1. Information forum for early childhood services

2. QUALITY ASSESSMENT & REGULATION DIVISION This presentation: National updates Assessment and rating progress Quality Improvement Planning - Discussion New requirements in 2016 Emergency Management Notifications New training –Q&A WELCOME

3. COAG Review Transition to Schools VEYLDF update NATIONAL UPDATES

4. Review and update of the Victorian Early Years Learning and Development Framework (VEYLDF) Ecological model of child development adapted from Bronfenbrenner,1979

5. ASSESSMENT AND RATING PROGRESS ASSESSMENT AND RATING SNAPSHOT - 31 March 2016

6. ASSESSMENT AND RATING PROGRESS VICTORIAN SERVICES FINAL OVERALL RATING BY SERVICE TYPE - 31 March 2016

7. ASSESSMENT AND RATING PROGRESS VICTORIAN SERVICES BY QUALITY AREA RATING - 31 March 2016

8. TOP TEN ELEMENTS ‘NOT MET’ 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly. 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times. 7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements. 3.3.2 Children are supported to become environmentally responsible and show respect for the environment. 7.1.4 Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.

9. ELEMENTS IMPROVED 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning. 3.3.1Sustainable practices are embedded in service operations. 2.1.1Each child’s health needs are supported. 1.1.4The documentation about each child’s program and progress is available to families

10. NEXT ASSESSMENT AND RATING VISITS 210 Services have had more than one A& R visit Services were more likely to receive a poorer second rating in areas 2, 4, 5 and 7 Services were more likely to improve their rating in areas 1 and 7

11. PREPARING FOR THE NEXT ASSESSMENT AND RATING VISIT Complete regular self- assessment For 2016 ensure that the self assessment includes an assessment of (as relevant): Child Safe Standards No jab no play New ratios for children 36 months to preschool age Early childhood teacher registration The Assessment and Rating Instrument can be used to assist QUALITY IMPROVEMENT PLANNING Review Quality Improvement Plan to incorporate services focus for 2016 NEXT ASSESSMENT AND RATING VISITS

12. Practice of all educators Consistency of practice across the service Ensuring children of all ages have quality experience Routines based on individual needs More evidence of collaborative partnerships with families and communities FOCUS OF REGULATORY AUTHORITY

13. DISCUSSION Consider how self-assessment and quality improvement is managed at your service. Is it working and is the whole team on board? Are your service’s systems and plans connected? Is the process effective and efficient? Do your individual inclusion plans or performance review processes link to your quality improvement plan? Do children, families and communities have a voice at all stages of the process? Are there links with the professional development plans for educators and/or co-ordinators? How are you sharing your goals and progress with children, families and the community? Do your outline achievements and goals reflect the strengths and uniqueness of your service? Are practices, policies and procedures reviewed?

14. NEW REQUIREMENTS IN 2016 InitiativeLawRelationship with National Law Monitoring and Action Child Safe Standards Child Wellbeing and Safety Act 2005 -No explicit requirement -Incorporation in practices, policies and procedures -Action where failure to meet child safe standards compromises the safety health or wellbeing of a child ‘No Jab No Play’ - Public Health and Wellbeing Act 2008 - Education and Care Services National Regulations 2011 - Children’s Services Regulations 2009 From 1 March 2016, record keeping requirements: -National Regulation 162(i) -Children Services Act Regulation 34 -Incorporation in practices, policies and procedures VIT Registration Education and Training Reform Act 2006 -No explicit requirement -Early childhood teachers are registered with VIT as required -MOU – information sharing VIT and DET 1:11 ratios 36 months to preschool age Education and Care Services National Regulations 2011 -National Regulation 123 -Ratios are met or a waiver is in place Criminal offences improving responses to child sexual abuse Crimes Act 1958 -No explicit requirement Three new criminal offences: -Failure to disclose -Failure to protect -Grooming

15. Builds on the principles and objectives of National Quality Framework Focus for 2016 is on helping organisations create and maintain child safe environments through education and training There is a commitment to child safety and the adoption of the child safe standards are demonstrated through practices, policies and procedures. Extensive resources developed and continue to be developed by Department of Health and Human Services Forums and training being rolled out. CHILD SAFE STANDARDS

16. Three key principles are included in each standard: –promoting the cultural safety of Aboriginal children –promoting the cultural safety of children from culturally and/or linguistically diverse backgrounds –promoting the safety of children with a disability. To meet the child safe standards early childhood services must have: Standard 1: Strategies to embed an organisational culture of child safety, including through effective leadership arrangements Standard 2: A child safe policy or statement of commitment to child safety Standard 3: A code of conduct that establishes clear expectations for appropriate behaviour with children Standard 4: Screening, supervision, training and other human resources practices that reduce the risk of child abuse by new and existing personnel Standard 5: Processes for responding to and reporting suspected child abuse Standard 6: Strategies to identify and reduce or remove risks of child abuse Standard 7: Strategies to promote the participation and empowerment of children. CHILD SAFE STANDARDS

17. What does the Regulatory Authority expect? All persons associated with the service are aware of the child safe standards and the way in which they will be enacted at the service. self-assessment completed and quality improvement plan updated (element 7.2.3) commitment to child safety and to the child safe standards included in child safe environment policy and procedures (regulation 168(2)(h)) staff recruitment, induction and performance management processes address the child safe standards and are documented in staffing policy and procedures (regulation 168(2)(i)) o code of conduct includes a focus on educators interactions with children processes for responding to and reporting suspected harm to children and strategies to reduce or remove risks of child abuse are in place (section 167 and element 2.3.4) dealing with complaints policy and procedures reflect the child safe standards (regulation 168(2)(o) and element 7.3.4) strategies are in place to promote the participation and empowerment of children. CHILD SAFE STANDARDS

18. NO JAB NO PLAY The law applies to: The law does not apply to: Services operating under the National Quality Framework Long day care services Family day care services Preschool/Kindergarten services xOutside school hours care services (after school care, before school care, vacation care) xSchool children enrolled in any service Services operating under the Children’s Services Act 1996 Standard licence services Occasional care services with a limited hours type 2 licence Short term type 1 services xSchool holiday care services xOccasional care services with a limited hours type 1 licence xServices with a short term type 2 services Who does it apply to?

19. Changes to National Regulations and Children Service’s Regulations commenced 1 March 2016 For every child whose enrolment was confirmed on or after 1 January 2016, the following is required to be kept in the enrolment record: A copy of the child’s immunisation status certificate that demonstrates the child is: o fully immunised for their age; or o on a vaccination catch-up program; or o unable to be fully immunised for medical reasons (medical contraindication) Or evidence that the child meets the criteria for the grace period. Note does not apply to outside school hours care services, school children, limited hours type 1 licence and short term type 2 licence. NO JAB NO PLAY

20. 16 week ‘grace period’ For families experiencing vulnerability and disadvantage Must meet criteria (outlined in Immunisation enrolment toolkit) Service is required to take ‘reasonable steps’ to assist families obtain documentation If documentation not provided in 16 weeks, child is NOT to be excluded NO JAB NO PLAY

21. What does the Regulatory Authority expect? Enrolment processes have been reviewed and the enrolment and orientation policy and procedures have been updated Children whose enrolment was confirmed after 1 January 2016 meet the ‘No Jab No Play’ requirements For enrolments confirmed from 1 January 2016, an immunisation status certificate or evidence that the grace period eligibility requirements are met (grace period eligibility form). NO JAB NO PLAY

22. What are the new ratio requirements? From 1 January 2016, the educator to child ratio for children 36 months to preschool age is 1 educator to 11 children (from 1 educator to 15 children) Key points Applies to services with children 36 months to preschool age Ratios are calculated across the service Only educators working directly with children can be counted All educators required to meet minimum ratios must meet qualification requirements. 1:11 RATIO REQUIREMENTS

23. Improved educator-to-child ratios: allow for more effective and meaningful relationships with children provide further opportunities for intentional teaching and for scaffolding children’s learning aim at improving interactions New ratios mean more qualified staff Services unable to meet ratios have applied for a waiver from ratios, qualification or space requirements amendment to service approval to include the verandah space as indoor space 1:11 RATIO REQUIREMENTS

24. Number of children 36 months to preschool age Number of educators required under National Regulations Kindergarten funding requirement per group/room 2 - 11 1 educator 1 educator who holds or is actively working towards at least an approved diploma level qualification 1 educator  a qualified Early Childhood Teacher (ECT)* 12 - 22 2 educators  1 educator who holds or is actively working towards at least an approved diploma level qualification; and  1 educator who holds or is actively working towards at least an approved certificate III level qualification. 2 educators  At least 1 qualified ECT per group/room; and  1 educator who holds or is actively working towards at least an approved certificate III level qualification. 23 - 33 3 educators  2 educators who hold or are actively working towards at least an approved diploma level qualification; and  1 educator who holds or is actively working towards at least an approved certificate III level qualification. 3 educators  At least 1 qualified ECT per group/room; and  1 educator who holds or is actively working towards at least an approved diploma level qualification; and  1 educator who holds or is actively working towards at least an approved certificate III level qualification. 1:11 RATIO AND QUALIFICATION REQUIREMENTS *Need to comply with adequate supervision requirements

25. Who must be registered with VIT? A person who is employed or engaged as an early childhood teacher for the purpose of meeting the: early childhood teacher requirements of the National Regulations or Children's Services Regulations 2009; or early childhood teacher qualification requirements in the kindergarten funding guidelines. Qualification requirements for VIT registration hold an early childhood teaching qualification approved or recognised by ACECQA; or taken to hold an approved early childhood teaching qualification under regulation 241 of the National Regulations. VIT REGISTRATION

26. Not required to be registered with VIT A person who is an early childhood teacher for the purpose of the National Regulations and is taken to be an early childhood teacher under regulation 242. A person taken to be an early childhood teacher under regulation 135 of the National Regulations; or taken to be a teaching staff member under regulations 52(2) and 52A(3) of the Children's Services Regulations 2009. Exemptions and temporary approvals Applies to funded kindergarten programs only for early childhood teachers who do not meet the qualification requirements in the kindergarten funding guidelines For that person to work in place of a VIT registered early childhood teacher the service must apply for an exemption from the requirement to employ a registered early childhood teacher; and the educator must apply for temporary approval. For further information or to request a copy of the application forms email: kindergarten.funding@edumail.vic.gov.au kindergarten.funding@edumail.vic.gov.au VIT REGISTRATION

27. What does the Regulatory Authority expect? Evidence that early childhood teachers required to be registered with the Victorian Institute of Teaching (VIT) have a current registration DET/VIT Memorandum of Understanding (MOU) between VIT and DET for managing professional conduct matters DET has funded an effective mentoring program for qualified and experienced early childhood teachers to help them build the skills to work with recent graduates (beginning teachers). REMINDER Existing early childhood teachers had until 31 March 2016 to register with VIT under the transitional provisions. VIT REGISTRATION

28. Emergency situations Significant focus on the management of bushfire risks Emergency situations take many forms, such as floods, intruders, bomb or shooting threats Each type of emergency requires a different response Services on the Bushfire at Risk Register (BARR) Thanks to services submitting their emergency management plans as required Extreme fire danger rating days new DET schools policy Some government schools may pre-emptively close or relocate on a forecast Extreme Fire Danger Rating day Early childhood services encouraged to discuss the policy with government schools Where services are co-located or near located with a school, there needs to be a co-ordinated approach EMERGENCY MANAGEMENT

29. NOTIFICATIONS TO DEPARTMENT Submit online via NQAITS: Serious incidents – notification in writing within 24 hours – SI01 Death of a child Serious injury, trauma or illness of a child Emergency services was sought (or should have been sought) Missing child, child leaves the premises, child locked in or out Incidents - notification in writing within 7 days - NL01 Circumstances arising at the service that pose a risk to the health, safety or wellbeing of a child or children attending the service Complaints - notification in writing within 24 hours - NL01 Notify the Regulatory Authority if you receive a complaint that: alleges the safety, health or wellbeing of a child or children was or is being compromised or alleges the National Law and/or National Regulations has been contravened.

30. NOTIFICATIONS TO DEPARTMENT Direct complaints Any person may make a direct complaint to the Department Contact QARD on 1300 307 415 or licensed.childrens.services@edumail.vic.gov.aulicensed.childrens.services@edumail.vic.gov.au What is investigated? The Regulatory Authority investigates notifications of incidents and complaints, that allege: the safety, health or wellbeing of a child or children was or is being compromised while that child or children is or are being educated and cared for by the approved education and care service and/or the National Law and/or National Regulations may have been contravened.

31. Incident Person allegation against (person committing act) Notify: Child Protection Victoria Police Inappropriate sexualised behaviour between children under 10 years of age N/A Inappropriate sexualised behaviour between or involving children 10 years of age or older N/A Physical or sexual assault/abuse of childParent of the child Physical or sexual assault/abuse of child Staff members or adults (including other parents) Physical or sexual assault/abuse of childPerson under 18 years of age (If allegation against child 10 years or over) NOTIFICATIONS TO OTHER RELEVANT BODIES

32. Protecting Children - Mandatory Reporting and other Obligations for the Early Childhood Sector For all early childhood staff members and educators The module provides information about the roles and responsibilities for protecting children advice on how to identify, respond to and report concerns about the safety, health and wellbeing of children advice regarding the new criminal offences that have been introduced to protect children. The e-learning module is available at: www.elearn.com.au/det/earlychildhood/www.elearn.com.au/det/earlychildhood/ Password for early childhood staff members and educators is: Username: ecec Password: staff TRAINING – PROTECTING CHILDREN MANDATORY REPORTING AND OTHER OBLIGATIONS

33. New online training available now! Healthy eating in long day care training module has been created especially for cooks, directors and all staff working in long day care services. Healthy eating in outside school hours care training module has been created specifically for OSHC coordinators, educators and management. See link in handout NEW TRAINING – NUTRITION

34. DISCUSSION/QUESTIONS