standard 2 - royal commission into institutional responses to … · educators promote children’s...

QA 2

70 THREE – Guide to the National Quality Standard

www.acecqa.gov.au

Standard 2.3

Standard 2.3

Each child is protected.

About standard 2.3The service ensures that all aspects of children’s safety are protected.

What we aim to achieve with standard 2.3Through a widening network of secure relationships, children develop confidence and feel respected and valued. A strong sense of wellbeing promotes children’s confidence and optimism, which maximises their learning and development (Early Years Learning Framework, page 12; Framework for School Age Care, page 11).

How standard 2.3 contributes to quality education and careChildren have a fundamental right to be protected and kept safe while they are in an approved service. Children who are unsafe are at risk of having their physical health and wellbeing negatively impacted on, which, in turn, can negatively affect children’s experiences, learning and wellbeing in the present and throughout their future lives.

Questions to guide reflection on practice for standard 2.3

• How do we identify potential supervision risks in the service?

• How do we plan to ensure that all areas used by children are effectively supervised, including when children are participating in high-risk activities?

• How do we plan to manage supervision of small groups of children who may need to be in a different space from the main group, such as children who sleep for longer periods than others, children who take longer to finish mealtimes or children who want to engage in quiet, solo activities away from other groups of children?

• How do we identify, assess and manage hazards and potential risks for children, such as potentially dangerous products, plants, objects and animals at the service, and how often do we do this?

• How do we ensure children are alerted to safety issues and encouraged to develop the skills to assess and minimise risks to their own safety?

• How do we ensure that all equipment and materials used in the service meet relevant safety standards, including bedding and sun protection resources and equipment?

• How do we conduct risk assessments for potential excursions and plan for children’s safety during excursions?

• If the service transports children, how do we keep up to date with current information and laws on child restraints in vehicles?

SA.0052.001.0120

QA 2

THREE – Guide to the National Quality Standard 71 70 THREE – Guide to the National Quality Standard

www.acecqa.gov.au www.acecqa.gov.au

Standard 2.3

• How do we identify which emergency procedures and specific action plans are required for our service and how often do we practise these?

• How do we maintain an awareness of the people who have contact with children at the service and/or who collect children from the service?

• How do we keep up to date with current legislation in our state or territory in relation to child protection?

Additional questions for services with school age children

How do we keep up to date with current information on travelling safely, such as bus travel and bike safety?

SA.0052.001.0121

QA 2


www.acecqa.gov.au

Standard 2.3 Element 2.3.1

Element 2.3.1

Children are adequately supervised at all times.

What we aim to achieve with element 2.3.1Educators promote children’s learning and development by creating physical and social environments that have a positive impact (Early Years Learning Framework, page 14; Framework for School Age Care, page 13).

Supervision is a key aspect of ensuring that children’s safety is protected in the service environment. Educators need to be alert to and aware of risks and hazards and the potential for accidents and injury throughout the service, not just within their immediate area.

Assessment guide for element 2.3.1

Guidance for children of all ages and all service types

Assessors may observe:

• children:

• being supervised in all areas of the service, by being in sight and/or hearing of an educator at all times, including during toileting, sleep, rest and transition routines

• being unable to access unsupervised or unsafe areas in the service

• educators:

• supervising children closely when they are in a situation that presents a higher risk of injury—for example, on an excursion near a road or water

• adjusting their levels of supervision depending on the area of the service and the skills, age mix, dynamics and size of the group of children they are supervising

• equipment, furniture and activities arranged to ensure effective supervision while also allowing children to access private and quiet spaces.

Additional guidance for services with babies and toddlers

Assessors may observe educators attending to babies and toddlers:

• at all times when they are eating or drinking

• closely when they are in situations that present a higher risk of injury—for example, on a nappy change table or in a high chair.

SA.0052.001.0122

QA 2


www.acecqa.gov.au


www.acecqa.gov.au

Additional guidance for centre-based services

Assessors may observe educators exchanging information about supervision with colleagues to ensure that there are no areas being accessed by children who are unsupervised.


Assessors may discuss:

• how educators:

• inform new and/or relief educators of the service’s supervision arrangements and what they are required to do in relation to supervising children

• ensure that supervision arrangements are flexible to allow supervision of individuals or small groups of children, such as children while sleeping and while both indoor and outdoor experiences are offered to children

• if children are taken on excursions, how the service plans for and undertakes excursions.


Assessors may sight:

• evidence of planning for the supervision of children in outdoor and indoor areas, including supervision of nappy changing/toileting, and meal and sleep routines

• evidence of planning for excursions that includes a risk assessment and considers supervision implications.

SA.0052.001.0123

QA 2


www.acecqa.gov.au


Element 2.3.2

Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.

What we aim to achieve with element 2.3.2Educators and co-ordinators foster children’s capacity to understand and respect the social and natural environment and they create learning environments that encourage children to explore, solve problems and create and construct in challenging and safe ways (Early Years Learning Framework, pages 14–15; Framework for School Age Care, pages 13–14).

Children have a right to be protected from possible or potential hazards and dangers posed by products, plants, objects, animals and people in the immediate and wider environment.




• educators, co-ordinators, family day care educator assistants and staff members:

• consistently implementing safety checks and monitoring the maintenance of buildings, equipment and the general environment

• consistently implementing the service’s policy and procedures regarding the use and storage of dangerous products

• removing identified hazards immediately or securing the area to prevent children from accessing the hazard

• implementing risk minimisation plans in place for children enrolled at the service who have a specific health care need, allergy or relevant medical condition

• following the service’s procedures for releasing children and ensuring they are released only to parents or authorised nominees

• supervising every person who enters and leaves the service premises in areas where children are present

• educators and co-ordinators:

• talking with children about safety issues and correct use of equipment and the environment and, where appropriate, involving children in setting safety rules

• discussing sun safety with children and implementing appropriate measures to protect children from overexposure to ultraviolet radiation

SA.0052.001.0124

QA 2


www.acecqa.gov.au


www.acecqa.gov.au

• children:

• being unable to access potentially hazardous items, such as medications, detergents, cleaning products and garden chemicals, and that such items are clearly labelled at all times

• being unable to access power points, double adaptors and power boards and that other electrical equipment and electrical cords are secured

• only being taken outside the service premises by an educator, co-ordinator, parent or authorised nominee

• toys and equipment made available to children only in areas where they may be used safely

• a tobacco, drug and alcohol free environment

• simple warning signs where potentially dangerous products are stored

• poisonous or hazardous plants identified, explained to children and in some instances removed or not made accessible to children, or children are adequately supervised

• hot drinks and hot food being made and consumed away from areas that are accessible to children

• that, where drinks, food and cooking utensils/appliances are used as part of the program, they do not present an unacceptable risk to children

• secure, protective caps placed in all unused power points that are accessible to children

• climbing equipment, swings and large pieces of furniture have stable bases and/or are securely anchored

• climbing equipment, swings and other large pieces of equipment are located over areas with soft fall surfaces recommended by recognised safety authorities

• close supervision of children at all times when they have access to animals

• animals kept separate to and apart from areas used by children unless involved in a specific activity that is directly supervised by educators

• where the service transports children:

• transport is suitable and safe for all children

• car seats, restraints and booster seats are approved and fitted in accordance with Australian Standards and:

– all parts, including the instruction booklet, are available

– straps and buckles are in good working order.

SA.0052.001.0125

QA 2


www.acecqa.gov.au


Additional guidance for services with babies and toddlers

Assessors may observe safe sleep practices being implemented and cots, other bedding equipment and accessories that meet Australian Standards.



• how daily safety checks of buildings, equipment and the general environment are conducted and what action is taken as a result of the checks

• the service’s approach to sun protection

• how safety is maintained when children are involved in food preparation/cooking activities

• how the service ensures that car seats, restraints and booster seats are fitted annually, and how educators, co-ordinators, family day care educator assistants and staff members receive basic training/testing on how to move and fit these items themselves.

Additional guidance for family day care services

Assessors may discuss how the service ensures that children are not left alone with visitors to the family day care residence or venue.



• written procedures for conducting daily safety checks and identifying and undertaking the maintenance of buildings and equipment

• completed daily safety checks of buildings, equipment and the general environment

• records of pest/vermin inspections and/or eradications

• the service’s policy and procedures on delivery and collection of children that ensures that children are released only to authorised nominees

• records of children’s attendance, including arrivals and departures, with the signature of the person responsible for verifying the accuracy of the record or the person collecting the child

• a written process for monitoring who enters and leaves the service premises at all times

• the service’s policy and procedures on excursions that include evidence of a written risk assessment undertaken prior to conducting an excursion

• evidence of detailed information provided to families regarding excursions, including the destination, mode of transport, educator-to-child ratios and the number of adults in

SA.0052.001.0126

QA 2


www.acecqa.gov.au


www.acecqa.gov.au

attendance, and written authorisation for children to be taken outside the service premises, including for excursions or routine outings (except during emergency situations)

• the service’s medical conditions policy

• the service’s policy on dealing with water safety, including safety during water-based activities

• enrolment records that include authorisations and health information

• evidence that educators, family day care educator assistants and staff members receive basic training/testing on how to move and fit car seats and restraints themselves

• the service’s policy and procedures on sun protection and evidence that information about the service’s approach to sun protection is shared with families

• evidence that information about the service’s approach to safe sleep is documented and shared with families.


Assessors may sight evidence that a record is kept of all visitors to a family day care residence or venue that includes the signature of the visitor and the time of the visitor’s arrival and departure.

SA.0052.001.0127

QA 2


www.acecqa.gov.au


Element 2.3.3

Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

What we aim to achieve with element 2.3.3Children’s wellbeing can be affected by all of their experiences within and outside the setting. It is essential that educators and co-ordinators attend to children’s wellbeing by providing warm, trusting relationships and predictable and safe learning environments (Early Years Learning Framework, page 30; Framework for School Age Care, page 29).

Planning to manage incidents and emergencies assists services to protect adults and children, to maintain children’s wellbeing and a safe environment and to meet requirements of relevant occupational health and safety legislation. Having a clear plan for the management of emergency situations assists educators to handle these calmly and effectively, reducing the risk of further harm or damage.




• emergency procedures displayed prominently throughout the premises

• educators having ready access to an operating telephone or other similar means of communication

• emergency telephone numbers displayed near telephones

• educators and co-ordinators having ready access to emergency equipment, such as fire extinguishers and fire blankets.



• how the service communicates information to families about the service’s emergency procedures and plans to manage incidents

• how the service ensures that educators, co-ordinators, family day care educator assistants and staff members (including relief educators and staff members) are informed about and understand the service’s emergency procedures and plans

• how the service discusses and practises emergency drills with children

• the provision of training for educators, co-ordinators, family day care educator assistants and staff members in the use of emergency equipment.

SA.0052.001.0128

QA 2


www.acecqa.gov.au


www.acecqa.gov.au



• procedures for managing incidents and emergencies and providing a child-safe environment

• records of emergency drills, and evaluations of these

• a current, portable record of children’s emergency contacts that can be carried by educators in case of emergencies and/or evacuations

• written emergency and evacuation procedures that include instructions for what must be done in the event of an emergency and an emergency evacuation floor plan (for example, a plan for a bushfire in a bushfire-prone area)

• written plans to manage an emergency that may be likely to affect individuals at the service (for example, the management of an asthma attack, anaphylactic reaction or epileptic fit)

• written communication with families about the service’s emergency procedures and plans to manage incidents

• evidence that emergency equipment is tested as recommended by recognised authorities.

SA.0052.001.0129


www.acecqa.gov.au QA 2

QA 2


Element 2.3.4

Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.

What we aim to achieve with element 2.3.4Educators who give priority to nurturing relationships and providing children with consistent emotional support can assist children to interact with others in mutually supportive ways and participate in positive learning experiences (Early Years Learning Framework, page 12; Framework for School Age Care, page 11).

Every educator, co-ordinator, family day care educator assistant and staff member has a legal and ethical obligation to act to protect any child who is at risk of abuse or neglect. To be able to act when required, educators, co-ordinators, family day care educator assistants and staff members must be aware of current child protection policy and procedures, including their legislative responsibilities in states and territories where these apply.



Assessors may observe educators and co-ordinators:

• listening and responding to families’ comments about their day-to-day observations of their child and the events occurring in their lives

• remaining vigilant about observing and responding to signs or indicators of child abuse and/or neglect.



• whether the nominated supervisor, educators, co-ordinators, family day care educator assistants and staff members are aware of any obligation under child protection law

• how new or relieving educators, co-ordinators, family day care educator assistants and staff members are made aware of their responsibilities in relation to child protection and the particular protection needs of individual children in the service.

SA.0052.001.0130

QA 2


QA 2

www.acecqa.gov.au




• evidence:

• that information about child protection procedures and expectations is provided to educators, co-ordinators, family day care educator assistants, staff members, volunteers and students

• that educators, co-ordinators, family day care educator assistants and staff members have attended training or professional development on child protection

• of information provided to families about the service’s practices in relation to child protection

• that educators and co-ordinators work collaboratively with other authorities and/or professionals to support children who have specific protection needs

• a current list of local community resources that can provide information and support for children, families, educators, co-ordinators, family day care educator assistants and staff members in relation to children at risk of abuse and/or neglect.


Assessors may sight evidence of educators’ families being provided with information and/or training to support their understanding and response to suspected child protection issues.

SA.0052.001.0131

standard 2 - royal commission into institutional responses to … · educators promote children’s...

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