EarlyEdition
Bringing Back the Power of Music
Understanding Our Place in Nature
How do you Help a Child Say Sorry?
Prevent water damage from flooding your
After over 60 years of claims experience, Guild noticed increasing water damage claims at early learning centres. An ACA backed pilot proved that leak stop devices reduce damage, and therefore claims. We’re encouraging, and incentivising all centres to install a leak stop device today.
EarlyEdition
Location: 2/10 Welch Street, Underwood Qld 4119
Mailing: PO Box 137, Springwood QLD 4127
Telephone: 07 3808 2366
Toll Free: 1300 365 325 (outside Brisbane)
Web: www.qld.childcarealliance.org.au
Email: qld@childcarealliance.org.au
Executive
President - Majella Fitzsimmons
Vice
Treasurer - Louise Thomas
Executive
Debra North
ACA Queensland President’s Report
The year has flown past and as we enter the second half of the year, we reflect on what has happened in the early childhood sector in the last few months. There is simultaneously so much happening and yet, so much to do.
ACA has been instrumental in conversations with the Federal government over the recent Commonwealth Funded Wages grant. We know ACA will keep fighting for members to ensure any EBA or the Commonwealth Funded Wages Grant supports Educators to receive wage increases and that early learning centres are financially viable.
For our Nominated Supervisors and Directors, we hosted our first-ever leadership retreat in Brisbane in August. We are thankful to have Tania Porter, Deputy Director General, Early Childhood Education and Care, Dr Jennifer Cartmel and Kerri Maguire deliver a day of learning and networking. The feedback from this leadership retreat has been very positive and has prompted ACA Qld to plan more leadership retreats across our state to support more services and staff. We are looking at hosting a leadership retreat for Nominated Supervisors and Directors in Cairns and the Sunshine Coast towards the end of this year, and hopefully, the Gold Coast early next year. A big thank you to Delivering Dental who sponsored our first Leadership Retreat which helped subsidise our delegate’s attendance.
ACA Qld released its election manifesto in August at meetings with services, peaks, Ministers and candidates in the lead-up to the election. ACA Qld encourages as many services as possible to invite a candidate into their services to discuss what Queensland needs for our children to have the best start in life. Please check your emails and our website for all materials, and don’t forget to tag ACA Qld in any photos you share on social media.
Free Kindy has been a very successful program throughout 2024, and the ACA Qld kindy team continues to support services in the Free Kindy rollout for 2025. We have been out spreading the message to advertise your service offering Free Kindy in 2025 now and to start talking to
families about what Free Kindy will look like for them in 2025. If you need some help with the message, talking to families, explaining how Free Kindy will work, or ensuring that base subsidy spending has been done correctly and inclusion-ready money is spent accordingly, please reach out to our team to help. We are only a phone call away!
ACA Qld has partnered with Absolute Support to roll out free National Model Code training to all member services considering the recommendations around taking images of children in early childhood settings. This has been invaluable training for all Directors and Nominated supervisors as well as Approved Providers. If there is more training that you believe will help your teams, please reach out to ACA Qld. We are already planning various training and events for 2025 and welcome your feedback so we can continue to support our sector.
Early Childhood Educators’ Day was another success. Since its inception back in 2011, when ACA Qld decided to celebrate our amazing educators, we couldn’t have imagined the growth, level of participation or the outstanding success we see today. I would like to personally thank every educator for the passion and dedication that they have given to our sector, ensuring that our children get the best start in life. We hope you all celebrated hard and gave thanks. Don’t forget to check out the Early Childhood Educator’s Facebook page for images of educators being celebrated.
Majella Fitzsimmons | ACA Qld President
ACA President’s Report
In recent months our sector has achieved major historical milestones, including the recent announcement of the government-funded pay rise, now referred to as the worker retention payment.
This funding mechanism and the ongoing supported multiemployer bargaining negotiations are expected to be interlinked by the worker retention payment’s “workplace instrument”.
As this print edition goes to press, we are still awaiting formal confirmation, and we aim to keep our members informed through email updates as new information becomes available.
Worker retention payment
After years of relentless conversations and advocacy between the Australian Childcare Alliance (ACA) and government (along with other sector stakeholders), on 8 August the Federal Government formally announced that it would fully fund a pay rise for the early learning sector, effective from December 2024.
While this is a promising development for our sector, the ACA has numerous questions regarding the practical implications of this funding commitment.
For example, it is not clear how the fee constraint conditions will impact individual service providers, or how the conditions would apply beyond the first year of funding. Furthermore, with a federal election on the horizon (to be held in May 2025 at the very latest), we cannot predict how the incumbent government will follow up this funding model beyond the inaugural two years.
The rapid move away from the Child Care Subsidy (CCS) to an emergency funding model under the COVID settings has taught us that funding models can benefit some early learning service providers, while not supporting others and even leaving some worse off.
ACA is therefore approaching this funding model cautiously. We firmly believe that the government needs to get this model right to ensure the best possible outcomes for the entire early learning sector.
We are in ongoing discussions directly with the government to seek further detail as to how the fee restraint mechanism will work in practice and how the ‘workplace instrument’ is defined, along with many other questions.
Ongoing supported bargaining process
In parallel with the worker retention payment announcement, the supported bargaining process continues to proceed in the background.
It is expected that the supported bargaining process currently in play will result in an Enterprise Agreement (EA) which is compliant with the requirements of the worker retention payment. However, we are still waiting for this expectation to be confirmed, via the worker retention payment grant guidelines which will become available shortly before the grant application process opens in October.
Once the EA is adopted by the initial parties, other eligible providers (e.g., centre-based daycare and outside school hours services) can adopt it if their employees agree. The next step for the approved provider will be a formal legal process, which can take some time and will incur legal fees.
ACA to provide members with low-cost legal support to adopt the new EA
ACA can support you to become a party to the new EA by acting as an employer representative, with the assistance of our legal experts at the Australian Business Lawyers & Advisers (ABLA).
We are setting up a one-stop-shop for our members; to streamline the adoption of the new EA and help you save time and money. Our goal is to allow you to have quick and easy access to the worker retention payment
You can find out more about this and complete an Expression of Interest to take advantage of this ACA service at www.aca-enterprise-agreement.org.au
Early Childhood Educators’ Day 2024
We hope that you and your team of educators enjoyed the celebrations with your families and children and felt truly special throughout the week of Early Childhood Educators’ Day!
Many thanks to those of you who posted some photos of your festivities and special moments to our 2024 photo gallery on the event website. It really spreads the joy to be able to see pictures and videos of your celebrations at the local level!
We were delighted to have so many stakeholders supporting the day and recognising the important role our early childhood educators play in laying the foundation for children’s future learning, development and well-being.
With over 5,000 early learning services taking part in the event this year, it is now more widely celebrated across our sector than ever before.
ACA is deeply proud of this national community event, and the wonderful work of our early childhood educators.
On a final note, we thank you for your ongoing support as members. We will continue our efforts to advocate on your behalf, to ensure the best possible outcomes for individual service providers, for our sector as a whole and for Australian families.
Paul Mondo | ACA President
Navigating the Assessment and Rating Process in Early Childhood Education and Care
Z Staffing
In the ever-evolving landscape of Early Childhood Education and Care (ECEC), the Assessment and Rating (A&R) process plays a crucial role in maintaining high standards of care and education. This article aims to demystify the A&R process and provide practical insights for ECEC providers to navigate it successfully.
Understanding the A&R process
The A&R process is designed to ensure that ECEC services meet the National Quality Standard (NQS). It involves self-assessment, preparing a Quality Improvement Plan (QIP), and undergoing a formal assessment by regulatory authorities. The process serves multiple purposes:
• Driving the implementation of NQS
• Encouraging continuous improvement
• Engaging parents and providing information
• Increasing the quality of care
The outputs of this process, including ratings and feedback, have tangible impacts on ECEC services, affecting reputation, enrolment levels, staff morale, and regulatory compliance.
Recent changes to the A&R process
In recent years, the A&R process has undergone significant changes to improve efficiency and clarity:
• Shorter notice period: The notice period has been reduced to 1-5 days, aiming to observe everyday operations more accurately.
• Focus on self-assessment and QIP: There is now a greater emphasis on ongoing self-assessment and maintaining a dynamic QIP.
• Partial assessments: Increased use of partial assessments, especially for services rated under the 2018 NQS, which aims to streamline the process.
These changes underscore the importance of maintaining consistent, high-quality practices daily, rather than preparing specifically for assessment visits.
Source: https://www.acecqa.gov.au/national-quality-framework/guide-nqf/section-3-national-quality-standard-and-assessment-andrating/assessment-and-rating-process/3-rating-system
Explaining the A&R process
The A&R process evaluates services across seven key quality areas, each essential for delivering high standards in ECEC. Understanding these areas is crucial for performing well in the A&R process.
Before the visit
Preparation for an A&R visit involves several structured steps to ensure that your service meets the NQS.
Initially, you will receive written notice from the regulatory authority, informing you of the upcoming assessment. Following this, you need to submit your QIP along with any additional requested information.
During the visit
During the visit, an authorised officer will employ the ‘sight, observe, and discuss’ technique to gather comprehensive information about your service’s practices and operations. This method ensures a thorough and fair evaluation, reflecting the day-to-day quality of care provided.
After the visit
After the visit, you will receive a draft assessment report. This report is an opportunity for you to review and provide feedback before the final rating is issued. This structured approach not only helps in meeting compliance requirements but also encourages continuous improvement and engagement with the regulatory standards, ultimately benefiting the children and families you serve.
Self-assessment and QIP
The self-assessment process is foundational to the A&R process and begins with your service philosophy, which underpins all your practices. A strong, clear service philosophy aligns your practices with your core values, ensuring continuous high-quality outcomes for children and families. The key steps in effective self-assessment include:
• Gathering evidence: Collect documentation, observations, and feedback related to each of the seven quality areas.
• Reflecting on practices: Discuss with your team how well your practices align with the NQS, using tools like the self-assessment tool to guide your reflection.
• Identifying strengths and areas for improvement: Note where your service excels and where there are opportunities for growth.
• Setting specific, measurable goals: Develop specific, measurable goals for improvement in each quality area. This systematic approach helps confirm legislative compliance requirements are met and ensures you are meeting the NQS standards.
Practical tips for success
To excel in each quality area, consider these practical tips:
• Regularly review and update educational programs: Ensure each child’s learning is documented with clear links to outcomes and involve educators in planning sessions to maintain consistency.
• Conduct regular health and safety audits: Keep all health records up to date and ensure team members are trained in emergency procedures.
• Maintain a clean, organised environment: Regularly check and update safety measures in play areas and use team meetings to discuss any environmental concerns.
• Ensure compliance with staffing ratios: Invest in ongoing professional development for staff and consider using casual staff to maintain ratios during peak times or staff absences.
• Provide training on building positive relationships with children: Encourage staff to spend individual time with each child and use feedback from children and parents to improve interactions.
• Engage families through various communication channels: Use newsletters, meetings, and events to keep families informed and involved.
• Keep all policies current and easily accessible: Ensure all policies are up to date and provide leadership training for management staff.
Setting your centre up for success
Maintaining high standards in your services requires a wellstructured schedule of regular activities. Here’s how you can effectively organise these activities:
Monthly:
• Review documentation: Regularly update and review all necessary documentation to ensure it meets current standards and regulations.
• Conduct health and safety audits: Perform thorough audits to identify and mitigate any potential hazards.
• Update QIP: Continuously improve your quality improvement plan based on the latest observations and feedback.
Quarterly:
• Hold staff training sessions: Organise training sessions to keep your team updated on best practices, new policies, and professional development.
• Review staffing arrangements: Evaluate staffing needs and adjust to ensure optimal staff-to-child ratios.
• Conduct mock assessments: Simulate assessment visits to prepare staff and improve areas of weakness.
Bi-annually:
• Update policies and procedures: Review and revise your policies and procedures to reflect any changes in regulations or best practices.
• Engage families: Strengthen partnerships with families through regular communication, events, and feedback sessions.
• Hold community events: Foster community involvement by hosting events that engage both families and the local community.
Annually:
• Complete a full self-assessment: Conduct a comprehensive self-assessment to evaluate your centre’s performance against the NQS.
• Set new QIP goals: Establish specific, measurable goals for the coming year to continuously enhance your service.
• Review the physical environment: Assess the physical environment of your service to ensure it remains safe, welcoming, and conducive to learning.
Leveraging casual staff
Casual staff can significantly benefit your centre during the A&R process by providing flexibility and support. Here’s how:
• Freeing up full-time staff: By handling routine tasks and coverage, casual staff allow full-time staff to focus on critical responsibilities like updating documentation and preparing for assessments.
• Maintaining staff-to-child ratios: Ensuring compliance with required staffing ratios at all times, especially during peak periods or unexpected absences.
• Providing flexibility during busy periods: Offering additional support during busy times such as events, training sessions, or when regular staff are on leave, helping to maintain the smooth operation of the centre.
By implementing these regular activities and leveraging the support of casual staff, your centre can maintain high standards and ensure a successful A&R process. This approach not only meets compliance requirements but also fosters a culture of continuous improvement and excellence in care and education.
Conclusion
Navigating the A&R process successfully requires ongoing commitment to quality improvement, regular selfassessment, and maintaining up-to-date documentation. By understanding the process, leveraging available resources, and implementing practical strategies, ECEC providers can turn the A&R process from a daunting challenge into an opportunity for growth and excellence in care and education.
At Z Staffing, we can provide qualified and reliable casual staff to support your needs and help maintain high standards consistently. Download our app now to get started or contact us to learn more about how we can assist you.
RPL – Recognition of Prior Learning
CAECE - College for Australian Early Childhood Educators
Recognition of Prior Learning (RPL) is about acknowledging the skills and knowledge an individual has acquired through their work and life experiences and transferring that knowledge to meet their current training requirements.
When can someone apply for RPL?
Let’s look at the scenario below:
Ingrid is 20 years old and is now ready to make a decision regarding her career. She decided to start working at an early learning service as a trial to see if she likes it, and if she should commit to studying an ECEC qualification, as she knows some of her friends work with young children and they love it!
When Ingrid got the job, she was told that within 3 months of starting, she would need to be enrolled in the Certificate III in Early Childhood Education and Care as it is a requirement for her employment to continue.
Two months into the job, Ingrid knew that she wanted to pursue her career in the early years, so she started looking for an RTO to enrol with to complete her Certificate III. That’s when she heard about RPL.
Unsure of what it entailed, she spoke with her employer, who quickly informed her that she should not pursue RPL as she has not been in the sector long enough and needs to go through the process of learning the sector requirements appropriately.
After that chat, Ingrid decided to complete her Certificate III through a blended approach of online learning and workplace visits.
• RPL for someone without experience is a dangerous approach because important components and knowledge may be overlooked during the RPL process.
• RPL is designed for individuals who have been in the sector for a few years and understand the roles and responsibilities.
In the scenario above Ingrid’s employer knew that applying for a RPL for her to acquire her Certificate III wasn’t correct, because Ingrid has not obtained enough experience in the sector to demonstrate the competency/s required. The RPL process does require evidence of some formal learning that takes place through a structured program leading to a form of certificate or statement of attainment, non-formal learning that refers to learning that takes place
through a structured program of instructions but does not lead to any certification, for example in-house professional development conducted by a business and informal learning that is a result of thorough experience of workrelated tasks.
The RPL process does require
1. evidence of some formal learning that takes place through a structured program leading to a form of certificate or statement of attainment,
2. non-formal learning that refers to learning that takes place through a structured program of instructions but does not lead to any certification, for example in-house professional development conducted by a business, and
3. informal learning that is a result of thorough experience of work related tasks.
All those things take time, and 2 months were not enough to show that.
As the sector requires qualified people, we need to ensure we are not cutting corners by pushing for RPL for team members who are not well-versed in the sector. A Diploma-qualified individual can be responsible for delivering the program, documentation, and daily operations of the service. You want that person to fully understand the what, why, who, and how of the service.
When working with children, we have a responsibility to the child, their family, the service, and each other to promote a safe, secure, and respectful environment, and it all starts with our knowledge and willingness to learn.
Here at the College for Australian Early Childhood Educators, our goal is to produce quality educators. We do this by ensuring our students have ample access to support throughout their whole course. Our trainers are experts in the field, equipped to impart knowledge beyond the curriculum. Find out more about CAECE at www.caece.com.au.
Bringing Back the Power of Music to Your Daily Practice
Dea Mitchell > Vickers Road Community Childcare Centre
I wonder if this sounds familiar? “Children, it’s music time.” We grab the box of musical equipment and place it in the middle of the room. It’s loud, uninspiring, and soon gets packed away until next time. This was me, a few years ago. I had such a passion for music and yet music had become the activity I had to “get through”. It was a trap I had seen other educators fall into, and now I had as well.
While I explored solutions, I reflected on my own experiences with music growing up. I remembered the joy music brought to me as a teenager watching Rage on the ABC, recording my favourite songs onto a cassette, and making mixed tapes. Music had the ability to transport me to a different place. It had the ability to impact me in a way nothing else did. In that moment, I asked myself the question, “How can I create music experiences that are more impactful?”
On my quest to find an answer, I was surprised by the abundance of research on the effect of music on the brain, an area of study that is gaining more momentum. Music has the power to shape young minds, to calm frayed
nerves, to increase concentration and to assist in every area of a child’s development. So why are we not using music to its full potential?
The studies I found showed that music stimulates more areas of the brain than many other activities. Not only does music help our children’s brains to develop and learn, it also helps with their emotional intelligence as well. I was really inspired by this research and was excited to take a more holistic approach towards music and use the benefits of music to make more of an impact on the children’s learning.
For the last few years, I have been experimenting with different ways I could easily incorporate music in our daily program. I have been so inspired to see the benefits it was having on the children. I found they became more focused, engaged during lessons, their language skills were improving, their self-regulation, their impulse control, executive functioning, social wellbeing, as well as fine and gross motor skills; it was like music had become a third teacher in the room.
I have been experimenting with a variety of both planned and spontaneous musical activities in my lessons throughout the years. We sing what we are doing, we rhyme, we express our feelings through dance, we move to the beat and feel the beat in our bodies. We follow instructions through song, we develop emotional awareness by listening to different types of music and discuss how it makes us feel. Through music we have explored different cultures and learned about First Nations’ perspectives. We turn everything into a musical instrument and recognise the beat in everything. Our hearts, our steps, the fans.
The difference that varied musical experiences has made is phenomenal. Using music to shape the climate of the room; theme music coming in from play, sets the mood of the day, a repetitive body percussion activity calms the nervous system encouraging self-regulation.
Using different musical genres throughout the day; jazz music synchronises creative play, nature sounds create calm in the natural play area, animal sounds when the farm animals are out, stimulates imagination. This all contributed to the feel of the room and the children’s positive emotional wellbeing, while stimulating their brains in ways I could never imagine.
Our daily morning circle time throughout the centre became a chance for the children’s working memory to improve, social skills grew and sense of connection abounded. The children’s brains loved the repetition, it created a sense of safety and predictability, which calms the brain.
Using regular patterned beats throughout the day, is important for children’s developing brain. “Children who recognise differences in rhythm patterns and tap to a beat learn to read and spell more easily” (Kraus, 2022.).
Turning a rhyming book into a percussion piece by adding a backing track engages the children in the story. More areas of their brain will be developed with the addition of music, including their working memory, listening, concentration, comprehension, focus, and language skills.
Creating sounds together from bucket drums, wooden sticks, shakers, helps encourage co-operative play. A study published in the Journal of Music Education found that children who participate in rhythm-based activities show improvements in executive functioning skills such as impulse inhibition and planning.
I turn everything into a song. The brain responds more efficiently when rhythm is attached to instructions.
Although some of these ideas were not new ideas, it was important for me to understand the impacts of music in children’s brain growth and development, from both a physiological and neuroscientific perspective.
I am even more passionate about sharing my findings with others and have started doing workshops in my local area to encourage others.
I have discovered that music adds an extra dimension to learning and my hope is that by sharing my ideas and discussing new research with others, that more early childhood professionals will incorporate and discover the power music can have in their curriculum.
Creating Adaptive Environments: Nurturing Every Child’s Unique Story
Sabina Veronelli and Rachel McLaren > Rachels Place Childcare Centre, West End
In early childhood education services, every child brings a unique story shaped by generations of family history, personality traits, and life experiences. As educators, we have the privilege and responsibility to contribute to the unfolding chapters of these stories, playing a crucial role in shaping children’s identities, values, and emotional wellbeing.
The early years, particularly from birth to age five, are critical for laying the foundation of optimal brain development, identity formation, emotional wellbeing and positive social skills. During this time, children often use behaviour as their primary language, expressing needs, thoughts, and emotions through actions rather than words. Understanding this concept is key to creating relationships and environments that support each child’s growth and development.
Behind every behaviour lies a reason – a desire, interest, concern, or need that a child is attempting to convey. By embracing this perspective, we can approach children’s behaviours with empathy and curiosity, seeking to uncover the underlying motivations rather than focusing solely on surface-level actions.
The Power of Adaptive Environments
An adaptive environment is one that adjusts and responds flexibly to meet the skills and needs of the children in our care. It promotes wellbeing and learning by creating conditions where children, with their current skill sets, can feel safe, seen, heard, and valued.
To create such an environment, we must shift our perspective from focusing on behaviour to focusing on children’s needs and skills. By doing so, we can provide
a space where children feel loved and valued with the abilities they currently have.
This approach acknowledges that it is not the child’s responsibility to adapt to our routines and schedules, but rather our duty to adapt our practices to their skills and needs.
From this perspective, there are no challenging kids: there are children with different sets of skills, and unique needs, and there are environments that are adaptive, and others that are not.
As we welcome children into our services, it becomes both a privilege and a responsibility to create adaptive environments that promote their health and wellbeing. Environments that feel safe, where they feel a sense of belonging, where positive stories emerge and contribute to developing positive self-images, and overall well-being.
The Story of Archie: A Case Study in Adaptation
Archie is a three-year-old boy who joined our childcare service after experiencing challenges in his previous setting. He faced speech delays and hearing impairment, which contributed to his difficulty in communication and in regulating his impulses and emotions. His behaviour often manifested as aggression towards other children, with no apparent reason.
Archie’s struggles with self-regulation and impulse-control significantly impacted his social interactions and, therefore, his developing self-identity. His difficulty forming positive relationships and engaging in play led other children to avoid him. Educators spent much time setting limits on his unacceptable behaviour, trying to prevent further outbursts. Parents raised safety concerns, further isolating both Archie and his family.
Our centre faced a pivotal challenge. We needed to create an adaptive environment that addressed Archie’s unique needs, so that all children could feel safe, belong, and create positive stories that nurtured their sense of selfworth.
Our first step consisted of a connection-based inclusion plan. This process involved:
1. Gathering data through detailed observations of Archie’s behaviour patterns. We analysed parts of the routine, transitions and unstructured playtime and their impact on his behaviour. As a result, we identified expectations throughout our routine that Archie could not meet with his current set of skills. We also recognised specific skills he needed support with, particularly in the areas of emotional regulation and social interaction.
2. We created moments throughout the day dedicated to connecting with Archie, appreciating and celebrating him.
3. We implemented transition rituals to support him through parts of the routine he found challenging, to promote self-regulation and wellbeing. For example, an educator supported Archie while transitioning from free play to group time, providing the time and support he needed to adapt to the change.
4. We embedded strategies aimed to promote Archie’s sense of safety and connectedness throughout the day, while supporting growing skills. For example, interestbased small-group play, supported by an educator, allowed Archie to have the support he needed to enter play and learn how to communicate desires and goals with peers, while also learning to cope with frustration.
5. We set clear limits on unacceptable behaviour, followed by a set of clear steps to promote co-regulation and restore a sense of calm.
The results
Archie became a cherished and valued member of our learning community. He enjoyed spending time with his friends and communicated his ideas and interests. Archie made considerable progress in managing his frustration, and he confidently met his needs for a soothing environment whenever necessary. Instances of aggression become rare and linked to specific triggers, such as lack of sleep. His family felt a powerful sense of accomplishment and connection within our community.
Collaborative Approach
The success of Archie’s inclusion plan relied on collaboration between educators, inclusion support, parents, and allied health professionals. Open communication, our educators’ commitment and motivation, parental involvement, and support from speech and occupational therapists all contributed to a cohesive effort in addressing Archie’s challenges.
Conclusion
As early childhood educators, our role extends beyond teaching – we are co-authors in each child’s unique story. By creating adaptive environments that prioritise their unique needs, we can nurture their emotional and social wellbeing effectively. This approach, grounded in attachment theory and relational neuroscience, allows us to see, hear, and value every child, supporting their growth and development in meaningful ways.
Food Safety Training
What is it, Who Needs it and Why?
As we approach the first anniversary of Standard 3.2.2A, there are business owners who still don’t understand their legal responsibilities or have chosen to ignore the issue in the hope that a food safety incident will never happen on their watch.
Furthermore, numerous staff continue to breach the law by handling food without the required training. It’s a high-risk game for those who have failed to ensure their business is compliant. Remember, there are over 4 million cases of food poisoning in Australia every year. Sure, training is not a 100% guarantee. But knowing your staff are well-trained in food safety will help you sleep easier at night. No one wants to cause their customers to get seriously ill or to die.
Times Have Changed & the Law Has Too
Standard 3.2.2A of the Food Standards Code shines a spotlight on food handlers and the role they play in food safety. Written into the food safety laws of every state and territory to be enforced from December 2023, it has changed the work practices of food retailers, businesses that offer food along with food delivery services by making it unlawful for any employee to handle food without first completing a food safety training course.
What defines the handling of food?
The legal definition is deliberately broad to include anyone involved in the making, cooking, preparing, serving, packing, displaying, storing, or the delivery of food as well as those who clean equipment, utensils, surfaces, or cutlery.
But Why??
We first need to explain why such drastic action was even necessary.
Despite a reputation for having the best fresh produce in the world along with strict government regulations, Australia has continued to record 4 to 5 million cases of food poisoning year on year. This translates to approximately 40,000 hospitalisations and up to 85 deaths plus over 1 million doctor’s appointments for help with the symptoms. As well as the human cost, the cost to the economy is estimated to be $2.5 billion a year.
With no sign of improvement, the government authority for food safety (Food Standards Australia/New Zealand) was forced to act. To determine the measures required, an investigation into all major foodborne disease outbreaks
was carried out. This revealed the source was food services, catering firms, food retailers and food delivery services. The primary cause of these outbreaks was found to be poor food handling practices. In particular, the handling of ready to eat and potentially hazardous food.
FOOD SERVICES
Cafes, takeaway food stores, restaurants, hospitals, childcare centres, aged care facilities, bakeries & mobile food vendors
CATERING FIRMS
Caterers, canteens, schools & hospitals that handle or offer food for immediate consumption
FOOD RETAILERS
Some supermarkets, delis, butchers, service stations, seafood retailers, market stalls & convenience stores
FOOD DELIVERY
Potentially hazardous grocery delivery, Meals-On-Wheels, Uber Eats, Deliveroo, Pizza & fast-food delivery services
Graham Henrickson > Food Safety eLearning Academy
Better Training & Greater Supervision
Better training and greater supervision were identified as key solutions, and Standard 3.2.2A aims to address these. This article deals with 2 of the 3 food safety tools contained in the new Standard. These being 1) Food Handler Training and 2) the role of Food Safety Supervisor. These are mandatory for all food businesses while a 3rd tool dealing with record keeping applies only to high-risk businesses.
When it comes to training, it is important to understand the difference between accredited and compliance training.
Compliance training – Course content is mandated by legislation or regulations, but method of delivery, training materials and assessment are not specified.
Accredited training – Course content, method of delivery, training materials and assessment must be according to a set of nationally certified standards.
Food Safety Supervisor - The law requires all applicable businesses to employ at least one qualified Food Safety Supervisor who must be readily available at all times when the business is operating. To qualify, this person must have successfully completed accredited training within the last 5 years. This training can only be delivered by an RTO (Registered Training Organisation).
Food Handler – Unfortunately, some organisations engage in false advertising and charge up to $100 for accredited training for Food Handlers when there is no such thing. Given the tasks performed by food handlers are so varied, the law takes a more flexible approach - the business owner is free to decide when, where and how staff are trained.
However, to comply with the law this training must include 4 critical areas of knowledge as a bare minimum –1) safe food handling, 2) contamination, 3) cleaning & sanitising as well as 4) personal hygiene.
Free online training for food handlers is also offered by state/territory governments. This option was necessary to avoid industry resistance. While this meets a need, it’s fair to say you get what you pay for.
It’s up to business owners to decide what training is best suited to their business according to its risk profile and the staff they employ. It’s also up to them to decide how frequently their staff are trained.
If in doubt about the training required for your business, contact your local Council.
So, what makes the Food Safety eLearning Academy so special?
Firstly, is price and our Food Handler (PLUS) training is available for just $19.95 or less during promotional periods.
Secondly, it’s what you get for the price – our value proposition.
• Training developed with help for leaders in their field.
• Specific measures to maximise knowledge retention.
• Free FACT SHEETS to minimise the need for taking notes.
• Training that considers the diverse ways people learn. Easy to understand written material, high-quality images, and diagrams along with instructional videos bring each lesson to life.
• The opportunity to continue improving your knowledge with monthly published professional articles and free membership to our community platform.
STANDARD 3.2.2A TEST
Standard 3.2.2A makes it unlawful for anyone in a food business to touch food or a food related surface without first completing a food safety training course.
While business owners are free to decide the when, the where, and the how of that training, the law requires that it must include safe food handling, contamination, cleaning & sanitising as well as personal hygiene as a minimum.
How long we retain knowledge is influenced by a number of factors and differs from one person to the next.
So how do you determine the competency of your staff to ensure your business remains compliant with Standard 3.2.2A?
Our professional online Standard 3.2.2A Test will help you make that assessment. It takes 8 to 10 minutes to complete and delivers an immediate result.
Understanding Our Place in Nature
Luke Ritson > Wearthy
When asked, “What makes a natural environment?” many of us instinctively list elements like trees, birds, grass, plants, dirt, sand, rocks, bugs and sticks. Interestingly, people often come last in these lists, if at all.
This tendency to see ourselves as separate from nature is concerning; it highlights a modern disconnect from the harmonious relationship our ancestors had with the environment. This disconnect may explain why so many people today don’t value nature. We simply don’t value what we don’t feel connected to or belong to. Richard Louv’s term “nature deficit disorder” beautifully captures the current state of childhood disconnection from our outside world.
Viewing Play Environments as Ecosystems
Viewing the play environment as an ecosystem changes our perspective to include people as integral components. For this play ecosystem to flourish, it needs to be selfsustaining. This can be discovered by asking yourself whether the play environment can sustain a child’s interest and prompt self-enquiry, allowing them to be both the producer and consumer of play experiences.
Cultivating a Self-Sustaining Play Ecosystem
Instead of mindlessly chasing activities, focus on creating a self-sustaining play ecosystem that fosters a deeper connection with nature. Cultivate diverse play opportunities to sustain self-enquiry for all. Just as different plants need unique environments to thrive, so do our children. By creating opportunities that cater to varying degrees of physical social and emotional enquiry you are offering a scalable level of engagement for the environment to meet the child where they are at.
Physical Engagement: Offer activities that range from low to high physical exertion. For example, provide areas for quiet play where the need to crawl to get into the space is required, sandpits with heavy tubs of water and movable equipment and reading nooks on raised platforms, in conjunction with the more traditional climbing structures or obstacle courses.
Social Engagement: Cultivate spaces that support different types of social interactions. This includes areas for solitary play, small group activities, and larger group games. This variety helps children develop social skills at their own pace.
Emotional Engagement: Nurture an environment that evokes a range of emotions and encourages emotional expression. This can be in the form of areas to play at high, physical social play, a place to go to feel safe, imaginative play and storytelling. This allows children to experience a full spectrum of emotion and use their environment to regulate themselves.
Structured and Unstructured Play: Offer a mixture of guided activities and free play in conjunction with both fixed and movable equipment. Structured play includes organised games, programmed classes and art, while unstructured play allows children to explore and create on their own terms.
By viewing play environments as ecosystems, we can foster deeper self-enquiry and connections with nature, offering diverse opportunities for physical, social, and emotional engagement. Ultimately, creating such environments allows children to discover their relationship with nature where they can both flourish together.
How do you Help a Child Say Sorry?
And what to do when you feel frustrated when the child won’t apologise.
Enrich Early Education
‘Sorry’ is a beautiful word that repairs relationships and heals hurt feelings. When we teach children to say sorry, we teach them to empathise and care about others. It takes courage to say sorry because it makes us feel vulnerable. While being able to genuinely say sorry is one of life’s most essential skills, many children (and adults alike) find saying sorry very hard.
Empowering the children to navigate conflicts
When teaching children how to say sorry you want to use a mindful, empathetic approach. It empowers the children with tools to navigate conflicts, understand their emotions, and build healthy relationships. This journey requires patience, but the rewards of seeing children grow into compassionate and empowered individuals are invaluable.
Understanding the challenge
So, how do we teach children to say sorry? Let’s imagine you are in the playground, and you look up to see a child
shouting and calling another child horrible names. Our instinct is to jump up and run over to that child and say something short and sharp to stop them in their tracks. However, this then can make the child feel ashamed or resentful.
Slowing down and taking a regulated approach
Though it may be difficult, we as educators must slow down, take a deep breath and take a regulated approach to the situation to gather information and avoid jumping to conclusions. You could use our approach to teaching children to say sorry. These are the steps we follow:
Steps to teaching apologising
1. Non-judgemental listening
We calmly approach the child, get down to their level, look them in the eyes, and ask them what happened. We hold space for the child to allow them to feel safe sharing their side of the story while we listen without judgment. This is where we tend to hear something like, “He knocked my blocks over!”
2. Empathise
This sometimes may not seem natural, especially when we have just seen the child hurt their friend. However, we must understand that the child who did the hurting also felt hurt. So, we empathise with a compassionate facial expression, body language, and kind words. We might say, “Oh, that would not have felt good to have your blocks knocked over! You worked hard at building that tower”. When we empathise, we show the child we see their pain and understand their feelings. It also helps the child calm down and makes them feel like we are their friend and can trust us. And when this happens, they are much more willing to listen to us and be guided through the following steps.
3. Empower
Now the child feels validated and reassured by their educator, we can gently help them see their friend’s perspective and help them think about healthier ways to communicate their feelings. We can say something like, “I know it was hurtful to get your blocks knocked over, but now your friend also feels hurt because you called them an unkind name. What are some other words you could have used?” We help them brainstorm other ways to address the problem, e.g. “Could you have come and asked a teacher to help?”
4. Repair
When the situation is defused and the child is empowered with pro-social ways to deal with that situation in the future, we take the final step of repair. We could say something like, “Shall we go and talk to your friend, and you can both help each other feel better?” If there is reluctance, we can say, “How about we go together. I will hold your hand”. We become their source of courage by providing emotional and physical support to the child. We gently guide the child to their friend, encourage them to look each other in the eyes and say sorry (often both children will need to apologise to each other!).
Good to know
It can take time for a child to learn to say “I’m sorry”. We can help them through this transition by speaking the words for them. This allows them to model our behaviour and quickly gain the confidence to apologise themselves. We can for example say, “Johnny feels sorry for calling you a name. He was feeling hurt that you knocked his blocks over.” This often helps convey the message and starts the healing process.
The long-term benefits of saying sorry
We find that over time, children who were at first completely unwilling to apologise become great relationship repairers! They learn that it’s safe to do so because we listened, empathised, empowered and supported them. This process requires patience and kindness, but the results are so worth it! There’s nothing better than seeing a child smile after repairing a relationship with a friend. Courageous and empowered. ��
Intentional Professional Learning Inspires a Journey from Routines to Rituals
Fiona Veld-Brown > Learning and Development Manager, Journey Early Learning
Susan Castle > Educational Leader, Journey Riverhills
At Journey Early Learning, our vision promotes lifelong learning and growth through critical reflection and continuous improvement. This approach is essential for achieving the best outcomes for the children we care for.
By understanding each centre’s unique community, we’ve developed a purposeful plan focused on relationships and building agency. Journey Riverhills exemplifies this vision, highlighting the beauty in slowing down and finding the extraordinary in the ordinary. Let me introduce Susan Castle, Educational Leader of Journey Riverhills.
“We were a new team that believed in our Journey values of Communication, Consideration, and Connection. Led by our new and encouraging Centre Director, Kerryn, we were ready to start on our trek - only we didn’t quite see the path at the time. It was like setting foot into the bush with no map. We dreamt of slower days where we could honour each child’s individual needs and have the connections we desired. But how were we to achieve this?
As a leadership team, we made a commitment to our team. As I often state: If we want the very best for our children, we need educators who are confident, mentally strong, and well-supported. If we as a Centre Leadership Team are not respecting our team, not valuing, caring for, and supporting their wellbeing, then we can’t expect educators to bring their best every day! To begin work on our culture, we facilitated retreats to reflect, set goals, and
strengthen relationships in a stressfree environment, leaving each time rejuvenated, purposeful, and productive.
When Journey provided the opportunity to attend the ECA virtual conference in September of 2021, I discovered through Toni Christie’s session “Rituals: Making the everyday extraordinary in early childhood” that rituals are a powerful tool for creating meaning in our daily lives and have the power to shape our experiences and regulate our emotions. The idea of rituals in the highly regulated sector of early childhood education and care seemed foreign to us. But was this our missing piece? Our map, our guide along the path to our goal? I encouraged our lead educators to watch Toni’s Rituals session recordings, we purchased the Rituals book, and we were further inspired. How can we slow down, be present, be respectful, and find the extraordinary in the ordinary?
“We were a new team that believed in our Journey values of Communication, Consideration, and Connection.”
In May of 2022, Journey Early Learning, who are invested in giving their educators high-quality learning and development experiences, invited Educational Leaders along with their Nursery and Toddler lead educators to join Toni Christie in an online training session to dig deeper into Rituals and how we can transform our days with some simple but powerful shifts in practice. We walked away refreshed and ready to make further changes.
Seeing an opportunity, Kerryn and I felt empowered to draw on the leadership learning that Journey provides, facilitated by 4C Transformative Learning, to bring to life the tools and strategies we explored. One of the strategies focuses on “offering” – being an active participant by initiating an idea or action in a group. We posed an offering to our team by creating an irresistible invitation to learn about rituals by turning our regular team meeting into something special. With a little preparation, some carefully
set tables, flowers, a home-cooked meal, and soft lighting, we created an atmosphere of appreciation and care that demonstrated their worth. It set the scene for what we envisioned for our children, our Centre, and our philosophy, and we have continued this offering at every team meeting since.
This offering spilled over into our rooms, motivating us to make changes. Our room teams began to put in place a set of agreed practices around mealtimes, care moments, and rest times to consolidate and share the quality of care expected in their rooms. Environments continued to grow and develop, and our vision slowly came to light.
This year, we have taken a more focused approach to our ritual moments, making no decision without asking, “who is this for?” We have revised our agreed practices, establishing agreements for a range of practices, from transition times to relationships and resources. “Tea” is a big part of our rituals. For centuries, tea and tea rituals have been used to soothe, heal, and remind us to sit, observe, and be present. This resonates with us at Journey Riverhills as we promote making every day extraordinary for our children.
Once again, our Journey’s Learning and Development team brought Toni to us for further training. It was the “Childspace Journey Australian Tour” with Toni leading an inspiring twoday training session with our Nursery and Toddler teams in Queensland and Victoria. Toni generously shared her knowledge, wisdom, energy, and passion with us, leaving my team and me nourished intellectually, physically, and emotionally.
Moving from routines to rituals has allowed us to form deeper connections with our children, families, and each other. Rituals embody what matters to us by putting our values into practice. Routines are necessary, but you can slow down, focus on time with your children, and adopt a flowing daily rhythm. This won’t fix the current crisis in our sector, but it can help you fall back in love with your profession, fostering a sense of wellbeing.”
Journey is dedicated to empowering educators to positively impact their Centre’s culture through ongoing reflection and dialogue. Meaningful professional learning unlocks incredible possibilities, leading to excellence.
Psychosocial Hazards – The Evolving Obligations For Employers To Managing Safe & Well Workplaces
Nick Hedges > Reslove HR
More than ever, employers are required to undertake a wholistic and proactive approach to ensuring workplace health and safety.
Psychosocial hazards, risks and issues (defined as: anything that could cause psychological harm, for example: harm to someone’s mental health) are now at the fore, driven largely by a recent independent review of Australia’s model WHS laws and the impact of the COVID-19 pandemic on mental health.
In many ways, this is nothing new: under the Work Health and Safety Act 2011 (WHS Act) the primary duty of care for Person’s Conducting a Business or Undertaking (PCBUs) is to ensure ‘so far as is reasonably practicable, the health (including psychological health) and safety of each worker’.
What has changed, is the broader shift in state based workplace safety legislation to lift the minimum standards expected of employers in managing psychological risks in their workplaces.
• In NSW, from 1 October 2022, under the Work Health and Safety Amendment Regulation (NSW Regulation) PCBU’s are explicitly required to manage psychosocial risks in the same way that other risks to health and safety (i.e. physical risks) are dealt with under the NSW Regulation.
• Safework NSW has published a Code of Practice for Managing Psychosocial Hazards at work.
• In QLD, from 1 April 2023, the Managing the risk of psychosocial hazards at work Code of Practice 2022 is an approved code of practice under the WHS Act.
• WA and NT have also adopted the SafeWork Code of Practice model as a Code of Practice in their jurisdictions.
• Other states are expected to follow with relevant legislative updates and Codes of Practice to address psychosocial hazards.
Put simply, the traditional approach to Workplace Health and Safety is no longer enough. It will no longer be enough to focus on physical safety; to have a reactive approach to dealing with psychosocial issues; and to only manage these risks at an administrative level, or through policy.
To identify, understand, address and minimise psychosocial risks, we’re working with clients in line with the relevant Code of Practice to assist PCBUs in ensuring they meet their obligations and reduce risk. Using the principals outlined in the Safe Work Australia Model Code of Practice for Managing Psychosocial Hazards at Work the flow chart below outlines the Key Steps, Considerations and Resolve HR Tips for reducing the risk of psychosocial hazards.
Psychosocial Hazards at Work
STEPS
IDENTIFY your workplace psychosocial risks
CONSIDERATIONS
• High job demands
• Lack of job control and clarity
• Poor support
• Poor management of change
• Inadequate reward and recognition
• Poor organisational justice
• Traumatic events or material
• Remote/isolated work
• Poor physical environment
• Violence and agression
• Bullying and harrassment
• Workplace conflict
ASSESS your workplace psychosocial risks
IMPLEMENT CONTROL MEASURES to reduce psychosocial risks
PERIODIC REVIEW OF CONTROL MEASURES to reduce psychosocial risks
Consider that hazards will likely vary degrees of severity, duration and frequency of occurrence.
Brainstorm as many control measures as possible and assess each on: 1. its effectiveness, and 2. whether reasonably practicable.
Regular reviews, as well as analysis of reporting, complaints (formal and informal) or grievances from employees may highlight risks that are not adequately controlled.
We are currently consulting with our clients to determine a pragmatic, practical and tailored approach to addressing and minimizing psychosocial risks in their workplaces. Get in touch if we can assist.
Nick Hedges is the Founder and Director of Resolve HR, an HR consultancy specialising in providing workplace advice to managers and business owners. He recently published his first book, “Is Your Team Failing Or Kicking Goals –Take Control Of Your People & Their Performance”. It is a practical response to the most pressing HR challenges.
Disclaimer: The contents written do not constitute legal advice and does not cater for individual circumstances. The information contained herein is not intended to be a substitute for legal advice and should not be relied upon as such.
RESOLVE HR TIPS to reduce your risk at every step:
Create an open dialogue and consult with employees about psychosocial risks.
Focus on awareness and communication of psychosocial issues potentially facing your employees and how these will be addressed.
Implement reporting mechanisms - including informal/formal and anonymous mechanisms.
Demonstrate a genuine commitment to addressing and reducing psychosocial hazards.
For a FREE COPY of his book and to schedule a COMPLIMENTARY STRATEGY CONSULTATION go to resolvehr.com.au
References
1 https://www.safeworkaustralia.gov.au/safety-topic/managing-healthand-safety/mental-health/psychosocial-hazards
2 https://www.safework.nsw.gov.au/resource-library/list-of-all-codesof-practice/codes-of-practice/managing-psychosocial-hazards-atwork?result_397396_result_page=2
3 https://www.safeworkaustralia.gov.au/sites/default/files/2022-07/model_ code_of_practice_-_managing_psychosocial_hazards_at_work.pdf
Igniting your Inner Genius
Wendy Ann Marquenie
Imagine. Create. Transform.
What does igniting our imagination do for us? Imagine. Create. Transform.
Your imagination is the ability that you have to form pictures or ideas in your mind of things that are new and exciting, or things that you have not experienced.
When you use your imagination, you are opening up a world of possibilities. Close your eyes and concentrate on your breathing. Let your mind wander. It is amazing where your thoughts can take you. Everything starts off in the imagination.
Think of igniting your imagination to that of planting a seed in a pot. You care for the seed by watering it, just as a thought that comes into your mind. You carefully care for that thought, that idea. And as each day passes it seems like nothing is growing until one day this little seedling has popped up through the soil. Your idea grows as each thought develops around that idea. It grows until you become emotionally attached to that idea and you want to do something about it so that it is developed. Just like that seedling. Now that it has grown you desire to do everything to keep it growing. Everything that has ever been created first starts as a thought in your imagination and then developed in the real world. So essentially it was created twice.
1. Realise your potential
What things do you like, what activities do you like. Follow a passion. Stop self-limiting beliefs. You are good enough and you can do it.
3. Locate your thoughts
Quiet meditation allows the mind free to explore the possibilities.
4. Throw away preconditioned notions of you
Stop negative thoughts about yourself. Eg. I am not good enough or smart enough etc. You are a blank canvas and you can choose to fill that canvas with anything you like.
5. Decide where to channel your energies
Decide on the path you want to take e.g. a painter, visualise yourself as Picasso etc. Walk through the day as that person. What you think you become, if you imagine success, you will create a path for success to find you.
6. Research and ask questions
Always ask questions and most importantly listen to others without trying to form a reply.
7. Observe
Notice what is going on around you. Pay attention to what other successful people are doing. Talk less and listen more. Be in the present moment.
Every human has limitless potential, believe in you and the power you have inside of you. You have an inner genius.
Con’grad’ulates
CAECE is delighted to present recent graduates who have completed their Certificate III in Early Childhood Education and Care and Diploma of Early Childhood Education and Care.
Over the last quarter we have had the opportunity to congratulate CAECE graduates from our Diploma, Certificate III, and Certificate II qualifications. With the ongoing support from our lovely CAECE trainers, students have been guided to achieve their goals in becoming fully qualified educators.
If you, or someone you know, are interested in studying and working towards your qualifications in early childhood education and care, our friendly team and trainers are willing to guide and support your early learning journey! For more information please contact our team on 07 3299 5784 or email admin@caece.com.au
CAECE would like to congratulate the following graduates and wish them all the best for their future as an early learning educator!
CAECE graduates for the last quarter:
Isabella L: McDowall Village Childcare McDowallCertificate III (Trainer Sue)
Hannah L: Eastwood Early Education ToowoombaCertificate III (Trainer Sona)
Isabella S: UNA Albany Creek - Certificate III (Trainer Sue)
Freja: Redbank Plains Child Care Children’s CentreCertificate III (Trainer Elisha)
Sarah: Goodstart Early Learning CapalabaCertificate III (Trainer Brooke)
Samantha: Cubby Care Coomera - Diploma (Trainer Melissa-Ann)
Alisha: Guardian Childcare and Education Springfield LakesCertificate III (Trainer Elisha)
Joanne: St Stephen’s Lutheran Kindergarten
Gladstone - Certificate III (Trainer Melissa-Ann)
Nicole: Educating Kids Childrens Centre Kirwan - Diploma (Trainer Lainie)
Kayla: Highfields Gardens Early Learning Centre
Highfields - Diploma (Trainer Kellie)
Tayla: Honour Early Learning
Beenleigh - Certificate III (Trainer Elissa)
Chloe: Grow Early Education Bushland Beach - Certificate III (Trainer Lainie)
Hannah K: A Country Garden Early Childhood Centre Toowoomba - Certificate III (Trainer Sona)
Cheyanne: 1 2 3 4 KidsKaralee - Diploma (Trainer Elisha)
Rebecca: Bonny Babes Hope Island - Diploma (Trainer Holly)
Daniella: Plais Early Learning - Camp Hill - Certificate III (Trainer Brooke)
Paige: The Cottage at Coomera ELC - Certificate III (Trainer Melissa-Ann)
Anjali: Edge Early Learning - Coomera - Certificate III (Trainer Holly)
Katelyn: Flagstone Early Learning Centre - Certificate III (Trainer Elisha)
Alanah: Centenary Childcare & Early Education CentreCertificate III (Trainer Elisha)
Eliza: Eastwood Early Education ToowoombaCertificate III (Trainer Sona)
Keeva: Little Scholars Redland Bay South - Diploma (Trainer Brooke)
Amy-Rose: Eden Academy Pacific Pines - Diploma (Trainer Holly)
Ella: Little Legends Early Learning Centre - Certificate III (Trainer Maria)
Bonnie: Canopy Early Education - DakabinCertificate III (Trainer Maria)
Jaspreet: Cubby Care Beenleigh - Diploma (Trainer Melissa)
ALISHA
CHEYANNE
FREJA
JOANNE
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Jardine Architects Greg Jardine greg@jardinearchitects.com.au
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Delivering Dental Simran Patheja admin@deliveringdental.com.au 0410 603 393 deliveringdental.com.au
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Larissa Curtis admin@dental2you.net 0478 883 830 dental2you.net
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Physi Kids
Telus Health
Kayleen Tolley info@physikids.com.au 0414 559 997 physikids.com.au
Kylie Hancock kylie.hancock@telushealth.com 0477 612 819 telus.com/en/health
The Wellbeing Food Company Brad Teys brad@wellbeingfood.com.au 0411 733 555 wellbeingfood.com.au
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Expect A Star
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HESTA Super Fund
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Toys, Resources & Suppliers
ABC School Supplies
Bellbird Kidz
Childcare Cleaning Supplies (Compliant Cleaning)
Croft Care
EducationAll Australia
H Pro Pty Ltd
Macrosphere Pty Ltd
Amanda Lawson amanda@expectastar.com.au 1300 669 653 expectastar.com.au
Joanne Oakman joanne.oakman@saveourservice.com.au 0422 038 325 saveourservice.com.au
Daniela Vescio admin@zstaffing.com.au 1300 922 782 zstaffing.com.au
Belinda Sirio belinda.sirio@futuregroup.com.au 1800 810 213 childcaresuper.com.au
Nanita Smith nsmith@hesta.com.au 07 3223 4906 hesta.com.au
Kate Graham Kgraham@ngssuper.com.au 0437 516 830 ngssuper.com.au
Graham Bone info@abcschoolsupplies.com.au 07 3823 2999 abcschoolsupplies.com.au
Georgia Murray gmurray@bellbird.com.au
Anna Popow sales@compliantcs.com.au
David Croft david@croft.net.au
Julie Rowan julie@educationall.com.au
William White william@hpro.com.au
Margaret Robbins mrobbins@macrosphere.com.au
Modern Teaching Aids (MTA) MTA Team sales@teaching.com.au
OfficeWorks Caitlin McKenzie clmcken2@officeworks.com.au
PSE Preschool Equipment Karen Clark info@preschoolequipment.com.au
Starex Inspiring Manufacturing Monique Denham monique@starex.com.au
8795 6904 bellbirdkidz.com.au
314 491 compliantcs.com.au
3274 3900 croftcare.com.au
044 984 educationall.com.au
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497 teaching.com.au
5695 officeworks.com.au
555 972 preschoolequipment.com.au
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Step4 Melinda Neal melinda@step4.com.au 0466 126 714 step4.com.au
Training Providers
ACE Community College Robyn Keenan Robyn.k@acecolleges.edu.au
ACTAC - Australian College of Teacher Aides and Childcare Erin Winsbury ewinsbury@actac.com.au
Australian Internships Sue Beck sue@internships.com.au
CAECE - College for Australian Childhood Educators Cris Romao manager@caece.com.au
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ECTARC (Early Childhood Training and Resource Centre) Jan Langtry info@ectarc.com.au
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Food Safety eLearning Academy Graham Henrickson ghenrickson@fsea.au 0419 491 485 fsea.au
In Safe Hands Educators in Safety Michael Pecic enquiries@insafehands.net.au
794 644 insafehands.net.au
Oscar Care Group Nicole Buettel info@oscarcaregroup.com.au 03 9560 1844 oscarcaregroup.com.au
Phoenix Support for Educators Sandi Phoenix admin@phoenix-support.com.au 1300 361 243 phoenix-support.com.au
We Belong Education Saurubh Malviya info@webelongeducation.com 0430 015 526 webelongeducation.com
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Herron Todd White Simon Fox simon.fox@htw.com.au 07 3002 0900 htw.com.au
Knight Frank Valuation & Advisory Queensland Darren Trivett darren.trivett@qld.knightfrankval.com.au 0419 776 008 trivett.net.au
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Supported by experienced trainers
Connect with industry leaders
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Get qualified with CAECE!
CHC30121 Certificate III in Early Childhood Education and Care
CHC50121 Diploma of Early Childhood Education and Care
HLTAID012 Provide First Aid in an Education and Care Setting
HLTAID009 Provide Cardiopulmonary Resuscitation
