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In Focus
May 2025
Regulatory Spotlight
January to March 2025
Top 10 non-compliances
Listed below are the top 10 non-compliances in relation to the Education and Care Services National Law (WA) 2012 (the National Law) and the Education and Care Services National Regulations 2012 (WA) (the National Regulations).
- Regulation 97 Emergency and evacuation procedures.
- Regulation 103 Premises, furniture and equipment to be safe, clean and in good repair.
- Section 165 Offence to inadequately supervise children.
- Regulation 84C Risk assessment for purposes of sleep and rest policies and procedures.
- Regulation 168 Education and care service must have policies and procedures.
- Regulation 102AAC Risk assessment for the purposes of safe arrival of children policies and procedures.
- Section 172 Offence to fail to display prescribed information.
- Section 167 Offence relating to protection of children from harm and hazards.
- Section 169 Offence relating to staffing arrangements.
- Regulation 102 Authorisation for excursions.
In summary, 66% of services visited in the January to March 2025 quarter were compliant. This is up 11% on the previous quarter.
A new framework for understanding and responding to behaviours that challenge
Child development expert Professor Cathrine Neilson-Hewett’s 6R framework offers a solution by guiding educators to understand the root cause of behaviours and implement support, evidence-based strategies that nurture children’s development and enhance educator-child relationships.
The behavioural climate of the early childhood educational setting is one of the major contributors to educator burnout. Many educators feel uncertain and under prepared when it comes to responding to and de-escalating behaviours that challenge. Sometimes behaviours can be big, impacting other children and adults as well as the child’s ability to engage effectively in the social and learning environment of the early education service.
The 6 Rs framework for understanding and responding to children’s behaviour
The image that you see here is a framework which was developed in response to sector need. The framework is specifically designed to support teachers and educators to better understand the complexity behind children’s behaviour and to intentionally build children’s capacity to navigate their environment.
Each component of the framework is informed by the rich evidence-base on children’s behaviour, as well as the practices and principles embedded across the approved learning frameworks V2.0 [The Early Years Learning Framework (EYLF) and My Time Our Place (MTOP)].
The strength of this framework lies in how it encourages us to recognise the uniqueness and complexity of children’s behaviour. It shifts us away from the common misconception that positions the behaviour (or the child) as the problem.
The 6 R's framework is not prescriptive; rather, it is designed to empower teachers and educators to identify the key factors influencing children’s behaviours. It encourages critical reflection on existing program strengths and areas for growth, enabling the creation of individualised, responsive approaches to supporting each child.
Understanding and addressing children's behaviours requires a compassionate, reflective approach that considers underlying causes, relationships, and individual needs.
The 6 Rs framework acknowledges the need for varied and individualised responses when supporting children's behaviour. Rather than advocating for a specific model or program, it encourages educators to think deeply about children's routes, the presence or absence of relationships, and their individual self-regulatory needs when determining the best strategies to use.
The full article by Professor Cathrine Neilsen-Hewett was published by Community Early Learning Australia (CELA).
Critical reflection prompts to challenge your team to think deeper about interactions with children, and understanding and supporting children’s behaviour:
- Are educators’ practices informed by current research, reflecting their service's philosophy and values?
- Have recommended models including the Circle of Security, Dr Louise Porter's behaviour guidance model and Cathrine Neilsen-Hewett's 6 Rs framework been considered?
- What level of understanding do educators have about approaches that focus on understanding the child’s emotional world and providing the necessary support for emotional regulation?
- Does your service regularly review and openly discuss interactions with children alongside the service’s guiding interactions with children policy to create opportunities for critical reflection on the procedures and strategies that promote consistent practices across the team?
- How does the policy reflect the way children are viewed at the service—for example, as capable and competent individuals?
- In what ways are children's rights embedded in the policy and procedure?
Educators should regularly engage in professional development and networking to stay informed about contemporary strategies. Collaborative and robust discussions, allowing educators to openly share their experiences and perspectives provide valuable insights into how policies and procedures can be improved to better support children’s behaviour.
The educational leader plays a pivotal role, serving as a valuable resource by accessing and sharing contemporary theory, evidence, and research to inform and enhance practice.
ECRU are pleased to be presenting and co-facilitating a series of two free Inclusion webinars with experts from Neurominded and the WA Inclusion Agency.
Session 1: Neurodiversity and Autism: Empowering Educators with a Neuro-affirmative Framework
An information session to deepen your understanding of neurodiversity, neuro-affirming approaches, and best practice for supporting autistic children. Learn how different thinking and engagement styles shape children's development, learning experiences, and social interactions. Discover a framework designed to foster child-centred and strengths-based practices, and strategies to advance the engagement, learning, and wellbeing of all children.
This webinar will equip you with a range of evidence-based resources and practical tools to proactively plan and create inclusive environments where every learner can thrive from the very start.
Session 2: Universal Inclusive Practices: Building on Neurodiversity and Autism
Following our previous session, Neurodiversity and Autism: Empowering Educators with a Neuro-affirmative Framework, Neurominded return to continue the conversation on inclusive practices. This time, we’ll dive into broader strategies for universal inclusion in educational and service settings, with a focus on practical, process-driven approaches.
Join us for an engaging Q&A session with representatives from ECRU and the WA Inclusion Agency. This session is the perfect follow-up to our previous discussion, expanding on how to implement neurodiverse and inclusive practices effectively across various service and educational environments. Whether you attended the last session or are joining us for the first time, you'll leave with actionable insights to enhance your inclusive practices!
6:30pm – 8pm (1.5 hours)
*All registrations must be made via Eventbrite
Kiind is a not-for-profit organisation that supports families raising children and young people (0-25 years) living with disability, autism and developmental concerns.
Embedded at Perth Children’s Hospital, our team of peer workers all have lived experience and assist families to navigate through complex multiple systems. We also help them to connect with one another through peer support and build capacity through parent training and useful information resources.
Kiind have developed resources for families that have young children and need support to navigate the diagnostic process and next steps following.
Add recalls to your subscriptions list!
Did you know that approximately 40% of all recalls are children’s products? It is estimated that only half of these recalled products are returned to sellers, meaning that there are many products that are still in use, some of which may be in your centre.
When an item could be potentially unsafe, suppliers are required to ensure the risk to the public is removed. In order to spread the word, the supplier issues a recall notice to notify the public. This notice identifies why the product is recalled, the potential hazards, where the product was sold and what consumers should do if they have the product.
Common reasons for recalls of children and infant products include, choking hazards from toys with small parts, unsecure button batteries, missing fire safety warning on children’s nightwear and risk of eye and facial injuries from projectile toys.
Keep a look out for unsafe products coming into your centre by subscribing to ACCC Product Safety Australia’s recall alerts and report any unsafe products to the responsible regulator.
Head over to our website to familiarise yourself with how Consumer Protection can assist you or visit Product Safety Australia to view the latest updates.
