In Focus

Regulatory Spotlight

Top 10 Non-Compliances  

During July to September 2023, authorised officers from the Education and Care Regulatory Unit (ECRU) conducted visits and the top 10 non-compliances are detailed below.

• Regulation 103 Premises, furniture and equipment to be safe, clean and in good repair
• Regulation 97 Emergency and evacuation procedures - covered in ECRU in Focus March 2023
• Regulation 173/Section 172 Prescribed information to be displayed - covered in ECRU In Focus July 2022
• Section 165 Offence to inadequately supervise children - covered in ECRU In Focus May 2023
• Section 167 Offence relating to protection of children from harm and hazards
• Regulation 102 Authorisation for excursions
• Regulation 369 Educator to child ratios—children over preschool age
• Regulation 162 Health information to be kept in enrolment record
• Regulation 151 Record of educators working directly with children - sample document in Roadshow Resources section on ECRU website

Non-compliances are in relation to the Education and Care Services National Law (WA) Act 2012 (section of the National Law) and the Education and Care Services National Regulations 2012 (WA).

Please refer to previous ‘In Focus’ publications and sample templates on the ECRU website and the Australian Children’s Education and Care Quality Authority (ACECQA) ACECQA website to support your service to comply.

Children’s Week Play Picnic

Children and families are invited to the Play Picnic for Children's Week on Tuesday 26 October 2023.

This fun filled morning will include a range of play-based activities and learning experiences for the whole family, including construction, sensory, music, reading and more!

For details and to RSVP, visit the Facebook event page.

Department of Communities are proud sponsors of this event in partnership with Department of Education.

Relationships with Children

Quality Area five of the National Quality Standard focuses on educators developing responsive, warm, trusting and respectful relationships with children that promote their wellbeing, self-esteem, sense of security and belonging. Relationships of this kind encourage children to explore the environment and engage in play and learning.

All children need a sense of connection with others to support the development of their identity and social and emotional competence. From birth, children begin to explore how the social world works. Exploring and learning to socialise appropriately with others, and to manage feelings, behaviours and responsibilities is a complex process. According to the Guide to the National Quality Framework, educational leaders, co-ordinators and educators take a positive, strengths-based approach to guiding children’s behaviour.  They ultimately empower children to regulate their own behaviour and develop the skills needed to interact and negotiate effectively with others. 

What happens when educators cannot facilitate these relationships with children?

In the 2022/2023 reporting year there were 14 substantiated incidents where an educator used either inappropriate interactions or inappropriate discipline when engaging with a child. Investigations found that on most occasions educators simply did not have the knowledge, skills or support to manage the individual needs of the child. Anecdotally, the sector is reporting an increase in the prevalence of behavioural concerns in children. Regardless of the underlying reason/s a child may behave in a certain way educators, nominated supervisors and approved providers have an obligation to uphold the dignity and rights of every child to support them to develop, learn and thrive in an inclusive environment.

Where to from here?

• access the Inclusion Support Program - Department of Education, Australian Government
• work collaboratively with families and external professionals to understand individual children and support their development and inclusion.
• consider how your environments and resources may impact behaviour:
  • are they overstimulating?            
  • do you have quiet zones for children to access to support regulation?
  • can children move freely between areas and activities?
• consider the program:
  • is it child led and reflective of the interests of the children?
  • is the agency of the child promoted?
  • are routines and transitions tailored to the needs of each child?
• what do educators expect from children?
  • is this a one size fits all approach?
  • is this developmentally appropriate?
  • how well do educators know each child?
• review your induction process:
  • should educators receive training prior to working with children?
  • are educators supported to get to know children before being expected to manage their needs?
• invest in professional development to improve educators’ knowledge and capacity.
• review your policies and procedures:
  • are behaviour management strategies and inclusion practices implemented in accordance with the policy?
  • have external professionals been consulted?
  • are changes required?
• if you see something, say something. Do not allow inappropriate educator behaviour to go unreported.

The following resources may support you to critically reflect and evaluate your current practice:

• Positive relationships with children - Early Childhood Education and Care (Qld)
• Trauma responsive practice - Education (ACT)
• Australian Childhood Foundation Professional Community - Education Services for professional learning
• ACECQA Information Sheet - Quality Area 5 - Inappropriate discipline information sheet 
• ACECQA Policy and procedure guidelines - Interactions with children 
• ACECQA Information Sheet - Quality Area 5 - Supporting children to regulate their own behaviour 
• ACECQA Information Sheet - Quality Area 5 - Relationships with children 
• ACECQA Policy and procedure guidelines - Providing a child safe environment.

Quality in Focus  

Strengthen your induction using ACECQA’s National Quality Framework (NQF) eLearning modules

This eLearning program has been developed for new educators who have entered the children's education and care sector. These modules can also be used by current educators to support their understanding of their role. 

The program consists of a series of four eLearning modules which each cover a different aspect of the NQF. 

The NQF Program Reference Guide can be found on the 'Resources panel' on the right, along with other related resources.

• NQF Induction 1: Introduction to the children's education and care sector
• NQF Induction 2: Overview of the NQF
• NQF Induction 3: Law and Regulations
• NQF Induction 4: National Quality Standard

You may wish to consider including these resources as part of your induction process.

Fee-free TAFE for aspiring educators

Do you have someone in your community who would make a great educator? Did you know they could be eligible for fee-free TAFE training to become qualified?

More than 12,500 people around Australia have enrolled in early childhood education and care (ECEC) courses at no cost since January via fee-free TAFE. This has included the Certificate III in ECEC.

Fee-free TAFE is available in all states and territories. Visit Your Career to check on eligibility.

Upcoming Events 

2 November                 Outdoor Classroom Day 

11-18 November        Food Safety Week

12 November              Diwali (India)

13-19 November        National Recycling Week

20 November              World Children's Day