Australia
. Retrieved from: https://www.coag.gov.au/sites/default/files/early_years_learning_framework.pdf

Early Childhood Australia. (2015).
National Quality Standard Professional Learning Program: Health, Safety and Wellbeing.
Retrieved from: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/NQS_PLP_E-Newsletter_No29.pdf

Government of Western Australia, State Law Publisher. (2012).
Education and Care Services Law Act.
Retrieved from: www.slp.wa.gov.au

Government of Western Australia, State Law Publisher. (2014).
Education and care Services National Regulations
. Retrieved from: www.slp.wa.gov.au

Unicef. (2014).
United Nation Convention on the Rights of the Child
. Retrieved from: http://www.unicef.org/crc/index_30160.html
Under National Law Regulations of WA, pages 63-64, regulation 90-96 an approved service must have a policy for managing medical conditions which sets out practices on relation to: Management of medical conditions procedures requiring parents to provide a medical management plan, medication must not be administered to a child at a service without authorisation by a parent or person with the authority to consent to administration of medical attention to the child.
Under the National Law of WA, page 105, Section 165, the provider of an education & care service must ensure that all children being educated and cared for by the service are adequately supervised at all time that the children are in the care of that service.
Penalty: $10 000 in the case of an individual and $50 000 in any other case.
Under National Law Regulations of WA, page 70, regulation 77 & 168. To minimise risk of children, an education & care service or a family day care educator must implement; Adequate health & hygiene practice & safe practice for handling preparing & storing food. Must also have laundry facilities with the service. Max penalty $2000
Under the National Law Regulations of WA, page 60, regulations 85-87, 168, 177-178, 183. An approved service must have in place policies & procedures in the event that a child is injured, becomes ill or suffers a trauma. This must include the requirement that a parent to be notified ASAP.
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