QA1_1 Additional Needs Policy PDF

QA1_1 Additional Needs Policy National Quality Standards (NQS) Quality Area 1: Educational program and practice 1.1.1 Approved learning framework 1.1.2 Child-centered 1.2.3 Child directed learning Quality Area 3: Physical Environment 3.1.1 Fit for purpose Quality Area 5: Relationsh...

QA1_1 Additional Needs Policy National Quality Standards (NQS) Quality Area 1: Educational program and practice 1.1.1 Approved learning framework 1.1.2 Child-centered 1.2.3 Child directed learning Quality Area 3: Physical Environment 3.1.1 Fit for purpose Quality Area 5: Relationships with children 5.1.1 Positive educator to child interactions Quality Area 6: Collaborative partnership with families and communities 6.1.2 Parents views are respected 6.1.3 Families are supported 6.2.2 Access and participation Education and Care Services National Regulations 155 Interactions with children 156 Relationships in groups 157 Access for parents PURPOSE We understand and meet our obligations under the Disability Discrimination Act (DDA) to support children with disability and be responsive care and education for each child who attends a Sparrow Early Learning service, irrespective of their additional needs and abilities, with a supportive and inclusive environment that sanctions each child to fully participate in the program. Educators will ensure that all children are treated equally and fairly and have the opportunity to grow and develop to their individual potential. SCOPE This policy applies to children, families, staff, management and visitors of the service IMPLEMENTATION Including children with additional needs requires educators to extend upon the strategies they already use in providing quality care for children. It is imperative for educators to develop a comprehensive understanding of each child’s interests and abilities, and implement a program and environment that is receptive to their needs. DOCUMENT NUMBER & TITLE QA1_1. Additional Needs Policy DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning In accordance with The National Quality Standard, our service positively responds to and welcomes children with additional needs who: Identify as Aboriginal or Torres Strait Islanders Are recent arrivals in Australia From refugee or humanitarian backgrounds Have a culturally and linguistically diverse background Live in isolated geographic locations Are experiencing difficult family circumstances or stress Are at risk of abuse or neglect Are experiencing language and communication difficulties Have a disability—physical, sensory, intellectual or autism spectrum disorder Have a medical or health condition ‘ Are presenting with trauma-related behaviours Demonstrate challenging behaviours and behavioural or psychological disorders Have developmental delays Have learning difficulties Are gifted or have special talents Have other extra support needs We understand that additional needs may be temporary or permanent and ascend from diverse origins, which require different responses. Strategies for supporting children with additional needs can diverge significantly and where appropriate will be developed in consultation with specialists or other medical practitioners. Through the provision of responsive individual strategies and wholistic learning environments, we aim to support all children to participate in the program to feel included. SOURCE Australian Children’s Education & Care Quality Authority (2014) Australian Children’s Education & Care Quality Authority (2022), Disability Discrimination Act 1992 Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2017, Australian Government Department of Education (2022) ECA Code of Ethics. Position statement on the inclusion of children with disability in early childhood education and care https://www.kidsmatter.edu.au/early-childhood/about-mental-health/about-mental-health- and-wellbeing-children-additional-needs Early Years Learning Framework National Quality Standards / Revised National Quality Standards 2023 Putting Children First, Newsletter of the National Childcare Accreditation Council (NCAC) Issue 23 September 2007 Children’s Services Central – Early Identification of Children with Additional Needs KU Children’s Services DOCUMENT NUMBER & TITLE QA1_1. Additional Needs Policy DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning QA1_1.1 Additional Needs Procedure Quality Area 1: EDUCATIONAL PROGRAM AND PRACTICE Standard 1.1 Program – The educational program enhances each child’s learning and development Standard 1.2 Practice – Educators facilitate and extend each child’s learning and development Quality Area 3: Physical environment Standard 3.1 Design – The design of the facilities is appropriate for the operation of the service Quality Area 5: RELATIONSHIPS WITH CHILDREN Standard 5.1 Relationships between educators and children – Respectful and equitable relationships are maintained with each child Quality Area 6: COLLABORATIVE PARTNERSHIPS WITH FAMILIES AND COMMUNITIES Standard 6.1 Supportive relationships with families – Respectful relationships with families are developed and maintained and families are supported in their parenting role. Standard 6.2 Collaborative partnerships – Collaborative partnerships enhance children’s inclusion, learning and wellbeing. Regulation 155 Interactions with children PURPOSE To provide responsive care and education for each child who attends a Sparrow Early Learning service, irrespective of their additional needs and abilities, with a supportive and inclusive environment that sanctions each child to fully participate in the program. Educators will ensure that all children are treated equally and fairly and have the opportunity to grow and develop to their individual potential. SCOPE This procedure applies to educators and management of the service IMPLEMENTATION Children with additional needs require support by using specialised strategies catering for their specific needs or circumstances. When planning for children with additional needs educators are required to focus on their abilities and interests. It is essential that the program is flexible and allows children to engage in ways that are meaningful for them. Sparrow Early Learning services want children to develop to the best of their personal ability. Service Manager /Nominated Supervisor/ Responsible person will ensure: The indoor and outdoor environment and equipment is designed or adapted to ensure access and participation for all children to support the inclusion of children with additional needs The program and curriculum is inclusive and meets the individual needs of children with additional needs. The service works collaboratively with families and external professionals and to ensure the educational program and learning environment is most suited to each child with additional needs and children and families from culturally diverse backgrounds We keep a copy of any specific plans or instructions provided by external resource providers and professionals for children with additional needs DOCUMENT NUMBER & TITLE QA1_1.1. Additional Needs Procedure DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning  Children’s sensory sensitivities to pressure, texture, smell, noise or visual expectation of the environment or colour is considered within the environment Children are encouraged to feel safe and secure during their education and care at the service by developing trusting relationships with educators, other children and the community Encourage families to meet with the educators who will be working with the child to converse and comprehend the child’s needs and to certify the suitable resources and support provided to both the family and the child is appropriate Support educators through professional development and networking with professional agencies to certify educators are meeting the needs of each child with additional needs Seek assistance, training and where possible, financial funding from inclusive support agencies to promote the development of skills in children with identified additional needs Ensure confidentiality for children and families is maintained Educators will: Gather information provided by families and other professionals who are working with the child, including psychologists, early intervention specialists, social workers and speech or occupational therapists Meet with families to gain information about the strategies that support their child’s learning in the home environment Take specific observations on the individual child, which outlines their interests, strengths and needs to support their ongoing inclusion in the program Acquaint other educators with, and share knowledge about, the specific communication needs of each child. This will include verbal and non-verbal communication skills and cues. This may include a communication book, verbal daily information exchange, formal and informal meetings etc. Where applicable, this may include things such as sign language and or learning key words in the child’s home language Liaise with the Inclusion Support Agency (ISA) regarding specialist strategies, equipment and information to ensure the child is supported to participate in the program Develop an Inclusion Support Plan (ISP) with families and support agencies, which is a live document and continuously evaluated by all parties involved Access external professional support services for children with additional needs Collaborate with the Service Manager to ensure the needs of each child are met throughout their education and care at the service Undertake professional development opportunities to enhance their understanding about the additional needs and how to meet the child’s needs Encourage families to update the service with information throughout the year, promoting the continuity of learning for each child Work with local schools to help children with additional needs transition. We are open to sharing information about the additional needs of children to promote continuity of learning Remain positive, unbiased and authentic at all times DOCUMENT NUMBER & TITLE QA1_1.1. Additional Needs Procedure DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning QA1_2 Educational Program and Practice Policy National Quality Standards (NQS) Quality Area 1: Educational program and practice 1.1.1 Approved learning framework 1.1.2 Child-centered 1.1.3 Program learning opportunities 1.2.1 Intentional teaching 1.2.2 Responsive teaching and scaffolding 1.2.3 Child directed learning 1.3.1 Assessment and planning cycle 1.3.2 Critical reflection 1.3.3 Information for families Education and Care Services National Regulations 73 Educational programs 74 Information about the educational program to be kept available 75 Information about educational program to be given to parents 76 Documenting of child assessments or evaluations for delivery of educational program 118 Educational leader 148 Educational leader 168 Education and care service must have policies and procedures 254 Declared approved learning framework PURPOSE At Sparrow Early Learning, we believe that the Australian Early Years Learning Framework v2.0 informs and underpins the educational program and practice within our services. We have the opportunity to construct a supportive learning environment and program, with inspirations from the children and families. This contribution encourages children to feel a sense of control over their actions, interactions, to explore, be curious and discover their understanding of themselves others and the world around them. SCOPE This policy applies to children, families, staff, students, volunteers, visitors and management of the service IMPLEMENTATION The Guide to the National Quality Standard states that, ‘Planning involves observing, gathering and interpreting information about children to inform the preparation of environments and experiences that engage them and are meaningful for them. It also involves reflecting on and documenting children’s experiences and learning’ (p. 22). DOCUMENT NUMBER & TITLE QA1_2. Educational Program and Practice Policy DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning APPRO Under the National Law and National Regulations, approved services are required to base their educational program on an approved learning framework. The program should focus on addressing the developmental needs, interests and experiences of each child, while taking into account the individual differences of each child. There are two nationally approved learning frameworks in which outline practices that support and promote children’s learning: Belonging, Being and Becoming: The Early Years Learning Framework for Australia (‘Early Years Learning Framework (EYLF)’) v2.0 My Time, Our Place: Framework for School Age Care in Australia (‘Framework for School Age Care’) https://www.acecqa.gov.au/nqf/national-law-regulations/approved-learning-frameworks There are also jurisdiction-specific approved learning frameworks in some states: Victoria: the Victorian Early Years Learning and Development Framework Queensland: The Queensland Kindergarten Learning Guidelines Our service is committed to the Approved Learning Framework (EYLF) Early Years Learning Framework v2.0: Each child’s learning will be based on their interests and strengths and guided by educators Educators must work in collaboration with families to provide relevant learning experiences for each child, based on their interests and family experiences Every child will be equally valued. Their achievements and learning will be celebrated Educators will observe and record the strengths and learning of each child through both written and photographic documentation and samples of work Educators will work closely with children and families to produce ideas for the curriculum The ‘Learning Outcomes’ will be linked to the curriculum documenting the child’s learning has occurred The curriculum will be constructed on the children’s interests, educators extending children’s interests, intentionality, spontaneous open-ended provocations and family contribution Where appropriate, the service will liaise with external agencies and support persons to best educate and care for children with additional needs Where appropriate, the curriculum (play and learning experiences) will build and develop each child’s Learning Stories, Portfolio and Observations of each child’s strengths and development The curriculum will be evaluated and reflected upon continuously by educators All educators engage in an ongoing cycle of planning that involves observing, gathering, and interpreting information about children underpinned by contemporary early childhood theories and perspectives Our educators actively listen to children and use documentation to record children’s play and their responses to learning environment Educators engage in ongoing critical reflection of children’s engagement in the learning environment and of their own interaction with children to support their play so they can better understand the individual child as a learner DOCUMENT NUMBER & TITLE QA1_2. Educational Program and Practice Policy DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning APPRO SOURCE Australian Children’s Education & Care Quality Authority (2014) Guide to the Education and Care Services National Law and the Education and Care Services National Regulations 2015 ECA Code of Ethics Australian Children’s Education & Care Quality Authority (2013) Guide to the National Quality Standard Frith, John Dr & Kambouris, Nita & O'Grady, Onagh & University of New South Wales. School of Public Health and Community Medicine (2003). Health & safety in children's centres: model policies & practices (2nd ed). School of Public Health and Community Medicine, University of New South Wales on behalf of the Australian Early Childhood Association (NSW Branch), and the NSW Children's Services Health and Safety Committee, [Sydney] Tansey, Sonja. (2005, September 2005). Supervision in Children's Services. Putting Children First, the Newsletter of the National Childcare Accreditation Council (NCAC) Issue 15, p. 8-11. Programming with the Early Years Learning Framework (2014) Program and Planning in Early Childhood Settings 5th Edition (2012) DOCUMENT NUMBER & TITLE QA1_2. Educational Program and Practice Policy DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning APPRO QA1_2.1 Documenting Children’s Learning Procedure Quality Area 1: EDUCATIONAL PROGRAM AND PRACTICE Standard 1.1 Program – The educational program enhances each child’s learning and development Standard 1.2 Practice – Educators facilitate and extend each child’s learning and development Standard 1.3 Assessment and planning – Educators and co-ordinators take a planned and reflective approach to implementing the program for each child. Regulation 73 Educational Program Regulation 74 Documenting of child assessments or evaluations for delivery of educational program Regulation 75 Information about educational program to be kept available PURPOSE At Sparrow Early Learning, we believe that the Australian Early Years Learning Framework informs and underpins the educational program and practice in our services. We have the opportunity to construct a supportive learning environment and program, with inspirations from the children, families and the Reggio Emilia Philosophy. The educational environment and program feed into our quality practices which align closely with those of Reggio Emilia. This provides children with a sense of being as they begin to understand their actions, interaction, investigative skills, and explore their understanding of themselves others and the world around them. SCOPE This procedure applies to educators and management of the service IMPLEMENTATION Service Manager/ Nominated Supervisor/ Responsible Person will: Ensure that The Sparrow Program based on an approved learning framework is delivered to all children Ensure all Educators work as a team in preparing and/or implementing the curriculum which aligns with the Sparrow and service philosophy Ensure modifications are made in the environment to align with the current program for children with additional needs. Management will make appropriate, professional referrals where necessary with family permission Ensure a conscious balance between indoor and outdoor provocations is planned for with large blocks of unstructured time for child-initiated play Communicate with families on a regular basis both verbally and in writing Ensure each child is acknowledged for their uniqueness in a positive way Support children’s efforts, assisting and encouraging as appropriate Be consistently aware of and responsive to children who may require additional support, assistance or attention, noticing and listening carefully to children’s concerns and discussing diverse perspectives on issues of inclusion and exclusion DOCUMENT NUMBER & TITLE QA1_2.1 Documenting Children’s Learning Procedure DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning Educators will: Implement an ongoing cycle of planning, documenting and evaluating children’s learning which will underpin the educational program and involves educators in critically thinking about what is obtainable and why. The following demonstrates the cycle: Document children’s experiences and their responses to the environment making children’s learning visible to children, educators and families and promotes shared learning and collaboration Provide provocations that cater for children’s individual needs, interests, and are age appropriate Ensure materials and equipment reflect the cultural diversity that exists in the Services community Respond to children's ideas and play and use intentional teaching to scaffold and extend each child's learning Provide experiences that actively promote and initiate the investigation of ideas, complex concepts and thinking, reasoning and hypothesising Gather information from families upon enrolment regarding the child’s needs, interest and family backgrounds. This information is treated as confidential and allows educators to provide experiences that interest and extend children’s current development. Partnerships between parents and educators ensure that consistency between home and the service occurs and that the best possible care is provided to the child Explore ideas and theories using imagination, creativity and play, during large blocks of uninterrupted time Use the learning outcomes to guide their planning for children’s learning Intentionally scaffold children’s understanding and learning Make use of spontaneous ‘teachable moments’ to extend children’s learning DOCUMENT NUMBER & TITLE QA1_2.1 Documenting Children’s Learning Procedure DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning  Recognise children’s learning dispositions and support these through our program and emergent learning View children as active citizens and decision makers, working with each child’s unique qualities and abilities Further extend critical thinking skills through provocations Plan realistic curriculum goals for children based on observation and assessment of individual needs and interests Ensure that all children’s experiences are recognised and valued with equitable access to resources and opportunities to demonstrate their learning Use a variety of methods to assist their reflection on children’s experiences, thinking and learning Ensure critical reflection clearly examines all aspects of events and experiences from different perspectives, identifying children’s learning, spontaneous play, teaching strategies and changes that may be needed in the environment Ensure that information about the educational program is accessible to families at all times Keep a copy of the education program at the service and make all information available for inspection upon request Play-based programs and learning opportunities are supported and enhanced through rituals, practices, and relationships and are documented accordingly DOCUMENT NUMBER & TITLE QA1_2.1 Documenting Children’s Learning Procedure DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning  QA1_2.1.3 Weekly Programming Log Week Beginning: _________________________________________________ Start/Finish Lead Educator/ Non-Contact time – Worked on Date Studio Time Educators Name Storypark Planning / IDP / Room Set up Studio 1 Studio 2 Studio 3 Studio 4 Studio 5 Studio 6 Studio 7 Studio 8 Studio 9 Studio 10 Ed Leader Time Trainee Trainee Trainee Trainee Health and Wellbeing Community and Culture Sustainability Educational Leader / Service Manager/2IC Signature (Checked for the Week) DOCUMENT NUMBER & TITLE QA1_2.1.3. Programming Log DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning QA1_2.1.4 CHILD’S PROGRESS FILE NOTE Child’s Name: ______________________________________________ Date: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Date: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Date: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Date: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Date: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ Date: _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ _____________________________________________________________________ DOCUMENT NUMBER & TITLE QA1_2.1.4. Child’s Progress File Note DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 QA1_2.1.5 Trainee Study Time Log Times Date Room Name Signature Comments (Start/Finish) DOCUMENT NUMBER & TITLE QA1_2.1.5. Trainee Study Time Log DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V6.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning QA1_2.1.6 RISK ASSESSMENT - Indoor Environment Date: Service Name: What is being assessed? Detail the activity, situation, job, process or equipment and who may be at risk Indoor Environment Hazards – across classrooms and hallways People involved in the assessment including others that have been consulted (WHS officer etc.) Name: Role: Service Manager Name: Role: Wellbeing Officer Name: Role: Risk Assessment Risk control Plan Activity/task Hazard or risk identified Current Control measures Risk level Person Date of when level of After responsible controls to be risk controls implemented Priority (use by (L,M,H) likelihood) Ensuring all educators, children, Water, sand, leaves and High Wet Floor signs displayed Likely - Low All educators Ongoing visitors and families are safe at all dirt in the blown into Spills are attended to promptly at Sparrow times classroom indoor foyer and cleaned appropriately Ensuring an inviting and clean area - Slipping Items displayed are done so environment for all Items falling onto children appropriately – hung using in the hallway and appropriate, safe measures children leaving their Doors are closed at all times possessions on the floor when not in use and children in hallway – Tripping on are supervised whilst out in items in hallway hallway when in care of service Furniture, Doors – Finger Front Door is fully secure with jams door handle and pin code for entrance DOCUMENT NUMBER & TITLE QA1_2.1.6. Risk Assessment Template – Indoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  Coffee Machine- Hot to Protective covers applied to touch, electrocution. doors to prevent finger jamming SM, Cook and any other team members in Admin area are to supervise the use of the coffee machine and children are supervised at all times while in this area. Diffuser Children may touch High Diffuser is placed at back of All educators Ongoing Position on top of lockers/ ? diffuser if they climb up the space and tucked behind at Sparrow lockers an object Children are supervised whilst out in hallway Diffuser is filled with water which remains at an acceptable temp and lid is screwed on securely Children in gated area at front door Exposure to gate into High Children are supervised at all Likely - Low All educators Ongoing while watering Community Garden carpark – Children exiting times by educator and SM. In at Sparrow and collecting herbs gate if opened by family the event of the gate needing entering or exiting the to be opened, it is done so service with caution and full Front Door held open for supervision with the children children while exiting – moved to side. Possible contact with Children are encouraged to file door that may cause out the door in an orderly injury fashion with the door propped Children exposed to water open and by educator and SM as they use watering cans only. and spray bottles Children are fully supervised Exposure to larger non while being exposed to water child sized scissors if in open watering can DOCUMENT NUMBER & TITLE QA1_2.1.6. Risk Assessment Template – Indoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  being used to cut herbs 1. Scissors are used only for meals by educators and SM Children slipping into hallway area / Access to other children’s High Children are supervised whilst Likely - Low All educators Ongoing Resource Rooms unsupervised bags entering hallway to attend to at Sparrow Access to front door their own bags Access to electronics. SM, Cook and any other team members in Admin area keep eye and ear out and respond if this does occur. Front Door is shut with high handle and push button access to open the door out of the children’s reach General Work Environment Air-conditioning (thermal comfort) Lighting Uneven walking surfaces Classroom Lifting / Carrying Pushing / Pulling Reaching/overstretching Bending Eye Strain Chemicals Hazardous chemicals Classroom Heavy Furniture – Shelves Wires/Cords Glass DOCUMENT NUMBER & TITLE QA1_2.1.6. Risk Assessment Template – Indoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning The purpose of this page is to provide prompts on the types of hazards which might be associated with the item, process or activity you are assessing. Hazards: Potential to cause harm within the workplace General Work Environment Health and Security Work design and management Confined spaces ☐ Food ☐ Work violence or bullying ☐ Air-conditioning (thermal comfort) ☒ Poisoning or contamination ☐ Inexperienced or new personnel ☐ Air quality ☐ Communicable diseases ☐ Volunteer or work experience ☐ safety Lighting ☒ Dehydration ☐ Temperature / Weather effects Noise (discomfort) ☒ Violence or assault ☐ Heat ☐ Outdoors (sun exposure) ☐ Working alone or in isolation ☐ Cold ☐ Uneven walking surfaces ☒ Working in with young children when ☐ Rain / Flood ☐ ill Working at height ☐ Bites / Stings ☐ Wind ☐ Ergonomic/manual handling ☐ Notifiable disease exposure ☐ Chemical Workstation set up Physical injury ☐ Hazardous chemicals ☒ Poor posture ☐ Mental injury ☐ Excursion specific Lifting / Carrying ☒ Company Route taken ☐ Pushing / Pulling ☒ Company reputation ☐ Water hazards ☐ Reaching/overstretching ☒ Risk to brand and enrolments ☐ Traffic or transport hazards ☐ Repetitive movement ☐ Financial ☐ Adult: child ratios ☐ Bending ☒ Other ☐ Volunteers ☐ Eye strain ☒ DOCUMENT NUMBER & TITLE QA1_2.1.6. Risk Assessment Template – Indoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  Who conducted the Risk Assessment? Who approved the Risk Assessment? Completed by: Service Manager Completed by: Business Operation Manager Name: Name: Signature: Signature: Date: Date: NB. Do not proceed with activity unless the results of the Risk Assessment determine the level of risk is minimal, and/ or there are adequate control measures in place. RISK SEVERITY/CONSEQUENCE SEVERE MAJOR MODERATE MINOR INSIGNIFICANT (may cause severe (injury resulting in (medical treatment (first aid treatment - no (reflection and process LIKELIHOOD injury or fatality - at least one day lost injury - back to lost time) improvement) more than two time) work) weeks lost time) VERY LIKELY (exposure happens frequently) High High Medium Medium Low LIKELY (exposure but not frequently) High Medium Medium Low Very low UNLIKELY (exposure could happen but only rarely) Medium Medium Low Very low Very low VERY UNLIKELY (Exposure can happen but probably never will) Medium Low Very low Very low Very low DOCUMENT NUMBER & TITLE QA1_2.1.6. Risk Assessment Template – Indoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  Risk priority Definitions of priority Time frame Situation critical, stop work immediately or consider cessation of work process. High Now Must be fixed today, consider short term and/or long-term actions. Medium Is very important, must be fixed urgently, consider short term and/or long-term actions. 1 – 3 weeks Is still important but can be dealt with through scheduled maintenance or similar type Low 1 - 3 Months programming. However, if solution is quick and easy then fix it today. Very low Review and/or manage by routine processes Not applicable I acknowledge that I have read the Indoor Environment Risk Assessment throughly, and understand the requirements for my Role. Educators Full Name Date reviewed Educators Signature 1 2 3 4 5 6 7 8 9 DOCUMENT NUMBER & TITLE QA1_2.1.6. Risk Assessment Template – Indoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 DOCUMENT NUMBER & TITLE QA1_2.1.6. Risk Assessment Template – Indoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning QA1_2.1.7 RISK ASSESSMENT - Outdoor Environment Date: Service Name: What is being assessed? Detail the activity, situation, job, process or equipment and who may be at risk Outdoor Environment – Unders and overs yards People involved in the assessment including others that have been consulted (WHS officer etc.) Name: Role: Service Manager Name: Role: Wellbeing Officer Name: Role: Risk Assessment Risk control Plan Activity/task Hazard or risk identified Current Control measures Risk level Person Date of when level of After responsible controls to be risk controls implemented (L,M,H) (use by Likelihood) Providing the children with a safe Large nest Swing Medium Yard checks being conducted Very Likely All educators Ongoing environment Slide and Platform. daily - Low at Sparrow - Outdoor Play Equipment Sandpit - Step off edge Children are guided on onto path and use of appropriate use of swing and metal utensils, rakes supervised, children are Path monitored for weight levels Mud Kitchen Facilities – and how many children are on Exposure to water, metal the swing at any one time, soft rakes, shovels fall is underneath swing, Fences and Gates educators do not use swing Doors Soft fall is underneath Climbing Equipment – platform, children are Metal A Frames, Climbing supervised while using slide DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  and taught how to use appropriately, one child per use Mixed Age Groups Children are supervised while interacting in in mud kitchen and behaviour environment together guided where necessary – Children are taught how to use resources appropriately and safely. Only child safe plants and materials are used in garden beds, maintenance occurs where hazards such as branches, prickly branches or leaves are removed Fences and Gates are of appropriate and compliant height with materials and resources placed away from fence to reduce risk of children attempting to scale – Gates are kept shut and key locked where applicable and are only opened in the event of an Emergency Evacuation etc. Keys are kept out of children’s reach. Indoor and Outdoor Play is promoted so doors may be open with thorough communication amongst the team and supervision. Doors are held open if this is occurring. DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  Mixed Age Groups are engaged in environment together – Supervision and positioning is enforced to ensure effective. Timetable in place if needed due to large volume of children present. Educators guide behaviour and role model where needed and equipment in place is suitable for all age groups with risk taking encouraged in a safe manner. Outdoor Play Exposure to water during Tree Stump edging is - Environment water play positioned in a manner that is Large tree stump edging obvious to the eye. Children Garden, plants are guided if using tree stumps Tan Bark as a walking path Uneven walking surfaces - Water play is supervised with Path troughs used filled to an Sandpit - Sand appropriate water level that is safe for the children. Children are encouraged to remain standing around water troughs on stands. Tank water in use to reduce waste and children are encouraged to recycle water during water play. (Waterproof sunscreen is used and sunscreen is applied more frequently if needed during waterplay) Tan Bark is kept at compliant level to ensure protection is DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  adequate where needed. Supervision is used where children are engaging in natural play with the tanbark (Younger children mouthing or placing inside ears) Path is brushed frequently, and children are encouraged to participate to build their understanding of safety. Sandpit is raked daily, any foreign materials found are disposed off, children are supervised whilst in sandpit and Behaviour guided to prevent injuries (sand in eyes), younger children are guided while exiting sandpit down step. Steps are kept clean and free of debris to reduce slip hazards. Animals / Insects / Bugs Insects and Bugs Insects and Bugs may be - Bites / Stings present in environment as it is natural with plants – Plants chosen are less attractive for insects and bees, Pest Control occurs with monitoring via yard checks and everyday supervision. Children are removed from outdoor environment immediately if a danger presents and appropriate action taken to rectify as soon as possible. DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning General Work Environment - Air Quality - Outdoors (sun exposure) - Uneven walking surfaces - Lifting/Carrying - Pushing / Pulling - Repetitive movement - Bending Health and Safety - Poisonous Plants - Large Trees - Dehydration - Hazardous Chemicals (in the air) Temperature / Weather effects - Heat - Cold - Rain / Flood - Wind DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning The purpose of this page is to provide prompts on the types of hazards which might be associated with the item, process, or activity you are assessing. Hazards: Potential to cause harm within the workplace General Work Environment Health and Security Work design and management Confined spaces ☐ Food ☐ Work violence or bullying ☐ Air-conditioning (thermal comfort) ☐ Poisoning or contamination ☐ Inexperienced or new personnel ☐ Air quality ☒ Communicable diseases ☐ Volunteer or work experience ☐ safety Lighting ☐ Dehydration ☒ Temperature / Weather effects Noise (discomfort) ☐ Violence or assault ☐ Heat ☒ Outdoors (sun exposure) ☒ Working alone or in isolation ☐ Cold ☒ Uneven walking surfaces ☒ Working in with young children when ☐ Rain / Flood ☒ ill Working at height ☐ Bites / Stings ☒ Wind ☒ Ergonomic/manual handling ☐ Notifiable disease exposure ☐ Chemical Workstation set up Physical injury ☐ Hazardous chemicals ☒ Poor posture ☐ Mental injury ☐ Excursion specific Lifting / Carrying ☒ Company Route taken ☐ Pushing / Pulling ☒ Company reputation ☐ Water hazards ☐ Reaching/overstretching ☐ Risk to brand and enrolments ☐ Traffic or transport hazards ☐ Repetitive movement ☒ Financial ☐ Adult: child ratios ☐ Bending ☒ Other ☐ Volunteers ☐ Eye strain ☐ DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  Who conducted the Risk Assessment? Who approved the Risk Assessment? Completed by: Service Manager Completed by: Business Operations Manager Name: Name: Signature: Signature: Date: Date: NB. Do not proceed with activity unless the results of the Risk Assessment determine the level of risk is minimal, and/ or there are adequate control measures in place. RISK SEVERITY/CONSEQUENCE SEVERE MAJOR MODERATE MINOR INSIGNIFICANT (may cause severe (injury resulting in (medical treatment (first aid treatment - no (reflection and process LIKELIHOOD injury or fatality - at least one day lost injury - back to lost time) improvement) more than two time) work) weeks lost time) VERY LIKELY (exposure happens frequently) High High Medium Medium Low LIKELY (exposure but not frequently) High Medium Medium Low Very low UNLIKELY (exposure could happen but only rarely) Medium Medium Low Very low Very low VERY UNLIKELY (Exposure can happen but probably never will) Medium Low Very low Very low Very low DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning  Risk priority Definitions of priority Time frame Situation critical, stop work immediately or consider cessation of work process. High Now Must be fixed today, consider short term and/or long-term actions. Medium Is very important, must be fixed urgently, consider short term and/or long-term actions. 1 – 3 weeks Is still important but can be dealt with through scheduled maintenance or similar type Low 1 - 3 Months programming. However, if solution is quick and easy then fix it today. Very low Review and/or manage by routine processes Not applicable I acknowledge that I have read the Outdoor Environment Risk Assessment throughly, and understand the requirements for my Role. Educators Full Name Date reviewed Educators Signature 1 2 3 4 5 6 7 8 9 DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 DOCUMENT NUMBER & TITLE QA1_2.1.7. Risk Assessment Template – Outdoor Environment DATE PUBLISHED 29/9/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE January 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 29/9/2023 ©Sparrow Early Learning QA1_2.2 StoryPark Procedure Quality Area 1: EDUCATIONAL PROGRAM AND PRACTICE Standard 1.1 Program – The educational program enhances each child’s learning and development Standard 1.2 Practice – Educators facilitate and extend each child’s learning and development Standard 1.3 Assessment and planning – Educators and co-ordinators take a planned and reflective approach to implementing the program for each child. Regulation 73 Educational Program Regulation 74 Documenting of child assessments or evaluations for delivery of educational program Regulation 75 Information about educational program to be kept available PURPOSE At Sparrow Early Learning, we believe that the Australian Early Years Learning Framework informs and underpins the educational program and practice in our services. We aim to maximize the families input and knowledge towards the development of their child whilst in our Services. Storypark is a digital portfolio that provides a way of sharing valuable developmental information between the service and the child’s family. SCOPE This procedure applies to educators and management of the service IMPLEMENTATION Service Manager/ Nominated Supervisor/ Responsible Person will: Liaise with your services’ Business Operations Manager and Education and Practice Consultant in determining the rollout of Storypark at your service Provide access to Storypark via https://www.storypark.com/sparrow and fill in the details for yourself and the Service Provide access to the recording “Sparrow Program and Planning Cycle Recording” on SharePoint Input individual information into the ‘About’ section including your service philosophy Select learning sets from Public listing – QLD – QKLG (Storypark) and VIC – VEYLDF (Storypark) Ensure that the Service Manager, 2IC and Educational Leader are the only Service team members to have administration rights over the site so that all documentation is provided to both parties prior to publishing Utilise the Storypark Review Guide on SharePoint to ensure you have correctly completed the Storypark set up. Provide the Storypark information sheet to all families which explains how the program works Provide opportunities for the Educational Leader to train the other Service Educators on the use of Storypark Provide the Education and Practice Consultant and Business Operations Manager as a teacher with administration rights so they have access to the stories and reporting Be responsible for community postings Invite all Educators to the site once all training has been completed DOCUMENT NUMBER & TITLE QA1_2.2 StoryPark Procedure DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning  Oversee the content of the system to ensure integrity of use; comprehensive documentation of children’s learning and the Services compliance with the National Quality Standards and National Regulations Educators will: Accept the invitation sent by the Service Manager or Educational Leader to access Storypark Complete the online training webinar within two (2) weeks of access which is then documented on the Service training log Up load a professional photo of yourself in uniform on your profile page Set up the individual children’s files and link their room Send an invitation to families of the children in their room to provide them access to the program Document the children’s learning through the program recording both group and individual learning stories which have meaningful content and effectively demonstrate the programming and planning cycle Add ‘learning tags’ to the learning stories to show links to the approved learning frameworks Add information into the ‘planning notes’ that demonstrates the planning cycle and ongoing program development Determine which families do not wish to access the program. An individual paper-based portfolio will be documented for these children and families which will document the individual learning for that child Only access Storypark via the services computers and devices. It is not permitted to access the program on personal devices such as iPad’s or mobile phones At all times ensure that documentation is written professionally, is linked to the approved learning frameworks and effectively demonstrates the program in action and children’s learning while at the service DOCUMENT NUMBER & TITLE QA1_2.2 StoryPark Procedure DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning QA1_3 Technology / Cyber Safety Policy National Quality Standards (NQS) Quality Area 1: Educational program and practice 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. Quality Area 2: Children’s health and safety 2.2 Each child is protected 2.2.1 At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard 2.2.3 Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect. Education and Care Services National Regulations 73 Educational Programs 727 Confidentiality of records kept by approved provider 181- Confidentiality and storage of records 184 168 Education and care services must have policies and procedures 181 Confidentiality of records kept by approved provider 195 Application of Commonwealth Privacy Act 1988 PURPOSE Digital technologies and computers have become an integral part of many children’s and young people’s daily lives. The services recognise the benefits of utilising information technology as a valuable learning tool to further enhance children’s play and development opportunities within the service. We also acknowledge that the use of technology needs to fit within the recommendations of recognised health professionals and be actively monitored to ensure children are protected from harm and hazard. SCOPE This policy applies to children, families, staff, management, volunteers, students and visitors (including contractors) of the service DOCUMENT NUMBER & TITLE QA1_3. Technology – Cyber Safety Policy DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning IMPLEMENTATION It is important that our Educators are not only familiar with the use of computer technologies, but are able to guide children’s understanding of, and ability to use them. Technology and media items will only be used as an extension to the daily program assisting in the development of social, physical, emotional, cognitive, language and creative potential of each child. Quality TV programs can be helpful in the retelling of stories about our culture and help to celebrate diversity. Our Service will implement responsible behaviour and limit screen time when using technology, respecting the Service, children, and the privacy of families and Educators. Educators will exercise appropriate judgement and behave in a professional and ethical manner when using technology. Cyber safety is the safe and responsible use of information and communication technology. It is about keeping information safe and secure which protects the privacy of individuals, and being responsible with that information, being respectful of other people online, and using good 'netiquette' (internet etiquette). SOURCE Australian Children’s Education & Care Quality Authority. Guide to the Education and Care Services National Law and the Education and Care Services National Regulations Education and Care Services National Law (WA) Act 2012 ECA Code of Ethics https://esafety.gov.au Guide to the National Quality Standard. Revised National Quality Standard Privacy Laws https://www.oaic.gov.au/privacy-law Education and Care Services National Regulations 2012 National Quality Standard Early Years Learning Framework v2.0 – LO 4.4 Children resource their own learning through connecting with people, place, technologies and natural and processed materials My Time Our Place DOCUMENT NUMBER & TITLE QA1_3. Technology – Cyber Safety Policy DATE PUBLISHED 20/06/2023 DOCUMENT VERSION V7.0 REVISION DUE DATE April 2024 APPROVED BY: Marnie Testa Chief Operations Officer DATE: 20/06/2023 ©Sparrow Early Learning QA1_3.1 Technology/Cyber Safety Procedure Quality Area 1: EDUCATIONAL PROGRAM AND PRACTICE Standard 1.1.1 Approved learning framework PURPOSE Digital technologies and computers have become an integral part of many children’s and young people’s daily lives. The services recognise the benefits of utilising information technology as a valuable learning tool to further enhance children’s play and development opportunities within the service. We also acknowledge that the use of technology needs to fit within the recommendations of recognised health professionals and be actively monitored to ensure children are protected from harm and hazard. SCOPE This procedure applies to all children, educators, volunteers, students, visitors (including contractors) and management of the service IMPLEMENTATION It is important that our Educators are not only familiar with the use of computer technologies, but are able to guide children’s understanding of, and ability to use them. Technology and media items will only be used as an extension to the daily program assisting in the development of social, physical, emotional, cognitive, language and creative potential of each child. Quality TV programs can be helpful in the retelling of stories about our culture and help to celebrate diversity. Our Service will implement responsible behaviour and limit screen time when using technology, respecting the Service, children, and the privacy of families and Educators. Educators will exercise appropriate judgement and behave in a professional and ethical manner when using technology. The Internet is a magnificent resource for research, communication, and extending programming ideas and interests. Computer use within our Service aims to encourage children to solve problems and use logical reasoning, leading children to make decisions and choices and assisting them to use computer software competently. Cyber safety is the safe and responsible use of information and communication technology. It is about keeping information safe and secure which protects the privacy of individuals, and being responsible with that information, being respectful of other people online, and using good 'netiquette' (internet etiquette). Management/ Nominated Supervisor/ Responsible Person will: Identify technology training needs of Educators in professional development. Ensure the Service privacy and confidentiality policy is adhered to at all times by Educators. Ensure there is no unauthorised access to the Service’s technology facilities (programs, software program etc.). DOCUMENT NUMBER & TITLE QA1_3.1. Technology/Cyber Safety Procedure DATE PUBLISHED 20/06/2023 DOCUMENT Identify VERSION V7.0 technology training REVISION needs DUE DATE ofApril Educators 2024 in APPROVED BY: Marnie Testa professional Chief Operations Officer development. DATE: 20/06/2023 Ensure the Service privacy and confidentiality policy is ©Sparrow adhered Early Learning to at all times by Educators. Ensure there is no unauthorised access to the