Policy Information

Introduction and Overview

Although all services’ abide by the same policies and administration their configurations vary.


Blinkies Early Education Centre – 5 Hawkins Street, New Lambton

63 children per day, comprising twenty under two years, twenty seven 3-5 years and sixteen 2-3 years per day

Bright Buttons Early Learning Centre – 36 Kahibah Road, Waratah

20 children 0-5 years per day


Services’ hours of operation is 7.00am – 5.45pm

The service must comply with the Education and Care Services National Regulations 2011 under the Education and Care National Law Act 2010.


The service is obliged to give priority in accordance with the Australian Government Priority of Access Guidelines.

The Commonwealth Government resources child care with a major purpose of meeting the child care needs of the families with recognised work or work related commitments.


Where the demand for child care exceeds the available Child Care Benefit (CCB) places, the “Family Assistance’ legislation requires that long day care, family day care, in-home care and outside school hours care services who are approved for CCB, allocate those places to families with the greatest need for child care.


The categories of priority for child care are as follows:


First priority:         A child at risk of serious abuse or neglect.


Second priority:   A child of a single parent who satisfies, or of parents who both satisfy the work / training / study test under section 14 of the Family Assistance Act 1999


Third priority:       Any other child.

Within each category mentioned above the following children are to be given priority:

  • Children in Aboriginal and Torres Strait Islander Families
  • Children in families which include a disabled person
  • Children in families on low incomes
  • Children in families from culturally and linguistically diverse backgrounds
  • Children in socially isolated families
  • Children of single parents

The above mentioned list is not in any particular priority order and children may fall into more than one category.

Family Assistance Office stipulates that “Families in the third priority category may need to vacate their place should a child in a higher priority category need care.” The management of this centre believes that this action should be taken only in extreme circumstances, however it should be understood that families in the third category will be expected to change their child’s days of attendance to ensure that the care needs of families in the higher priorities are meet.


This service is committed to providing a unique care structure in which all family member’s needs are met while enabling siblings to spend the maximum amount of time together in a common care situation. Therefore, the Approved Provider / Nominated Supervisor of this service will give priority to families who require care for more than one child and to families who already have a child enrolled at the centre.


It is our policy that a child should attend for a minimum of two days per week. An enrolment for one day per week would only be considered in extreme circumstances and at the Approved Provider / Nominated Supervisor discretion and will be allowed for a limited period of time. The position will be totally flexible and may change to accommodate the services’s timetabling.


Families using the service during maternity or paternity leave may be required to temporarily change days during the parents non- work period in order to accommodate change in employment circumstances for other families using the service.


Please note: Blinkies Early Education Centre and Bright Buttons strictly adhere to the policy of no consumption of alcohol, tobacco or other  harmful substances including some prescription medication by Approved Provider, Nominated Supervisor, staff, families, contractors or any other members of the community on the premises.



Child Care Service Handbook 2012-2013


Reviewed and Updated June 2014

This policy provides a statement of intent in relation to the procedures, policies and legislative framework that governs the operation of this organisation in order to ensure accountability to all stakeholders and compliance with all legislative obligations in the overall management of the service. This service undertakes to provide a strong professional, social, ethical, financial commitment and continuous improvement to stakeholders in the provision of good quality services for children and families.

Blinkies Early Education Centre and Bright Buttons are private services; managed by Blinkies Early Education Centre Pty Ltd. under the Directorship of Susan Huff. Therefore families are not required to participate in any aspect of administration or financial planning and budgeting. However we do have an open door policy for parents and other authorised extended family members and  welcome consultation, advice and sharing of expertise offered by parents in the areas of programming, policy and procedures, Quality Improvement Plan, evaluation and relevant practices in all aspects of the operation of this centre. We also acknowledge and respect the rights of families not to participate in the previously mentioned practices should their workloads, expertise and willingness preclude them from doing so.

Accountability for compliance is the responsibility of the approved provider and the certified supervisor. Accountability for compliance is also delegated to all employees.

Annual planning obligations including:

  • Financial Planning and Budgets, which includes maintenance and the ongoing development of the physical environment, Risk Management Plan, Environmental Strategic Plan will be conducted by the Director of the Company in consultation with the companies Chartered Accountant.
  • Quality Improvement Plan as set out by the requirements of the National Quality Standard will be conducted by the Approved Provider and the Nominated Supervisor in consultation with educators and families.
  • Policies and Procedures will be reviewed by the Approved Provider and Nominated Supervisor in consultation with educators, families and interested community representatives.


Education and Care Services National Regulations 2011

Education and Care Services National Law Act 2010

Developed March 2012

Reviewed and Updated June 2014

The Approved Provider and staff at this service acknowledge the absolute necessity for the maintenance of confidentiality in all aspects of care and record keeping and storage of records as per Part 4.7 Regulation 181 of Education and Care Services National Regulations and National Law. All enrollment information, personal and family details, medical and health records, incident forms, protective care records and children’s individual programming and progress records while being readily available to respective families will be kept in a secure locality in order to ensure families confidentiality. It is our policy that all staff and students will maintain confidentiality with respect to family issues and the individual development of any child enrolled at the service. Similarly the privacy of all staff members employed at the service, their families and any other personal information will be respected and maintained in the strictest confidence by the Approved Provider and all other staff members.


Staff will ensure that any personal information pertaining to children enrolled at the service and their families, staff employed at the service and their families and other contractors used by the service and their families will not be accessible to contractors working in the service.


Any contractors (e.g cleaning contractors) who work during closing hours of the service and who have access to secure sections holding confidential information will be required to sign a sworn declaration of confidentiality.


This service abides by the Commonwealth Privacy Act 1988 No 119 Privacy Amendments (Private Sector) act 2000. Any information collected is used purely for the purpose of administration, communication, planning, programming and evaluation. Information may be disclosed to NSW Department of Education and Communities (DEC), Department of Education, Employment and Workplace Relation (DEEWR) and if requested by families and other professional agencies.


All information obtained will be handled sensitively and securely in accordance with the National Privacy Principles. When no longer required, information will be appropriately disposed of.



Education and Care Services National Regulations 2011

Commonwealth Privacy Act 1988

Commonwealth Freedom of Information Act 1982

National Quality Standard

Reviewed: September 2014

We as Early Childhood Educators are committed to ongoing learning, professional development and reflective practice. In consultation with families we aim to establish a happy, caring and safe environment in which outcomes defined by The Early Years Learning Framework and the core STEM subjects (science, technology, engineering and mathematics) are developed for individual children as they acquire skills, knowledge, attitudes and sensitivities that will enhance their potential thus enabling them to be positive members of their family, immediate and broader communities.

The framework guides curriculum decision making and enables each child’s learning in the five outcomes:

1. Children have a strong sense of identity
2. Children are connected with and contribute to their world
3. Children have a strong sense of wellbeing
4. Children are confident and involved learners
5. Children are effective communicators

 Organising instruction around each child’s developmental needs, abilities, culture, interests and learning styles.

 Emphasizing the processes of learning rather than focusing on finished products.

 Recognizing that each child follows a unique pattern of development and that young children learn best through first hand experience with people and materials.

 Acknowledging the value of children and staff working together to formulate and monitor in simple decision making processes such as indoor and outdoor, arrival and departure rules.

 Affirming the importance of play to children’s total development.

 Demonstrating respect for individual family practices in a non-judgmental and professional way.

 Promoting equity and sensitivity to social attitudes with respect to cultural diversity, gender and inclusion of children, families and staff with additional needs.

 Acknowledging the relevance of this centre as an integral part of the broader community in educational, social, charitable and cultural areas.

 Management, staff and families are encouraged to continue a holistic approach to promoting sustainable values and practices within the Environmental Management Plan.
We are committed to the importance of a trusting and supportive relationship between staff and families who communicate and plan together for not only the overall well being of their child but in the development and reviewing of the service’s philosophy, policies and procedures.


Education and Care Services Regulation 2011
Education and Care National Law Act 2010
National Quality Standard
The Early Years Learning Framework
Reviewed and Updated May 2016

Young children need interesting and enjoyable experiences that will provide a challenge to natural curiosity, excite creativity and instill a love for learning. Each child’s development, self- esteem and consideration for others is promoted by:

  • Encouraging children to express themselves and their opinions
  • Allowing children to undertake experiences that develop self – reliance and self esteem
  • Maintaining the dignity and rights of each child
  • Giving each child positive guidance and encouragement towards acceptable behavior
  • Having regard for family and cultural values, physical and intellectual development and abilities of all children



  • Providing opportunities to interact and develop respectful and positive relationships with each other, with educators and with family members of other children attending the service


Education and Care Services National Regulation 2011

Education and Care Services National Law Act 2010

National Quality Standard

Developed: June 2012

Reviewed: September 2014

This service prides itself on its personal approach to all aspects of childcare. We therefore believe that the orientation process should be carried out on an individual basis with each family unit rather than at a combined meeting for all new enrolments. Orientation for transition of groups within the centre will also be conducted in consultation with parents and according to individual needs of children and families.


Prior to enrolment the family will be emailed the Policy and Procedure Information Booklet. Parents are asked to read this booklet thoroughly and if necessary, discuss with the Nominated Supervisor any concerns they may have, before signing that they agree to abide by these policies. The Quality Improvement Plan is also available for their perusal.


Once the enrolment documentation has been completed, parents are encouraged to bring their children to the service for at least two mornings, in order to become familiar with routines and to become acquainted with the staff. It is preferred that only one family attends for orientation on any given morning to allow the parent adequate opportunity to discuss their child’s personality and preferences with educators and to plan the most effective method of settling their child into the centre.



National Quality Standard

Reviewed: September 2014

Children’s adjustment into the early child hood service may vary, some children take only a day or so to feel at home, whilst other children may take several weeks. Primary care educators at this service will consult and plan with you the best way to support your child throughout the settling in period. Please remember childcare is a new experience for both of you and one which must be handled both consistently and in accordance with each families circumstances. Throughout the settling in process feel free to stay with your child as long as you wish, however once you and educator decide it is the appropriate time to leave, please do so quickly and farewell your child in a positive manner. It is important to create a trusting relationship with your child so please do not assume that your departure will be less painful if you leave without saying goodbye while your child is busy with an activity.


Educators are always available to keep you informed on how your child is settling either at the completion of your child’s day in care or if you prefer throughout the day by telephone.


Ongoing monitoring of your child’s continued well being is imperative therefore please consult with educators of any variance of family circumstances, important events or any changes in your family routine which may impact on your child.


Reference: Separation – Author: National Association for the Education of Young Children

It will be necessary for you to supply a few items from home for your child’s day at this service.


1.             A child’s size synthetic outer padded sleeping bag WITH NO CORD ATTACHED. To be bought not in the provided corded out bag but in a small pillowcase with both items clearly labeled with child’s name. Children under 2 years of age are exempt as the centre provides and laundered all cot linen.


2.             A complete set of spare clothes clearly named. Whilst you may feel your child is highly unlikely to have a toileting accident, spills of water, paint and beverages may necessitate a change of clothes.



At the same time, there are a few things that are highly undesirable. Whilst we recognise that some very young children have need of a settling aid, such aids must be in keeping with SIDS and KIDS Safe Sleeping Guidelines. Soft toys will not be given to children at rest time. Toys from home are not to be bought to the service. These create conflicts among children and may be lost or damaged. This service is well equipped with a full range of toys and equipment to promote learning through play and discovery. Similarly, no food or drink from home is to be brought to the service.



National Quality Standard

Reviewed: September 2014

The management supports the neighbours of all services’ and acknowledges that these residents may sometimes experience difficulties due to their proximity to the services. Management will not condone any imposition of the immediate community by family’s utlising this service.


Services’ are located in primary residential areas and all clients should respect the residents of Hawkins Street by ensuring that parking is conducted in a safe and responsible manner. Parents may assume that they can remove children from the car, take them into the service, sign in, place their children’s belongings, communicate with educators and return to their cars in a brief period of time. Realistically this process takes a minimum of five minute which is too great a time to encroach on any resident’s entry or departure from their property.  It is simply not acceptable to park in, across, or even too close to any designated driveway with special reference to no parking signs on driveways of No. 3 and No.7 Hawkins Street and the no standing signs in front of No. 2 Hawkins Street.


Please note:

Clients of Blinkies Early Education Centre should park parallel to the curb in all areas except in front of number 2, which is a clearly sign posted ‘no standing zone’.


Reviewed & Updated January 2015

As part of our infection control procedures we ask that all persons entering the service use the hand sanitiser available at the main entrance of the building.


For administrative reasons safety and emergency procedures, it is imperative that your child be signed into the service and signed out again as they leave. The sign in / out sheets are located adjacent to the front door. Please ensure that the time is accurately written into the appropriate box at all times. Children should be accompanied to and from the service by a responsible person over the age of 18 years. Due to the adverse publicity in the media concerning closure policies, our procedures for educators to follow now includes a phone call being made to any parent who has not signed their children out on departure. If any family repeatedly fails to sign their child out an administration fee of $11.00 GST Inclusive will be charged to their account.


Lockers are provided for each child and it is important that your child assumes the responsibility for placing his/her bag into the lockers and sleep bags into cane baskets. It is imperative that you apply sunscreen to your child on arrival which is located in each care room.


Take your child to an educator to ensure awareness of arrival and departure.


In the event of an emergency or if either parent is unable to collect a child, it will be necessary for a parent to complete a Release Authorisation Form situated near the sign in / out sheets. The person authorised to collect your child will be required to show photo Identification such as Drivers Licence or Passport.


In the event that a parent is detained and unable to collect their child by 5.45pm it is the responsibility of the parent to make alternative arrangements to have the child collected by this time. It is not acceptable that you contact the centre just prior to closing to inform educators you will be late.


For safety reasons it must be understood that PARENTS are responsible for the behaviour of the enrolled child and their siblings whenever they are in the centre. It must also be understood that parent supervision will be in accordance with the service’s rules: eg.


  • No child should run inside the centre
  • No child should operate main doors, gates and latches
  • Gates should be securely locked on arrival and departure
  • No smoking on the premises at any time
  • No consumption of alcohol while children are in attendance


It should be noted that wherever possible:


  • Siblings are collected from their care situation after the child enrolled at this service.
  • If Siblings must accompany parents to the serivce they must at all times be along side their parents.
  • Parents should ensure that if children other than the enrolled child must accompany them to the service they should make a genuine and concerted effort to leave as quickly as possible.



Educators will ensure that at the end of the day all beds and all areas of the premises (whether indoors or outdoors) are thoroughly checked by at least 2 members of the primary contact educators to ensure that no child remains on the premises after the service closes for the day.



Education and Care Services National Regulation 2011

Education and Care Services National Law Act 2010

National Quality Standard


Reviewed September 2014    

The Nominated Supervisor will ensure that the documentation for each child in relation to authorisations is correct and current and in accordance with the Education and Care Services National Regulations 2011. However under exceptional circumstances such as an anaphylaxis or asthma emergency the service may administer medication to a child without authorisation. If medication is administered the approved provider or nominated supervisor will ensure the parent of the child and emergency services are notified.


Similarly should a nominated or certified supervisor suspect that the release of a child into the care of a parent or authorised nominee should pose a risk to the safety of that child, the release authority will be negated and an alternative responsible person will be contacted.



Education and Care Services National Regulation 2011

Education and Care Services National Law Act 2010

National Quality Standard


Developed March 2012

Reviewed September 2014     


Enrolment of any child at this service should be established by the custodial parent or the parent who has interim custody pending a hearing of the Family Law Court of Australia. Documented evidence of custody and access orders must be presented for the service’s records on enrolment and the collection of the child from the service must be in accordance with these arrangements. It should be understood that unless copies of such orders are held by the service we are obliged, if requested by the non- custodial parent to release your child in to their care at any time, provided he/she is able to prove his relationship to your child by means of photo identification, such as a Driver’s Licence.


This service recognises the entitlement of non-custodial parents to have access to information booklets, newsletters etc. and to arrange discussions with educators regarding their child’s progress. However, this service is not to be used as a means of access or visitation arrangements.



Education and Care Services National Regulation 2011

Education and Care Services National Law Act 2010

National Quality Standard                                              

Reviewed September 2014    

Daily fees may be subsidised through Childcare Benefit and Childcare Rebate which are administered by the Childcare Management System after registering and income assessments are conducted by Centrelink. Daily fees will be reviewed bi-annually with the relevant notice period of any fee increase being given to families.


Fees are charged for each enrolled day, except for Public Holidays. Since the fee level calculation is based on averages, fees must be paid even if the child is away sick, on holidays, or a child is excluded due to non-immunisation. Only the services’ annual closure period is exempt from fee payment.


Annual enrolments occur in November/December and take effect on the 1st day after the New Year Public Holidays.


On enrolment parents will be required to pay a bond which will be $175.00 per day of attendance. ie. if your child attends 2 days per week  you will be required to pay $350.00. This bond will be reimbursed once all CCMS reductions have been finalised and provided three full weeks’ notice in writing has been given ie if notice is given on Tuesday 3rd May the notice period will incorporate all relevant care days up to and including Friday the 27th May.  NB: The notice period can only be applied when the service is operational and the Christmas /New Year and Easter closure periods cannot be included in the notice period.


However, if an enrolled child’s care position is no longer required after the last Friday in October the bond is retained by the service, similarly the bond will be retained if the enrolment process has been completed but due to changes in circumstance the care position is not commenced.


An annual non refundable Equipment Levy will be charged for each child who attends the service. This Levy will be calculated at the rate of $30.00 per day (GST excluded) according to the number of days a child attends during the week. For example, if your child attends 2 days a week, the Annual Equipment Levy will be $60.00.


Please remember that this service’s care hours cease at 5.45pm precisely. If your child is left after this time a fee of $5.50 G.S.T. inclusive per minute will be charged. Should you wish to discuss your child’s day with educators, please ensure that you arrive at least 10 minutes prior to the end of your child’s care.

This service has a discretionary Buy and Sell Policy which is offered but not guaranteed to families already enrolled at the service, for family holiday periods and pre advised rostered days for parents. Due to the high incidents of families taking their vacation time during school holidays, it is highly unlikely that these times can be sold. Parents must notify administration staff by completing a buy and sell request form available from staff. Due to the fact that the buy and sell policy benefits families and creates intricate administrative responsibilities for the centre, both the buying and selling families will be charged $5.50 per day’s transaction.

NB Buy and Sells will only be allocated by executive staff and cannot be pre-arranged by parents.

Fees should be paid by Direct Debit into the centre’s working account, (please use your child’s full name as the reference)

Blinkies Early Education Centre
BSB: 637 000
A/C: 780 582766

Bright Buttons
BSB: 637 000
A/C: 7156 27337

In order to minimise risk of robbery no cash will be accepted onto the premises. Fees are payable weekly by Direct Debit and should appear in the appointed account by midday Friday of the current week. Fees not paid by this time will automatically incur a $5.50 late payment fee. For example if a child’s weekly fee is $102.00 and does not appear in the relevant account by midday Friday the weekly fee will become $107.50. Families will be issued with a statement of fees charged in January and July or whenever their individual CCMS entitlements change. Statements of fee charged, receipts of payments and CCMS childcare usage statements will be emailed to families.

If there are any problems with payments, please discuss this matter with the Nominated Supervisor. Special Childcare Benefit may be granted to families experiencing hardship. Whilst we try and help whenever possible, we cannot carry debts, if fees become more than two weeks in arrears without prior arrangement, then enrollment may be terminated.

Child Care Service Handbook 2013-2014 Reviewed and Updated November 2015

The National Quality Framework aims to promote quality, continuous improvement and consistency in education and care services’ through a National Legislative Framework, National Quality Standard and the Rating and Assessment process governed by Australian Children’s Education and Care Quality Authority (ACEECQA).


Management and staff are committed and have always succeeded in gaining a high quality rating in the assessment process.

Families with children in care at this service are encouraged to assist the staff, management and other community representatives in the development and continuous assessment of a Quality Improvement Plan (QIP), practices and procedures and policy reviews. The service’s Quality Improvement Plan is available upon request.


This is a mammoth task and one that can only be successfully achieved if all stakeholders work together in a constructive and co-operative team.



Education and Care Services National Regulation

Education and Care Services National Law Act

National Quality Standard


Reviewed September 2014  

Children, educators and families will participate in developing a respect for the natural environment, flora and fauna and an appreciation of beauty in all manifestations. Educators will help children connect with nature, through the process of embedding educational programs which will enable the centre to become more environmentally sustainable.


Educators will utilise the latest research and teachings to enhance environmental education and practices with play -based learning experiences incorporating the Environmental Strategic Plan which includes:


  • Constructing a worm farm and composting
  • Growing vegetable, herbs and flowers
  • Incorporating natural and/or recycled materials into children’s learning and experiences
  • Responsible recycling
  • Educating children on the importance of conserving water
  • Using resource kits and teaching aids on the topics of water, wildlife, and biodiversity to communicate environmental messages to children
  • Provide families with environmental sustainability articles and fact sheets
  • Celebrate aspects of environmental awareness events

Management is committed towards the implementation of:


  • Water saving strategies – for immediate implementation
  • Long term goals and budgeting on infrastructure for further water and energy conservation
  • Use of green cleaning products and green paper products
  • Utilisation of low energy globes (where possible)
  • Turning power points off at the end of the day
  • Minimising the use of cooling and heating systems
  • Printing on both sides of the paper

Management, staff and families are encouraged to continue a holistic approach to promoting sustainable values and practices within the Environmental Strategic Plan.



Climbing the Little Green Steps: Gosford and Wyong Council 2007

Greening Services: Practical Sustainability – Rachael Kinsella

National Quality Standard


Developed June 2012

Reviewed September 2014


Program Planning Policies

The educators at this service are focused, active and reflective in designing and delivering in consultation with parents an individualised and stimulating curriculum in accordance with the Early Years Learning Framework which enhances each child’s current knowledge, ideas, culture, abilities and interests. Educators assess the ongoing cycle of learning through planning, documenting and evaluating a balance of spontaneous experiences with intentional teaching to scaffold and extend each child’s learning.

Educators encourage children to actively participate in making choices and decisions, allowing opportunities for children to surpass preconceived expectations and explore their uniqueness of qualities and abilities. Whilst weekly programs are on display in each room and daily highlights of children’s learning are visible on the CommBox and wall displays, educators also utilise the online interactive programming system to communicate with parent’s experiences, achievements and learning stories in which their child participates.

We encourage and value parental participation and it is important that both educators and families create opportunities to plan, discuss and evaluate individual children’s progress both informally and at pre-arranged times.


Education and Care Services National Regulations
Belonging, Being & Becoming: the Early Years Learning Framework
National Quality Standard

Reviewed and Update May 2016

Educators at this service acknowledge the importance of a smooth transition to school and that they play a key role in ensuring children are well equipped to embark on the next stage of their learning. Evidence suggests that children who have a positive start to school are likely to engage well and to achieve academic and social success. Our educational program and school preparation experiences promote opportunities for encouraging the skills and attributes needed for starting school and to assist children in becoming confident learners.

We believe preparation for school commences from their first day of attendance at this service and continues through to the year prior to attending school where children will be grouped in an environment which fosters

• consolidation of prior and current experiences to enhance security and confidence
• independence and resilience
• formation of relationships with peers and adults
• self – regulation of emotions and behavior
• persistence with tasks
• effective communications with special reference to literacy and the STEM subjects Science, Technology, Engineering and Mathematics

Prior to each child’s attendance at orientation at the parents’ choice of school a school readiness statement will be prepared with reference to the NSW Transition to School Statement which includes a summary of the child’s strengths, interests and approaches to learning and suggests ways these can be supported.

If sanctioned by the parents the statement will be communicated to the child’s intended school where it provides the school and teachers with information they can use in planning and preparing for the child’s arrival and transition into the new learning environment.

The Early Years Learning Framework – Belonging, Being & Becoming
National Quality Standard
NSW Department of Education
Reviewed and Updated May 2016

It is the policy of the service to maximise learning opportunities and experiences for children by arranging a large variety of visitors, exhibits and performances to take place on site at a small additional cost to families. However, should educators believe it necessary for an excursion to take place, a risk assessment and supervision implications will be undertaken and Education and Care Services National Regulations will be adhered to at all times.

No child shall be taken on any excursion unless the service has a timetable and an itinerary of the excursion. At least 24 hours notice and an itinerary of the excursion will be given to all parents and guardians, and signed permission for the specific excursion and any specific activity which is to take place during the excursion must be received from parents or guardians.

A list of children attending the excursion will be left at the service prior to departure and a copy will be carried by the Certified Supervisor for the purpose of checking at regular intervals during the course of the excursions.

There will be no departure from the planned itinerary. All children will be equipped with clothing appropriate to the excursion.

No child shall attend an excursion which involves swimming, or within a close proximity to water, such as a pool, surf beach, river, water hole, or lagoon.

No child at this service will be taken on any excursion involving bush walking.

Supervision: One adult for each 2 children who are under 3 years of age and
One adult for each 5 children who are 3 or more years of age
Supervision for excursions involving public transport or major crossing road
One adult for each 2 children who are under 3 years of age
One adult for each 4 children who are 3 or more years of age

On excursions all supervisors need not be employed staff; parents and volunteers may be used although the Certified Supervisor for the purpose of the excursion must be an adult paid primary contact educator. At least one other educator must hold a current first aid certificate. All supervisors attending the excursion will involve themselves in the activity of the excursion with the children and maintain close proximity at all times.

At least one paid staff member is to remain in the service at all times while the service is operating.

Insurance: Any excursion planned must be consistent with the requirements / exclusions of the Public Liability Insurance Cover held by the Service. Any motor vehicle used for the purpose of transporting children on an excursion must be covered by a comprehensive insurance policy which must include a clause stating the vehicle is covered for such use. Any car used to transport children on an excursion must be fitted with appropriate child restraints and there must be at least two adults travelling in any car so used.


Education and Care Services National Regulations 2011
National Quality Standard

Reviewed September 2015

Policies Relating to Children

This service will implement those forms of discipline, which encourage children to enhance their self-esteem, co-operate and appropriately interact, whilst also developing skills to recognise, challenge and support others experiencing difficulty with inappropriate behaviour. Whilst we respect individual choices of discipline at home, where these may be in conflict with service’s philosophy, the service philosophy will be adhered to.


Each child in care at this service will be given guidance towards socially acceptable behaviour. The educators will achieve this by constantly and clearly planning and discussing with children the service’s routines, rules and expectations.


Educators will also act as intermediaries and facilitators to encourage children to develop problem solving skills, whilst at the same time actively demonstrating strategies and supporting children’s efforts in conflict resolution.


The need for educator intervention in inappropriate behaviour falls into the following categories –

  • Spontaneous intervention where a child’s actions are posing a threat to either his own safety or the safety of others within the service.
  • Constant monitoring of individual and group observances of acceptable practices during routine times, planned experiences and free play situations.


Educator intervention includes one or more of the following strategies:


  1. Attracting the child’s attention in order to distract him from the inappropriate behaviour.
  2. Discuss or explain the potential dangers or hurtful effects to others of that behaviour
  3. Encourage the child to empathise by asking how they would feel if they where the recipient of that type of behaviour.
  4. Ask the child exhibiting the behaviour to apologise to the recipient


If the inappropriate behaviour is repeated, the child maybe redirected to a more appropriate activity, during this time educators will always be mindful of the child and as soon as practicable educators will reassure the child that he / she is quite capable of playing co-operatively.


In the event of ongoing behaviour problems educators need to –


  1.  Refer to formal observations to assess probable causes
  2. Arrange a meeting with parents to discuss any possible contributing factors
  3. Collaboratively plan with families and other professional agencies to establish consistent strategies and a set time frame for behaviour modification.


NB.  If all the above mentioned strategies have proved unsuccessful and the service is obviously unable to either meet the child’s needs or guarantee the safety of others in the service the family will be requested to withdraw their child from the service and seek a more suitable placement.



Biting is often the result of frustration, lack of communication skills, a means of gaining attention or in the case of toddlers, an age appropriate reaction to teething. Educators will minimise the occurrence of biting by ensuring that all children are engaged in developmentally appropriate activities with supervision.


Those children who have been observed to bite regularly will be given positive attention and reinforcement when not using biting behaviour. Educators will monitor and observe the child in order to ascertain reasons and situations which provoke biting, whilst assessing the possible cause for the incident from a child’s perspective.


Once the cause has been identified, educators will program individual activities for that child to develop language and problem solving skills to be used as an alternative to biting.

When a biting incident occurs, the following procedures will be observed:


  1. The bitten child – will  be attended by an educator who will comfort and treat  – if skin is not broken, wash affected area with warm soapy water. Apply icepack and move it in small circles over the area. If skin is broken, wash area with antiseptic and cover with an occlusive dressing. Notify family when collecting children by means of an Incident, Trauma and Injury Form
  2.  The biter   – an educator will remove biter from the play situation and they will be spoken to in a clear, firm manner.  After this brief time apart the bitter will be returned to play situations.
  3. Where biting is non- age appropriate – an educator explains how the bitten child feels, that biting is not acceptable and that they should use their words to express their needs and to imagine how they would feel if they had been bitten. They will be reassured by the educator that he or she can play appropriately.



Education and Care Services National Regulations

Education and Care Services National Law Act

Helping Children Learn to Manage their Behaviour – K. Miller

Young children’s behavior Practical Approaches for Caregivers and Teachers Third Edition- Louise Porter 2008

United Nations 1989 United Nations Convention on the Rights of the Child


Reviewed September 2014

This service is committed to contemporary concepts and practice in respect of routine sleep, rest and relaxation times. Educators will create a balance of the provision of children’s agency with their responsibility to ensure children’s safety, health and well-being are maintained. A routine rest time is not necessarily incompatible with children’s agency, particularly when the children benefit from resting their bodies.


Sleep is critical for learning and growth, a child who is well rested is better able to concentrate, take on new information, interact positively with others and deal with conflict and challenges. It should also be noted that a day time sleep should not adversely impact on a child’s evening sleep patterns. Therefore, no child who is obviously in need of a daytime nap will be denied sleep. Similarly, no child will be disturbed by educators but rather be allowed to wake naturally.


During sleep learning is strengthened and biological changes occur that help children to grow, develop and stay healthy. Children with poor quality or insufficient sleep are less able to regulate their emotions and behavior, have difficulty concentrating and maybe at higher risk of accidents, injury and illnesses. Therefore, if a child requests a rest or if they are showing clear signs of tiredness, regardless of the time of day a comfortable, safe area will be made available for them to rest.


In order to ascertain a child’s individual sleep, rest and relaxation needs our highly qualified and experienced educators will:


  • confer with families about children’s sleep and rest routines and needs to ensure that the whole day at the service is a positive experience.
  • consider the ages, development stages and the sociocultural background of the child and the family.
  • take into account number and length of days children are in care per week
  • create a calm and tranquil atmosphere which is conducive to relaxation and rest for both children and educators
  • assess each child’s circumstances, medical conditions and history of health and/or sleep issues to determine whether higher supervision levels and checks may be required thus ensuring appropriate levels of supervision


Children who do not require sleep or rest will be provided with opportunities to engage in quiet activities and experiences. These children will be encouraged to understand that other children in the service have the right to undisturbed rest.


Educators will closely monitor sleeping and resting children and the sleep and rest environments. This involves checking and inspecting sleeping children at regular intervals and ensuring they are always within sight and hearing distance of sleeping and resting children so that they can assess a child’s breathing and colour of their skin.


Infants’ will sleep in cots that meet the Australian Standard (AS/NZS 2172) 2010 four cots to a room which has natural lighting and is well ventilated, with supervision windows kept clear to enable educators to observe and record children’s rest at ten-minute intervals.


Should educators believe a child approaching two would be safer not sleeping in a cot, that child, provided parents agree, would sleep on a mattress in a supervised but quiet area. Cot linen is laundered by the service and cots are made up in accordance with Red Nose recommendations using up to date knowledge regarding safe sleeping practice.


Toddlers and pre -school age children who require a rest, sleep on mattresses and are required to provide their own sleeping bag brought to and from the service each day. Families are required to ensure that the sleeping bag is laundered at least once a week.


This service will strictly adhere to current recommended evidence-based Red Nose sleep guidelines. Should exceptional medical circumstances exist the service requires that a child’s medical practitioner provides clear and concise written instructions for alternate practices and sleep procedures.




Education and Care Services National Regulations

Education and Care Services National Law Act 2010

Red Nose www.rednose.com.au

National Quality Standard

Safe sleep and rest practices October 2017 ACECQA   


Reviewed and Updated September 2017


This service acknowledges the importance of a smooth transition from this setting to the families chosen infants/primary school setting. Educators at this service if required by the family will assist with information which will enable the family to investigate their various school options.


As a natural progression to our individual programming records for each child, educators will prepare a school readiness/ transition to school summary which will in turn be discussed with parents to assist them to make an informed decision as to whether their child should enrol in school for the following year.


When determining a child’s overall readiness for school families will be encouraged to make decisions based on their child’s strengths, skills, needs and interests with a particular focus on the child’s interpersonal and life skills. Our educational program and school preparation experiences promote opportunities for encouraging the skills and attributes needed for starting school and to assist children in becoming confident learners.


We will attempt to raise awareness and enlist the support of teachers and other personnel in the Department of School Education, Catholic Education Office or other independent schools. As circumstances dictate educators at this service will liaise with specialist representatives from the above mentioned school administrations to ensure that children with additional needs access the best possible options for their school transition and education.


Educators will if agreed to by parents consult with and share information with representatives from the designated school for each child.



The Early Years Learning Framework – Belonging, Being & Becoming

National Quality Standard

NSW Department of Education and Communities


Reviewed September 2014

As Early Childhood educators we recognise the importance of physical activity for all children in care and therefore implement and promote appropriate physical activity practices to support children’s health and physical development as well as assisting in establishing positive lifestyle habits for the future.

Educators will ensure:

• Physical activity is promoted through planned and spontaneous experiences appropriate to the age of the child during indoor and outdoor play.
• It should be noted educators value the use of background music and passive physical activity such as yoga as a calming and settling process throughout the day and prior to sleep, rest and relaxation period
• Inclusive practices for all children including those from culturally and linguistically diverse backgrounds and those with additional needs
• Safety procedures and risk management strategies will be implemented during physical activity experiences
• Promote participation in competitive and non -competitive individual and team activities during afternoons or weekends
• Discuss with children the role of small screen time and support them in making healthy choices about their use of small screen recreation
• Communicate regularly with families, providing information and advice on active play, fundamental movement development and limiting small screen recreation


Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood Aust. Government 2009
The Good for Kids I Move We Move Guide and Physical Activity Resource Kit
National Quality Standard
Early Years Learning Framework
Reviewed and Updated May 2016

This service is committed to a balance of play and technology used as part of intentional teaching practice to prepare children to be lifelong, competent and involved learners. Educators will promote the use of relevant, appropriate and monitored digital screen technology to:


  • access information which can be used to build on children’s current knowledge, ideas and culture
  • engage children in topics of interest where learning will be scaffolded
  • encourage and support investigation, further exploration and foster critical thinking skills
  • build confidence with using technology
  • explore the wider community
  • enhance the learning environment


Little Scientists initiative reminds us age-appropriate Science, Technology, Engineering and Mathematics (STEM) education incorporates a play – based approach to the use of technology with children. The preferred technology tool for each service is a CommBox situated in the three to five rooms. This is an interactive touch screen which is driven and overseen by educators to maximise children’s learning and interests. Occasionally smaller hand-held devices are utilised by children who are ably assisted by our highly qualified and experienced educators.


The Early Years Learning Framework – Belonging, Being & Becoming

National Quality Standard

ACECQA Issue 11 2016


Reviewed and Updated September 2017

Social Justice

The service recognises that sexism is a system in which gender is deemed to be the decisive factor in matters concerning rights, choices and opportunities. It is the service’s policy to consider gender issues irrelevant and to ensure equal opportunity exists in employment and shared responsibilities occur in work and care practices. Therefore, it is the policy of the service that programming is based on assessed individual needs of each child and implemented in a non-sexist, unbiased environment.



Australian Human Rights Commission


Reviewed September 2014

The service embraces the fact that our nation is comprised of families with diverse ethnic origins, cultural practices and linguistic backgrounds. We also value contributions made in our society by families of Aboriginal / Torres Strait and South Sea Islanders Communities.


Our multicultural perspective is emphasised by planning multicultural programs. An opportunity is given whereby young children can experience in many concrete and meaningful ways the rich variety of human experience. This helps to enhance their self-esteem and cultural identity and their awareness, concern and respect for others.


It is the service’s policy to provide and encourage this awareness and acceptance of other cultures by:


v  Programming music, art, games and stories characteristics of other countries.


v  By presenting children with a variety of multicultural experiences such as celebration of festival days and the preparation of international cuisine whilst at the same time respecting families wishes for the religious or cultural aspects of eating, drinking and food handling.


v  By reflecting other cultures through posters, artwork and displays at the service.


v  By arranging visits by people of other cultures to the service.


National Quality Standard                  

Belonging, Being & Becoming – The Early Years Learning Framework

Indigenous.gov.au Australian Government

Ethnic Communities Council


Reviewed September 2014

Management and staff has a strong commitment to the inclusion of children with additional needs at this service. Such additional needs may include children with physical impairments, intellectual delays and exceptional awareness.


Inclusions is a term, which refers to an approach or an environment in which all children / people belong equally, and each individual is valued for the unique attributes and qualities that he/she possesses.


Through inclusion this service aims to ensure that:


  • All children within each community are offered the choice to participate and enjoy experiences with their peers.
  • Growth in dignity, self-confidence and self-esteem is encouraged.
  • The staff enjoys a good professional relationship with other agencies and undertakes to liaise with such agencies.
  • To utilise each agencies expertise in its given field ensuring that the best possible individual program is formulated for the child with special needs.
  • To adapt the environment at the centre to ensure a smooth transition of children with Additional Needs.
  • We believe that all children contribute and benefit from integration into mainstream of Early Childhood Education.
  • However we also acknowledge that in some cases this service may not be the most suitable environment in which the special needs child may grow and develop. In these rare cases the executive management and family of the child may enter into an agreement which stipulates a set trial period. During this period staff may research the diagnosis and liaise with health professionals and other agencies in order to ensure that they can provide the necessary care and education. If at the completion of the trial period the educators in consultation with parents agree that the service cannot meet the child’s needs, educators and other professional agencies will assist parents to make more appropriate choices.


In order to ensure that all social justice policies are implemented staff will:


  • Respect children as individuals
  • Provide equal opportunity for each child to access all learning experiences
  • Regularly assess the interaction materials and equipment provided to children for any evidence of gender or other biases.
  • Ensure that the language they use reflects their commitment to equity, equal opportunity and justice.
  • Monitor their responses and behaviours to biases.
  • Assist children to appreciate the importance of equality and equal opportunity.
  • Consult with families about gender equity and equal opportunity issues.



National Quality Standard                  

The Early Years Learning Framework – Belonging, Being & Becoming

A Piece of Cake Inclusive Practices in Early Childhood Settings Claire Boschetti with Anne Stonehouse 2006


Reviewed September 2014

This service is currently owned, administered and staffed by people who observe Christian principles and traditions. As is stated in our Multicultural Perspective, this service displays an awareness, acceptance and respect for other cultures and religions. We ask therefore that any family enrolled at this service who practices another religion afford us the same courtesies and understanding in the practices of our faith. This service will celebrate Christmas through craft activities, music, stories and our annual Christmas concert.


Reviewed September 2014

Blinkies Early Education Centre Pty Ltd is committed and adheres to:


  • Age Discrimination Act 2004
  • Australian Human Rights Commission Act 1986
  • Disability Discrimination Act 1992
  • Racial Discrimination Act 1975
  • Sex Discrimination Act 1984
  • NSW Anti- Discrimination Act 1977


Therefore we support equal opportunities for employment and utilisation of childcare places within the service regardless of race, religion, sex, physical limitations, intellectual disabilities, marital status and age.



Australian Human Rights Commission


Reviewed September 2014


Health, Hygiene and Safe Food Practises Policies

This service promotes children’s health and nutrition in accordance with the Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood and Dietary Guidelines for Children and Adolescents in Australia by providing children with a wide variety of nutritious and safe foods. As the service is opened more than 8 hours children will be provided with proportionally more than the 50% RDI for all nutrients required per day. Food and drinks are provided in appropriate portion sizes, with the required number of serves from each food group and with no foods high in fat, sugar or salt.

Children will be provided with:

1 child size serve of meat or meat alternatives
At least 3 child size serves of vegetables (up to 5 serves for those aged 3 years and over)
1 child size serve of fruit
3 child size serves of dairy
At least 3 child size serves of breads, cereal, rice, pasta (up to 5 serves for those aged 3 years and over)

In the case of infants staff fully support the families choice whether a child is breast feed or is given pre prepared bottles of formula. Infants will be kept on breast milk or infant formula as the main drink at least until 12 months of age. Solids will be introduced to infants from 6 months of age unless otherwise specified by parent with advice from a medical professional. By 12 months of age children should be able to eat most family meals and will be encouraged to drink from a cup. By 18 months of age children will eat independently and drink from a cup only.

Breakfast for early starters, morning tea, a 2 course lunch, afternoon tea and late afternoon tea for late leavers, are all provided. Milk and water are offered at morning tea with water being available with lunch and afternoon teas. Water is also readily available at any time throughout the day. Children over the age of 2 years will be provided with reduced fat milk to drink.

The menu also incorporates foods from a variety of cultures and the meal time environment provides for the inclusion of family and multicultural values. The current week menu is on display in all services’

Provision is made for alternative meals or snacks to be served to any child who is unable to partake of the routine menu due to
1    Cultural or religious reasons.
2.    Medical reasons (Medical Certificate to be issued by Medical Practitioner)
3.    Should staff in consultation with parents agree that a genuine dislike for food exists?
Any identified eating behaviours of children will be discussed and managed by trained staff in consultation with parents.

Special Diets-Request by parents to provide or delete specific foods for children on special diets must be submitted to the Nominated Supervisor on a form provided by the service. Under no circumstances will any item of food or drink be deliberately given to any child in contradiction of written instructions or requirements made by that parent.

Formulas-All formulas must be provided by the parents, made up in individual bottles and labeled with the child’s name. The parents are asked to put bottles in the bottle prep refrigerator at the commencement of each day of care. Any bottles not used during that day will be sent home with parents or discarded.

Breast Milk-   Must be brought in specially manufactured breast milk storage bags clearly labeled with child’s name, date expressed and or date frozen. The parents are asked to put bags in the bottle prep refrigerator at the commencement of each day of care. Parents are also required to provide a sterilised bottle (also clearly labelled with child’s name) for each feed estimated to be required for that day. Any breast milk not used during that day will be sent home with parents or discarded.

In order to guarantee the safe storage of frozen breast milk this service will not be responsible for storage of such milk.

Curriculum Teaching and Learning-Experiences will be planned consistently throughout the program to provide opportunities for children to learn about healthy lifestyles, including nutrition and personal hygiene and current information and education on healthy lifestyles and nutrition is available for staff and families.

NSW Health – Caring for Children.      Australian Breast Feeding Association
Get Up & Grow: Healthy Eating and Physical Activity for Early Childhood Aust. Government 2009
Dietary Guidelines for Children and Adolescents in Australia.   Staying Healthy 5th Edition
Education and Care Services National Regulations Early Years Learning Framework National Quality Standards

Reviewed and Updated January 2016


The food safety plan is based on current regulatory requirements of the HACCP Principles and this service is committed to the employment of kitchen staff who are knowledgeable in preparing nutritionally balanced food in a safe and hygienic manner and to plan and evaluate meals and menus to meet recommended dietary guidelines. All staff who handle food will be responsible in maintaining safe and hygienic food practices and will comply with the food safety standards contained in the Food Standards Code (FSANZ) the Food Act 2003 (NSW).

To ensure that all staff posses the skills and knowledge required in food safety practices and hygiene


  • Professional development training and discussions in staff meetings will occur
  • All staff will adhere to specified policy and procedures which will be monitored for compliance
  • External audits of food safety and hygiene practices will occur through Newcastle City Council Environmental Health Officer


It is the policy of this service to prepare shopping lists for groceries, frozen foods, fruit and vegetables on a weekly basis. All meat and poultry is purchased fresh and quantities of such food items are carefully planned to guarantee that most purchased amounts are depleted by the completion of the current shopping week.


Practices and Procedures


All staff will take all practicable measures to minimise the risk of food or food surfaces becoming contaminated by following strict compliance with food safety procedures and practices.


  • Wash hands in accordance with handwashing requirements / procedure and under any circumstances whenever hands are likely to be a source of contamination of food
  • Use only clean disposable gloves and change them at least once every hour and  use when handling food and for one task only, change gloves if you touch your hair, face or if coughing / sneezing is deflected by hand.
  • If direct contact is necessary hands to be thoroughly washed and dried as per handwashing procedure
  • Use tongs, spoons, forks or other utensils as a barrier between the food whenever necessary
  • Fingernails short and with no nail polish
  • Hair to be tied back and wearing of a protective cap
  • Limit amount of jewellery to be worn.
  • Clean protective clothing is to be worn over regular clean clothes and washed daily
  • Protective clothing should only be worn in food handling areas, remove for toilet and other breaks
  • Apron to be change throughout the day when soiled
  • Personal items to be stored away from the food handling area.
  • Any wound, infection or cracks on the hand or arm is to be completely covered with a waterproof bandaid. Where the wound is on the hand disposable gloves are to be worn at all times, changing after each task
  • If a cut occurs discard food that may have been contaminated by blood, follow blood spill procedure
  • If an employee involved in handling food is unwell and or suffering from a condition which is likely tjo be transmitted through food report to the Director and contact their Doctor for advice.
  • Do not eat, sneeze or cough over unprotected food or surfaces that are likely to come into contact with food.



Food Standards Code (FSANZ) & Food Act 2003 (NSW)

Staying Healthy Preventing infectious diseases in early childhood education and care services 5th edition 2012 (NHMRC)

Education and Care Services National Regulations

National Quality Standard       Reviewed and updated February 2013 Reviewed September 2014

The service’s Health Policy has been developed from NSW Health Guidelines and these policies will be strictly adhered at all times.


Children who are seeking enrolment at this service must have received at least the four months immunisation as per the National Immunisation Schedule. NSW Health now requires Parents/Guardians to provide documented evidence of immunisation status of all children enrolling in childcare services. A copy of your child’s Immunisation History Statement is obtainable from the Australian Childhood Immunisation Register at www.humanservices.com.au


The National Immunisation Program Schedule may be accessed from the Immunise Australia Program at www.immunise.health.gov.au or by contacting the infoline on 1800 671 811.


Please note: Children’s immunisation must be kept up to date by parents in accordance with the National Immunisation Register in order to be or remain eligible for the payment of Child Care Benefit and Childcare Rebate as per the No Jab No Pay legislation. It is the responsibility of parents to provide the service with documented evidence of updated immunisation in order to maintain accurate records of immunisation status for each child.


The service will ensure that reasonable steps are taken to prevent the spread of any infectious disease at the service by:

  • The appointment of effective daily cleaners who enter the service during the closure hours and follow a cleaning schedule formulated and monitored by staff and management.
  • Adhering to hand washing and sanitising procedures for staff, children, families and visitors.
  • Routine sanitising of all educational equipment and furniture as per daily schedule.


The service will not be held responsible in the event of a possible non-immunised child being infected with a vaccine preventable infectious illness whilst at the service. In the event of an outbreak of a vaccine-preventable disease and highly contagious disease the Nominated Supervisor will record the out -break in the service’s diary and notify Population Health and parents. Upon the direction of the Medical Officer of Health, those children whose proof of immunisation has not been issued to the service by parents must be excluded for the incubation period of the disease.



National Immunisation Program (NIP) – Australian Immunisation Handbook 10th Updated June 2015

NSW Health

Staying Healthy Preventing infectious diseases in early childhood education and care services 5th Edition Aust. Government

Education and Care Services National Regulations

National Quality Standard

Australian Government No Jab No Pay 2015


Reviewed and Updated November 2015



Recommended minimum periods of exclusion of children, staff and educators 


                                ILLNESS AND SYMPTONS                                           EXCLUSION OF CASES


DIPHTHERIA    High Temperatures, sore throat and enlarged                Exclude until receipt of a Medical tonsils.                                                                                      Certificate of recovery.


TETANUS            Stiff muscles. Spasm of jaw muscles making it            Until fully recovered

difficult to open month. Convulsions.


PERTUSSIS (Whooping Cough)

Start as ordinary cold with short                                      5 days from starting course of antibiotics or

dry cough and perhaps sneezing. Characteristic           21 days from cough onset

“ whoop “ which consists of a series of rapid short

coughs followed by crowing  sound.


MEASLES           Fever with sneezing, runny nose redness and watery   For 4 days after rash first appears

eyes. Distinctive rash appears four days after early

symptoms. Red spots and blotches on forehead and

face spread progressively down towards feet.


MUMPS                Pain and soreness in jaw and neck. Swelling and          For 9 days after appearance of swelling

tenderness just below and in front of one or both



RUBELLA ( German meals)

Flu type symptoms small pink spots on face,                                At least 4 days from onset of rash or until person

spreading over arms and body.  Enlargement of          fully recovered.

glands in back of neck and behind ears.


POLIOMYELITIS Flu-like symptoms, stiff back, muscle spasms.         For at least 14 days after symptoms first

Intestinal upset.                                                                   appear.


HIB ( Homophiles Influenza )  

Meningitis Fever, irritability, vomiting and                     Exclude for at least 4 days after antibiotic treatment

Stiff neck.                                                                             commenced.







                                Small raised rose pink spots on scalp              For 5 days after first appear

face, trunk, arms and legs and inside              and until all blisters have dried

mouth. Spots followed by small blisters

which then form crusts.



Sticky eyes including discharge from eyes     Until discharge from eyes has ceased.

of any kind.



                                Headache, sore throat and symptoms            Exclusion is not necessary

typical of ‘flu’. Skin rashes may also occur.



Vomiting and Diarrhea.                                      Until fully recovered. At least 24 hours after last incidence.


HEPATITIS        Viral Hepatitis type A.  Mild flu type               For 7 days from onset of jaundice.

symptoms, followed by jaundice.                    Medical Certificate of recovery Required



Infectious of mouth and throat, mouth          Exclude until all blisters have dried

ulcers ( blisters) and small blisters on

hands and feet and sometime on buttocks


RINGWORM      Small scaly patch with faint pink ring             Until day after treatment is started.

around the edge.


IMPETIGO         (School Sores) Small red spots which              Excluded until antibiotic treatment has commenced.

change to blisters. Sores enlarge and               Cover any sores with a water tight dressing.

become pus-filled and crusted. Face

and hands most affected.


SCABIES              Severe itchiness which is caused by tiny         Until day after treatment is started.

mite which burrow under the skin. Warm

parts of body most affected.


HEAD LICE        Scalp itches. Lice and nits are found on         Effective treatment to commence prior to attending centre.

Swelling of glands of neck can occur.

When found, all children will be checked by staff and parents informed.



Staying Healthy Preventing infectious diseases in early childhood education and care services 5th edition 2012 (NHMRC)

NSW Health



Reviewed and Updated February 2013

Reviewed September 2014

In order to ensure that all children, staff and visitors to the service receive proficient first aid all members of staff, except the Approved Provider who has a severe visual impairment and trainees who have up to twelve months to gain the appropriate qualifications have:


  • Current approved first aid qualifications
  • Current approved anaphylaxis training
  • Current approved emergency asthma training


Therefore the roster will reflect that there will be at least one qualified educator in attendance and immediately available in an emergency during operational hours regardless of educator’s illness, leave and break entitlements.


The Nominated Supervisor of the service is responsible for maintaining the First Aid Kit ensuring it is fully stocked with materials within expiry dates. This maintenance will be documented in the Continuous Improvement Practices record.



Education and Care Services National Regulation

Education and Care Services National Law National Quality Standard

Developed June 2012    Reviewed September 2014

Maintenance of children’s health depends on nutritious food, physical activity, cleanliness and sufficient sleep. Blinkies Early Education Centre Pty Ltd is committed to not only ensuring the provision of these factors but also the continued maintenance of the best possible hygiene standards through:

  • Thorough hand washing standards
  • The institution of regular cleaning of surfaces and toys frequently touched and mouthed by children in care
  • Careful handling of body fluids
  • The maintenance of nappy changing and toileting procedure.
  • Adherence to ANZFA Standard 3.22 ( Food Safety Practices and general requirement) and standard 3.23 ( Food Premises and Equipment)It is a commonly stated misconception throughout society that long day care services’ are responsible for children’s ill health.  In deed the close proximity of children and staff in a childcare situation increases the risk of cross infection. However parents and the community must acknowledge that the responsibility for children’s health and well – being should clearly be shared, because if a child who is unwell is not sent to day care the risk of cross infection would be greatly minimized eg. if a child has a temperature which is an indicator of an imminent illness, they should not be given Paracetamol to mask the symptoms and brought to the service. This will only prolong the inevitable because as the effect of the Paracetamol wears off and the temperature resurfaces parents will be contacted to collect their child. In the meantime you may be sure that your child’s illness will be communicated to many other children and staff in the service. A fever of 37.5 or more indicates there is an infection and is a sign that the body is fighting the infection.In an attempt to ascertain the persistence of a fever educator will administer Paracetamol only once on any given day and only on the following conditions:1.    Only if a child is 6 months or older
    2.    If a child’s  has a temperature above 37.5C and is in discomfort or pain
    3.    Only if nurofen hasn’t already been administered
    4.    Will only be administered by fully sterilised droppers or applicatorsShould the temperature still be evident (38.5 degrees or more ) 30 minutes after the administering of Paracetamol, the Nominated Supervisor or Approved Provider will contact parents or emergency contacts who will be required to collect the child within a further 30 minutes timeframe. Children can only be returned into care if the temperature is normal or if a Registered Medical Practitioner clearance states that the child is fit to return and has no contagious illness. Medical Certificates from chemists, nurse practitioners, physiotherapists, chiropractors, herbalists, etc will not be accepted.NB: Teething probably does not cause fever. In Particular, studies have shown that temperatures of 38.5 degrees or greater are not related to teething.Reference
    Education and Care Services National Regulation
    Staying Healthy Preventing infectious diseases in early childhood education and care services 5th Edition Aust. Government St
    NSW Health
    Health and Safety in Children’s Centre Model Policies and Practices 2003Reviewed September 2015 Updated January 2016

Should educator suspect that a child is unwell or has an infectious illness, the child will be made comfortable, observed with  symptoms recorded on an Illness Record Form until such time that the parent or contact person is notified to collect the child from the service.


The Nominated Supervisor, or Approved Provider in consultation with educators, retains the right to exclude children who are regarded as obviously unwell. The right also applies to children who are not fully recovered from a previous illness. It should be noted children who have been diagnosed with an illness the treatment of which requires the prescription of Antibiotics should not return to childcare for at least 24 hours after the course of Antibiotic has commenced. E.g. Antibiotics first dose is on Tuesday 5 pm, they cannot return until Thursday.



Education and Care Services National Regulation

Staying Healthy Preventing infectious diseases in early childhood education and care services 5th edition 2012 (NHMRC) NSW Health

Reviewed and Updated February 2013

Reviewed and Updated September 2014

Important Notes:

  • Under no circumstances is medication to be left in a child’s locker or bag.
  • No medication will be administered unless it is supplied in the container it was dispensed by a pharmacist or medical practitioner showing clearly the child’s name, name of medication, administration instructions, expiry date of product and the name of Doctor or issuing Pharmacist
  • Long-term medication must have a letter from a Medical practitioner stating reasons for the medication. An updated letter is required every four months if educators are to continue giving the medication.
  • On enrolment parents will be asked to indicate their consent or otherwise to the administration of liquid Paracetamol or equivalent to their child in accordance with labeled directions, should it be considered necessary by the Nominated Supervisor and educator on medical duty, on any given day.
  • On enrolment, parents will be asked to indicate if their child suffers from any allergies or reactions and to give instructions for treatment should a problem occur.
  • Proprietary “over the counter” medication will be administered strictly in accordance with manufacturers directions unless specific written instructions are received from a medical practitioner. The Nominated Supervisor reserves the right to ask parents to obtain advice from a medical practitioner about the use of non-prescribed medication if, in her professional judgment, doubt exists about the necessity for and/or suitability of the medication.



All medication must be personally handed to an educator who will then ensure that parents have fully and accurately completed and signed the medication form.

Before educator signs the completed medication form verify the following:


  • Child’s name, medication name, dosage and time all correspondence with the medication form and the information written on medication to be administered.
  • The last dosage given, commencement date and days attending  have been completed on the form
  • Parent authorised and signed the form
  • After checking all of the above is correct sign the completed medication form.
  • Educator will place medication in locked cabinet.
  • Medication form to be placed into the Medication Folder
  • Write medication in communication book
  • Child’s name and time medication required will them be written on the whiteboard and the educator responsible will communicate medication requirements to all other educators in the room.



  • The designated educator to administer the days medication will thoroughly wash hands prior to administering each dosage of medication.
  • The designated administrator of medication (D.A.M.) will take the bottle of medication and the medication form filled in by parents to the witness who will check that the label on child’s medication corresponds with that on medication form. Note: Only one child’s medication is to be removed from the locked medication box at one time.
  • Both D.A.M. and witness will identify the child and check that it corresponds with the name on the medication form and the measured dosage corresponds to the medication form.
  • D.A.M. will decide on most appropriate way to administer medication (ie While nursing, sitting on lap or sitting in high chair) whilst at the same time informing child of what is to be done and expected.
  • D.A.M. and witness will ensure that full compliment of medicine is taken.
  • Offer drink afterwards if applicable
  • Wipe mouth with tissue
  • Wash hands.
  • Return child to normal routine.
  • All unsuccessful attempts to be recorded and reported to parent and if necessary reported to Nominated Supervisor.
  • Any mistakes to be reported to Nominated Supervisor immediately
  • D.A.M. and witness to sign medication form only after administration of medicine
  • Medication measures used are to be rinsed and placed in sterilizer or dishwasher as per room procedures
  • In an Anaphylaxis or Asthma emergency medication will be administered without authorisation – child’s parents and emergency services will be contacted immediately.



Education and Care Services National Regulation

Education and Care Services National Law

Staying Healthy Preventing infectious diseases in early childhood education and care services 5th edition 2012 (NHMRC) NSW Health


Reviewed and Updated February 2013

Reviewed September 2014

Staff at this service acknowledges the great diversity in childhood medical conditions and in the event of a child with conditions such as asthma, diabetes or anaphylaxis being enrolled at this service we undertake to:


  • Request family, in consultation with their medical practitioner to formulate a medical management plan which will be followed in the event of any incident pertaining to the child’s specific medical condition.
  • Develop in consultation with the parents a risk minimisation plan
  • Arrange a conference between families, health professionals and all relevant educators to discuss and ensure a better understanding of the medical management plan and risk minimisation plan
  • Ensure that notifications are posted informing families of the presence of a child or children with allergies and strategies required to minimise risks



Educators will:

  • Attend professional development in asthma education and keep abreast of any relevant information updates.
  • Display Asthma First Aid Plan in a prominent position for referral in the event of an emergency.
  • Administer medication in accordance with the child’s individual Asthma Medical Management Plan.
  • Maintain Asthma medication kept at the service.
  • Maintain and review individual health management plans in consultation with families and medical practitioner annually or as required.
  • Advise families to notify educators if any changes occur to the child’s individual Asthma Medical Management Plan.




Staff at this service are committed to providing as far as practicable, a safe and healthy environment in which children at risk of anaphylaxis can participate equally in all aspects of the children’s program and experiences. Staff will adopt a range of procedures and risk management strategies to reduce the risk of a child having an anaphylactic reaction, including strategies to minimise the presence of the allergen at the service.


All staff will:

  • Have adequate training and knowledge of allergies, anaphylaxis and emergency procedures and keep abreast of any relevant information updates.
  • Maintain Anaphylaxis Action Plan which will be kept for each child that has been diagnosed with a severe allergy or anaphylaxis. The medical management plan will be prepared and signed by a medical practitioner and developed in collaboration with the child’s parents.
  • Facilitate communication to ensure the safety and wellbeing of children at risk, listing names of children diagnosed with anaphylaxis, allergies and their Action Plan.
  • Raise awareness about allergies and anaphylaxis amongst the service community and children in attendance.
  • Display action plan in a prominent position for referral in the event of an emergency.
  • A copy of the plan will be kept with the EpiPen at all times.
  • Administer EpiPen provided in accordance with the child’s individual Anaphylaxis Action Plan.
  • Maintain EpiPen kit kept at centre.
  • Maintain and review individual medical management plans in consultation with families and medical practitioner annually or as required.
  • Advise families to notify staff immediately if any changes occur to the child’s individual Anaphylaxis Action Plan.


NB: Under No circumstances should parents allow children to enter the Centre either eating or carrying in their personal belongings any item of food which may threaten the health or well being of any child who suffers from anaphylaxis reactions.




In the event of a child being enrolled at the service suffers from Type 1 or Type 2 Diabetes the Nominated supervisor will:

  1. Arrange a meeting with the parents/carer’s to discuss/clarify/outline the child’s needs, prior to the child the commencement of attendance.


  1. Request the family to issue the service with a Diabetes Management Plan formulated by the relevant Diabetes Medical Team.


  1. Organise training/education for all staff on diabetes care whilst at the service, by parents if able, the child’s diabetes educator or The Australian Diabetes Council.



Education and Care Services National Regulations

Guidelines for Anaphylaxis Children’s Services

Allergy and Anaphylaxis Australia – Be a Mate Program

NSW Health   www.allergyfacts.org.au

Respiratory Research Department – John Hunter Hospital Asthma Foundation NSW www.asthmansw.org.au

Australian Diabetes Council

Asthma Australia

National Quality Standards


Reviewed and updated September 2012

Reviewed September 2014

In the event of an incident, injury and or trauma to a child, the Nominated Supervisor in consultation with staff, will decide whether it is necessary to contact the child’s parents. Should it be considered so, the parent/s (or the alternative contact) will be informed immediately. If contacts cannot be reached quickly, the Nominated Supervisor will decide on the most appropriate action to be taken (e.g. Ambulance, Doctor).


Records of all child incidents, injuries and trauma will be maintained at the service. Parents will be informed of any incident, injury and or trauma as soon as practicable, and within 24 hours after the occurrence by way of an Incident, Injury and Trauma Record which they will be asked to co-sign.


If further medical, dental or hospital treatment is required the Approved Provider and the Regulatory Authority will be notified. In the event of the death of a child whilst in care at the centre the parent of the child, Police, Approved Provider and Regulatory Authority will be notified immediately.


Should an accident or emergency occur during care hours and the parents or emergency contacts are unable to get to the centre in time the child requiring urgent medical assistance will be accompanied by a staff member in an ambulance to the closest hospital.



Education and Care Services National Regulations

Education and Care Services National Law


Reviewed and Updated June 2012

Reviewed September 2014

In order to encourage oral / dental hygiene amongst children and families this service will plan and implement an educational program on dental care by:


  • Establishing the mealtime routine of “swish, swish, swallow” before leaving the table.
  • Actively discourage babies being put to bed with bottles of milk, fruit juice or sweetened liquids.
  • Providing small and spontaneous group activities which reinforce the importance of good dental care procedures.
  • Invite health professionals to speak to children and families about maintaining a healthy diet, brushing and flossing your teeth daily and having regular dental checkups.
  • To make available up to date dental information to families through the parent library, newsletters, pamphlets, information books and posters displayed throughout the centre.
  • Menu planning will incorporate and encourage healthy eating through the use of a variety of raw and cooked fruits and vegetables.



Australian Dental Association of NSW

Children’s Hospital Westmead


Reviewed September 2014

This service is committed to establishing and maintaining the highest possible standard of hygiene and infection control through:

  • The implementation of procedures to ensure personal hygiene for staff and children
  • Cleaning regimes for staff and after hours contract cleaners
  • Implementation of thorough Medical and Illness procedures which minimise the risk of cross infection.


Hand washing should take 10-15 seconds using liquid soap and warm running water. All surfaces of the hands should be cleaned, lathering vigorously the front, back and sides of the hands, wrists, between fingers and under nails. Rinse hands with fingers pointing down for another ten seconds. Count to ten as you wash and rinse.


Dry hands with a single use paper towel. If hand washing is not possible, wet wipes or hand sanitizer containing antiseptic may be used. When practicable use a moisturising hand lotion to prevent cracked skin developing.

Children will be taught to wash their hands in this way as part of the daily program. Activity sessions should include songs and stories with hand washing as a topic. Teach children that washing their hands will prevent the spreads of germs and illness. Supervise children to ensure they develop good hand washing habits.


Staff will strictly adhere to procedures and wash their hands:

  • On arrival at the service, before commencing work and at the end of each day.
  • Before and after administration of medication and first aid
  • After visiting the toilet
  • Before and after each nappy change and changing children’s soiled clothes.
  • Hands to be washed before donning gloves and after removal of gloves
  • After toileting children
  • After using a handkerchief or tissue
  • After touching eyes, ears, nose, hair or mouth
  • After handling body fluids
  • Before handling raw food
  • After garbage disposal
  • Before serving and preparing food
  • Before eating
  • After every break
  • After handling animals
  • After any other unhygienic practice
  • Any staff members with cuts or abrasions should ensure that they are covered with an occlusive dressing.


Children will wash their hands:

  • Before setting tables and serving food
  • Before eating
  • After going to the toilet
  • After touching nose secretions and using a tissue or handkerchief
  • Before participating in cooking activities
  • After nappy changing
  • After handling animals
  • Any other unhygienic practices


Babies hands will be washed after each nappy change and frequently throughout the day.



Staying Healthy Preventing infectious diseases in early childhood education and care services 5th edition 2012 (NHMRC)

NSW Health

National Quality Standard                                              


Reviewed and Updated February 2013

Reviewed September 2014

Nappy changing is a critical link in hygiene management of this service:

  • Ensure all items needed for change are within easy reach
  • Use washable change tables and mats
  • Before using disposable gloves wash hands
  • Put on disposable gloves
  • If nappy is soiled or leaking, hold child away from you. Wear plastic apron for protection if necessary.
  • Walking child to use steps
  • Lay child on change surface keeping a restraining hand on child to prevent falling.
  • Clean child’s bottom with disposable wipes or if washer is used place in covered bucket. Wipe from front to back.
  • Fold and dispose of nappy and gloves in plastic lined nappy receptacle, taking care not to contaminate hands.
  • If hands are contaminated wipe with disposable wipes before proceeding.
  • Place clean nappy on child
  • Wash child’s hands
  • Assist child back to normal routines.
  • Wipe change pad and bench with Sanitizer
  • Wash hands thoroughly.
  • Toys used during nappy changing to be placed in Milton solution



Staying Healthy Preventing infectious diseases in early childhood education and care services 5th edition 2012 (NHMRC)

NSW Health

National Standard                             


Reviewed and Updated February 2013

Reviewed September 2014

This service acknowledges that nappy change and toileting procedures are individualised and culturally appropriate according to the child and family needs. The procedures are conducted in a sensitive, consistent and positive manner which recognises children’s efforts and fosters independence while empathising with their physical and emotional needs. Prior to the toilet training process educators will consult with parents and make observations in an effort to determine a child’s readiness to commence toilet training.


Throughout the process educators and parents will share information on the progress whilst at the same time working co-operatively to emphasis the importance of good hygiene practices. Educators and management reserve the right to postpone toilet training procedure of an individual child should that child’s inability or unwillingness to participate in the process is causing a health or sanitation risk at the service. The toilet training process will recommence at a time to be consultatively determined by educators and the child’s parents.


While the daily routine allows for regular toileting times, children will be able to independently or with assistance access the toilet and hand washing areas at any time of the day.


Toileting Training Procedure


  • Request parent to supply additional clothing
  • Wash hands as per hand washing procedure
  • Put on gloves
  • If required remove any soiled clothing and follow procedure – “Laundering Wet and Soiled Clothing”
  •  Encourage and assist the child to use the toilet
  • Encourage and assist the child to flush the toilet
  • Discard gloves
  • Wash hands as per hand washing procedure
  • Allow child to attempt with self dressing, provide assistance when needed
  • Demonstrate and support the child with hand washing
  • Support the child in returning to the group
  • Put on gloves and disinfect toilet, seat and cistern if necessary
  • Discard gloves appropriately
  • Wash hands as per hand washing procedure

Note:  Toileting is a learning time for each child. Positively interact with the child throughout the procedure whilst encouraging each child’s effort to develop independence in toileting, self help skills and applying simple hygiene practices.

Educators will discuss with each family their child’s progress and support families with promoting self help skills at home.

NB: When deemed necessary use disposable gloves with the entire procedure.



Staying Healthy Preventing infectious diseases in early childhood education and care services 5th edition 2012 (NHMRC)

NSW Health


Reviewed and Updated February 2013

Reviewed September 2014


Safety Policies

This service is fully committed to the care, safety and protection of children and all staff as Mandatory Reporters has a legal obligation and must report if they suspect on reasonable grounds that a child attending this service is at Risk of Significant Harm from abuse and or neglect.  Management, educators and staff will be aware of their roles and legal responsibilities under the Child Protection Act to identify and respond to every child at risk by observing and responding to signs or indicators of child abuse and neglect.


Staff will immediately report their concerns to the Nominated Supervisor or Approved Provider who will adhere to the following regulatory procedure:


  • in an emergency, where there are urgent concerns for the child’s health or life contact the Police using the emergency line 000.
  • complete the Mandatory Reporter Guide (MRG) through the ChildStory Reporter website
  • report concerns to the Child Protection Helpline by calling 132111 –  24 hours a day, 7 days a week


If an early childhood specialist in their professional judgment deem it necessary because of additional information available to them, consider a child to be at high or imminent Risk of Significant Harm reporting will occur immediately to the Child Protection Helpline.


The Mandatory Reporter Guide (MRG) is intended to complement mandatory reporters’ professional judgement and critical thinking and a decision report will guide the reporter as to what action to take and will:


-determine whether a report to the Child Protection Helpline is needed for concerns about possible abuse or neglect of a child

-identify alternative ways to support vulnerable children and their families


Significant Harm


A child or young person is at risk of a significant harm if the circumstances are causing concern for the safety, welfare or well- being of the child or young person are present to a significant extent.


Significant harm is defined as: a concern about a child or young person that is sufficiently serious to warrant a response by a statutory authority irrespective of a family’s consent. It is something that is not minor or trivial and may be reasonably expected to produce a substantial and demonstrably adverse impact on the child or young person’s safety, welfare or well being, or in case of an unborn child, after the child’s birth. In addition, it can result from a single act or omission or an accumulation of these.


Child Abuse and Neglect – there are different forms of child abuse: neglect, sexual, physical and emotional abuse


  • Neglect – Neglect is when a parent or caregiver cannot regularly give a child the basic things needed for his or her growth and development, such as food, clothing, shelter, medical and dental care, adequate supervision and enough parenting and care.
  • Sexual abuse– Sexual abuse is when someone involves a child or young person in a sexual activity by using their power over them or taking advantage of their trust. Often children or young people are bribed or threatened physically and psychologically.
  • Physical abuse is a non-accidental injury or pattern of injuries to a child or young person caused by a parent, caregiver or any other person. It includes but is not limited to injuries which are caused by excessive discipline, severe beatings or shakings. Injuries include bruising, lacerations or welts, burns, fractures or dislocation of joints. Hitting a child or young person around the head or neck, or using a stick, belt or other object to discipline or punishing a child or young person (in a non-trivial way).
  • Emotional abuse or psychological harm – Serious psychological harm can occur where the behaviour of their parent or caregiver damages the confidence and self -esteem of the child or young person, resulting in serious emotional disturbance or psychological trauma. Although it is possible for ‘one off’ incidents to cause serious harm, in general it is the frequency, persistence and duration of the parental or carer behaviour that is instrumental in defining the consequences for the child or young person. This can include a range of behaviours such as excessive criticism, withholding affection, exposure to domestic violence, intimidation or threatening behaviour.


Information Exchange


Legislation regulating information disclosure promotes exchange of information and cooperation with a range of agencies when the information relates to the safety, welfare or wellbeing of a child or young person, whether or not the family consents to the information exchange. This direct information sharing will enable greater collaborative decision making between agencies in the provision of services to best help a child or family.


Prevention and early intervention strategies – there is a diverse range of services designed to help children and families across a spectrum of needs and the Family Referral Services (FRS) are intended to link vulnerable children, young people and their families who are in need of assistance with appropriate available support services.



Mandatory reporters, non – mandatory reporters and the general public will make reports to the Child Protection Helpline by calling 132111





Education and Care Services Regulation

Education and Care National Law Act

National Quality Standard

Children and Young Person (Care & Protection) Act 1998  

Interagency Guidelines for Child Protection Intervention

Child Protection (working with Children) Act 2018


Reviewed and updated June 2018

The Sun Protection Policy will be available to children, staff, families and visitors with the aim to promote sun safety and to protect children and staff from the harmful effects of ultraviolet (UV) radiation from the sun. This will occur through a comprehensive approach considering sun protection behavior, the outdoor environment, organisation of activities which will be set up in the shade and the education of children, staff, families and visitors.

The service will provide for each child a SunSmart approved hat, a bucket – style hat with a brim size of at least 5cm with a deep crown that protects the face, neck, ears and crown of the head. Staff will ensure hats are worn during outdoor play at all times throughout the year and the service will encourage a “no hat play in the shade” strategy.

  • The service will provide SPF 30+ broad spectrum water resistant sunscreen lotion and parents are required to apply the lotion on arrival. Staff will assume the responsibility for applying twenty minutes before going outside and re – applying sunscreen every 2 hours or when required and before the outdoor session.
  • When outdoors, staff and children will wear sun safe clothing that covers as much of the skin (especially the shoulders, back and stomach) as possible. Parents will be encouraged to provide clothing for outdoor play that is loose fitting shirts and dresses with sleeves and collars or covered neckline, longer style skirts, shorts and long pants. If inappropriate clothing is worn children will be encouraged to play in the more shaded areas or provided with service spare clothing. Please note: Midriff, crop or singlet tops do not provide enough sun protection and therefore are not recommended
  • All staff, families, students and visitors will act as positive role models and demonstrate SunSmart behaviour when attending the service by: wearing a broad brimmed hat with a brim size of 7.5 cm, or a legionnaire hat, or bucket – style hat with a brim size of at least 6cm and a deep crown.
  • Wearing the recommended sun protection clothing and applying / reapplying SPF30 + broad spectrum water resistant sunscreen twenty minutes before the outdoor play sessions and as required. Using and promoting shade and wearing sunglasses that meet the Australian Standard.
  • The Approved Provider will be responsible for ensuring that the outdoor play area is well shaded by trees, shade cloth and portable shade equipment with regard to the NSW Cancer Council Shade Handbook 2008. Staff will apply sun protection measures at all times throughout the year, and monitor all shade for its use and quality through monthly checks and the organisation of any necessary repairs.
  • From October to March between 11am and 3pm during this period outdoor activities will be minimised including the frequency and duration children are outside and sun protection practices are required at all times when outside
  • From April to September outdoor activity can take place at any time and sun protection is required between
    10am – 2pm
  • All sun protection measures including recommended outdoor time, shade, hat clothing and sunscreen will be considered when planning excursions and incursions.
  • Educators will incorporate sun protection awareness activities in teaching programs and display posters available from the NSW Cancer Council as reinforcement for these programs
  • Information booklets, pamphlets, updates and newsletters on Sun Protection will be promoted to staff, families and visitors. Further information is available from the Cancer Council website www.cancercouncil.com.au/sunsmart.

Babies under 12 months of age and those children and staff who are not able to wear any sunscreen for medical reasons, will always remain in dense shade when outside. Care is taken to avoid babies’ exposure to indirect or reflected UV radiation when they are in shaded areas by using SunSmart clothing, a hat and placing babies in the middle of the shade.

  • This service agrees to enforce the above Sun Protection Policy in line with the SunSmart Early Childhood Program recommendations and inform the Cancer Council NSW of any changes to the service’s policy and practices.

SunSmart Certified Centre – The Cancer Council NSW
NSW Cancer Council Shade Handbook
Education and Care Services Regulation 2011
National Quality Standard
WH&S Act 2011

Reviewed May 2016

Throughout the day each child will participate in a wide variety of learning experiences.  Children are unable to gain maximum benefit from such experiences if they are worried about getting good clothes dirty.  Whilst educators make a concerted effort to prevent children’s clothing from the effects of craft material, water etc by using protective clothing, accidents do happen. It is therefore recommended that children are dressed in appropriate, sun safe and comfortable play clothes in accordance with the current weather conditions and clothing that presents choking hazards such as capes or jumpers with cords will be discouraged. Educators will be mindful of the appropriateness of the weight of children’s clothing during rest time and change accordingly.


In order to promote each child’s independence in toileting please ensure that clothes have elastic waistbands. Jeans with tight buttons and zips, overalls, braces, tight belts and tights make independent toileting difficult. Although the centre maintains adequately supplied spare clothing box it is recommended that at least one set of the child’s own clearly labeled clothing is packed into their daycare bag to be used in the event of an accident or the occurrence of significant weather changes.


Educators plan and implement programs and discussions which identify appropriate clothing for various climatic conditions and convey respect to cultural differences with regards to clothing and attitudes to dress.


We recommend that children do not wear shoes with smooth, hard soles, as they are dangerous on the climbing equipment and extremely slippery on some surfaces. Similarly we encourage children to wear shoes with enclosed heels or supporting straps around the heels. For health and safety reasons: thongs, clogs and masseurs are deemed inappropriate.



The Cancer Council NSW

National Quality Standard                                              


Reviewed September 2014

As  Work Health and Safety is an integral element of this service, the management has an ongoing commitment to providing, maintaining and promoting a safe working environment that protects the safety, health and welfare of our employees, families, children, students, contractors, visitors and all persons in or near the service.

This service complies with the NSW Work Health & Safety Act 2011 and Work Health and Safety Regulation 2011, Code of Practice and other specific regulations or Australian Standards. This will be achieved through the development, implementation and maintenance of work health and systems. The ongoing effectiveness of these systems will be regularly reviewed in consultation with employees and families to achieve continuous improvement.

We will take all reasonable steps to eliminate or minimise the likely risk with work related injuries and illness and the following specific objectives will be implemented.

  • Ensure compliance with WHS legislation
  • Establish a documented WHS management system including defined procedures for risk management
  • Adopt a hazard management approach to health and safety.
  • Monitor and auditing of the WHS management system
  • Provide and maintain safe plant and equipment.
  • Develop and maintain safe systems of work
  • Provide internal and external resources, induction training and regular ongoing training for all employees
  • Provide adequate supervision to maintain a safe work environment.
  • Investigate and review workplace incidents, accidents and near misses.
  • Communicate relevant information to all employees.
  • Collaborate and consult with employees and  families regarding health and safety issues
  • Maintain an up to date payment schedule of Worker’s Compensation Insurance with an approved provider who will provide return to work and rehabilitation programs.


Work Health and Safety is both an individual and shared responsibility where everyone in the workplace should be aware of potential hazards and take all ‘reasonably practicable’ steps to prevent accidents, injuries and illness that can be reasonably foreseen.


To manage work health and safety issues the following systematically planned risk management approach will occur.


  1. The identification of hazards and their associated risks
  2. Assessment of each  risk
  3. Decision on control strategies to prevent or minimise the level of risk
  4. Implementation of control strategies
  5. Monitoring and reviewing the effectiveness of the hazard identification and risk control strategies




Work Health & Safety Act 2011

Work Health and Safety Regulation 2011  

NSW WorkCover Authority www.workcover.nsw.gov.au

National Quality Standard

Reviewed September 2014

Toys and play materials used to assist educational programs will only be made available in rooms or designated areas to ensure safety and minimise risk for children of each age group in the occurrence of mixed aged groups of children being accommodated in one room or designated area staff will take adequate precautions in selecting equipment to be used and constantly monitoring and supervising to ensure children’s safety and well being.


Consistent and systematic audits of Outdoor Equipment Maintenance Checklist, Indoor and Furniture Equipment Maintenance Checklist and Building Maintenance Checklist will be conducted. All staff are to be mindful of any potentially dangerous situations which arise with toys, equipment, grounds and buildings between checks, and immediately report these to the Nominated Supervisor who will take immediate action to remove or repair the problem.


In all areas accessible to children power- points will have secure protective caps, all electrical cords are either out of reach of children or secured. Circuit breakers are installed at the service.


Educators will consult with families and discuss with children relevant safety issues. Throughout the program children will be involved in setting rules. Educators will seek information from relevant safety authorities, display and pass on information to families.



Kids Health – The Children’s Hospital Westmead

National Quality Standard


Reviewed September 2014

Potentially dangerous products are those which pose a risk of poisoning and / or injury to children and may include:

  • Medication and first aid equipment
  • Toiletries
  • Cleaning products
  • Garden Plants and garden chemicals
  • Pest Control treatments and devices
  • Sharp or jagged objects / utensils
  • Soiled nappies and other soiled clothing
  • Broken or damaged toys or equipment
  • Tools and equipment
  • Poisonous and other dangerous substances


This service is committed to the use of non toxic products wherever possible or products which for the above mentioned purposes which pose the least possible dangers whilst at the same time not jeopardising hygiene. The use of potentially dangerous products in spray containers will be restricted to the use only when children are not in the immediate vicinity


All bottles and containers will be adequately labelled with Manufactures Approved Labelling and Material Safety Data (MSD) for each hazardous chemical will be in a readily assessable location.


Storage of potential dangerous products will be inaccessible to children using child proof locked cupboards, locked containers for refrigerated medications and out of reach shelving with doors kept closed. Similarly soiled nappies and other soiled clothing will be kept in securely covered containers in locked cupboards or locked laundry area. Contents of cupboards and shelving will be posted as will simple warning signs that potential dangerous products are in storage.

No poisonous or hazards plants will be grown within the centre, all plants will be identified and removed if poisonous and staff will maintain a daily Hazard Register which is to be used each morning and throughout the day as a checklist for the removal of hazardous objects of the outdoor environments before children enter the playgrounds.


The service has an agreement with a licensed pest control company for regular after hours servicing of building and grounds to protect against insects, spiders and vermin.


Records of Material Safety Data for all chemicals used by the company are kept on the premises and any devices utilised will be locked and inaccessible to children.


The service will maintain current information on dangerous products, plants and objects and for relief staff and visitors the safe storage of potentially dangerous products will be displayed. The centre will provide families with information about the safe storage of potentially dangerous products within the home

Where appropriate educators will program to discuss with children safety issues relating to dangerous products, vermin, plants and objects.



Kids Health – The Children’s Hospital at Westmead

Poison Information Centre

National Quality Standard


Reviewed September 2014

Evacuation will be necessary in the event of certain emergencies and critical incidents which may include but not be limited to occurrences such as:


  • natural disaster – bush fire, severe storm, flood or earthquake.
  • fire or hazardous spill, bomb threat,


The Nominated Supervisor will ensure that all fire extinguishers will be serviced every 6 months and smoke detectors maintained. Staff will be trained in the operation of fire extinguishers and confident enough to choose the appropriate type of fire extinguisher for each circumstance. Staff priority will be to follow evacuation procedures before attempting to extinguish only very small fires that will not cause any unnecessary risk.


The service will display a notice marked “ EMERGENCY EVACUATION PROCEDURES “ in suitable locations along with a floor plan marked with location of all exits, direction of escape routes and fire- fighting equipment.


An evacuation drill can be used as an enjoyable game for children. Children will be taught that when they hear the siren, they are to stand still and await instructions.


The evacuation plan will be practiced at least six times a year at different times of the day. The more regularly fire drill is practiced, the less likely that things will go wrong through panic and other mishaps.



  • There are three primary exit points, clearly marked with exit signs, which will be used as decided by the Chief Warden at the time of any emergency.
  • First assembly area – at front entrance, near fence adjacent to 0-2 years service entrance.
  • Second assembly area – the Front Yard of No. 2 Hawkins Street New Lambton.
  • Should the need arise for children to be evacuated further afield, they will be moved to Lewis Oval at the northern end of Hawkins Street.



  • Evacuation  signal is a 10 second siren using the remote control  – ACTIVATE RACE
  • Evacuation signal for lockdown is a 10 second siren using the remote control with the staff member activating the siren to contact the 0-2 room/office and notify a lockdown emergency.
  • Stay calm, instill confidence and instruct children
  • The person (Chief Warden) who notices the fire goes to the closest remote control and instructs all others the location of the fire advises and points to the most appropriate exit for each group of children and staff to use.
  • Chief Warden nominates staff member who collects the attendance role and exits the building calling children to follow.
  • 2-3 room first staff member guides children towards exit second staff member searches all rooms, to check no children or staff are inside rooms, close doors and double check all children and staff evacuated.
  • Staff member collects the role and cordless phone, immediately exits the centre through the designated exit towards assembly point calling and gesturing children to follow.
  • Cook if on duty ensures stove is turned off, closes kitchen door and proceeds to first assembly area assisting with evacuation of children.
  • Other 3-5 staff member check office, storeroom, laundry, bathroom closing doors before double checking main room is evacuated and proceed to first assembly area.
  • Playroom one staff members guide the children into emergency evacuation cots checking all rooms ensuring no children or staff are left inside the centre, closing doors behind them as they leave the centre, nappy change one and administration area to be checked as they evacuate the centre.
  • Playroom two staff members guide the children into emergency evacuation cots checking all rooms ensuring no children or staff are left inside the centre. Bottle prep room, nappy change two, laundry and kitchen to be checked as they evacuate the building.
  • All children  proceed to first assembly area
  • Role call to commence immediately, highlighting children’s names as are seemed to be present.
  • All staff to check that child responding is the same name as called from the role.
  • Person who sees the fire stays close or near the building until role call is completed.
  • Management staff to collect their mobile phones.
  • The Chief Warden will meet the Officer-in-charge and inform him on any missing children, staff or personnel and any other relevant information.
  • All persons to remain in the assembly area until the emergency is declared over by a member of the emergency service, only then re-entering the building.



  • REMOVE children, staff and all other personnel to the nearest and safest exit
  • ALERT Emergency Services (Chief Warden)
  • CHECK for children and close doors to rooms
  • EVACUATE children, all personnel to assembly area. If practicable extinguish small fires only if it is safe to do so.




One staff member collects the appropriate sign-on/sign-off lists and proceeds immediately to the designated

assembly area, encouraging children to follow.


One staff member will assume responsibility for standing at the designated exit and encouraging children to vacate the building. This person will also ensure that no child re-enters the building.


Remaining staff collect evacuation bag and confer to allocate rooms to be checked before closing doors, windows and shepherding remaining children out of the building.


Once outside, assist with marking attendance sheets to ascertain that all children and staff are present.

No one will re-enter the building until advised that it is safe to do so by the Officer in Charge.






Lockdown will be necessary in the event of certain emergencies and critical incidents which may include but not be limited to occurrences such as:


  • armed hold up or intruder
  • child or staff member being taken hostage by  person’s know or unknown
  • intrusion by an aggressive non custodial parent or trespasser
  • where a child appears to be missing or cannot be accounted for or appears to have been removed
  • an extreme medical emergency or the death of staff or child at the service



  • Evacuation for Lockdown is a 10 second siren using the remote control
  • The possibility of any such incident should be raised at staff meetings with all imaginable scenarios and solutions being discussed.
  • The staff member first recognising the threat should alert the Nominated or Certified Supervisor on duty, the 0-2 room/office and if practicable the Approved Provide and notify a lockdown emergency.
  • Activate the signal for lockdown and to immediately telephone emergency services.
  • The Nominated or Certified Supervisor or the Approved Provider will approach the person posing the threat in a calm manner and attempt to commence negotiations.
  • Remaining educators will assess the situation and remove children from the incident area in an expedient and organised manner keeping children calm, quiet and wherever possible out of sight
  • Role call to commence to ensure all children signed in are present, any absences must be reported
  • Maintain calm and security until emergency is over and all clear signal is sounded

In the event of a breakdown of landline telephone communication systems, mobile phones will be used to contact the police, ambulance, fire and medical emergency facilities. Management staff will ensure that their personal mobile phones will be fully charged and readily accessible during operational hours.

All families are issued by means of business cards the mobile phone number of the Approved Provider who can be contacted at any time.

In the event of a natural disaster where all forms of telephone communication are compromised, a transistorised radio will be used to access public emergency broadcasts.


NSW Fire and Rescue   Education and Care Services Regulations 2011 National Quality Standard              

 Reviewed and Updated June 2014      Reviewed and Updated September 2014

Policies Relating to Families

Blinkies Early Education Centre and Bright Buttons are private services managed by Blinkies Early Education Centre Pty Ltd. under the Directorship of Susan Huff. Therefore families are not required to participate in any aspect of administration or financial planning and budgeting. However we do have an open door policy for parents and other authorised extended family members and  welcome consultation ,advice and sharing of expertise offered by parents in the areas of programming, policy and procedures, Quality Improvement Plan, evaluation and relevant practices in all aspects of the operation of this centre. We also acknowledge and respect the rights of families not to participate in the previously mentioned practices should their workloads, expertise and willingness preclude them from doing so.

A grievance / complaint  pertaining to any aspect of the services’ operations or an allegation that the safety, health or well being of a child attending the service has been compromised may be given either verbally or in written format and can be  initiated by Parents to Staff or Staff to Parents. Any written complaint initiated by a parent, may be completed on either a pro-forma complaints form available on request from the office or in the complainant’s own format.


The Approved Provider or the Nominated Supervisor will assume the role of mediator.


The mediator will:

  • Investigate quickly the full history of the matter, any contributing incidents and other possible causes for the complaint
  • Interview staff members and /or witnesses implicated in the matter who may have relevant information.
  • Ensure investigator responses are accurately recorded, signed and dated
  • Agenda formatted before calling a joint meeting at which both parties will air their feelings, discuss each party’s ultimate goal and devise strategies to be put in place with a view to resolving the conflict.
  • The mediator will continue to monitor and evaluate the situation and outcomes to ensure the strategies remain in place and to provide any recommendations for future policy or practice at the service.
  • Confidentiality will be maintained for all parties involved.


If no agreement can be reached and the service is clearly unable to meet the child’s or families needs the family will be asked to withdraw their child from the service.


Should the childcare position be discontinued a full report of the history of the grievance will be made available to the Department of Education and Communities. If deemed necessary by any party the Approved Provider and Nominated Supervisor will then confer with the Assessment and Compliance Officer and any other relevant professional as a form of external review of this procedure.


Any Complaint/Incident received by the Approved Provider which pertains to a licensing issue/legislation must, unless is of an obviously trivial nature:


(a)                 Notify by post of the complaint to the Regulatory Authority within 24 hours of the complaint

(b)                 Notify by post to the Regulatory Authority of any action taken in response to the complaint within 24 hours of the action taken


Contact Details:


NSW Education and Communities

Early Childhood Education and Care Directorate

Ground Floor, 309 Charlestown Road



Ph: 024985 1400           Fax:024985 1499




Education and Care Services National Regulations 2011 Education and Care Service National Law Act 2010

National Quality Standard


Reviewed and Updated November 2012

Reviewed and Updated June 2014

The Approved Provider reserves the right to withdraw the child’s enrolment from the service for any of the following reasons:

  •  Family unwilling or unable to comply with any policies and procedures contained in this document.
  •  Service is unable to meet a child’s or families additional needs.
  • If, after consultation with child’s family and other professional in the field, service is unable to manage child’s behavior with regard to safety of the child, other children or staff.
  • If a child or child’s parents are repeatedly impolite or insensitive to other children, families or staff within the service.
  • If a parent, family member or associate of a child enrolled at this service is found to have made a vexatious complaint without substance and with the intent of being malicious or to cause distress to the person against whom the allegation was made.
  •  If fees become more than two weeks in arrears without prior arrangements.
  • Should a parent, family member or associate of a child enrolled at this service harass a staff member via a social networking website, the Approved Provider will conduct an inquiry into their actions and depending on the severity of the situation, possible discontinuing of care.


Notification or termination of a position will be given to the parents either verbally or in writing.


Reference: DJMIR Industrial Relations Specialist


Reviewed and Updated November 2016



Policies Relating to Staff


This service is committed to the employment of educators who have obtained qualifications.


University -                          Bachelor of Education in Early Childhood

Diploma of Education in Early Childhood

Or equivalent qualifications


Early Childhood –               Diploma of Children’s Services

Education Providers         Associate Diploma in Children’s Services

Or equivalent qualifications


Commenced Study –           At a recognised educational institution in courses relevant to Early Childhood settings,

while at the same time gaining valuable experience at an Early Childhood facility.




All staff will periodically review and identify any area of their professional development which may be enhanced through in-service training.


It is the responsibility of the Nominated Supervisor to monitor and meet at regular intervals with individual team members to review and update professional development plans based on evaluation of strengths, interests, goals and staff members’ performance which may benefit from either formal in-servicing courses or staff development through reading or visits to appropriate settings.



Education and Care Services National Regulations 2011

National Quality Standard


Reviewed September 2014



The Approved Provider will ensure all policies and procedures contained in this document meet the requirements of the National Regulations, National Law and National Quality Standard and reviewed annually or more frequently should management deem it prudent after consultation with staff, families and the broader community.


Families will be notified 14 days prior or as soon as practicable of any increase in fee changes or alterations to policies and procedures.


The date of the last review will be recorded and referenced at the completion of each policy.



Education and Care Services National Regulations 2011

Education and Care Services National Law Act 2010

National Quality Standard 2011

NSW Department of Education & Communities

Developed June 2012

Reviewed September 2014