In Focus

Regulatory Spotlight

Documenting Programs

Outside School Hours Care (OSHC)

In OSHC services, the educational program supports learning through play and leisure, as outlined in the national approved learning framework, My Time, Our Place: Framework for School Age Care (MTOP V2.0 2022).

Changes to documentation requirements for school aged children came into effect in Western Australia (WA) from 1 December 2023. These changes remove the requirement to keep documentation of individual evaluations for school age children.

Documenting the Program:

There is no prescribed way to document the program and evidence how you have considered the needs, interests, and experiences of each child. This will look different across services and should reflect the context of your service, including your philosophy. The program includes all the spontaneous and planned experiences designed to support children’s wellbeing and facilitate learning. It includes all interactions, experiences, routines and events. Services should ensure the program:

is based on the approved learning framework and delivered in accordance with the framework
is based on the developmental needs, interests, and experiences of each child
is designed to consider individual differences of each child
contributes to the five learning outcomes for each child.

For further information on the amended regulation please refer to the Education and Care Services National Regulations 2012 for Western Australia.

Regulation 74. Documenting of child assessments and evidence of development of educational programs

(1) The approved provider of the education and care service must ensure that, for the purposes of the educational program, the following are documented —(b) for a child over preschool age, evidence about the development of the program.

See Australian Children's Education & Care Quality Authority (ACECQA) information about Approved learning frameworks and MTOP Planning Cycle.

Sustainability

Unpacking Version 2 (V2) of the Early Years Learning Framework (EYLF) and My Time Our Place (MTOP)

V2 of the EYLF and MTOP includes the new Principle of Sustainability.

What is sustainability?

Broadly defined, contemporary understandings of sustainability spans environmental, social, and economic dimensions which are intertwined and necessary for a sustainable world.

Environmental sustainability focuses on caring for our natural world and protecting, preserving and improving the environment.
Social sustainability is about inclusion and living peacefully, fairly and respectfully together in resilient local and global communities.
Economic sustainability refers to practices that support economic development without negatively impacting the other dimensions. This includes a focus on fair and equitable access to resources, conserving resources, and reducing consumption and waste.

Learning Outcome 2: Children are connected with and contribute to their world.

Children’s connection and contribution to their world is built on the idea they can exert agency in ways that make a difference and build a foundation for civic and democratic participation. Educators assist all children to explore notions of sustainability (social, economic and environmental) where children learn what they do can make a difference.

What can services do?

In response the addition of Sustainability as a Principle and the expanded scope of the definition, services should critically reflect on their philosophy, practice and the educational program. ACECQA have developed EYLF and MTOP specific information sheets included here for your reference.

Burns – Outdoor Surfaces & Equipment

ECRU continue to see incidences of children sustaining burns as a result of contact with hot surfaces and equipment. An approved provider must ensure that their service has policies and procedures in place in relation to health and safety matters and providing a child safe environment. In addition to having policies and procedures the approved provider is also responsible for ensuring policies and procedures are followed. Robust policies and procedures, when followed will mitigate risk and harm to children.

The Six reasonable steps to ensure staff follow policies and procedures resource developed by ACECQA is a great tool for approved providers to consider ensuring and demonstrating compliance with regulation 170.

What we know about surfaces and equipment often found in early childhood education and care (ECEC) services:

ECRU engaged with a Materials Expert and visited a service to test various surfaces, what we found was:

even on overcast days, surfaces and equipment heat up to temperatures where the risk of burns is present
temperatures fluctuate almost instantly by a minimum of 10 degrees Celsius between times of cloud cover and full sun exposure
surface temperatures can reach more than 40 degrees Celsius even on mild days when the air temperature is in the low twenties.
even materials that generate low heat still heat up and cause burns
just because something meets Australian Safety Standards, does not mean it won’t heat up and pose a risk to children.

Temperatures and the severity of burns:

It is important to remember that children’s skin is much more delicate than that of an adult, therefore will burn more easily. Other factors such as a child’s age and developmental level will also impact their capacity to assess and react to a dangerous situation.

at 40°C a material will feel hot to touch and make most adults withdraw on contact
at 44°C, first degree burns occur, causing pain and redness
at 52°C, transition from first to second degree burns, causing severe pain and typically resulting in tissue damage
at 60°C, transition to third degree burns, causing maximum pain resulting in tissue damage known as full thickness burns.

Things to consider to minimise the risk:

check surfaces and equipment regularly using a proven technique and record your checks and results
recheck temperatures prior to children re-entering the outdoor area or at regular intervals throughout the day to account for changes in temperature, cloud cover etc.
shade areas where fixed play equipment is situated or where portable equipment/furniture is often set up
store equipment out of the sun when not in use
consider alternative soft fall types and the design/use of your environment
review your policies and procedures – does your current policy include specific reference to hot surfaces and equipment and include procedures for staff to follow to mitigate considered risk?
do staff, including relief educators and students understand the procedural requirements set out in any relevant policy?
do you have systems in place to check that policies and procedures are being followed?

Quality in Focus

2024 NASA Webinars

A reminder that the first of our 2024 NASA’s will be held on

8 February 2024 at 10am – Family Day Care only
13 February 2024 at 10am – all service types

To book please follow the link and select your chosen session. Eventbrite - NASA Webinar (Next Assessment Support and Advice). A recorded NASA presentation is now available on the ECRU website.

A&R Refinements are now being implemented

If you still have questions, visit the Frequently Asked Questions (FAQs) on our website.

Free Professional Development Opportunities

Online learning on inclusion

in early childhood education

Explore the collection of online learning courses designed as part of the 'Access, participation and positive outcomes: Inclusion in early childhood program'. All of these online courses are free to all early childhood educators.

Introducing inclusion: Looking at diversity and adversity through an inclusive framework. Every child has the right to both feel included and be included. Educators play a vital role in ensuring that every child is aware of this right.

Being the champion for children who are impacted by trauma and adversity. Children who experience trauma can have their sense of belonging and identity impacted. For some, this impact can be lifelong. It is critical that we are aware of the different types of trauma that children might be exposed to and its affects.

Making connections with neurodiverse children through play (2-part series). Series is suitable for all educators currently working in an approved education and care setting across Australia. This is a foundation course that focuses on essential knowledge to guide children’s behaviour and may be suitable for educators who are new to the sector or embarking on a formal early childhood qualification.

Understanding young children’s behaviour and empowering their future (2-part series). Series is suitable for all educators currently working in an approved education and care setting across Australia.

Inclusion in early childhood - free resources and professional learning. Resource is a curated collection of innovative online professional learning resources to support inclusive practices in early childhood education and care settings. This collection of free resources aims to support increased knowledge, skills and confidence in the inclusion of children with a diagnosed disability, but also children with other factors that may affect their general wellbeing and engagement in early learning.

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