PART 1 PROMOTING WELLBEING CHAPTER 2 CHCECE016 Establish and maintain a safe and healthy environment for children Introduction: This unit of competency (UOC) extends the skills and knowledge gained in Cert III or Stage 1 of the Diploma - CHCECE002 ‘Ensure the health and safety of children.’ This earlier UOC introduces the skills and knowledge required to ensure the health and safety of children. It is covered in Chapter 6 of The Early Childhood Educator for Certificate III. This UOC focuses more on the expectations of Diploma-trained staff to play a more autonomous role in providing a safe and healthy environment for children by: proactively and effectively communicating hazards and safety issues planning and coordinating emergency responses and the supervision of children promoting and monitoring safety practices in relation to health issues supporting children’s increasing responsibility for their own health and physical wellbeing (CHCECE016, performance evidence).

Required performance Know how to Establish & maintain a safe & healthy environment for children by: communicating hazards and safety issues coordinating emergency responses planning and coordinating supervision of children promoting and monitoring safety practices coordinating appropriate procedures for handling infections and illnesses enacting strategies to support children to take increasing responsibility for their own health and physical wellbeing The Performance Evidence summarised in this slide links to the assessment for this UOC.

Required knowledge Know about NQF documents & how to navigate them to find areas relevant to this UOC Common childhood illnesses and appropriate responses Strategies for minimising risk Notifiable diseases Organisational standards, policies and procedures The Knowledge Evidence summarised in this slide links to the assessment for this UOC. The essential outcomes for this UOC are presented in 7 elements: Support each child’s health needs Provide for each child’s comfort Promote and implement effective hygiene practices Take steps to control the spread of infectious diseases Ensure adequate supervision of children Take precautions to protect children from harm Develop plans to effectively manage incidents and emergencies

Focus of element 1 1 2 3 4 Discuss child’s needs with the family Communicate any concerns or queries about child’s needs with the family 3 Consult with authorities to ensure currency of health information 4 Develop individual medical management plans Element 1: Support each child’s health needs The focus of element 1 is summarised in the key words used on this slide which incorporate aspects of the following performance criteria and one aspect is extended on the next slide: 1.1 Discuss individual children’s health requirements and routines with families at enrolment and then on a regular basis 1.2 Ensure that any concerns or questions about a child’s health needs are conveyed to the family 1.3 Consult with relevant authorities to ensure that health information is current 1.4 Ensure that individual medical management plans for children with a specific health care need are in place and readily available at the service See chapter for: NQS and Regulation references re gathering information about a child’s health needs Activity 2.1 - becoming familiar with requirements of Regulations 160 and 162 Details about Regulations 90, 91 & 161 and about aspects of acquiring knowledge about a child’s routines at home Sources of information about currency of health information Information about medical management plans on next slide

Medical management plans Medical management plan for: (insert child’s name)   Family and physician’s names and contact details: Medical condition details: Prescribed actions and treatment: Agreed strategies to minimise risks associated with the medical condition: Parent’s and physician’s signatures: Review date: Director’s signature: See chapter for: Legislative requirement to have a policy for managing medical conditions (and to provide a copy to parents on enrolment – Regulation 91) and to develop a risk minimisation plan in consultation with a child’s family (Regulation 90) At Work scenario as a practical example of auditing medical management plans Activity 2.2 – researching ASCIA’s Action Plans, Treatment Plans and Checklist for Anaphylaxis and recording some risk minimisation strategies Example detail required for a medical management plan. Also see the ascia website for action plans – http://www.allergy.org.au/health-professionals/ascia-plans-action-and-treatment

Active & restful experiences Focus of element 2 Children’s comfort Grouping Spacing Active & restful experiences Element 2: Provide for each child’s comfort The key aspects of element 2 are summarised in this image which incorporates aspects of the following performance criteria and one aspect is extended on the next slide: 2.1 Ensure that groupings of children are configured to provide for each child’s comfort and to minimise the risk of overcrowding 2.2 Make sure physical spaces are available for children to engage in rest and quiet activities 2.3 Offer a range of active and restful experiences to children and support them to make appropriate decisions regarding participation See chapter for: Guide to the National Quality Framework and EYLF references about the 3 benefits of grouping children in small groups Activity 2.3 - considering promotion of children’s strong sense of identity using the EYLF Planning the physical learning environment so children can engage in both energetic and more restful activities Activity 2.4 - researching ways to provide play spaces in the physical learning environment for children to engage in restful and quiet activities At Work scenario about children ‘taking increasing responsibility for their own health and physical wellbeing’ (EYLF p.32) by offering a range of both active and restful experiences Information about offering a range of restful and quiet experiences on next slide

Restful and quiet experiences Offer a range of restful experiences (other than sleeping or resting on a mattress) and support children to make informed decisions Books Puzzles Listening centre Mark making Yoga Additional ideas can be found online. For example: http://www.earlychildhoodaustralia.org.au/nqsplp/wp-content/uploads/2012/05/NQS_PLP_E-Newsletter_No29.pdf http://kidsactivitiesblog.com/60561/quiet-time-activities

Focus of element 3 Effective hygiene practices Access current information Staying Healthy Health authorities Promote best practice Maintain cleaning schedule Provide information to families Display hand washing procedures Element 3: Promote and implement effective hygiene practices The key aspects of element 3 are summarised in the slide’s image which encapsulates the core aspects of the following performance criteria and and one aspect is extended on the next slide: 3.1 Ensure that the service accesses information on current hygiene practices 3.2 Maintain written procedures and schedules to ensure a regular regime of washing children’s toys and equipment 3.3 Provide families with information and support that helps them to follow the service’s hygiene procedures 3.4 Ensure that information about correct hand washing procedures is displayed in relevant areas of the service See chapter for: Activity 2.5 – researching an aspect of current hygiene principles as background for a staff meeting presentation Activity 2.6 – develop procedures and schedules for washing children’s toys and equipment Resource ideas to provide information to families At Work scenario about promoting effective hygiene practices Information about correct handwashing procedures on next slide

Effective handwashing See chapter for: Handwashing chart as featured on the slide from https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55g_how_to_wash_hands_poster_130701.pdf https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55g_how_to_wash_hands_poster_130701.pdf

Focus of element 4 Provide information about immunisation recommendations Minimise risk of illness and injuries Advise families and public health authorities Follow health and safety guidelines and service procedures Control the spread of infectious diseases Element 4: Take steps to control the spread of infectious diseases The key aspects of element 4 are summarised in the slide’s image which encapsulates the core aspects of the following performance criteria and one aspect is extended on the next slide: 4.1 Configure groupings of children to minimise the risk of illness and injuries 4.2 Source information about recognised health and safety guidelines 4.3 Ensure that service procedures are followed, in relation to notifying families of illness or injuries that affect children while in education and care 4.4 Advise families and public health authorities where necessary of cases of infectious diseases at the service and provide them with relevant information 4.5 Ensure current records of children’s immunisation status are up-to-date and a procedure is in place to maintain the currency 4.6 Provide information to families and educators about child and adult immunisation recommendations See chapter for: Resource recommendation – Staying Healthy pp. 5 – 13 Notifiable illnesses – National Regulations 86 & 88 Activity 2.7 – researching information about exclusion procedures in Staying Healthy pp. 13 – 19 & NQS 2.1.2 Information about the National Immunisation Program Schedule Activity 2.8 – preparing an information leaflet for families about immunisation Information about the chain of infection on next slide

Break the chain of infection Wash hands Cough or sneeze into elbow Stay at home if unwell Clean surfaces with detergent & water Chain of Infection poster available from https://www.nhmrc.gov.au/_files_nhmrc/publications/attachments/ch55d_chain_of_infection_poster_130701.pdf

Supervision Focus of element 5 Arrangement of physical environment Whole staff awareness Excursion risk assessments Element 5: Ensure adequate supervision of children The key aspects of element 5 are summarised in the slide’s image which encapsulates the core aspects of the following performance criteria and one aspect is extended on the next slide: 5.1 Arrange equipment, furniture and activities to ensure effective supervision while also allowing children to access private and quiet spaces 5.2 Ensure new or relief educators are informed of supervision arrangements and of what they are required to do in relation to supervising children 5.3 Undertake a risk assessment for each excursion including implications for supervision See chapter for: Requirements as to ‘adequate supervision’ as stated in the Guide to the National Quality Framework, NQS 2.1. Need to inform new or relief educators about supervision arrangements Activity 2.9 – considering required varying levels of supervision according to developmental characteristics and location & educator-to-child ratios Information about risk assessments for excursions (Regulations 100 & 102) Activity 2.10 – relating to preparing for an excursion Information about an excursion risk management plan on next slide

Excursion risk assessments Be aware of authorisation requirements specified in Regulation 102(4). Download an excursion risk management form from the ACECQA website. Conduct a site visit prior to the official excursion and complete a risk assessment. Plan the visit and seek required authorisations. Excursion risk management plan available from http://www.acecqa.gov.au/sample-forms-and-templates-now-available

Focus of element 6 Protect children from harm Safety checks Risk minimisation plans Warning signs and safety monitoring Travel safely precautions & training Pest/vermin inspections Monitor visitors to the service Element 6: Take precautions to protect children from harm The key aspects of element 6 are summarised in the slide’s image which encapsulates the core aspects of the following performance criteria and one aspect is extended on the next slide: 6.1 Ensure safety checks are consistently implemented and action is taken as a result of the checks 6.2 Check risk minimisation plans are in place for children enrolled at the service who have a specific health care need, allergy or relevant medical condition 6.3 Ensure simple warning signs are located where potentially dangerous products are stored 6.4 Confirm safety of any drinks, food and cooking utensils and appliances used as part of the program 6.5 Ensure that basic training and testing on how to move and fit car seats, restraints and booster seats (applicable to the age of relevant child) is available to all educators 6.6 Keep records of pest/vermin inspections and/or eradications 6.7 Develop and maintain a written process for monitoring who enters and leaves the premises at all times 6.8 Provide detailed information to families regarding any excursion being undertaken See chapter for: Information about: Safety checks Risk minimisation plans Warning signs Children’s safe travel Records of pest/vermin inspections Monitoring service visitors Providing information to families about excursions Activity 2.11 – researching child restraint training and resource about how to keep children safe while travelling At Work scenario about information that needs to be provided to families about excursions Activity 2.12 – further research using the NQS about how to provide a child-safe environment Information about a risk minimisation plan on next slide

Risk minimisation plans Create plans in consultation with parents to ensure that: their child’s specific health care need, allergy or relevant medical condition is assessed and minimised safe practices and procedures in regard to food, allergens, medications and medical management plans are developed and implemented. Adapted from the Education and Care National Regulations 90 (1, c, iii). Examples of risk minimisation strategies for schools, preschools and childcare services - https://www.allergy.org.au/images/scc/ASCIA_Risk_minimisation_strategies_table_030315.pdf Action plans available from http://www.allergy.org.au

Manage incidents and emergencies Focus of element 7 Manage incidents and emergencies Display emergency procedures Ensure access to phones Place emergency numbers near phones Inform families about procedures Practise emergency drills Emergency equipment is tested & staff are trained to use it Maintain a list of emergency contacts Element 7: Develop plans to effectively manage incidents and emergencies The key aspects of element 7 are summarised in the slide’s image which encapsulates the core aspects of the following performance criteria and one aspect is extended on the next slide: 7.1 Ensure emergency procedures are displayed prominently throughout the premises 7.2 Make certain that all educators have ready access to a phone or similar means of communication 7.3 Ensure emergency numbers are located near telephones 7.4 Communicate information to families about the service’s emergency procedures and incident management plans 7.5 Discuss and practise emergency drills with children, educators and any other people on the premises 7.6 Ensure that emergency equipment is available and tested and staff are trained in the use of it 7.7 Maintain a portable record of children’s emergency contacts in case of emergencies See chapter for: Information about: Emergency and evacuation procedures Educators having ready access to an operating telephone Emergency numbers being located near telephones Written information being communicated to families Emergency drills being discussed and practised with children, educators and any other people on the premises Emergency equipment such as fire extinguishers and fire blankets being available and tested A current portable record of children’s emergency contacts in case of emergencies being maintained Activity 2.13 – researching emergency evacuation plans An example role delegation during an evacuation procedure can be found on the next slide

Evacuation procedure Nominated Supervisor /Certified Supervisor — placed in day-to-day charge direct the actions of others contact emergency services as required and maintain ongoing communications oversee decision making processes and make final decisions. Delegated first aid person collect emergency packs collect first aid kits collect sign in/out sheets for children and staff collect the emergency contact list for children and staff administer first aid as required Delegated communications person collect mobile phone if possible seek direction for information/messages to be passed on to families or emergency contacts contact families or emergency contacts with a consistent message maintain ongoing contact with families or emergency contacts as directed. All other educators and staff ensure the safety and wellbeing of children and other adults provide reassurance to children and other adults ensure effective supervision of children allowing others to do their roles. An example role delegation during an evacuation procedure original Figure 1.5 in chapter. Source: PSC National Alliance Managing Emergency Situations in Education and Care Services, p. 8

Key aspects of CHCECE016 Compliance with regulatory requirements and guidelines to support and ensure the safety and health of children in a service Provisions to ensure each child’s comfort Adoption of recommended hygiene practices Prevention of the spread of infectious diseases Adequate supervision of children Protection of children from harm Management of incidents and emergencies Use online case study and accompanying questions as a holistic representation of this UOC.