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FAMILY HANDBOOK 2018

OUR FOCUS IS YOUR FAMILYIt is a condition of enrolment that this handbook is read and understood by families. Your understanding and acceptance of the centre’s policies and practices ensures quality care is provided to your child, and the centre operates smoothly and according to the relevant regulations. This is your centre – please become involved so that together we can make Taigum Child Edu-Care Centre shine.

FULL FEE 0-2 Yrs

2-3 Yrs

3-5 Yrs

LESS CCB

LESS 50% REBATE (paid to Centre)

TOTAL DAILY FEE

YOUR GROUP

Starting Date

YOUR CHILD’S EDUCATORS ARE:

Lead Educator Co educator

This handbook works in conjunction with our policy handbook located in the admin foyer

UPDATED NOVEMBER 2017

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facebook.com/ TaigumBrisbane

2 F A M I L Y H A N D B O O K


1 Early childhood is ... 3

2 Our philosophy 3

3 The centre group sizes 4

4 Educator qualifications 4

5 Hours of operation 4

6 Management of the centre 5

7 Priority of access 5

8 The settling in process 6

9 Maintaining home culture 7

10 Fees 7

11 Absenteeism 8

12 Children with additional needs 8

13 Health 9

14 Illness/injury/trauma and incidents 11

15 Safety, water, emergency and evacuation procedures 11

16 Program 11

17 Students 14

18 Partnerships and Communication with Families 15

19 Communication with educators 16

20 Delivery and collection of children 16

21 Parking 16

22 Visits and excursions 17

23 Publicity 17

24 Notice board/emails/ Facebook 17

25 Sun policy 17

26 Birthdays – candles 17

27 Transitioning to the next room 17

28 Child protection – mandatory reporting 17

30 Attendance 18

31 Nutrition and food 18

32 What to Bring to Care 23

33 Anaphylaxis 23

34 Junk materials/Sustainability 24

35 Thank you for choosing our centre 25

Invitation 28

The childcare service is licensed by the Office for Early Childhood Education and Care, under the Education and Care services National Law and must comply with this law and the Education and Care National Regulations.

The office for Early childhood education and Care contact details are 07 3634 0532 or email [email protected]

Approval number: PR 40001996

Service approval: 00000728

We can translate our centre policies into your home language

Wir können unser Zentrum Politik in Ihre Muttersprache zu übersetzen

Nous pouvons traduire nos politiques de centre dans votre langue à la maison

F A M I L Y H A N D B O O K 3


1 Early childhood is ...Early childhood is… a period of momentous significance for all people growing up in our culture. It is during this time that children enter the social worlds beyond the family, and establish themselves, more or less easily and successfully, as members of a community of their peers. It is during this time too, that they first encounter and deal with the challenges set to them by our system of education-challenges which,for many children, are unlike any they have ever met before. By the time this period is over, children will have formed conceptions of themselves as social beings, as thinkers, and as language users, and they will have reached certain important decisions about their own abilities and their own worth. This places a very special responsibility on those involved in the teaching of young children during this period.

2 Our philosophyAt Taigum Child Edu-Care Centre, we encourage children, families and educators to pursue learning together in an engaging and nurturing environment supported by dedicated and caring professionals.

CHILDRENTaigum Child Edu-care centre believes children are confident, competent and resourceful learners who are capable of constructing their own knowledge of the world around them.

Educators are committed to developing relationships with individual children that are focused on being responsive and respectful and promote children’s sense of security and belonging.

We view children as growing participants in our society, whose social, emotional, physical, and intellectual development is crucial to their future; where we ensure our staff members use dynamic and evolving learning strategies to best meet these needs

Positive guidance strategies are developed that demonstrate respect and understanding of individual children. We strive to recognise and understand why each child may behave in a certain way or why behaviour may occur in particular circumstances or at specific times of the day.

FAMILIESWe believe open, honest communication between families and Educators forms a strong link between the educational setting and home, where family involvement is encouraged and embraced. We recognise the importance of communication and collaboration between families, children and educators. We develop meaningful relationships with families and children that are respectful and promote their identity and sense of belonging.

We build on our cultural competence by reinforcing our empathy, diversity and social justice through recognising the importance culture plays within families, children and educators.

The wellbeing of families extends to the wider community as we acknowledge the diversity of the families including all cultures and Aboriginal and Torres Strait Islander people.

We also extend partnerships to the wider community including professionals and resources to strengthen the connections between our family community and Taigum Child Edu-Care Centre.

Taigum Child Edu-Care Centre fosters a positive organisational culture that values openness and trust, where staff and families are motivated to ask questions, debate issues and contribute to each other’s ongoing learning and inquiry.

A regular ongoing cycle of planning and review, which includes consultation with families ensures we develop an ongoing Quality improvement plan that also meets the needs of our community.

ENVIRONMENTAll participants of Taigum Child Edu-Care Centre are committed to the promotion of every individual’s health and safety. The centre will uphold the highest quality health and hygiene and safety practice.

Taigum Child Edu-Care Centre aims to create environments both inside and outside that are natural, inviting, inclusive and rich in possibilities. We strive to create an environment that reflects the participants. Environments are set up using a variety of media to empower children to make choices, promote relationships and imagination through play.

We believe that the physical environment affects the behaviour and development of the people, both children and adults who live and work in it. We add to the environment in ways that enrich children’s experiences and invite participation in creating exciting spaces for children that include cultural diversity, indigenous education and sustainable practices.

Educators facilitate learning and respect for the environment by giving careful consideration to children’s environments indoors and outdoors. We have a commitment to sustainability and conservation as well to the natural environment.

STAFF Ongoing educator development and training is fostered to ensure that educators are kept up to date with the changing regulations, standards and industry trends required to provide a high level of care and education. All employed at Taigum abide by the code of ethics of the centre. The staff at Taigum will work together as a team to ensure quality outcomes for children and deliver the highest quality of care and education. Taigum values and embraces the diversity among the staff team.

Management are committed to ensuring that adequate training and professional development is provided to ensure all our Educational professionals are able to continue to grow and learn and adjust our teaching practices to meet the necessary changes within the Early Childhood Sector.

Ongoing reflection and evaluation of teaching strategies, curriculum and policies and procedures is essential for us to exceed the necessary standards for children, families’, community and governing bodies.

EDUCATIONOur predominantly play based curriculum reflects our commitment to the Early Years Learning Framework and for the Kindergarten rooms also the Queensland Kindergarten Guidelines



Our Educators support and value play based experiences and undertake both spontaneous and planned opportunities for children to be active learners and efficient communicators.

Play based learning is enhanced through scaffolding the children’s learning by supporting and extending on children knowledge and skills via spontaneous and intentional teaching.

At Taigum, all Educators are committed to ensuring that there are ongoing reflective practices as well as assessments of learning within all areas of the curriculum.

Taigum Child Edu-care Centre is a place of life-long learning, diversity, and inclusivity. We commit to ensuring everyone who enters our centre feels welcomed and confident in how we will help to shape their children’s lives. We want all our families to know and feel that we aren’t just a Child Care centre – we are a community, where our focus is your family.

References

ECRP. Vol 7 No 1. Assessing the quality of Early Years Learning Environments

Cultural Competence in Early Childhood Education and Care Services, SNAICC Consultation Overview (2012)

Unravelling the essence of the Early Years Learning Framework

Educators’ Guide to the Early Years Learning Framework

National Quality Framework Resource Kit

3 The centre group sizesOur Centre provides long day care for children between the ages of two weeks and school entry age. The centre is fully licensed according to current legislation and conforms to all regulations concerning building, space, number and educator qualification requirements.

The groupings are as follows:

Group sizes

0 to 15 months

15 months to 3 years

3 to 5 years

1:4

1:5

1:11

4 Educator qualificationsAll educators have completed or are encouraged to complete tertiary study.

Nominated Supervisors Bachelor of Education or Advanced Diploma of Child Care or equivalent

Educational Leaders Bachelor of Education or Diploma of Child Care

Lead Educators Diploma of Child Care or completing

Teachers Bachelor of Education Early Childhood

Educators Certificate 3 of Child Care or completing

EDUCATORS HAVE:• Current Blue Card

• On the door of your child’s room, the educator’s name and qualifications are displayed.

All Educators are strongly encouraged to have current Full First Aid, CPR and anaphylaxis/asthma training.

EDUCATORS SEMINARSWe value life long learning. We aim for as many educators as possible to attend seminars both in and out of work hours. Seminars on such topics as child behaviour management, play, child safety, program design, Workplace Health & Safety, dental, food handling and storage, programming hygiene etc. Teachers receive 4 hours non contact time, lead educators 2 hours per week.

MEAL BREAKSEducators have 10 minute morning and afternoon tea breaks. 0-2 year old room educators lunch breaks are covered by relief staff.

5 Hours of operationThe centre is open strictly between 6.30 am to 6.00 pm, Monday to Friday and is in operation for 52 weeks of the year. No children will be accepted outside of these hours.

If at any time you have an emergency and are going to be delayed, please contact the centre.

A late fee of $20.00 for the first 10 minutes and $5 per minute after that is charged after the centre closing time to offset staff overtime costs.

NON-COLLECTION OF CHILDRENIf children are left at the centre 45 minutes after closing time the following guidelines will apply:

• Two staff members should be present to care for the child.

• Notify the Nominated Supervisor

• Staff will continue to endeavor to contact parents’ emergency contacts listed on the enrolment form.

• If no-one has been found to collect the child, the State or Territory department may be contacted for further advice where possible.

• The Approved Provider, and the local Police station will be informed



6 Management of the centreThe management of our Centre is vested in the nominated supervisor. The nominated supervisor will be pleased to discuss, any aspect of your child’s care and education. Please call ahead and arrange a suitable time convenient to yourself and the nominated supervisor

GOVERNANCEThe services Approved Provider is Daphne’s White Sapphires Pty Ltd, which is owned and run by Daphne Schokman. The Approved Provider has appointed an Nominated Supervisor, who oversees the management of the service.

A FAMILY GRIEVANCE POLICY

AimTaigum Child Edu-Care Centre welcomes parent’s comments, complaints or feedback. We see this as a means of continuing improvement and also building of strong positive partnerships with families.

ImplementationAll complaints or grievances will be dealt with promptly and confidentially in a manner that: – values the opportunity to be heard;

• promotes conflict resolution;

• encourages the development of harmonious partnerships;

• ensures that conflicts and grievances are mediated fairly; and

• is transparent and equitable.

� Where possible complaints will be dealt with on the spot by the child’s educator as this is usually the person with the closest relationship with the family. If the complaint is about an issue that the educator considers to be outside their control, or the family does not feel they wish to share it with the educator, the family may be directed to the nominated supervisor.

� Educators/staff will always thank a family that raises a complaint or issue of concern, and explain why they appreciate the opportunity to improve the service or rectify a mistake.

� All confidential conversations/discussions with parents/guardians will take place in a quiet area away from children, other families and educators/staff who are not involved wherever possible.

� Where a family wishes their grievance to remain confidential this will be honoured wherever possible. However families will be advised that issues cannot always be resolved if they choose to remain anonymous.

� Where an educator believes they will have to share the complaint with another person in order to resolve an issue, or if the nature of a complaint requires that a third party has to be informed in order to meet legislative requirements, they will inform the family of this need prior to any further discussions on the matter.

B CONFIDENTIALITYAll persons involved in the centre must undertake to keep all matters re participants confidential at all times.

C CONCERNSIf your concerns with regard to your child/ren are not being adequately met by the Nominated supervisor, please contact:

Office of Early Childhood Nundah Regional Office Phone 3634 0532

The office for early childhood education and care is the government licensing body for childcare. Our service is monitored and assessed under the Education and Care National Law and must comply with the Law and the Education and Care National regulations.

The office for Early childhood education and Care contact details are 07 3634 0532 or email [email protected]

OUR MANAGEMENT STRUCTURE

NOMINATED SUPERVISOR

EDUCATIONAL LEADER/MANAGER

LEAD EDUCATORS

EDUCATOR

7 Priority of access

AimOur aim is to provide places to families with the greatest need for childcare support first as stipulated by the Australian Government Priority Access Guidelines.

ImplementationChildren who are enrolled at the centre or whose families are seeking a place at the centre will be given Priority of Access in accordance with the guidelines that have been established by the Department of Education, Employment and Workplace relations.

Priorities for filling vacant placesThe Priority of Access Guidelines must be used by approved services to allocate available child care places where there are more families requiring care than places available.

When filling vacant places, a service must fill them according to the following priorities:

• Priority 1—a child at risk of serious abuse or neglect

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

• Priority 3—any other child.



Within these main 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 which include an individual whose adjusted taxable income does not exceed the lower income threshold (see inside back cover) or who or whose partner are on income support

• children in families with a non-English speaking background

• children in socially isolated families

• Children of single parents.

There are some circumstances in which a child who is already in a child care service may be required to change their days of attendance.

8 The settling in processOur child care centre has a great deal to offer both you and your child. It provides your child with the opportunity of mixing with others in a safe, stimulating environment which is geared to children’s needs. You will have the freedom to pursue your own interests (whether they be work or leisure activities ), secure in the knowledge that the caregivers have your child’s best interests at heart.

A child’s adjustment to child care is a critical first step in development that forms the basis for future relationships with the outside world. Adjustment does not mean an absence of crying, but rather an active involvement with the people and things in the child care environment, learning to trust other people, and learning to feel comfortable in a new setting.

The first few days may be a traumatic time for all concerned. Possibly it could be the first time you have been separated from each other for a significant length of time on a regular basis.

You may find you have a mixture of feelings when placing your child into child care: guilt, relief, anxiety, confusion, optimism. You may feel uncertain about separation because you are used to always being together. It may be difficult to leave your child in a strange place with adults unfamiliar to you.

The transition may be even more difficult for your child/ren. Used to having you nearby constantly, your child is now asked to spend time in a new environment with unfamiliar people. Even when there is inadequate time for a slow, careful, sensitive separation process, whatever advance preparations are made can help considerably and ease at least some aspects of the separation process.

Here are some guidelines to make those first few days in child care a happy experience;

• Prepare your child, before the first day, quietly and calmly, by talking about child care. Make sure that your attitude to child care is a positive one because any anxiety on your part will transmit itself.

• Try to find time to spend with your child at the centre. Having a parent close by makes children feel brave, and provides them with someone who can interpret likes and dislikes and behaviour to the caregivers, especially if s/he does not yet have the ability to speak for him/herself.

• Spending time with your child also gives you a chance to build up trust in educators, and to have an understanding of your child’s day.

• If you cannot spend some time, how about a special friend, Aunt, Uncle or Grandparent.

• Make the first visit short, and leave when you have planned to do so. It is better for your child to leave the centre feeling happy and looking forward to a return visit.

It is of extreme importance that these rituals are respected to make separation as easy as possible.

• Always say goodbye when leaving. It may be tempting to wait until your child is engrossed in an activity and then slip away unnoticed but you will lose trust if you leave in this manner, and you may not be let go easily another time.

• Once you have decided to leave stick to your decision. Say goodbye and leave quickly, calmly and with as little fuss as possible. If your child is crying you may feel quite upset yourself but a long leave taking will only prolong your child’s feeling of grief.

• Please avoid the temptation of comparing your child with someone else’s child. Every child is unique.

• You can call us as many times during the day as you like to ask how your child/ren is/are going. We will answer these questions honestly and if your child is still very distressed after quite some time we may suggest that s/he be picked up early. In this situation it really doesn’t do the child any good if they are kept at the centre until the usual pick up time.

• It is tempting to assume, particularly if your child is gregarious and outgoing, that you can leave on the first day at child care and your child will settle in happily. Even children who appear quite confident on their first day, may not be so happy later when they realise they are being left for long periods of time with caregivers they don’t yet know very well. The transition from home to child care is a significant one which needs careful planning. It is well worth the time and effort invested to ensure that your family’s relationship with child care is a happy one.

In the event that a child is inconsolable, the parents/guardian will be contacted as soon as it is practicable to consider alternative suggestions or arrangements.



9 Maintaining home cultureOur program is committed to inclusive education. This means we share a commitment to human rights, dignity of the individual and social justice. We strive to create a program that truly reflects the lives of our children, families, educators and community. We will make every effort to provide culturally responsive child care by affirming human differences and supporting children to maintain their home language. We see this as a positive opportunity to:

• recognise the beauty, value, and contribution of each child

• encourage children to explore other cultures

• encourage families from non-English speaking backgrounds to become involved in the program by assisting educators with language/cultural knowledge for communication, and access support agencies as required

• help children to live happily and cooperatively in a diverse world

Some basic survival words in your home language would be appreciated. If we feel it is necessary we will try to apply for a support worker who is fluent in your home language to help your child and family’s transition to care. With your help we would also like to learn as many words as possible from your home language.

If an educator is fluent in your home language, we will try to place that educator with your child as much as possible.

10 Fees

ImplementationThe following outlines how fees can be paid. Fees must be paid on the first morning your child attends the centre for the week.

• Fees must be paid one week in advance when starting at the service and then maintained one week in advance at all times.

• Fees can be paid weekly or fortnightly in advance by direct debit (see the enclosed form).

• Fees are payable in advance for every day that your child is enrolled at the centre. This includes public holidays, pupil free days, sick days and family holidays.

• Child Care Benefit (CCB) is available to all families who are Australian residents. To find out their eligibility, families must contact the Family Assistance Office.

• Families may also be entitled to receive Child Care rebate (CCR). Child Care rebate entitles families to up to 50% of their out of pocket expenses returned to them on a fortnightly, quarterly or annual basis. This can be paid directly to your child’s centre as a further reduction on your fees. However, it is important to remember that if you are receiving greater than 0% CCB the Department of Human Services will withhold 15% of your childcare rebate to ensure that your family does not receive an over payment and accumulate a debt if the CCB rate is to change. This is reconciled at the end of financial year. Some families experience their CCR finishing earlier than the end of financial year. If this is the case you will be required to pay the outstanding balance until such times are your CCR is reconciled at the end of financial year.

• If fees are not paid on time the centre may choose to reduce your booked days or terminate your enrolment at the centre.

HOLIDAY FEESThe holiday rate is a reduction of $10 per day from the full rate for a maximum of 20 days. No make-up days can be taken if your have been given holiday rates.

If you are terminating your child’s enrolment two weeks written notice must be given otherwise 2 weeks fees will be billed to you. Please note that CCB cannot be applied to this if your child does not attend the centre.

OVERDUE FEES1. Any family who is one or more weeks late with their

fees will receive a text message or phone call reminder regarding fees that are due to the centre. Families can make appointments to speak with the Administrator regarding payments if there is a need to do so. Continually not paying fees will put your child/ren’s place/s in the centre in jeopardy.

2. If payment in full has not been received, a phone call will be made to the family to discuss how they intend to finalise their outstanding account.

3. Arrears status for families will be discussed with the Nominated Supervisor weekly and forwarded to Business Owner. From this stage if payment has not been made the centre will attempt to set up a payment plan with the family to repay the outstanding debt.

4. Failure to make payment will result in the family being referred to a collection agency and/or the days of care being reduced/cancelled.

If a parent has communicated they are experiencing difficulties with meeting their child care fees the service may set up a payment plan for the family.

Special Fee relief may be made available to families in line with the Family assistance Legislation.

If no arrangements to pay have been made or kept, the enrolment will be cancelled.

Management reserve the right to review the fee structure at any time throughout the year. Families will be given a minimum of 2 weeks’ notice of any changes.

The Children’s Services Handbook https://education.gov.au/child-care-service-handbook retrieved 15.7.2014

The Education and Care National Regulations



11 AbsenteeismNotification of withdrawal from the centre requires two weeks written notice to the Nominated supervisor or two weeks fees in lieu of notice.

DEEWR policy allows parents to claim Child Care Benefit for some absences, reducing the fees they pay on those days. DEEWR define absences under two categories, Allowable Absences and Approved Absences.

• An Allowable Absence occurs when the child is absent from a booked day of care, where CCB was claimed and fees are charged. Allowable Absences can be for any reason.

• Every child is entitled to 42 allowable absences per financial year, they will receive 42 new days on 1 July of each year (allowable absences are calculated across all centres used and they transfer with each child from one centre to the next.)

• It is the parent/guardian’s responsibility to advise the Centre of any allowable absences used at other centres.

• Parents can increase booked days dependent on availability at any time.

• Parents are asked to call the centre at the earliest possible convenience to advise educators if their child will be absent from care.

• Families are responsible for signing for absences to be eligible to claim Child Care Benefit

12 Children with additional needs

AimChildren with additional needs will be encouraged with the Centre making full use of all available support services. The individuality of each child will be respected, their needs considered, and their rights supported and protected.

Legislative Requirements• The Education and Care National Regulations 2011

• The Education and Care National Law 2011

• Disability Discrimination Act 1992

• Human Rights and Equal Opportunity Commission Act 1986

• The National Quality Standards

ImplementationThe Centre will endeavour to support children with additional needs. On application an assessment with be made of the child’s need, support level required and an evaluation made of the Centre’s ability to enrol the child.

Children with additional needs are those from the following priority groups:

• Children with a disability, including children with high support needs

• Children from culturally and linguistically diverse (CALD) backgrounds

• Children with a refugee or humanitarian intervention background who have been subjected to torture and trauma, either in their country of origin or during their refugee experience

The Inclusion Support Agency (ISA) is funded by the Australian Government. The Centre can lodge an application for Special Needs Subsidy Support (SNSS) funding for additional support workers through the ISA. Funding will be granted when the child meets specific criteria. SNSS workers will help Centre staff with the integration of children with additional needs and will assist staff in putting together an individual program for each child.

Australian government funding is necessary in continuing the availability of support through ISA’s and SNSS Workers.

Professionals such as speech and occupational therapist, paediatricians, and physiotherapists etc. may be consulted, with the consent of a Parent/Guardian, to aid staff with suitable strategies regarding the child.

Every child is treated as an individual and his/her own additional need will always be supported. Staff will be encouraged to attend various in-house training sessions conducted throughout the year regarding particular needs.

Children who are entitled to ISA funding are not entitled to be claimed for in the Kindergarten Program.

1 Following an interview with the parent(s) and child, the Nominated supervisor will assess the needs of the child, and the appropriateness of the centre, setting and program.

2 Families will be encouraged to give input and hands on help with their child.

3 The centre will support educators who are catering for an additional needs child in their group by linking in with appropriate services and being responsive to educators needs.

4 An application for a Support worker will be completed if deemed appropriate and the child meets the defined criteria.

We will provide:• opportunities for the child to interact with other children

and adults

• systematic long term planning for the child in consultation with the family

• where a family has consulted other professionals, educators work cooperatively with the family to take account of any goals these professionals may have set for the children.



13 Health

A IMMUNISATION GUIDEEpidemics of infectious illness such as whooping cough, diphtheria, tetanus, poliomyelitis, measles, mumps and rubella (German measles), have been rare in Queensland in recent years because most people in the community have been immunised against them. It is difficult to appreciate the damage that such diseases inflicted on whole communities prior to mass immunisation programmes; it is therefore easy to become complacent about the need to have children immunised. These diseases do continue to exist in our communities and unimmunised children are not only at risk themselves, but also put other children at risk.

The following schedule for immunisation is recommended by www.immunise.health.gov.au.

CHILD PROGRAMS

AGE VACCINE

Birth Hepatitis B (hepB)a

2 months • Hepatitis B, diphtheria, tetanus, acellular pertussis (whooping cough), Haemophilus influenza type b, inactivated poliomyelitis (polio) (hepB-DTPa-Hib-IPV) • Pneumococcal conjugate (13vPCV) • Rotavirus

4 months • Hepatitis B, diphtheria, tetanus, acellular pertussis (whooping cough), Haemophilus influenza type b, inactivated poliomyelitis (polio) (hepB-DTPa-Hib-IPV) • Pneumococcal conjugate (13vPCV) • Rotavirus

6 months • Hepatitis B, diphtheria, tetanus, acellular pertussis (whooping cough), Haemophilus influenzae type b, inactivated poliomyelitis (polio) (hepB-DTPa-Hib-IPV) • Pneumococcal conjugate (13vPCV) • Rotavirusb

12 months • Haemophi/us inf/uenzae type b (Hi b) • Meningococcal C (MenCCV) • Measles, mumps and rubella (MMR)

18 months • Measles, mumps, rubella and varicella (chickenpox) (MMRV)

4 years • Diphtheria, tetanus, acellular pertussis (whooping cough) and inactivated poliomyelitis (polio) (DTPa-1 PV) • Measles, mumps and rubella (MMR) (to be given only if MMRV vaccine was not given at 18 months)

a. Hepatitis B vaccine: should be given to all infants as soon as practicable after birth. The greatest benefit is if given within 24 hours, and must be given within 7 days. b. Rotavirus vaccine: third dose of vaccine is dependent on vaccine brand used. Contact your State or Territory Health Department for details. c. Pneumococcal vaccine: i. Medically at risk children require: a fourth dose of 13vPCV at 12 months of age; and a booster dose of 23vPPV at 4 years of age (but less than 6 years of age). ii. Infants born at less than 28 weeks gestation require: a fourth dose of 13vPCV at 12 months of age. iii. Aboriginal and Torres Strait Islander children require: a fourth dose of pneumococcal vaccine (13vPCV) at 12 months of age (but not more than 18 months) for children living

in high risk areas (Queensland, Northern Territory, Western Australia and South Australia). Contact your State or Territory Health Department for details. d. Hepatitis A vaccine: two doses of Hepatitis A vaccine for Aboriginal and Torres Strait Islander children living in high risk areas (Queensland, Northern Territory, Western Australia

and South Australia). Contact your State or Territory Health Department for details.

www.immunise.health.gov.au

Child Care Benefit and Child Care RebateTo be eligible to receive child care benefit payments, your child must be fully vaccinated at each key milestone or be on a recognised immunisation catch-up schedule or have an approved exemption.

Our centre will not refuse entry of a child who is not vaccinated, however in the event of an outbreak of a vaccine-preventable disease at the Centre, unimmunised children will be required to remain at home throughout the duration of the outbreak. Parents are responsible for payment of fees while their child is excluded under all circumstances.



B SICKNESS AND INFECTIOUS DISEASESWe are sure you will agree that the problems of sickness and infectious diseases is very serious where so many children are in constant contact with each other.

It is extremely difficult for educators to provide the appropriate care for children who are ill, and to still give attention to the rest of the group. Children who are sick should not be brought to the centre! Please consider the other children and staff who can catch the illness.

Don’t feel that we are going to phone you at every sign of a “sniffle” etc, but if we feel your child is in need of medical attention, or would benefit from being home or somewhere quiet, we will contact you to inform you of your child’s condition. We do appreciate your need

to be at work, therefore if you are not able to collect your child, please arrange for someone else to.

The educators in the centre are not qualified to diagnose your child’s condition, they can only voice their concern and suggest what the problem is, using their knowledge and experience from working with children.

In the event of a notifiable disease in the centre the relevant agencies/authorities will be notified by the certified supervisor.

Depending on the illness you may be asked to provide a doctor’s letter of clearance before returning to the centre

C EXCLUSION PERIODS OF ILLNESSThe centre follows the recommended exclusion periods for children as set by the Australian Government Health & Medical Research Council. For additional information please see your Director or ‘Staying Healthy in Childcare”, 5th edition.

D MEDICATION

AimOur centre aims to provide care for children who are on medication as well as care for children who have ongoing illnesses.

ImplementationCentre staff will at times out of necessity need to administer a child with medication. At such a time, the medication must be administered:

• From its original container before the expiry or use-by-date

• Centre staff will not administer medication to a child unless prescribed by a medical practitioner. Over-the-counter drugs will be not given to a child unless the medication is clearly labelled from the pharmacist with the child’s name and dosages to be given.

• No medication will be given to a child unless in the original container.

• Two staff members at all times will check the medication and dosage before it is given to a child and sign the Medication Administration Form as witnessing the administering of this medication.

Short Term Medications.This term applies to medication that is only given for a short period of time, for example anti-biotic. Family members are to complete a Medication Administration Form to request the medication be given. This can be obtained from the Centre Director at the front desk. The parent should notify staff verbally that their child requires medication. All medication is to be stored in a locked container in the fridge or in a locked cupboard where children do not have access. Staff are to complete their section of the form when administering the medication, ensuring that the form is completed at time of administering.

Long Term MedicationsThis term applied when medications need to be administered to children over a long period of time e.g. asthma medication. A child’s parent/caregiver are required to complete a Long Term Medication Authority Form when first requesting the medication to be given to the child. This form must be accompanied by a letter or action plan from a Medical Practitioner which outlines:

• The condition being treated.

• The purpose of the medication.

• Instructions on its administration.

• Side effects to look out for.

• An outline of the emergency care plan if needed.

• This form must be renewed every 6 months.

Any Medication Authority form will be kept in a secure and confidential file until the child turns 25 years of age.

All medication kept at the centre will be stored securely on a high shelf or in a locked box. Should the medication require refrigeration it will be placed on the highest shelf in the fridge in a childproof container.

No medication will be given out if these guidelines are not followed.

Administration of Paracetamol or IbuprofenParacetamol/Ibuprofen will only be administered at the centre if a child’s temperature goes above 38.5˚C and the child is displaying signs of being unwell or in pain. Children aged 0-3 months will be administered paracetamol if their temperature reaches 38˚C or higher. The child’s temperature will be checked with a thermometer regularly and documented.

All efforts will be made to contact parent/guardian before administering paracetamol. However if parents/guardian cannot be contacted then the child’s enrolment forms will be checked for the signed paracetamol authority. If after 30 minutes the temperature has not reduced parents will be called to collect their child.

Medication administration forms will be completed by staff administering the medication and will be available for the parent/guardian to sign on arrival to the centre. Copies of the medication administration form and the signs and symptoms forms are available for parents if they request this.



Prescribed Medication/Ongoing Medication

• Medications will only be administered during centre hours when this is ABSOLUTELY NECESSARY AND ESSENTIAL for the child’s well being .

• Only the lead educator may give oral medication, PROVIDED IT IS GIVEN STRICTLY IN ACCORDANCE WITH a pharmaceutical label on the medication . This must include: child’s name, current date, amount and regularity of dose and doctors name prescribing the medication.

• Parents/guardians must fill out a medication form available at reception before medication is administered.

• For children with specific health plans, the centre will help support the family develop and implement a plan/procedure that is achievable in the child care environment

NB: Educators will not accept the instructions solely of the parent(s).

• The name and instructions on the medication container must coincide with the medication form.

• A new authorisation form must be used for each medicine and new dosage to ensure that times, doses and medications do not get mixed up.

• Medication is not to be left in the child’s belongings but handed to an educator with the parent authorisation and a verbal explanation.

• Medication is stored in a locked container in the fridge or on a high shelf inaccessible to children.

Non-Prescribed Medication• Educators can only give (1) one initial dose of panadol for

a high fever/teething/irritability over 38.5˚C.

• Following the administration of this dose, the parent(s) or emergency contact is contacted. No further doses will be administered without a Doctor’s written instructions.

• One (1) initial dose of Bonjela (or equivalent), for severe teething pain.

E SPACER• A doctor’s letter and Asthma management plan is

necessary before such items can be administered. A six monthly letter stating maximum and minimum dosage and, at the parents discretion for alteration, plus emergency procedures are to be outlined.

• Will not be administered more often than four hourly.

• If more frequent use is required, the child should be at home or in hospital.

• Parents are asked to show educators the procedure with the child, so that the child, parent and educators feel secure in the situation.

• In the case of a child having an acute asthma attack or showing no improvement after the use of the nebuliser et al, the parent(s) or emergency contact will be immediately notified.

• If no one can be contacted the child will be taken to hospital.

14 Illness/injury/trauma and incidents

In the case of an incident to, or serious illness of, a child occurring at or being noticed at the centre in circumstances which call for immediate medical aid, the person in charge shall without delay ensure that all reasonable steps are taken to secure the necessary medical aid and to notify the parent(s) or emergency contact of such an accident or illness. All incidents will be recorded by the educator who witnessed it.

If the person in charge at the time of the incident decides to call an Ambulance, this action will be taken. Parent(s) will be informed of any incidents that occurred during the day.

A parent is required to sign an episode report form as proof of notification.

15 Safety, water, emergency and evacuation procedures

• We have three first aid cabinets which are well stocked and regularly checked. Every veranda has a mini first aid kit for emergencies.

• Ice Packs are located in every fridge freezer and are readily accessible.

• All poisonous substances are either stored in the locked laundry or in a high spot out of children’s reach and clearly labelled.

• At our Centre, children and educators practice their fire drill on a regular basis. Each room has a designated spot to move to in case of fire.

• Playgrounds are thoroughly checked for foreign material in the morning prior to children’s use. Sandpits are raked and checked before children’s use.

Sourced and reviewed November 2014, www.kidsafeqld.com.au

16 Program

QUEENSLAND GOVERNMENT KINDERGARTEN APPROVED PROGRAM:Our centre offers an extensive Queensland Government Kindergarten Approved Program based on the National Early Years Learning Framework. The Framework has a strong emphasis on play-based learning as play is the best vehicle for young children’s learning providing the most appropriate stimulus for brain development. The Framework also recognises the importance of communication and language (including early literacy and numeracy and social and emotional development).

We believe the value of play is of utmost importance to children as it is their way of learning about their world. While children are playing they are able to express their creative ability, release emotions and can share their feelings. We aim to guide your child in becoming an effective learner through creating an environment that is challenging and stimulating. The overall aim of our program is to help your child in developing all areas necessary for success now and in later years.



The Early Years Learning Framework forms the foundation for ensuring that all children in our early childhood setting experience quality teaching and learning. Fundamental to the Framework is a view of children’s lives as characterised by BELONGING, BEING and BECOMING. Their earliest learning is through experiences within their family.

ELEMENTS OF THE FRAMEWORKThe Framework puts children’s learning at the core and comprises three inter-related elements: Principles, Practise and Learning Outcomes. All three elements are fundamental to early childhood pedagogy and curriculum decision-making.

Curriculum encompasses all the interactions, experiences, routines and events, planned and unplanned, that occur in an environment designed to foster children’s learning and development. The emphasis in the Framework is on the planned or intentional aspects of the curriculum.

Children are receptive to a wide range of experiences. What is included or excluded from the curriculum affects how children learn, develop and understand the world.

The Framework supports a model of curriculum decision-making as an ongoing cycle. This involves educators drawing on their professional knowledge, including their in-depth knowledge of each child.

Working in partnership with families, educators use the Learning Outcomes to guide their planning for children’s learning. In order to engage children actively in learning, educators identify children’s strengths and interests, choose appropriate teaching strategies and design the learning environment.

Educators carefully assess learning to inform further planning. The Kindergarten curriculum follows the Queensland Kindergarten Learning Guidelines which reflects the same beliefs and values of learning as the Early Years Learning Framework but is streamlined to meet the learning needs of Kindergarten aged children.

A PLAYAt our Centre play is an integral part of our program. Play is children’s unique way to learn about their world. It is also a means of expressing their knowledge about the world. Play is not wasted time, but rather time spent building new knowledge from previous experience. We don’t merely play at child care!

Distinctive features of play• When children play their interest is self directed. They are

intrinsically motivated to solve problems that stem from either the physical or the social world, which are important to them.

• When children play they are not as concerned with particular goals or ends as they are with the variety of ways a goal may be achieved. In play they experiment with possibilities and become more flexible in thinking and problem solving.

• When children play their behaviour is not literal. Much of what they do stands for something else. They represent their experiences symbolically.

• When children play they free themselves from external rules, from the restrictions imposed by adult regulations, and from the realities imposed by time and space. Children generate their own rules and establish roles and plots.

• When children play with objects they discover what they can do with them. Play and exploration are essential to children’s understanding of the world and their own powers.

• Finally, when children play they are actively engaged. Their attention is not easily distracted.

It is actually planned in such a way that educators can be flexible in achieving the centre’s aims. Please remember that the centre is totally dedicated to children and learning.

B PROFESSIONAL ASSISTANCE POLICYIf, at any time, educators are concerned about your child’s behaviour or development, they will raise these concerns with you. Referrals will be made to professional bodies or medical educators if deemed necessary. If you would like the names of any support or medical agencies, please see the nominated supervisor and they will be happy to oblige.

C SLEEP AND REST POLICY FOR CHILDREN

AimOur Rest and Sleep Policy is based on recommendations from SIDS & Kids. If a family’s beliefs and practices are in conflict with SIDS & Kids, then the service will not endorse an alternative practice, but provide families with relevant information and recommendations from SIDS & Kids. In meeting the centre’s duty of care, it is a requirement that management and staff implement and adhere to the service’s Rest and Sleep Policy.

Our Centre believes in a period of rest each day for every child to ensure their growth and development.

Implementation

Safe resting for babies in our nurseries• Babies will be placed on their back to rest.

• 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 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, lamb’s wool and cot bumpers will not be used. Soft toys will be discouraged

• 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.

• Calm relaxing music may be played.

Families will be asked upon enrolment of their child’s sleep routine and sleep times. The service aims to maintain this routines wherever possible for the child.



Safe resting practices for children aged 15 months-5years• 2-5 year old children are encouraged to rest their bodies

each day during the rest period in the centre.

• We discourage children from covering their face with bed linen when they are sleeping.

• Light bedding is the preferred option.

• Quiet experiences will be offered to children who do not fall asleep or who do not wish to rest.

• Calm relaxing music will be played.

Sleep/rest policy in the nurseryTo reduce the risk of sudden infant death syndrome the centre follows the recommendations outlined by the SIDS Foundation and works with families personal and cultural beliefs.

The six identified ways to sleep baby safely and reduce the risk of sudden and unexpected death in infancy are:

1 Sleep baby on the back from birth, not on the tummy or side

2 Sleep baby with head and face uncovered

3 Keep baby smoke free before and after birth

4 Provide a safe sleeping environment night and day

5 Sleep baby in their own safe sleeping place in the same room as an adult care-giver for the first six to twelve months

6 Breast feed baby if you can

As per SIDS and Kids guidelines 2013- we discourage the use of soft toys or loose items in the sleeping environment for babies under seven months.

Toys hung across the cot should be removed once the child can push on hands and knees.July 2013 - Sids and kids -soft toys in the cot

D TOILET LEARNINGNever Compare - Every Child Is Different

Learning to use the toilet is an important step in a child’s development. It is very important that we work together and decide together when the child is ready to begin. THERE IS NO SET AGE when readiness occurs. Usually AROUND two the child has the muscle control to delay bodily processes until s/he can reach the toilet, and the language and intellectual maturity to understand what is expected and why.



Before a child can actively participate in toilet learning s/he should:

• Often stay dry for hours

• Be able to work the bottom muscles well

• Be confident in undressing

• Be able to communicate with sign, sound or word, the need to use the toilet

• Want to learn

• Be mentally ready

Parents and educators need to work together to develop a plan.

For example: dressing a child in clothing that is easily removed, using the same toileting words at home and at care.

Different approaches are confusing and may be upsetting. The process of learning is neither fast nor consistent for some children. Children SHOULD NEVER be punished for accidents. Children need understanding and patience.

Toilet learning tips. • Be consistent, your child will be confused if they are in

nappies at home and in training pants at the centre.

• Be sure you and the centre agree on how to refer to body parts and functions. It is very confusing if Mum talks about “urinating” and the centre uses “wee’s”.

• Most child care professionals believe that enthusiastic praise is enough recognition for a job well done. Please don’t use a lolly as a reward, this encourages children to think of food in a different light. We cannot offer your child “fun food” as a reward.

• Don’t use punishment of any type.

• Don’t pressure your child, some feel so pressured that this learning process takes twice as long and is much more traumatic than normal.

E GUIDANCE

AimThe Centre will provide a safe, secure, caring and stimulating environment which encourages children to cooperate in order to enhance their self esteem and encourage their abilities to positively interact with others. Where a child continues to behave in an unacceptable manner, parents/guardians will be consulted and asked to work with the staff members to ensure discipline techniques are consistent and clear.

ImplementationStaff members, by using a positive approach in guidance and will recognise why a child behaves in a certain way and encourage more acceptable form of behaviour.

We encourage positive, cooperative behaviour through:

• Establishing trust and confidence between adults and children.

• Considering the stage of development of each child.

• Considering the interests, concerns and abilities of the individual child.

• Showing sensitivity to the child’s background and current home situations.

• Getting down to the child’s level to establish and maintain eye contact.

• Using language that is positive, clear and developmentally appropriate for children.

• Being consistent with behaviour expectations.

• Setting limits and reminding children of such limits regularly or whenever necessary.

• Involving the children in the setting of limits and explaining as to why a certain type of behaviour is unacceptable. E.g. Other children and staff members’ safety.

• Encouraging the children to show sympathy for children experiencing difficulties.

• Guidance and discipline to encourage individuality and confidence of children so as to enhance their self-esteem.

• Offering the children clear alternatives to help them develop their ability to make decisions and direct themselves.

• Praising positive behaviours or when children make the right choice, this help the children to learn appropriate behaviours.

• Positive modelling of behaviours by adults.

The centre policy regarding guidance encourages children to co-operate, enhances their self esteem and encourages their ability to interact with others.

• Guidance is the teaching undertaken by an adult with a child about:

� what is good to do

� what is not good

� what is safe

� what pleases other people

� what angers or hurts other people

• Guidance needs to help children KNOW WHAT TO DO, instead of WHAT NOT TO DO.

• When a child is redirected, stopped or reprimanded, s/he will always be told why.

• The centre’s aim is to foster guidance or behaviour based on control of self and understanding and appreciation of other people’s needs, rights and feelings.

• Self guidance can only be achieved if the children are aware of the limits in the centre and are consistently reinforced by each educator.

Reviewed June, 2014

17 StudentsWe regularly have students from QUT, TAFE, Private Colleges and high school. The centre has a commitment to providing time to sample a quality child care experience. All visitors provide children with new opportunities for different social contact which can be a valuable learning experience.

We expect all students to follow all centre policies and procedures, and to hold a current blue card if applicable.

All visitors are required to sign our visitors book.



18 Partnerships and Communication with Families

AimAt Taigum Child Edu-Care Centre we understand that parents/guardians are the primary influence in a child’s life and that effective relationships between educators and families is essential to the quality of education and care that is provided at our service.

Therefore, we aim to provide an environment where there is a strong emphasis on family/centre communication to allow consistency and continuity of care between the home and the centre environment.

The child’s program is designed so that opportunities are created for parent and community involvement. Families can provide invaluable information about their child’s interests, strengths and abilities in order to best meet the child’s needs.

It is the policy of this centre to encourage parents to become involved in the program, working in partnership with Educators and staff. We aim to ensure consistent guidance for each child and to promote the understanding of child development, developing children’s interests and growth area.

The program is considered to be the child’s total experience – all the activities of the day – both intentional and unplanned.

Implementation• Families have ready access to a statement of the

philosophy and Centre policies.

• Families will be given opportunities to discuss Centre Policies, operation and curriculum development with management and Centre staff. Strategies in place to incorporate parent input include, in addition to the following, formal questionnaires, documentation, informal and formal gatherings, access to programming materials and day to day interactions.

• Staff plan and program for family members’ contributions by supporting the families’ involvement whether it be sharing valued parts of family life, work skills, home language, cooking, unique talents – and plan follow-up experiences for the children. Family contributions to programs reflect both the similarities in and the diversity of cultures represented at the Centre and enrich the experiences of the children present.

• Staff gather information and views from families on their children’s skills, talents and interests that families would be happy to share to include as part of the program planning. This will occur at enrolment orientation and throughout the child’s advance at the Centre with constant open communication between staff and families e.g., a plan to support the child and family settle into the new environment.

• The Centre plans a program of informal gatherings for staff and families that encourages maximum family participation eg. Picnics, family weekend excursions relevant to the children’s learning and interests and open days.

• When the children are dropped off at the Centre and collected by their families, there is a process for families and staff to exchange basic information about their child.

• Staff regularly share with the children’s families some of the specific interactions they had with the children

during the day and systematically pass on information about children based on staff observations. There are opportunities for confidential discussions between staff and families.

• Staff treat confidential information appropriately and the families’ rights to be treated with dignity and respect will be honoured.

• The Centre has provisions for communicating with families with the provision for possible links with other appropriate community services e.g., health care providers, interpreters and translators, guest speakers.

• Decisions made jointly by families and the staff about each child’s program of experiences are recorded and there is evidence that staff implement these decisions.

• Issues raised by families including complaints about the Centre’s service delivery are taken into account when planning and evaluating the program. Any issues will be dealt with promptly to minimise any negative effect on the children or families.

• To ensure families remain connected with every part of their child’s life – the workings of these strategies are continually evaluated and reviewed to keep abreast of changes within the Centre environment with respect to individual children and their families.

• If necessary, staff have support and access to translation services to provide this information for non-English speaking families.

The Education and Care National Regulations 2011

National Quality Standards

Child care can be seen as a supplement to family care. Professional child care is no way a substitute for family care, nor a competitor for the role of parents in the upbringing of their child/ren. To some extent, professional child care represents a version of the extended family, one which is compatible with and adapted to the social realities of the modern world.

Research tells us that parent involvement in the child care centre is of vital importance. Your involvement plays a crucial role in bridging the gap between home and care. This participation will promote mutual respect and understanding.

You are our resource people. Not only for egg cartons and bottle tops, but for support, sharing skills, knowledge etc.

A SUGGESTIONS FOR INVOLVEMENT• Interacting with individual children or small groups,

storytelling, reading, talking with and listening to children, games, cooking and visits.

• Having lunch with your child.

• Talking with children from non-english speaking backgrounds in their home language.

• Contributing to our vision and development of our Quality Improvement Plan.

• Review and develop policies suggestions.

• Interpreting or translating into other languages.

• Sharing hobbies, skills and interests.

• Assisting in the collection of scrap material for children’s use.



• Acting as a volunteer.

• Donations of toys, books, clothes, bric-a-brac, that have outlived their usefulness in your own or relatives/friends households.

• Grandparents, relatives and friends are always welcome at the centre .

• Families are encouraged to discuss activities and experiences given by the service.

• All unaccompanied school age children are to wait at admin until a parent arrives.

B SURVEYSWe undertake parent surveys to improve our centre. These are completed by email, Facebook or pen and paper. Your honest feedback is crucial.

19 Communication with educators

Communication is essential to our child care program. For communication to be effective, the people involved must actively listen, think, and express their ideas and feelings in a meaningful way.

Caregivers and parents seek a common goal; to provide high quality experiences for children. In order to achieve this goal there must be communication between educators and parents. Communication is a two way process. It requires both active listening and effective expression. The attitudes the participants have towards each other shows clearly in the communication process. Mutual respect is needed. Suspicion may block or cloud the communication process.

Some guidelines to consider:

• If you wish to speak with educators for any length of time you will need to make an appointment so that such discussion can take place without the distraction of the children.

• Both parents and educators need to be aware of the importance of passing on information which helps both parties better anticipate children’s behaviour.

From the parent’s perspective, it is sensible to inform educators for example if your child had a bad nights sleep, if there are any changes occurring in the pattern of daily life, if you are starting toilet learning.

REMEMBER OPEN LINES OF COMMUNICATION ARE NECESSARY IF EDUCATORS AND PARENTS ARE TO WORK WELL IN PARTNERSHIP.

20 Delivery and collection of children

Attendance records• All children must be signed in by their parent or

authorised person on the centres attendance rolls. This is a requirements set by the Family assistance office in order for parents to be eligible for Childcare Benefit. This also assists staff in the event of evacuation of the Centre. This is the parent/caregivers responsibility. Parents are required to document the time of arrival, write their full name and initial the attendance record.

• If a child does not attend for any reason the service will enter the type of absence on the attendance record and the parent/guardian must verify the absence by signing/initialling the attendance.

• All children must be signed out by a parent or authorised contact on the centres attendance rolls. Parents are required to document the time of arrival, write their full name and initial the attendance record.

• Authorised contacts for collection must be at least 18 years of age.

• No child will be released into the care of any persons not known to staff. If staff do not know the person by appearance, the person must be able to produce some form of photo identification to prove that they are a person authorised to collect the child on the child’s enrolment form.

• Parents must give prior notice where the person collecting the child is someone other than those mentioned on the enrolment form, e.g. in an emergency situation. The person nominated by the parent must be able to produce a form of photo identification.

Regulations require us to have parent(s) sign their children in and out of the centre each day. If you have authorised someone else to accompany your child to or from the centre please make sure they know to sign the register.

If you are going to be away from your usual place of work or home for the day, ALWAYS leave a contact phone number.

In case of fire, registers are taken with us to check that all children are safe. It is therefore imperative that you are meticulous in following the sign in/out procedure.

It is an important legal requirement that each child must be “signed in and out“ of the centre each day. Due to certain Child Care Benefit requirements the sign in sheets may be used as proof of a child’s attendance and hence subsequent eligibility for Child Care Benefit.

21 ParkingAlways lock your car when leaving it. Because children are moving around the car park with their parent(s), please drive SLOWLY and CAREFULLY! Please do not use the disabled carpark unless you are authorised to do so. Never leave children in unattended cars.



22 Visits and excursionsVisits and visitors provide first hand opportunities for children to broaden their general knowledge and understanding of the immediate environment, the neighbourhood and the wider community.

Before such an event parent(s) will be given notice stating the date, the proposed destination and time of departure and return to the centre, the names of the person’s who are to be in charge of the excursion, the method of transport to be used and the total cost.

A child without secure shoes will NOT be permitted to participate in the excursion.

Highlights include community services such as fire brigade, police, ambulance visits, puppets, theatre, multicultural experiences etc.

23 PublicityOn enrolment a media form will be completed outlining if you would like your child’s image used in promotion materials/ Facebook/ emails.

24 Notice board/emails/ Facebook

Remember to read the notice boards for items of common interest and announcements. A current email address will be beneficial for information ranging from your account to upcoming events. We also have a closed Facebook groups that you may like to join

25 Sun policyEducators help children apply sunscreen throughout the day before outdoor play. Hats are compulsory for children, educators and students. We have a No Hat No Play policy. Centre hats are washed daily. Please ensure that your child has short sleeves on dress/shirts to protect them from the sun. Please no sleeveless or singlets for outdoor play.

Queensland Cancer Council recommends using sunscreens that are broad spectrum SPF30 or above. SPF50+ does not mean you have a ‘suit if armour’; you need to apply just as liberally as SPF30+ (the rule of thumb is at least one teaspoon per limb and the front and back of the trunk, face and neck). All sunscreens rub off through towelling and perspiration and should be reapplied frequently (ideally every 2 hours).

The centre supplies sunscreen. Please do not provide peak caps for children’s use as they do not provide sufficient protection as per Queensland Cancer Council recommendations. A bucket style hat is preferred.Reviewed April 2014, Early Childhood Settings-Sunsmart Policy Guidelines, 2013Cancer Council helpline 131 120

26 Birthdays – candlesMany children like to bring a cake to share with their friends on their birthday. Children love to blow out their candles while their friends are singing ‘Happy Birthday’. Cakes and candles may also be brought into the centre for other special occasions. To prevent the spread of germs when the child blows out the candles, parents should either:

• provide a separate cupcake (with a candle if they wish) for the birthday child and enough cupcakes for all the other children, or

• provide a separate cupcake (with a candle if they wish) for the birthday child and a large cake that can be cut and shared

Please consider the children in your child’s group who are anaphylaxis or have allergies. If you have any doubts, consult with the group lead educator

REMEMBER we will always try to arrange celebration times to coincide with your availability to join us. As children get older they often have birthday parties at home with their friends from the centre. In order not to hurt feelings, the issuing of invitations is best handled quietly between parents outside the centre.

27 Transitioning to the next roomEvery child is unique, with an individual pattern and timing of growth, as well as individual personality, family background and learning style. Children move to the next age group when they are ready, as their experiences will then match the child’s developing abilities, while still challenging their interest and understanding. Parents and the child will be involved in the process. Families will meet the new educators and if deemed appropriate by all participants the transition process will start- with short plays extending to longer days as the child feels secure.

28 Child protection – mandatory reporting

From 1 July 2017, early childhood education and care (ECEC) professionals will be mandated by law to report child safety concerns to the Department of Communities, Child Safety and Disability Services where there is a reasonable suspicion that the child has suffered, is suffering, significant harm caused by physical or sexual abuse, and there is not a parent willing and able to protect the child from harm.

Abuse is any act that endangers/impairs an individuals physical or emotional being, health or development. Children or adults who are abused or neglected will not be able to learn or participate to their maximum potential. At our Centre we will work in conjunction and follow the Dept of Child Safety’s lead in dealing with areas of concern. Abused children or adults cannot be protected unless they are first identified. Our Centre educators and management will support families with the help of Government agencies to the best of our abilities. If you have any concerns please see the lead educator.Sourced and reviewed August 2014, www.childsafety.gov.au



29 Authorised persons to pick up children

At the time of enrolment, parent(s) must provide the centre with the names and telephone numbers of persons authorised to pick up your child/children. It is the parent(s) or guardians responsibility to notify the centre of any changes in this authorisation. If a new person is to be authorised to pick up your child, please notify the centre in writing. Identification must be presented when picking up the child example drivers license.

We will only release children to authorised persons.

30 Attendance

A WHAT TO WEAR TO CARE – OLD CLOTHESPlease dress your child in loosely fitting clothes, for the children to develop self help skills, as they learn to dress and undress themselves.

The clothes should be practical, enabling them to actively participate in the fun activities of the day, without being restricted in any way. The clothes should be suitable for the current weather situation.

Bib and brace (overalls) although cute, are not practical in a care situation where there are many children to change at any one time. Tracksuits are preferable in winter time.

Educators cannot spend time trying to guess which article of clothing belongs to which particular child and quite often the child can be mistaken as to what is his/hers. We will not be responsible for unmarked clothing.

Rubber thongs are not encouraged, children’s feet slip out of these very easily and can cause sprains or burnt feet on paved areas. Lace up shoes/sandals with thick socks are recommended for winter.

It is important that parent/guardians provide clothes for children that allow them to feel comfortable, move freely and can stand a little dirt. We will respect children’s choice of clothing/shoes as long as it is in line with our Sun policy.Sourced and reviewed August 2014,

About.com: Child care “Comfort, Practicality Rule School Dress Code Attire”

B CENTRE CLOTHESIf your child comes home in centre clothes please return them as soon as possible, washed, so that another child may use them.

C HINTS FOR PACKING LUNCHES

Snack foodsChildren often get hungry between meals. Nutritious snacks will not only satisfy their appetite but will help promote good health. It is recommended by NA QLD that snacks contain 15g or less of sugar and total fat.

Good snack choices are:-

• Fruit- fresh fruit cut into pieces or left whole.

• Vegetables- raw or lightly steamed.

• Bread and Cereal Foods- fruit bread or buns, muffins, bagels, wholemeal scones and pikelets, breakfast biscuits, crisp breads and sandwiches.

• Dairy foods- cheese, yogurt, milk drinks.

We ask that lunch boxes do not include chocolate, chips, chip-like products e.g. grain waves, corn tubes, lollies (incl. fruit lollies), soft drinks, chocolate biscuits, foods high in fat and sugar etc. Leave these for home treats. Also, please do not include popcorn, nuts and ’ready to eat’ noodles etc. as these are possible choking hazards.

We would like to offer the children vegetable snack in morning and afternoon tea e.g. thinly cut carrot strips, grated carrot, beans, thinly cut celery, cucumber slices, chunks of tomato, capsicum.

We would like to offer the children a vegetable snack at morning and afternoon tea e.g thinly cut carrot strips, grated carrot, beans, thinly cut celery, cucumber slices, chunks of tomato, capsicum.

Lunch time foods• Sandwiches or rolls-try the many varieties of breads

available eg pita, Lebanese, rye.

• Tinned baked beans, spaghetti low salt

• Leftover dinner for us to reheat.

What to drink?• Water is the best drink to quench thirst. Water is readily

available to children at all times.

• Cows milk should not replace breast milk or formula until baby is at least 12 months.

• A variety of nondairy milks are available. Please note that soy milk does not naturally contain calcium.

Please send a water drink bottle daily for your child.

HEALTH EDUCATION FOR CHILDREN AND FAMILIES Educators conduct regular discussions with children on hygiene health, food safety and nutrition safety. These topics are also planned for regularly in the program for the children.

31 Nutrition and food

AimOur Centre aims to provide children with food and nutrition that is supported by national dietary guidelines. We also aim to support and provide adequately for children with food allergies or specific cultural practices. This dietary information will also be provided to families so they can plan a child’s home meals. Our centre will:

• Support breastfeeding. If a child is not breastfeeding, support appropriate formula/bottle feeding strategies;

• Promote a child’s normal growth and development;

• Promote appropriate food choices and physical activity; and

• Regularly review children’s physical growth.National Health and Medical Research Council, 2003



ImplementationFoods should not only be nutritious but should help to meet the social and educational needs of children. Meal times provide a wonderful opportunity to create a sharing, family atmosphere. Food can be used to encourage learning if food awareness activities are carefully chosen.

Good nutrition is the balanced eating if a variety of foods from the food groups. The foods we eat should provide our bodies with the nutrients they need to stay healthy.

Children have small stomachs and can’t eat much food in one setting. The amount of food needed for your child will vary each day dependant on their age, size, and activity level.

We will encourage and guide parents to supply food that follows the Dietary Guidelines:

Children should be encouraged to –

• Eat most - Fruit and vegetables, cereals and breads.

• Eat moderately – Lean meat, Fish, eggs, chicken, milk and cheese.

• Eat small amounts – Oil, butter, margarine and sugar.

• Choose water as a drink.

• And be physically active more often.

And care should be taken to

• Limit saturate fat intake and moderate total fat intake.

• Low fat diet is not suitable for infants.

• Choose foods low in salt.

• Consume only moderate amounts of sugars and foods with added sugars.

• If families do not provide food that meets the guidelines we will provide resources and support to the family to encourage them to do so. If a child has a high sugar processed snack or other inappropriate foods, the child will be offered other options from their lunch box first.

• Meals and Snack and meal times will be treated as social occasions. Educators will sit with the children and interact with them to encourage healthy eating habits and an appreciation of a variety of foods.

• Children will be assisted where required but will be encouraged to be independent and to help themselves wherever appropriate snacks

• The service ensures that meals and/or snack times are conducted in safe, clean, positive environments.

• At any stage throughout the day children may access their food and water, outside of the set meal times.

• Wherever possible will cater to individual children’s needs whether they are cultural, lifestyle-based or medical with the food supplied by families.

• The service will help to develop awareness and act to the best of our abilities on cross-cultural eating patterns and related food values.

• The service aims to ensure that food is hygienically stored and has a reduced risk of choking. Foods that typically create a problem are hard foods, those that require a reasonable amount of chewing, and small solid foods. The foods most commonly involved in choking are:

� Raw carrot, celery and other raw vegetable pieces

� Pieces of raw apple

� Nuts, especially peanuts, walnuts and almonds

� Chicken and fish bones

� Other foods associated with choking include sausages, sweets, popcorn, grapes and corn chips.

• At eating times we will always stay with young children and supervise them while eating. We will ensure that young children sit quietly while eating and never force a children to eat, as this may cause them to choke.

• Our aim is to make meal times a relaxed and pleasant and timed to meet the needs of the children.

• The service will discuss food and nutrition with the children as a part of the educational program that is provided.

• The service does not condone or allow food to be used as a form of punishment or to be used as a reward or bribe.

• Our Educators will encourage children to be independent and develop social skills at meal times.

• We will provide fresh drinking water at all times of the day and ensure that a child’s liquid intake is adequate.

• We encourage staff to present themselves as role models. This means maintaining good personal nutrition and eating habits with the children at meal times.

Feeding Babies • The service will discuss choices regarding breast and bottle

feeding with families, will support families who choose to breastfeed their child while they are at the service by providing a comfortable place for breastfeeding, and will also facilitate the safe storage and heating of breast milk for families who wish to leave expressed feeds at the service for their baby.

• Educators will document bottle feed amounts to monitor fluid input/output; especially when the weather is warm and young children are at risk of dehydration. Educators will record the information daily for each child and verbalise the information to parents on arrival.

• Baby bottles should be heated by placing the bottle in warm water and always heat tested to ensure the milk is warm but not hot before feeding an infant. Microwaves are not to be used for heating baby bottles.

• Introducing food and/or solids to babies and toddlers will be done in consultation with families, and in line with recognized nutritional guidelines.

• Careful consideration will be given to reducing the risk of choking when choosing foods for young children.

Individual Dietary Needs – Allergies and Cultural requirementsThe service aims cater to individual children’s needs whether they be cultural, lifestyle-based or medical, however, the health and safety of children who are in care may, at times, come into conflict with cultural or family beliefs. The service reserves the right to promote the nutritional needs of children in care at all times.

For Allergies please refer to Allergies & Anaphylaxis - Reducing the Risk Policy



Special Occasions• If families wish for their child to celebrate their birthday

whilst at the centre we will encourage families to supply a single cupcake per child, or small cake that allow for a small portion for each child in the class. A celebration cake will be served after afternoon tea.

• The centre strongly discourages party bag, lollies etc.

Special dietsRestricted diets due to religious beliefs will be upheld

Special diets are the foods prescribed by a dietician for a special medical condition. Special diets can be quite complex. Please supply a copy of any written information from your dietician.

Anaphylaxis can be life threatening. Parents of anaphylactic children need to provide the centre educators with an action plan, up to date information on their child’s condition and the necessary medication.

All children, educators and families who come into contact with the child will be asked to refrain from sending the allergy trigger foods to care.

Food sensitivityFood sensitivity is the intolerance to natural or added chemicals in foods and is different to true food allergy. We ask parents to supply detailed written information on foods their child can or can’t eat.Source: Education Queensland – Management and treatment of students with anaphylaxis.

A BREAKFASTBreakfast is an important meal of the day and should provide approximately one third of the daily nutrient requirements. Children who do not have breakfast will have difficulty during the morning with their efforts of concentration and their behaviour will tend to be erratic and irritable and possibly manifest symptoms of hyperactivity.

Many children have breakfast, lunch and dinner at the centre. We ask that you pack easy food. It is very time consuming to re-heat or toast, as this takes a educators member out of the room, cereals are more appropriate.

Breakfast will be served before 8.00am.

B MEAL TIMESEvery room has a fridge for your child’s meals.

At our Centre we encourage a warm, relaxed social atmosphere at meal times. Pressure on children, even subtle, to eat more than they want or to taste something that looks unappetising can cause behaviour and eating disorders. Sometimes children are more active or growing fast and need lots of food.

We encourage the children to, as much as possible feed themselves. We find that children are usually more competent and confident eaters if they are allowed ample time to experiment and practice. Touching, fingering, squeezing their food and making a “mess”, is all seen as part of the learning process and allows for a totally sensory and enjoyable experience.

We plan for as much cooking as possible, ranging from buttering toast through to cakes and meals. We would love you to come and do some cooking with the children. We would

like you to come and participate in cooking with us.

Educators will encourage children to select from their lunch boxes, fruit, vegetable, salad and dairy for morning tea, Heat-ups and sandwiches etc for lunch, and fruit, salad, carbohydrate and a healthy snack option for afternoon tea and late snack (please see Snack Food guidelines).

C FOOD STORAGEAt our centre there are fridges located in all room which are temperature checked each day. In order to accommodate everyone’s needs we ask that you label all your child’s meals.

Educators will encourage children to have yoghurts/cool food for morning tea.

How to store and transport infant formula:• The safest method of transporting formula is for you to

provide the powdered formula to educators at the Centre. Educators can then make up the bottle at feeding time.

• Infant formula must be mixed with cooled, boiled water, not water from a tap.

• Throw away any formula left in the bottle after feeding after a period of 30 minutes.

The Australian Nutrition Foundation (QLD-Div) 2011

D NUTRITIONFood should not only be nutritious but should help to meet the social and educational needs of children. Meal times provide a wonderful opportunity to create a sharing, family atmosphere. Food can be used to encourage learning if food awareness activities are carefully chosen.

Good nutrition is the balanced eating of a variety of foods. the foods we eat should provide our bodies with the nutrients they need to stay healthy.

Children have small stomachs and can’t eat much food in one setting. The amount of food needed each day varies with the age, size and activity level of the child. Recommended dietary intakes are the amounts of nutrients which will meet the daily nutritional needs of most children. Reduced fat cow’s milk is not recommended for children under two years old (Get Up & Grow, pg 13).

Please see the list on the next page as recommended by Nutrition Australia



Breads and cerealsChildren should have 2 serves of bread and cereals per day while in care.

1 serve = • 1 slice bread • 1/2 cup cooked noodles • 1/2 cup cereal • 2 rice crackers • 1/2 cup cooked rice • 3 crisp breads • 1/2 cup cooked pasta • 1/2 a pocket bread

Dairy foodsChildren should have 3 serves of dairy foods while in care

1 serve = • 100ml milk • 15g cheese • 100g yoghurt • 100ml calcium fortified soy milk

Meat and meat substitutesChildren should have 1 serve while in care

1 serve = • 45 g meat • 1/3 cup of baked beans or cooked legumes • 1 egg • 50g fish

Fruit and vegiesChildren should have 1 serves of fruit and 2 serves of vegies while in care

How much fruit is needed in a young child’s diet?

Age Fruit Serves Required

Infants 7-12 months 1/2 sere per day (where 1 serve 20g)

Toddlers 1-2 1/2 serve per day (serve = 150g)

Boys 2-3 1

4-8 1 1/2

Girls 2-3 1

4-8 1 1/2

A serve of fruit (for 2 years and older) equals approximately 150g:• 1 medium apple, banana, orange or pear

• 2 small apricots, kiwi, or plums

• 1 cup diced or canned fruit (with no added sugar)

• 30g dried fruit(for example 4 dried apricot halves or 1 1/2 teaspoons of sultanas)



• To meet additional energy needs, extra serves from the Five Food Groups or unsaturated spreads and oils, or discretionary choices may be needed by children who are not overweight but are taller, more active or older in their age band.

• An allowance for unsaturated spreads and oils for cooking, or nuts and seeds can be included in the following quantities:

� 4–5g per day for children 2–3 years of age � 7–10g per day for children 3–12 years of age � 11–15g per day for children 12–13 years of age � 14–20g per day for adolescents 14–18 years

of age.

• For meal ideas and advice on how to apply the serve sizes go to: www.eatforhealth.gov.au



32 What to Bring to CareAll items fully labelled please, no initials.

CHILDREN IN NAPPIESDaily requirements (all clearly named)

• 6 nappies daily• A carry bag or case (not a plastic bag)• 3 complete changes of clothes• 2 extra shirts• 1 hat (with elastic chin strap babies only)• lunch, morning/afternoon tea, water, formulas• dummy or security item (dummies need replacing every 3

months) with lid or in a case.

BottlesParent(s) are asked to provide the required number of bottles needed by their child during the day (formula and water). Please supply these with the teat covered by a cap. All bottles are to be plastic and clearly labelled with the child’s name. If your child requires a cow’s milk bottle you will need to bring your own milk. We will wash out bottles but not sterilise them. If you are providing breast milk for your child’s use YOU MUST notify educators and label clearly as this is a bodily fluid. Please supply powdered formula in a separate container – educators will prepare these prior to use.

Bottles will be re-offered to the child within a 30 minute period, after this time the contents will be discarded.

NEVER place vitamins, medication or thickeners in your child’s bottle for use while at care.

SolidsPlease prepare solids at home ready for use at the centre. These should be placed in the fridge and clearly labelled. Processed baby foods although convenient may be high in sugar, salt and fat.

Weekly requirements (all clearly named)• 1 cot sheets

15 MONTHS – SCHOOL ENTRY AGEDaily requirements (all clearly named)

• 5 nappies daily• A carry bag or case (not a plastic bag)• 2 complete changes of clothing• 1 pair of shoes rubber soled• spare underpants or trainers as required• dummy or security item

Weekly requirements (all clearly named)• 1 drawstring material sheet bag or pillowcase• 1 set of 2 sheets to fit mattress size 61 cm x 134 cm –

sent home weekly for laundering• 1 small pillow (Optional)• A small blanket for winter time

Snacks, lunch and drinksPlease think :• healthy• small snack size quantities• appealing• is there enough, or too much for a child’s day?• 1 full drink bottle daily (water)• Breakfast/morning tea/lunch/afternoon tea/late snack/

dinner• under 15gms fat per 100gms

Late SnackIf your child is at the centre after 4.30 pm please provide a late snack and a drink. This snack cannot need refrigeration and should be under 15 gms of fat per 100 gms.

PLEASE LABEL EVERYTHING

33 AnaphylaxisSource: Education Queensland – Management and treatment of students with anaphylaxis.

Anaphylaxis is the most severe and sudden form of allergic reaction. It occurs when there is exposure to an allergen to which a person is sensitive. Anaphylaxis is potentially life threatening and should be treated as a medical emergency.

MOST COMMON ALLERGENS FOR CHILDREN• peanuts, eggs, cows milk, fish, shell fish, latex.

REACTIONS TO FOODS CAN OCCUR THROUGH• ingestion• skin or eye contact• inhalation of food particles

1/2000th of a single peanut can cause an allergic reaction.

SYMPTOMS AND SIGNS OF ANAPHYLAXIS• difficulty or noisy breathing• swelling of the tongue• swelling or tightness of the throat• hoarse throat• wheeze or persistent cough• loss of consciousness• pale and floppy• tingling of mouth• hives, welts, body redness• swelling face, lips, eyes• vomiting abdominal pain

Use of EpiPen will only buy time while waiting for ambulance.

• When a child with a diagnosed anaphylaxis enrols at the centre the following requirements are to be followed:

� before the child starts a copy of the action plan must be supplied to the centre (including a current photo of the child) signed by a medical practitioner.

• The action plan is to be displayed immediately � in the room the child is enrolled in � all the rooms in the wing � 2 educator bathrooms � admin foyer



STORAGE OF THE EPIPENAn epi pen is to be provided to the centre. This Epi pen needs to be in date. The Epi Pen is stored in your child’s room in a box. The contents of the box will be clearly labelled. All educators will be informed of the location of the box. Children with unknown allergies will have their epi pens carried with an educator when out of the room.

34 Junk materials/SustainabilityIn our quest to extend each child’s imagination, creativity and abilities much material is needed. What you usually discard could be useful to us. We can use any of the following:

PLEASE NO EGG CONTAINERS

• alfoil• foil milk bottle tops• pot plants• lids• cotton reels• paddlepop sticks• pipe cleaners• sandpaper• seeds• dolls, toys• stockings (washed)• sheets• shells• buttons• PAPER,PAPER,PAPER,

(coloured etc.)• cardboard - plain

corrugated• any old furniture -

cushions, coffee tables, chairs

• music - C.D.’s• tissue paper• patty pans• feathers• wood offcuts• hessian• confetti• match boxes• paper bags• cellophane

• stamps• material scraps• sawdust• old bedspreads, sponges

cotton wool• ribbon• old typewriters• frames• old phones• old calculators• old radios• old cameras• socks(washed)• old pots/pans, straws• old kitchen utensils• wool• tyres• felt• lace• carpet• serviettes• dress up clothes• ribbons• old children’s clothes• tinsel• wrapping paper• cardboard boxes• crepe paper• candles• basically anything

and everything!!!!

Please collect these items for us. They would be much appreciated and well used. Before you throw them out please consider the centre first.

Due to hygiene reasons we cannot use toilet rolls

Sustainability is defined as ‘development that meets the needs of the present without compromising the ability of future generations to meet their own needs’. Sustainability is simply ensuring that economic, environmental and social developments go hand in hand.

SWITCH OFF! USE LESS! RECYCLE!• Minimal coloured printing of images – majority black and

white. Think before you print or copy:• Reduce consumption of paper. • Re-use the unused paper, put single sided print paper back

into the printer.• Recycle bin the paper we dispose of eg paper towel.• Print more words on each page.• Air-Con: 11am – 2.00pm unless authorised by management.• Lights put on only if needed.• Fans turned off when not in room.• Computers in sleep mode when not in use and turned off at

the wall at end of day.• Signs at microwaves/tv/stereo/kettle to notify to turn off

when not in use.• Installation of water tank.• Installation of solar panels.• The centre is insulated.• Curtains in rooms to reduce heat.• In regards to ordering materials review/consider recycled

options.• Energy efficient light bulbs. • Waste bins provided in 3yr-5yr rooms and admin for recycled

paper/cardboard.• Recycle bins in kitchens for plastic and cans.• Worm farms.• Consider fixing/refit equipment rather than buying new

items.• Involve families and the community to restock equipment/

toys/books and art materials.• Regular reminders/ideas/prompts regarding re-usable lunch

containers for children’s use. • Defrost freezers when starting to build up in ice.• Fridges on a medium/cold setting.• Water efficient timed tap wear.• Water efficient toilets.• Filtered water for educators rather than bottled.• Children to bring own water bottles to be refilled as

necessary – reducing the need of washing up dishes.• Use of water efficient dishwasher.• Minimal use of hosing verandahs.• Minimal use of dryers.• Wash in cold water any items not with bodily fluids.• Plant predominantly native and drought tolerant child

friendly plants.• Use mulch in gardens where possible to reduce evaporative

water loss.• Research possible purchase into eco friendly/biodegradable/

nontoxic chemicals used within the service.

• Newsletters/receipts emailed to families.• Disable all screen savers.• Install in all practices only use what you need – think of

others and the future.• Maintain our veggie gardens.• Explore green design features for new equipment purchases.• Buy less

REFERENCE: Jon Dee, Small Business Big Opportunity Sustainable Growth.



35 Thank you for choosing our centre

We trust your families time spent at our centre will be an enjoyable, educational and stimulating experience. Children are the roads to the future and we hope together we will help all children develop to their potential and achieve every success.

You may also be interested in the following policies located in our policy document held in the foyer:

• Privacy and Storage of Records (P-1-7)

• Confidentiality (P-1-8)

• Family Law and Access (P-1-9)

• Centre Management (P-1-11)

• Management of Accounts (P-1-18)

• Photography (P-1-21)

• Food Safety and Hygiene (P-2-10)

• Toileting and Nappy Change (P-2-12)



EMERGENCY SERVICESPolice, Ambulance, Fire: 000

Text Emergency Service: 106

Mobile Phone Emergency Service: 112

Crime Stoppers: 1800 333 000 www.crimestoppers.com.au

Energex: Loss of Power Supply and Emergencies 13 62 62

National Relay Services: For persons with hearing and speech impairments 13 36 77

Poisons Information Service: 13 11 26

Police Stafford: 3364 1800

Policelink: For non-urgent contact 131 444

RACQ: Roadside Assistance 13 1111

Smartservice Queensland: General information on Queensland Government services 13 7468

TIS Translating and interpreting services:13 14 50

State Emergency Service: 13 25 00

Translink: Public Transport Information – 24 hours: 13 12 30

Weather Warnings: Thunderstorms and severe weather: 1300 659 219

HEALTH AND MEDICAL SERVICESAlcohol & Drug Information Service: 1800 177 833

Australian Breastfeeding Association Helpline: Counselling: 1800 686 268

Child and Youth Mental Health Service (CYMHS): Specialist mental health services for children and young people up to 18 years of age. Referral required from a health, community or government service provider: 3335 8888

Family Planning Queensland: 3250 0240

Health & Community Services Information Line: 24 hours – 3837 5986

Health Direct Australia: 24 hours health advice line – 1800 022 222

13Health: 24 hours health information – 13 43 25 84

Medicines Line: 1300 888 763

Natural Family Planning Clinic: Mater Mothers’ Hospital – 3136 8437

Prince Charles Hospital: 3350 8111

Queensland Health Stafford Dental Clinic: For Concession card holders – 1300 300 850

Queensland Transcultural Mental Health: 3167 8333

Royal Children’s Hospital: 3636 3777

SANE: Mental Illness Helpline: 1800 187 263

Parent Aid Unit – Division of Child 7 Youth Mental Health Service: Trained Volunteers assisting families in need of parenting support – 3636 3100

COMMUNITY & GOVERNMENT SERVICESAboriginal & Torres Strait Islander Services: 1800 012 255

Centacare: Administration – 3336 9246 Community Support Services – 3324 0674 www.centacarebrisbane.net.au

Centerlink Indigenous Call Centre: 13 63 80

Co.As.It Italian Australian Welfare Association Inc: Emergency relief, aged care services for clients from culturally and linguistically diverse background – 3352 5755

Department of Education, Employment and Workplace Relations: Enquiries – 1300 363 079 www.deewr.gov.au

Department of Families, Housing, Community Services and Indigenous Affairs: 1800 079 098

Department of Human Services: Youth and students – 132 490; Employment – 132 850; Older Australians – 132 300; Abstudy – 132 217; Disability and Sickness – 132 717; Indigenous – 13 68 80

Department of Human Services Family Assistance Office: 13 61 50

Northside Community Counselling Centre - Kedron: 3359 9798

Refugee Claimants Support Centre (RCSC): Support for community based asylum seekers, English Classes, emergency relief, employment assistance: 3357 9013

North West Aboriginal and Torres Atrait Islander Community Association (NWAICA): 3855 5399

Picabeen Community Association Inc: Offers services for the community including youth services, counselling, community garden projects, exercise and art classes: 3354 2555 www.picabeen.org.au

Reach Out Community and Family Care: Free fruit and vegetables and food parcels: 3355 7444

Queensland Program of Assistance to Survivors of Torture and Trauma Inc: QPASST provides a range of services to people from refugee backgrounds including asylum seekers who have survived torture or war related trauma – 3391 6677 www.qpastt.org.au

Salvation Army Youth Outreach Service: Offers a supportive environment for youth “at risk” – for young people 12 to 20 years of age at risk of homelessness or needing support – 1300 360 455

St John Transport Access Project: Coordinating transport for the aged, disabled and general enquiries – 1300 360 455

The Community Place: Family support, courses, counselling, workshops, childcare and community development Stafford and Wooloowin – 3857 1152

ADVICE/HELPLINES: GENERALBrisbane Community Counselling Program Chermside: Individual counselling and financial counselling for children after separation – 3624 2400

Gambling Helpline: 1800 222 050

Interpreting Services (TIS National): 13 14 50 www.immi.gov.au/tis

Lifeline: Financial First Aid Line – 1300 370 255

Lifeline: 24 hours counselling – 13 11 14

Life Goes On Hopeline: Telephone counselling for patients and families facing serious illness – 1300 364 673

Mensline: 1300 789978

National Relay Service: For the hearing or speech impaired. Mon to Fri and Wed from 6.15pm Ph. 3260 6820

Quitline: 24 hour cessation information and counselling – 13 78 48

Residential Tenancies Authority: 1300 366 311

Salvo Care Line: 24 hours crisis counselling – 1300 363 622

Salvation Army Counselling Services: 3349 5046

Salvos Legal: No appointment necessary, first Monday every month from 6.30pm – 3352 6577

Sexual Assault and Rape: 36365206

St Vincent de Paul: Brisbane Helpline – 3010 1096

The Cancer Council: 13 11 20 www.cancerqld.org.au



ADVICE/HELP LINES: FAMILYChildcare Access Hotline: 1800 670 305

Child Abuse Prevention Services: 1800 688 009

Dads in Distress: 24 hours – 1300 853 437 www.dadsindistress.asn.au

Domestic and Family Violence Line: 24 hours Crisis intervention lines Women Line: 1800 811 811

Men’s Line: 1800 600 636

Domestic Violence Hotline: 24 hours counselling support – 1800 737 732

Family Drug Help Hot Line: 1300 660 068

Family Relationship Centre: 3624 0100

Kids Help Line: 1800 55 1800

Parent Help Line: 3636 8085

Poisons Information Service: 13 11 26

Pregnancy Counselling Link: 1800 777 690

Pregnancy Hepline: 1300 13 93 13

Reflux Infant Support Association: 3229 1090 (message bank - representative will return call)

Sids and Kids Queensland 24 hour bereavement support: 1800 628 648

DISABILITY SERVICESCommunity Living Association Inc.: Programs to assist people with a learning difficulty and young people at risk of early school leaving or homelessness – 3266 5633 www.communityliving.org.au

Deaf Services Queensland: 3892 8500 TTY: 3892 8501 www.deafservicesqld.org.au

Down Syndrome Association of Queensland Inc: 3356 6655 www.dsaq.org.au:

Endeavour: Opportunities for Queenslanders with intellectual disability through employment, support and accommodation – 3896 6000 www.endeavour.com.au

HAND: Supporting people with intellectual disabilities by enhancing leisure and lifestyle opportunities including day respite care – 3856 0281 www.hand.org.au

Guide Dogs Queensland: 1800 810 122 guidedogsqld.com.au

Job Access: Employment for people with disability – 1800 464 800 www.jobaccess.gov.au

Noah’s Ark Resource Centre: Supporting children with a disability and additional needs. Music program and membership available – 3391 2166 www.noahsark.com.au

CHILDREN’S SERVICESACT For Kids: Working to treat and prevent child abuse; free services to children and families caught in a cycle of abuse and neglect – 3357 9444 www.abusechildtrust.com.au

Autism Queensland: 3273 0000

Child Safety Services: 1300 682 254 (after hours and emergencies) www.childsafety.qld.gov.au

Playgroup Queensland: Visit www.playgroupaustralia.com.au for a comprehensive list of the playgroups in the Stafford region and for information on playgroup in Queensland – 1800 171 882

EMERGENCY HOUSING & ACCOMODATIONACRO: Austalian Community Safety & Research Organization: Provides short term supported accommodation for families – 1800 159 147 www.acro.com.au

Bahloo Women’s Youth Shelter: Provides 3 months crisis accommodation to young women between the age of 13 and 17 – 3391 2815; Youth Freecall: 1800 159 147

Department of Housing and Public Works: Public rental housing. Not short term or emergency – 3896 9900

Glenhaven Salvation Army: 24 hour care – accommodation service for women aged 18 and upwards – 3350 3455

INCH (Inner Northern Community Housing Association): Registered with Queensland Department of Housing to provide independent accommodation for low-income households with a severe and immediate housing need. – 1300 780 296

Murray Lodge Supported Accommodation: Hostel type Accommodation for intellectually and mentally impaired and recovering alcoholics with a 24 hour live-in supervisor – 3356 2461

North West Youth Accommodation Service: Assist young people aged 16 years to 21 years who are homeless or at risk of homelessness – 3855 5233 www.nwyas.org.au

Othilas: Young Women’s Housing and Support Service: Provides up to 3 months stay for single or parenting young women between the ages of 15-25 – 3847 9633 www.othilas.org.au

Youth Emergency Services: Provides accommodation and support services to young people aged 15-18 who are homeless or at risk of homelessness – 3357 7655 www.youthemergencyservices.org.au

Zillmere Community Centre: Housing for families at risk of homelessness, overcrowding, family breakdown, domestic violence, or unable to access private rental – 3865 2880



InvitationAt Taigum Child Edu-Care Centre we would like all parents, family and community members

to feel welcome to participate in our programs at any time. An Open Invitation means exactly that

– our doors are open at all times for others to participate in and enrich our programs.

Family and community members all have unique interest and ideas, skills and talents. We actively

encourage all to contribute to our programs and therefore each child’s development wherever

possible. We understand that time is precious and value even the smallest visit into our happy

environment.

There are many ways to step through our open door and become involved in our welcoming

centre; discussing or displaying an occupation, playing an instrument, explaining an interest such

as knitting or cooking and helping involve children in these activities, bringing in an article or

item from family or cultural backgrounds, or it could be as simple as bringing in a favourite book

or song to share with the children and staff.

We encourage parents, grandparents and special friends to let us know if they wish to participate

in the program so we can use their special talents appropriately. All of these contributions enrich

our programs and extend and enhance children’s concepts and development.

We value your input and contributions. You are an important part of ensuring that appropriate

programs are provided throughout our centre. We appreciate your time, interests and talents and

welcome you into the centre at all times.

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