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Paul Mondo, President of the Australian Childcare Alliance, and owner of Bimbi ELC in Airport West, Victoria, participated in the pilot and thanks to the Water Secure app notifying Paul of unusual water flow, he was able to
limit the potential water damage to just one broken pipe and keep the doors open, saving the service from certain flooding that would have required the centre close for repairs.
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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
ACA Queensland President’s Report
As I write this, across Queensland, early learning services have held activities and events acknowledging and celebrating National Reconciliation Week. Children are introduced to or continue to learn about the deep connection Aboriginal and Torres Strait Islander people have to lands, waters and culture. For many children, early learning services is where their education of Aboriginal and Torres Strait Island practices and ways of knowing through storytelling, arts and nature play begins.
I acknowledge the Aboriginal and Torres Strait Islander people working in early learning. And the continued contribution and cultural load that is placed upon you, to ensure all Queensland children can learn our history, experience First Nations culture and the path to progress.
Jae Fraser (VP) and myself were invited to attend the Aboriginal and Torres Strait Islander Early Childhood Workforce Forum in Townsville. During this day we heard stories and listened to what we need for our First Nations workforce in Queensland. For me one of the highlights was having two of my Educators in attendance and listening to their ideas as our future leaders in early childhood. Supporting and expanding our workforce is always a priority for ACA Qld and in quarter two, we commenced three major programs to advance the workforce.
We signed agreements with the Department of Education to deliver the Paid Practicum Scheme. This scheme will be funding the payment of wages to 412 eligible Educators currently Working Towards an Early Childhood qualification to attend practicum placements. The Scholarship Program has supported 57 educators studying an approved bachelor or graduate diploma qualification and up to 200 educators studying an approved diploma or certificate III qualification in early childhood.
Our last project for this quarter is in partnership with Southern Cross University, to provide up to 150 practicum placements for students across Brisbane and Gold Coast.
This last quarter has seen us reach out to a large number of services over Free Kindy with some large group sector meetings in conjunction with the Department’s regional team Directors across the state. From here we listened and then held small group round table sessions where the key was addressing enquires from those around the state and summarising questions parents are asking. A bit of travel was on the cards around the state and out to western Queensland with some road trips along with some conferences and of course Zoom meetings and face to face meetings with services. If you have any questions or just want to check on your services recording of Free Kindy please reach out to our team.
We’re also in the process of refreshing our policy positions ahead of the Queensland State election. Many of our previous asks will remain and we hope that the
work we undertake between now and October fully represents the sector and our need for change.
And lastly, how amazing was this year’s conference? With over 1600 attendees and 55 Sponsors and Exhibitors it was a sell out on all fronts. There were many highlights - the amazing speakers, the costumes at the gala dinner and of course I think everyone’s favourite… pub choir. I still have goosebumps just thinking about the energy created in the room. Next year’s dates have been released, so make sure you have 6-8 June marked in your 2025 calendar. Keep an eye out for when registrations open and book early so you don’t miss out.
Majella Fitzsimmons ACA Qld President
ACA President’s Report
As we progress through 2024, the Australian Childcare Alliance (ACA) Executive Committee has continued its efforts to advocate on behalf of our members, to ensure that any upcoming government policy reforms align with the needs of the early learning sector.
The last few months have brought in some significant milestones for our sector, with the federal budget announced and the finalisation of two critical policy consultations, all of which will have a direct impact on the future direction of our sector.
Productivity Commission inquiry into the ECEC Sector
The Productivity Commission (PC) inquiry was one of several federal government-commissioned inquiries into ECEC, brought about by the Albanese Government. The PC review examined issues such as cost, quality, workforce and access to early learning and care.
The PC’s November Draft Report set out the Commission’s draft findings and recommendations to address the barriers that affect access to ECEC services, in order to support better outcomes for children and families.
As some of the PC recommendations could bring about major reforms to the sector, we have put in an incredible effort to provide a very detailed, informative written response to this report, including areas of concern and for careful consideration.
ACA was also invited to present to the PC Commissioners at a public hearing in March. At this hearing, ACA Vice President Nesha Hutchinson and I answered the Commissioners’ specific questions.
Our discussions included a focus on the need for transparency and accountability in terms of the setting of fees, acknowledging that the Child Care Subsidy (CCS) is an expensive system to administer and that compliance with regulations makes up a large proportion of operating costs. We also talked to the issues with the current quality assessment and ratings process, including the inconsistent assessment processes across jurisdictions.
We are pleased that the Commissioners listened to our feedback and recommendations, with a view to ensuring that any changes introduced down the track do not come with unintended negative consequences.
Federal Budget 2024/2025
In May the Treasurer formally delivered the Federal Budget 2024/2025, which included a contingency reserve to support funding a wage rise for a range of sectors including ECEC.
This is extremely positive news for our sector and marks a historical first. However, the details of a wage rise (how much the government will pay, through what mechanism, etc.) cannot be finalised and implemented until several other matters have been dealt with, as explained further below.
Ongoing
supported bargaining process for a governmentfunded
wage rise
In parallel with the federal budget announcement, the supported bargaining process continues to proceed in the background, while directly impacted by the outcomes of the federal budget.
It is fair to say the Federal Government is now feeling the pressure from all sides to deliver on a government-funded pay rise to our sector, with ongoing union activism, combined with the supported bargaining negotiations currently in play and ACA’s strong political advocacy.
We know that the negotiations will be impacted by several factors at play, specifically, the Fair Work Commission’s Annual Wage Review for 2023/2024, which has now been finalised, and the implications of the commission’s gender undervaluation principles, which address the issue of gender undervaluation.
Whilst it is difficult to predict a timeline for the movement on this, we can take comfort in the fact that progress is being made, and the ECEC sector’s wage concerns are now prominently on the government’s agenda.
We look forward to gaining a clearer understanding of the actual wage increase percentage that will apply to our workforce, as well as the conditions under which the funding will be paid.
Early Childhood Educators’ Day 2024
On a final note, I’m delighted to announce that the 2024 theme for Early Childhood Educators’ Day is “Embracing diversity has early beginnings”.
The theme focuses on the important role our early childhood educators play in promoting respect, understanding, and acceptance of all cultures, abilities, and backgrounds, and encouraging children to celebrate their own unique differences and those of others.
We hope the theme resonates with our early childhood educators and the families they support.
We look forward to celebrating the event with the sector in September.
Paul Mondo | ACA President
Fraser Foundation Empowers Early Childhood Educators Through Scholarships
The Fraser Foundation is set to host its second annual charity fundraising luncheon so that it can continue to support early childhood educators further their own studies to best support children at the start of their education path.
The luncheon, which raised more than $120,000 in its wildly successful inaugural event, will take place 18 October 2024 at The Star Gold Coast. It promises to be another wonderful afternoon with inspiring guest speakers, a delicious three-course lunch and beverages, and an incredible array of auction items up for bid.
The Fraser Foundation is a not-forprofit organisation that supports early childhood professionals with scholarships to use toward further study such as a Bachelor of Early Childhood Education or Graduate Diploma in the same field.
The Fraser Foundation, which was founded at the end of 2021, was created by Jae Fraser, who you might know as the founder of Little Scholars School of Early Learning and The Scholars Group, as well as the Vice President of Australian Childcare Alliance Queensland, but you might not know he started his career as a trainee in ECEC and is a qualified teacher and early childhood educator.
“It took me a long time at the beginning of my career to be able to afford to go to university to become a qualified teacher. I did it, but I always thought if I was in a place to help passionate early childhood educators chase their dreams, I would, and now I can.”
Since its inception, the Fraser Foundation has given more than $250,000 in scholarships to deserving and passionate early childhood educators who want to make a difference in the lives of young children.
A separate commitment of the Fraser Foundation is supporting Project Gundoo, a program providing direct support through mentorship and financial assistance to six dedicated educators in Cherbourg – a remote Aboriginal Queensland community. Every quarter, The Fraser Foundation dispatches two educators and a mentor trainer to Gundoo Early Learning Centre. By offering relief to the centre, these six educators can receive valuable mentorship while working toward completing their diploma qualification studies. The Fraser Foundation will subsequently support them in pursuing a Bachelor’s degree, so the children of this community can see hope and a bright future.
Now with free kindy being offered across much of the country, there’s never been a better time to become an early childhood teacher (ECT), and with the Fraser Foundation’s help, this can become a reality of many educators looking to move their career to the next level.
“It feels like a weight lifted off my shoulders especially with living expenses these days,” says Jemma, a recent recipient of the Fraser Foundation and a proud Wiradjuri woman, mother of two and educator.
“Receiving this scholarship helps me reduce my reliance on student loans, ensuring that I graduate with less debt and greater financial security. This not only benefits me during my university years but also in the years that follow as I continue in
the workforce as a teacher of early childhood.”
The Fraser Foundation accepts scholarship applications all year round, and begins its application review process quarterly, conducted by its board of directors. Educators who are Australian citizens or permanent residents, are at least 17 years old and are enrolled or are in the process of enrolling as a full or part time student in an approved Australian Bachelor or Graduate Diploma of Early Education, are considered.
To determine those who most need the support, the Fraser Foundation board looks at applications from individuals who can prove financial hardship, a vulnerable situation, Aboriginal or Torres Strait Islander or live in a rural or remote location. But they also want to hear their stories.
“You wouldn’t believe some of the stories we’ve already received of educators overcoming some incredible obstacles in their personal lives all while educating our littlest learners,” says Jae. “We just want to hear your passion for early childhood education and how we can help make life easier for you while you further your career dreams.”
To learn more and apply, educators are encouraged to visit thefraserfoundation.com.au. For those who would like to support the charity luncheon and attend, please head to the ticket link on the website.
Christina Copp > The Fraser Foundation
Is Your Food Safety Program Compliant?
Nicole Buettel > OSCAR Care Group
Did you know something as simple as having the wrong name listed for your Food Safety Supervisor or Director can mean your Food Safety Program is not compliant? The Food Safety Program within a childcare centre must accurately reflect the business details, relevant staff and the food handling processes conducted within the centre. Yes, there is more required than the correct names to make your Food Safety Program compliant, but it is one element.
What is a Food Safety Program?
It’s the Food Safety rule book! The complete handbook to everything food related within the centre. How to handle high risk foods, hygiene standards, food allergy management, how to store food, danger temperature zones, food preparation & reheating, temperature monitoring, cleaning, waste management and more. The Food Safety Program is your go-to book to keeping children safe!
Why does a childcare centre need a Food Safety Program?
As a childcare centre serves food to young children (vulnerable persons), it is considered a Class 1 food service premise, which requires a current Food Safety Program. A Food Safety Program outlines the food handling processes to manage risks of potentially hazardous foods.
What makes a Food Safety Program correct?
The Food Safety Program must accurately reflect the food handling processes within the centre, along with all your relevant record keeping documentation. It’s a big document, and a very necessary one to keep children safe and your centre compliant. A Food Safety Program should contain:
• HACCP table,
• Food Safety Management information and processes,
• How to store and prepare food,
• Allergy management,
• Cleaning and Maintenance schedules and instructions,
• Temperature monitoring of fridge and freezer equipment,
• Calibrations information and instruction,
• As well as housing Daily Record forms, Goods Receival forms, Temperature records forms and much more.
What does it mean if your Food Safety Program is not compliant?
Normally, it means your staff are not following the guidelines set out in your Food Safety Program or your Food Safety Program doesn’t accurately reflect your food handling processes.
Here are some examples:
• Your Food Safety Program states food must be reheated to least 75°C, but food is only being reheated to 73°C.
• Breastmilk is not labelled, stored or recorded as per the instructions in the Food Safety Program.
• Your Food Safety Program states you have a domestic dishwasher but the centre has recently purchased and installed a commercial dishwasher.
• Your Food Safety Program lists all your fridges and freezers in the kitchen but not your bar fridges.
If changes are needed, how quickly must this happen?
Your Food Safety Program should be an up to date and accurate reflection of your centre’s Food Safety processes on any given day. Depending on what needs to be updated, it is best practice to ensure all information is updated timely and accurately, internally by your staff or with the assistance from your food safety consultant. Whether it be a change of centre Director or the installation of a new piece of kitchen equipment, your program needs to be accurate.
Your annual Food Safety Audit
As a Class 1 Food Premise, it is mandatory for you to have an annual external 3rd party compliance audit. During this audit, you will be assessed on how accurate your food handling processes are compared to your Food Safety Program and record forms. The whole purpose of a Food Safety Program, record keeping and a 3rd party audit, is to ensure that the food that you are preparing and serving to young children is being done in a safe manner.
DID YOU KNOW?
The company that creates your Food Safety Program cannot complete your 3rd party compliance audit. The purpose of an annual 3rd party compliance audit is that it is completed by someone who is objective and external to the organisation. They need to assess your centre and the Food Safety Program in place without any conflict of interest. Therefore, if you have an OSCAR Care Group Food Safety Program, we cannot conduct the 3rd party compliance audit for your centre or if we conduct your compliance audit, we cannot create your Food Safety Program.
Go into your annual food safety audit with ease, knowing your Food Safety Program handles your childcare centre needs accurately. If you have any questions, reach to our to preferred Food Safety Consultant.
Why Absolute Support, Training and Resources Policies and Procedures?
“Like many of you reading this I am time poor. Time to write policies, then rewrite polices when there is a change to regulations/legislations, sometimes I’d miss the change thinking I would do it later when I have a spare 5, and then one thing leads to another, and it is pushed down the pile. It is only when the department asked to see a policy or worse, an incident happens, and you find your policies are outdated and not meeting the regulation/legislation. When I decided to add the Policies and Procedures subscription to my ACA Qld membership mid-way through the year it was like a weight was lifted off my shoulders. The regular updates of policies being reviewed or added sent straight to my inbox was exactly what I needed. I am able to review the policy with the lion’s share of the work already done and then add my centre’s context to make it my own. I also couldn’t believe the price. For ACA Qld members it is only $128 a year (normally $935) for the principal service and $38 (normally $385) for additional services under the same Approved Provider, so it was a no brainer for me to sign up. The forms pages alone help me and my fellow colleagues always ensure we are compliant with the National Law and Regulations.”
– Majella Fitzsimmons, Educating Kids Children’s Centre.
ACA Qld asks Early Childhood Consultant
Darlene Wadham from Absolute Support, Training and Resources about the importance of Policies and Procedures.
What is your experience in services around the implementation and understanding of service Policies and Procedures?
“As an early childhood consultant, I can almost hear the groan at the discussion of policies and procedures. The development and review of these can be extremely time consuming but with the right starting point you can save time, money and your sanity! While there are specific policies and procedures outlined in Regulation 168 of the National Regulations, there are also other policies and procedures services need to help support the smooth operation of the service.
It is often the case that when something goes wrong, we discover that all team members were not aware of their responsibilities under the service policies and procedures. This puts not just children at risk but all educators, leaders and Approved Providers at the service.”
Darlene Wadham > Absolute Support
Do policies need to be reviewed and kept up to date?
“Keeping up to date with regulatory changes and advice from recognised authorities can be daunting. Ensuring you have up-to-date and richly sourced policies and procedures not only supports compliance at your service, but it can also protect Approved Providers, Nominated Supervisors and Educators in the event of an incident or situation.
We strongly recommend that services involve families and educators in the review of policies to ensure they are current and align with your service philosophy and values as well as best practice.”
How can you use Policies and Procedures to improve practice?
“Policies and Procedures should be great learning tools. Our policies and forms, which can be purchased through ACA Qld at a greatly reduced rate as a member benefit, provide quotes from legislation and recognised authorities so families, educators and leaders understand the ‘why’ behind their responsibilities. Links to further information also allow further reading for a deeper understanding of best practice.”
How important is it for all educators and leaders to have a good understanding of their service Policies and Procedures?
“Regulation 170 of the National Regulations requires Approved Providers to take reasonable steps to ensure staff follow their services policies and procedures. The ACECQA factsheet “Six Reasonable Steps to Ensure Staff Follow Policies and Procedures” is a good starting point, providing guidance for providers and services to consider when developing strategies to meet regulation 170. Without a good understanding of your responsibilities, it is not possible to perform your role to the best of your ability.”
What are some recommendations to ensure all educators and leaders are informed of their responsibilities?
“Policies and Procedures should be living documents used and referred to regularly by both educators and families, not just left on a shelf collecting dust until educators who are studying need one for their assignment. They should inform all decision making and align with your service philosophy and values.
Some successful strategies include:
• Strong induction both upon employment and annually,
• Reflection on policies individually, in small groups and as a service. Reflection should occur regularly and after an incident or near-miss to minimise further risk.
• Easy access to policies is important. I prefer having these available electronically for both families and educators, that way I know they have the latest versions, and it is more sustainable for the environment.
• Monitoring compliance with policies through regularly checking educator practices and completing audits, including peer compliance checks.
• Providing training, quizzes, fun facts and other game style interactive activities which provide information and assess knowledge can keep educators engaged. Daily fun facts or staff meeting jig saw puzzles with parts of the policy cut up are also fun.
We are proud to partner with ACA Qld to develop learning tools to support the understanding of Policies and Procedures in services with the hope that this further protects children, educators and services. We are excited by this project which will greatly support services and further upskill our educators.”
Stay tuned for information on how to subscribe to these on-line learning modules in the coming months. If you don’t already subscribe to the suite of Policies, Procedures and Forms, contact ACA Qld to save you time with these fully customisable documents.
STAY TUNED
Release of training modules on key policies
Back to Basics
Cris Romao > CAECE
When I was studying to be an Educator a few (too many) years ago, I had to create resources. I was assessed on my resources. Why? You may ask. Because I had to show that I knew what I was doing, and I knew the children under my care would be engaged and “busy.”
Fast forward around 27 years… a lot has changed, but one thing hasn’t: children’s curiosity.
Curiosity gives children the confidence to try new things, leading them to learn and explore, test different concepts, and keep discovering. It is the fuel to a fire that will keep burning if you keep feeding it.
Why am I telling you this? Because that “tool belt” of resources I created helped me every day, during different times of the day.
For example, when I needed the children to focus, I used a story box. It was a simple gift box that I found among my mother’s belongings. I decorated the box, and each day, before I finished work, I added items I thought would be suitable for a story I wanted to tell the next day to gather the group together.
As soon as the children saw me picking the box up from the cupboard, they would run around telling each other that the box was coming out, and they all would sit ready
for the story. Like magic, I would have all their attention because no one knew what was coming out of the box.
If I wanted to explore a topic that I believed was important for the group, I would ensure that I had items in the box that would enhance their curiosity and prompt countless questions.
The quote below highlights the need for us to return Back to Basics:
“If you talk about getting back to basics, you are suggesting that people have become too concerned with complicated details or new theories, and that they should concentrate on simple, important ideas or activities.”Collins COBUILD Advanced Learner’s Dictionary. Copyright © HarperCollins Publishers
We, as educators, need to focus on our role in making things simple and basic for the children to experience and engage with. Yes, times are different, and technology is here, but concepts of science, technology, art, maths, etc.,
“Physical play, outdoors and with other children of mixed ages, is the healthiest, most natural, most beneficial sort of play. Play with some degree of physical risk is essential because it teaches children how to look after themselves and each other.”
continue to be present in children’s lives and are more achievable if we create opportunities for play.
“Physical play, outdoors and with other children of mixed ages, is the healthiest, most natural, most beneficial sort of play. Play with some degree of physical risk is essential because it teaches children how to look after themselves and each other.” - Gray (2011, p. 444)
As children naturally use their senses to explore their environment, creating opportunities for Messy Play gives them the chance to explore not only the wellknown five senses but also supports scientific thinking, which involves inquiry, experimentation, research, and investigation.
Messy Play doesn’t need to be expensive or take an extensive amount of time to prepare, but it does need to be planned.
Play dough is the most enjoyable and opportunistic activity for any age group. You can make it with the children, the children can make it themselves, and they can add more or less water. It doesn’t matter. Each individual child will learn and engage based on their individual needs. What matters is that the educator created the opportunity for engagement with the resource, their peers, and the adult.
To help you create a “tool belt” of resources, see below for four great Messy Play recipes:
2 Ingredients Cloud Dough
Ingredients:
• 4 Cups all-purpose flour
• Cup Baby Oil OR Vegetable Oil Instructions:
Mix all the ingredients to make Cloud Dough.
Moon Dough Ingredients:
• Cup Cornstarch
• Cup Hair Conditioner Instructions:
Mix all the ingredients to make the Moon Dough
3 Ingredients Play Dough
Ingredients:
• Cup Cornstarch
• 1 Cup Baking Soda
• Cup Water Instructions:
Mix all the ingredients to make the Play Dough.
Traditional Play Dough
Ingredients:
• 2 Cups all-purpose flour
• 1 Cup Salt
• 1 Cup Water Instructions:
Mix all the ingredients to make Traditional Play Dough.
Back to Basics is returning to our roots, to a time when simple things were used to play, and you would walk around asking, “What did you use to play with?”
If you want help to create opportunities for Back to Basics activities with your team, or if you want to chat, please email me at manager@caece.com.au and I will be there for you.
Download these recipe bookmarks here! Back to basics bookmark Page DOWNLOADABLE.pdf
ACA Qld 2024 National Conference
We truly witnessed the Wonders in Early Education at our 2024 National Conference! A huge thank you to all who attended. This was our biggest conference yet! We hope each and every one of you left feeling inspired and excited to implement what you learned in your service. How incredible were this year’s speakers?
We’d like to say a heartfelt thank you to our 2024 presenters. With the reintroduction of concurrent workshops, our conference covered a huge range of topics and activities to suit everyone. Our incredible line-up included Anthony Semann, Nathan Wallis, Terry Hawkins, Sally Foley-Lewis, Tom Scantlebury, Steven Asnicar, Saurubh Malviya, Nicole Talarico, Alina Dan, Adrian Pattra, Anneke Fitzgerald, Jennifer Cartmel, Catharine Hydon, Tania Porter, Kerrie Maguire, Nick Hedges, and Asif Joowalay.
We were thrilled to once again hold our very successful Approved Providers Panel Discussion and Lunch, sponsored by Childcare Concepts. Our panel of presenters this year included Paul Mondo (ACA National), Nigel Ward (CEO & Director for ABLA), Anita O’Halloran (Better Together Freelancing), and Caroline Hannigan (Executive Director of Strategy and Performance, Early Childhood).
This year’s conference started with a bang at our highly anticipated Welcome Event on the Friday night. We outgrew our initial venue! Thank you to Kidsoft for sponsoring this exceedingly popular event. The warm, welcoming atmosphere combatted the June chill, and everyone in attendance had an incredible time reuniting with likeminded peers, enjoying the food and drink, and not to mention the photobooth.
And not to forget our most popular and sought after event, the Gala Dinner. This year’s theme was “Under the Sea”, and as always, everyone went above and beyond with their costumes. Wow! Thank you, HESTA, for jumping aboard and sponsoring this exciting event, and for presenting awards to best dressed! Our individual winner went to a very frosty Jack Dawson (Titanic), with a close runner up going to an impressive Neptune. Our group winner was a groovy mob of lobsters, with close runner up going to the gorgeous, creative coral reef. Congratulations to everyone who was selected as nominees for best dressed!
Closing off the weekend, we were once again honoured to have Super Max and Bryce, and the Walk With Us charity organisations. It was heartwarming to hear the Super Max and Bryce team tell their story and share the love with all attendees as their endless work and efforts are always so inspiring. Thank you to everyone who purchased the socks, scarves, and turtles, raising money to support the cause. Additionally, thank you to everyone who contributed toiletries for the Walk With Us donation.
We extend our heartfelt thanks to our amazing Sponsors, Exhibitors, ACA Qld Committee, and staff for all their support. We give a special mention to Guild Insurance, Childcare Super, Modern Teaching Aids, Wearthy, Save Our Service, HESTA, and Kidsoft.
Our sincere thanks also to Tania Porter, Deputy DirectorGeneral of Early Childhood, and other Department of Education representatives including Davin Connell and Leeann Farmer. It is deeply appreciated that you were able to join us and have some face-to-face time to connect with delegates, discussing current issues in our sector and free kindy.
Finally, the biggest thank you of all has to go to our amazing delegates. Without you, there would be no conference. This year’s conference was such a success because each and every one of you were part of it. If you would like to find more photos from this year’s conference, make sure to visit our Facebook page’s photo albums!
We can’t wait to see you all again in 2025. Dates have been released, so make sure 6-8 June is marked in your 2025 calendar and stay tuned for more details to come!
Awards for Excellence
Each year, ACA Qld Supporter Member, HESTA Super Fund, offers outstanding students from the College for Australian Early Childhood Educators (CAECE) the opportunity to nominate for the Awards for Excellence program.
The Awards for Excellence promotes commitment to professional development and community spirit. HESTA, Australian Childcare Alliance Queensland (ACA Qld) and CAECE aim to support the advancement of passionate and dedicated early childhood educators who strive for continuous improvement and excellence. Three separate HESTA Awards payments of $2000, $1500 and $1000 were awarded to CAECE students at the ACA Qld 2024 National Conference!
We received a significant number of high calibre nominations, a testament to the quality of students that we have at CAECE and our hard-working trainers and assessors. It was a tough decision to choose three finalists out of the many incredible nominations from inspiring and passionate educators in the early learning sector.
We would like to congratulate Kate House from Little Scholars School of Early Learning Redland Bay South for placing 3rd, Angelique Boyland from Little Scholars School of Early Learning Redland Bay South for placing 2nd, and Erin Moyle from Redbank Plains Child Care Children’s Centre as the 2024 Awards for Excellence winner! Each of these students has exemplified
Passion, Dedication and Professionalism – the three pillars of excellence! Congratulations to all our nominees and winners!
The 2025 Awards for Excellence nominations will open later in the year.
Visit caece.com.au for more information!
Personal Safety Program
Louise Mead > Habitat Learning
In 2018, Habitat Early Learning developed an in-house Body Safety program which has been successfully implemented within their Kindergarten program.
The Body Safety program was initially developed to provide children with the opportunity to learn about consent, safe and unsafe behaviours and how to share concerns. Children engaged in a range of age-appropriate learning experiences as part of their transition to school program, including books, games, reflective conversations and incursions. Information was gathered from the Bravehearts Foundation and the Daniel Morcombe Foundation to support the implementation of this program.
In 2020, after a robust consultation process, Habitat Early Learning extended on the Body Safety program by incorporating many other elements of a child’s health and wellbeing. Families in the local community shared their ideas and suggestions on focus areas that could be incorporated into the program, with the shared vision of equipping children with knowledge that would empower them to make safe and thoughtful decisions. The program is now implemented across all age groups. Whilst the foundation of the program is well documented and forms the basis of our programs, the focus areas and intentional learning experiences are reviewed yearly with the teaching team. Children are also invited to share their ideas about the learning experiences and other areas that
could be included into the program. The learning packs form part of the resource library that educators are able to access at any time.
Currently, the Personal Safety Program includes body safety, food safety, healthy eating practices, sun safety, water safety, people in the community that help us, cyber safety, safety in the community, diversity, cultural safety, wellbeing and emotional development. Subtopics include social awareness, animal safety, physical development and children’s rights. Additionally, there are resources available to the teaching team to respond to isolated cases such as grief. In practice, children learn how to use Epipens, how to apply sunscreen thoroughly, identify foods that fuel their body, how to make friends, identify and regulate emotions, use devices safely and much more.
Through the implementation of this program, the importance of building community partnerships was highlighted. Engaging with community services such as local swim schools, dentists, supermarkets, Cancer Council, GP’s and local snake catchers has added so much value to children’s learning, as well as local connections that build a sense of community. Bravehearts Foundation, Daniel Morcombe Foundation and Life Education have been integral to the
development of current and researchbased practice on topics that can adversely affect children and families. Participation in their annual events and use of their online resources has enabled educators to promote the importance of protecting children.
Whilst the Personal Safety Program undergoes a thorough review each year, the core values and purpose remain unchanged. The development of this program has had such a positive impact on children and collectively, children are well equipped with the skills and knowledge to safely transition to school and into the community.
The Vital Role of Childcare Needs Assessment Modelling and Financial Feasibility Study in Successful Development
Investing in developing a childcare centre is not just about constructing buildings; it’s about creating nurturing environments where children can learn and grow. Ensuring the success and long-term sustainability of a childcare centre requires accurate research, careful planning, and consideration of various factors. At the heart of this process lies our extensive Childcare Needs Assessment Modelling and Financial Feasibility Study (Childcare Centre Modelling Analysis), a critical step that evaluates the suitability and viability of potential development sites.
A thorough Childcare Centre Modelling Analysis is essential for several reasons. Firstly, it helps stakeholders understand the unique needs and dynamics of the local community. By analysing demographic trends, population density, and socio-economic factors, stakeholders can determine the demand for childcare services in a given area. This insight is crucial for ensuring that new childcare centres can effectively meet the needs of families and caregivers.
Furthermore, a comprehensive assessment considers regulatory requirements and zoning laws governing childcare facilities. Understanding these regulations is essential for navigating the complexities of planning and licensing, thereby avoiding costly delays and compliance issues down the line. By proactively addressing regulatory considerations during the assessment phase, stakeholders can streamline the development process and mitigate potential risks.
Financial feasibility is another critical aspect evaluated in a Childcare Centre Modelling Analysis. Beyond the initial investment in construction and equipment, stakeholders must assess the long-term financial viability of childcare centres. This includes analysing potential rental returns, operational costs, and revenue projections to ensure that the centre can sustain itself over time. By conducting a thorough financial analysis, stakeholders can make informed decisions about the feasibility and profitability of childcare development projects.
Moreover, a holistic Childcare Centre Modelling Analysis considers the quality and accessibility of the proposed site. Factors such as proximity to schools, public transportation, and community amenities can impact the centre’s accessibility and appeal to families. Additionally, assessing the site’s suitability for childcare activities, such as outdoor play areas and safety features, is essential for creating enriching and secure environments for children.
The importance of a comprehensive Childcare Centre Modelling Analysis cannot be overstated in the development of sustainable childcare centres. By evaluating demographic trends, regulatory requirements, financial feasibility, and site suitability, stakeholders
can make informed decisions that support the longterm success and sustainability of childcare facilities. Ultimately, investing time and resources in a thorough assessment process is essential for creating nurturing environments where children can thrive, and communities can flourish.
While conducting a Childcare Centre Modelling Analysis is undoubtedly crucial for any childcare development project, choosing the right partner to guide you through this process can make all the difference. At Mollard Property Group we bring years of expertise and a proven track record in assisting stakeholders navigate the complexities of childcare development.
Our approach is rooted in a deep understanding of the childcare sector’s intricacies and a commitment to delivering value to our clients. We prioritise thorough analysis, practical recommendations, and personalised support to ensure that every childcare development project is set up for success.
By choosing Mollard Property Group for your Childcare Centre Modelling Analysis, you can trust that you are partnering with the best in the industry. Our comprehensive assessments are tailored to your unique needs, providing valuable insights and actionable recommendations that empower you to make informed decisions and achieve your childcare development goals. Contact us to find out more.
Chelsea Sergi > Mollard Property Group
Chain of Infection
Graham Henrickson > Food Safety eLearning Academy
The demand for childcare continues to grow and as a consequence, Australian children face a greater risk of communal disease and infection than they did a decade ago. That’s because research indicates that children in care services suffer more frequent infections and more days of illness than those cared for at home.
The spread of infections in childcare centres is facilitated by crowding and microbial contamination of the childcare environment, as well as the unhygienic behaviours and the greater susceptibility of young children.
Upper and lower respiratory tract infections, middle ear infection, gastroenteritis and hepatitis A are among the leading causes of illness among children attending childcare centres. Childcare workers are also at increased risk of contracting these infections.
To mitigate the risk, requires effective infection control procedures. But before you can implement these you first need to understand the chain of infection.
The past decade has seen an alarming increase in emergence of serious infectious diseases like Swine Flu, SARS, and COVID-19. They can spread rapidly, crossing borders, and challenging the ability of public health systems to prevent and control them.
These pathogens move from one source to infect another. Tracking how a pathogen moves is called contact tracing This was widely used and reported in the recent efforts to contain the spread of COVID-19.
There are 6 key aspects/links to the clinical view of how an infectious disease moves from one person to another. These are referred to as the ‘Chain of Infection’. Methods to prevent this from occurring are referred to as ‘Infection Controls’.
1. Infectious Agents (pathogens)
These can be bacteria, viruses, fungi, and parasites. The virulence of these pathogens depends on their number, their potency, their ability to enter and survive in the body, and the susceptibility of the host.
Viruses are intracellular parasites; that is, they can only reproduce inside a living cell. Some viruses, such as HIV and hepatitis B and C, have the ability to enter and survive in the body for years before symptoms of disease occur.
Other viruses, such as influenza and COVID-19, quickly announce their presence through characteristic symptoms.
2. Reservoir
Is any person, animal, arthropod, plant, soil or substance (or combination of these) in which an infectious agent normally lives and multiplies. The infectious agent depends on the reservoir for survival, where it can reproduce itself in such manner that it can be transmitted to a susceptible host.
Animate reservoirs include people, insects, birds, and other animals.
Inanimate reservoirs include soil, water, food, faeces, intravenous fluid, and equipment.
3. Portals of Exit
Is the means by which a pathogen exits from a reservoir. For a human reservoir, the portal of exit can include blood, respiratory secretions, and anything exiting from the gastrointestinal or urinary tracts.
4. Mode of Transmission
Once a pathogen has exited the reservoir, it needs a mode of transmission to transfer itself into a host. This is accomplished by entering the host through a receptive portal of entry. Transmission can be by direct contact, indirect contact, or through the air.
For Example - Human-to-human transmission of COVID-19
Transmission occurs primarily via three routes:
1. Large particles that are expelled with sufficient momentum so as to directly impact the recipients’ mouth, nose, or conjunctiva (clear membrane that protects the eye).
2. Physical contact with droplets deposited on a surface and subsequent transfer to the recipient’s respiratory mucosa; and.
3. Inhalation of aerosolized droplet nuclei delivered by ambient air currents.
5. Portal of Entry
Infectious agents get into the body through various portals of entry, including the mucous membranes, nonintact skin, and the respiratory, gastrointestinal, and genitourinary tracts. Pathogens often enter the body of the host through the same route they exited the reservoir, e.g., airborne pathogens from one person’s sneeze can enter through the nose of another person.
6. Susceptible Host
The final link in the chain of infection is a susceptible host, someone at risk of infection. Infection does not occur automatically when the pathogen enters the body of a person whose immune system is functioning normally. When a virulent pathogen enters an immune-compromised person, however, infection generally follows.
Animals
Humans can be infected by germs that are present on the skin, hair, feathers and scales of animals, and in their faeces, urine and saliva. Some diseases are carried by insects like mosquitoes and fleas (known as ‘vectors’) and spread through the insect’s bite.
Food
Germs can live and reproduce if food is not heated or chilled properly. Humans can be infected by eating this food.
Member in the Spotlight
Stretton Early Years & Kindergarten
Stretton Early Years & Kindergarten had a vision. We aimed to establish a centre where every room featured a nature program. We envisioned nature play as part of our everyday program, through weekly excursions, a Community Garden, a Fire Pit and Yarning Circle and by including nature in our playground spaces with loose parts and risky play.
We recently had our official opening of our fire pit and yarning circle on 29th May 2024. We were privileged to experience a cultural tradition performed by Uncle Gavin Tyson and his family, through a smoke ceremony to bless and cleanse the space, using local natural plants and performing a Welcome to Country.
It has taken four years to achieve our vision and we are continually evolving our ideas to embed more into our everyday practices.
Our humble Nature Play journey began in 2020, when we decided to introduce a Bush Kindy Program for our Kindergarten children (Bilbies & Kookaburras Room).
Being on Yuggera land, we named our Bush Kindy program Bambara Explorers, meaning ‘Forest Explorers’ in Yuggera language. We involved our children, families and community into the naming of our program and sites.
We are extremely lucky that we have natural bushland out the back of our Centre, where we sourced 6 sites, where the children would have the freedom to explore, play, build, create, imagine and use all their senses.
In those first initial years, there was lots of learning, researching and trialling of different procedures. Our Outdoor Educator and Centre Director attended a Nature Play workshop on Nature Pedagogy, where they learnt the theoretical background as to why nature play was so important to children’s learning and development. In 2021, they completed a 3-day Bush Kindy Leader Course, to further their knowledge and understanding. We have since upskilled more of our Educators in this certification.
Once we were comfortable with the Kindergarten children attending regular bush kindy excursions, we introduced the program to our 3-4 year olds (Koalas Room), to which we saw the increasing benefits of their sense of wonder, exploration and discoveries.
Finally, we extended our program to our 2 younger rooms, our Wombats (15 months – 2 years) and Joeys (2-3 years), where the children thrived in this natural environment.
Towards the end of 2021, we received a Woolworths Junior Landcare Grant, which allowed us to extend on our Nature Play Program to include a Community Garden. Again, we involved all our stakeholders to help us choose a Yuggera name for our Garden. We landed on Omaroo, meaning ‘A Beautiful View’.
Our local MP, James Martin, officially opened our Community Garden in October 2022.
Our Community Garden was a vital part of embedding nature play in our everyday practices. The children help to care for the garden; planting, watering, weeding and harvesting. Any harvest is then offered to the families to take home to use in their meals! To complement our Community Garden Project, we then developed a Mini Masterchef Program, which is a food preparation experience all children participate in every day. The children are welcomed into the kitchen area, to help prepare their meals for the day, sometimes with ingredients harvested from our very own Community Garden.
Then, in late 2023, the final piece of our vision started developing. We really wanted to add another element to our Nature Play Program, by building a Fire Pit. So, we applied for another Woolworths Junior Landcare Grant, which helped to begin our Fire Pit and Yarning Circle space.
A fire pit can encourage sensory exploration, as children identify with the warmth and listen to the crackling sounds. It also enables the children, educators and families to gather through social interactions, with discussions, storytelling and singing songs. In the 6 months prior to the opening, children also engaged in fire safety activities, learning and awareness. A fire pit will not only offer valuable learning opportunities, but it also allows for sensory experiences, social engagement and connection with nature, whilst enhancing overall development and wellbeing for children. This also allows for children to develop an awareness of different cultural traditions.
On 29th May 2024, Cnr Emily Kim - Counsellor for Calamvale, officially opened our Fire Pit and Yarning Circle space. We were fortunate to have Uncle Gavin Tyson and his family with us to bless our new space through a traditional smoke ceremony and Welcome to Country. It was an incredible experience for our children, families and community to be a part of this meaningful event, leaving everyone feeling uplifted and connected.
With the Fire pit and Yarning Circle now open, we are excited to offer another enriching experience for the children, fostering their connection to nature and cultural heritage.
Part 2: Navigating the Childcare Centre Sales Process
Hilary Knights > Qld Director Childcare Concepts
Childcare Concepts is delighted to share their knowledge with ACA Qld members in the second of a four-part series of articles providing you with a strategic roadmap to get your childcare centre sale ready and maximise your return.
The decision to sell your centre can be a complex and emotional process. To support you through this process you need an experienced and attentive broker to partner with throughout the entire sales journey. Your broker needs to have a deep understanding of the childcare sector, a commitment to discretion, and follow a comprehensive step by step approach. This will ensure they successfully secure the right purchaser for your centre community, negotiate the best sale price for you and enable a smooth transaction and transition for all parties.
Working hand in hand with you, Childcare Concepts’ experienced national childcare sales team and their proven sales process is designed to maximise the value of your childcare centre while maintaining the utmost discretion throughout your entire sale journey. Let’s explore the key steps in this specific childcare centre sales approach.
PREPARATION
Step 1: Discovery Meeting
The first step in Childcare Concepts’ sales process is the Discovery Meeting. This is where your dedicated broker sits down with you, either in person or via phone/Zoom, to gain an understanding of your centre, discuss your price expectations and also your ideal purchaser profile. Importantly, this meeting is conducted with the utmost discretion, ensuring that your centre community remain unaware of your sale, until the required time.
Step 2: Source Documentation
To present your childcare centre in the best possible light, Childcare Concepts work with you and your network of advisors such as accountants to source all relevant information needed to develop a comprehensive
Information Memorandum. This document serves as a valuable resource, providing prospective buyers with a detailed overview of your centre’s operations, financial performance, and growth potential. This provides us with an opportunity to really get to know your centre/s and its unique attributes and selling points to engage with potential purchasers and confidently answer all questions posed by the prospective purchasers.
LIST
Step 3: Marketing Campaign
Childcare Concepts has an extensive national network of pre-qualified approved providers, ranging from corporate groups to small independent operators. These prequalified purchasers are ready to purchase straight away. Your Childcare Concepts broker will discuss your sale discreetly with those providers whose acquisition profiles match your centre to find the right match for your values, ethos and price expectations.
Childcare Concepts do not charge marketing fees as our experience and extensive networks enables us to present your centre to the right buyers discreetly – all of whom have signed Confidentiality Agreements.
Commission Free Sales
Childcare Concepts are also buyer’s agents for some approved provider groups and if your centre matches their acquisition requirements you do not have to pay a commission so you can secure a commission free sale! Call us to find out if your centre qualifies for this commission free sale opportunity.
PREQUALIFY
Step 4: Viewings and Offers
Childcare Concepts attends to all enquiries and queries enabling you to focus on your operations without any interference. Centre viewings are undertaken outside of operating hours and with discretion and respect. Your dedicated Childcare Concepts broker will present all offers to you and discuss the merits of each one and undertake negotiations with relevant parties to get the result you seek – all while keeping you up to date at all times.
CLOSING
Step 5: Contract and Conditions
Once Childcare Concepts have successfully negotiated your price expectation and favourable settlement terms a Sales Advice document is drafted. This document provides your solicitor with a brief to develop the contract of sale for the business or property and business contracts if selling the freehold is going to be a concern. We also negotiate offer conditions up front so there is mutual agreement heading into the transaction and this is then reflected in the contract/s.
Step 6: Due Diligence
During the due diligence phase, Childcare Concepts supports you each step of the way, assisting with any discussions and ensuring a smooth transition. Our earlier,
careful pre-qualification of prospective purchasers means that many due diligence queries are already covered, even before this stage to ensure all parties can progress quickly through the process without any delays.
Step 7: Settlement and Handover
Recognising the importance of a seamless transition, Childcare Concepts prioritises a smooth handover process. We work closely with you and your solicitor to ensure that the settlement and handover are executed flawlessly, minimising disruption to your centre’s operations and importantly your staff, children and families.
Selling a childcare centre can be a daunting task, but with Childcare Concepts by your side, you can navigate the process with confidence and ease knowing that you have an industry specific experienced broker looking after your needs throughout your sales journey. Childcare Concepts’ comprehensive sales process, combined with their longterm expertise, discretion, and commitment to your success, makes them your ideal partner when looking to sell your childcare centre.
Branding Your Childcare Business: By Design or By Default?
Simon Tribe > SOAK Creative
A memorable brand is essential for your business. It helps create the sense of reliability and warmth that parents look for in someone to entrust the care of their children.
At SOAK Creative, we’ve been helping build and grow brands for decades. We have a long history of helping educational organisations tell their stories in unique and engaging ways.
We understand that no two brands are the same and that your brand and marketing need to reflect your authentic organisational personality, values and goals and in our experience, we find that brands are created in one of two ways.
You can either control your point of view and message, making your brand by design, allowing you to nurture the relationship your business builds with your clients in a purposeful way.
The second option, brand by default, is to leave your customers to make up their own minds about why you matter to them, with no clear differentiator in the marketplace.
We regularly work with brands that start out by default, but who quickly recognise the importance of designing their brand with a clear strategic intent in mind.
Why does brand by design work?
To be clear, branding isn’t just about pretty pictures or your logo. Branding should capture the essence of who you are, what you do, why you do it and why you matter. Effective branding is your silent salesperson - it’s able to support your storytelling and work even when you’re not there.
Human beings are natural storytellers, it’s how we remember important things. Your brand-based storytelling should be clear, impactful and meaningful to engage the people you care about. ‘Branding’ considers everything from how you look, sound and feel. Have you ever considered if the way you answer the phone to customers is aligned with your brand? Or how you greet parents at the front door at drop-off time? Or how you attract and onboard new staff? It’s much bigger than just marketing.
Great branding is reflected by what people say about you when you aren’t there.
BRANDING
The way you want to be perceived
BRAND
IDENTIT Y
The way your brand presents itself
BRAND
The way consumers actually perceive you
As a person-centred industry, your brand’s message needs to harmonise with your clients in ways that increase their willingness to trust your team. Our team’s intricate understanding of how key features of your business influence your clients’ decision-making can be helpful. We know that your pedagogical approach, care, kindness, healthy food, and emotional support are part of your brand’s DNA and can help attract families to your centre.
How to build a strong brand
It’s time to get out the crayons! Start by noting down your points of difference and why you are the best at what you do in your area. This starts to form the basis of your brand story.
Don’t forget to think about your why. Having a detailed understanding of why you do the things you do will significantly empower your brand.
Look around! Examine your competitors, large and small alike. What do they say about themselves? How do they connect in a meaningful way with their clients? Do they say the same thing as your brand or something different?
Ask the parents and children at your centre why they come to you. There are almost always nuggets of gold in conversations you have with your clients. Whether good or bad, their feedback will give you invaluable insight into what you can do better, or what your parents really care about.
Try and come up with a list of 5-8 points on the unique way that you do things. Then turn these into core brand message pillars which can guide the way your brand speaks, not just about itself but also to your target audiences.
The next step gets a bit trickier. Now you need to convert your thinking into a customer-facing brand story. You know why you’re great at what you do, now you need to turn all of this into a multi-layered story that helps your prospective and current clients get up close with your brand.
Final thoughts
Building a strong brand message makes all of your other communications easier to produce. With a strong brand in place, you won’t find yourself struggling to come up with this week’s social post, or newsletter content. It also means it is easy for your employees, staff and suppliers to tell their version of your story, succinctly and with passion. If this all sounds too hard, let us uncomplicate things. Our experienced team of branding, design and marketing experts at SOAK Creative are here to help you put your best foot forward.
Call or email hello@soak.co today, for a complimentary discussion around your brand and marketing goals.
Child Protection and Child Safety Practice in Platinum Early Learning Services
Rhyan Panthi > Platinum Early Learning
Safeguarding children from neglect, abuse, and harm is the primary aspect of child protection. Early childhood professionals, being first and trained respondents in non-parental settings, play a significant role in maintaining this safeguard. This act of upholding is much more than following the legislative requirements. This article briefly discusses the urgency of this act to support a child for the best learning and development, followed by some of the strategies we developed and have been practicing in our services in consultation with families and community agencies.
Policy and legislative aspects
Children who engage in quality prior-to-school programs are better prepared to start school and progress through their lives (DoE, Early Childhood, 2024). In Australia, a national independent statutory authority called the Australian Children’s Education and Care Quality Authority (ACECQA) works with state and territory regulatory authorities to regulate and monitor the quality of ECEC services. Out of seven quality areas, quality area two discusses ‘children’s health and safety’ and ‘child protection as one of the elements’ (ACECQA, 2020). Furthermore, state and territory-based legislation, national regulatory frameworks, and the United Nations Convention on the Rights of a Child are in practice.
Early childhood professionals’ role
Early childhood professionals are the first non-parental contact persons for many children and possibly one of the few people children who are at risk can trust. Early childhood educators and teachers play a very significant role in the upbringing of all young children, more importantly, those who experience or are likely to experience an unsafe environment with potential neglect, abuse, or harm.
There are a few reasons that highlight early childhood educators’ and teachers’ roles in child protection and safety. Firstly, most early childhood professionals (85%) possess Early Childhood Education and Care qualifications, and a significant number of them (12 %) have university qualifications (Australian Government, DoE, 2021). They create a positive, safe, and supportive learning environment for children. They can confidently work with other team members, families and authorities for child protection and safety of the children attending a service. Secondly, educators and teachers spend extended periods with the children in the ECEC service. This allows educators to be familiar with individual differences and their unique interests, strengths, and needs. Furthermore, they can recognise the signs of neglect, abuse, or harm. Lastly, early childhood professionals get the opportunity to improve their practice by critical reflection. Additionally, ECEC services actively work on their ongoing quality improvement practice and arrange many professional development opportunities (i.e. training, courses, workshops), which help ECEC professionals widen their understanding and strengthen their practice.
Challenges,
opportunities, and our practice in
Platinum Early Learning services
Despite all these strengths and mechanisms in practice, the sector occasionally encounters incidents and issues where children experience neglect, abuse, or harm in different forms. These occurrences are obviously unpleasant and often have immediate and a long-term damaging impact on the child. Therefore, they are sensitive and attract substantial public attention and immediate family concern.
A child protection issue was identified in the media last year (late 2023) and received significant air-time. This caught the attention of the community, especially the families whose children attended an ECEC service. As a reputable organisation, we reflected on the issue, focusing on the urgency of immediate action and preventative strategies for the future. It is important to note that responding to these kinds of incidents appropriately with the highest priority is crucial for the well-being of the children, building and maintaining the trusting relationship among the stakeholders, and supporting the child and family for effective early intervention.
Although no identified events of concern have occurred at our services, hearing of this situation is likely and understandably unsettling for any family. We have initiated the following actions to further reflect on, support, and strengthen our practices, policies, and procedures.
• Townhall meeting with families: All families had the opportunity to attend a meeting facilitated by Social Care Solutions, Approved Providers, and our Leadership team. The meeting was to discuss child protection and share any strategies or ideas that we could add to our current policies, procedures, and practices.
• Engaging with an external support agency: As an organisation we decided to think outside the box, our educators and team had been engaging in the same child protection courses year after year, with the content rarely changing, feedback that no new knowledge was being gained. A decision was made to engage with Social Care Solutions - an Australian-wide child protection assessment, training, and consultancy company as they have worked in the child protection
space for many years with practitioners from varying backgrounds and experience that aligned with our vision, values, and philosophy.
• Child protection is at the forefront of everything we do: We communicate with our team members about our expectations, policies, and procedures, working standards and other child protection and safety-related matters in the hiring process, induction, and beyond.
• Review of polices and procedures: We reviewed our current policies and procedures and decided to engage external support to help rewrite our child protection policy, which now includes a child-safe environment policy. A whistleblower policy was also introduced to ensure that educators can report any concerns about child protection at any time.
• Installation of CCTV: To create an extra layer of comfort for the children, families, and educators in the service, we are in the process of engaging a supplier to install CCTV cameras where practical and appropriate. We are also looking at upgrading our current CCTV systems. This was a suggestion made by a family in agreement with Social Care Solutions.
• Training and Professional Development sessions: We provide all team members with inclusive, enriched, and tailored Professional Development sessions. We have also widened our training content to include child protection, child-safe environments, behaviour regulation, trauma-informed intervention and practices, and child grooming.
Implementing these intervention strategies, guided by our approved providers and with the active involvement of our experienced leadership team, has significantly enhanced our practice in the child protection space. This has led to families and educators feeling well-supported, trained, and ready to ensure that all children are protected against harm to the very best of our ability.
Thank you.
Unveiling the Link Between a Toxic Work Culture and Workplace Conflict
And 5 practical strategies you can implement to fix it.
Workplace conflict is an inevitable aspect of any organisation, and indeed ‘healthy’ conflict may be needed to promote progress, innovation and continuous improvement.
But highly prevalent and high intensity conflict can be greatly influenced by the presence of a toxic work culture –and can hinder progress in many different ways. In short: it leads to negative behaviours and undermines collaboration.
Let’s have a short deep dive into the connection between toxic work culture and workplace conflict, highlighting the effects on both team members and organisations as a whole.
Toxic work culture refers to an environment where negative attitudes, behaviours, and norms prevail, creating a hostile and unsupportive atmosphere. It is often characterised by elements such as: excessive workloads, lack of trust, poor communication, perceived discriminatory behaviour or unfair treatment, micromanagement and lack of recognition and appreciation. These toxic cultures breed conflict by eroding employee morale, increasing stress levels and hindering teamwork.
Toxic work cultures significantly contribute to the emergence and escalation of workplace conflict:
• Firstly, it erodes trust among employees, resulting in miscommunication and misunderstandings. Toxic cultures often promote a “survival of the fittest” mindset, often encouraging ‘unhealthy’ competition and hostility, which further fuel conflicts.
• Secondly, toxic work cultures frequently lack effective conflict resolution mechanisms. When employees perceive a lack of support or fairness in addressing their concerns, conflicts remain unresolved, simmering beneath the surface and potentially intensifying into larger issues. Remember the saying “from little things big things grow”!
• Thirdly, toxic work cultures inhibit effective teamwork and collaboration. When employees are pitted against each other or experience a lack of psychological safety, they are less inclined to cooperate leading to increased conflicts, more absenteeism and decreased productivity. Workplace conflict carries several and significant negative consequences. For individual team members it is likely to adversely affect their mental and emotional well-being, leading to increased stress, anxiety, and burnout. This, in turn, results in reduced job satisfaction, higher turnover, and a higher probability of an increased number of Workers’ Compensation claims.
Don’t forget a toxic work culture will affect your employer brand.
Five Strategies to Address and Fix Toxic Work Culture and Conflict:
1. Promote a Positive Work Culture: Foster open communication and transparency. Encourage an inclusive environment that values diversity and treats team members with respect. Develop a shared vision and mission that aligns with the organisation’s values (this is also a great team exercise!).
2. Implement Conf lict Resolution Training: Provide the team and managers with the necessary skills to identify and address conflicts constructively. The program should address effective communication, active listening, negotiation and mediation techniques. This empowers individuals to engage in healthy dialogue and resolve conflicts before they escalate.
3. Establish Clear Policies and Procedures: Implement policies that address conflict resolution, antidiscrimination, bullying and harassment. Additionally, create a safe reporting environment where team members feel comfortable expressing concerns without fear of retaliation or victimisation.
4. Lead by Example: Leadership plays a crucial role in shaping workplace culture. Leaders should always seek to model positive behaviours and actively address conflicts when they arise. By setting the right tone at the top, leaders can inspire everyone else to follow suit, fostering a culture of respect, courtesy, professionalism and collaboration.
5. Foster Employee Well-being: Promote work-life balance, offer support programs (like an Employee Assistance Program), and create opportunities for personal and professional development (this should also extend to the leaders of the business). By supporting employee well-being this will enhance job satisfaction and boost employee engagement.
A final word – get on the front foot and address any workplace conflict or negativity early. Sitting back and ‘hoping’ that the conflict will resolve itself, only serves to prolong the negative impact and deepen the existing toxic workplace elements….and you may lose a critical team member in the meantime!
Nick Hedges is the founder of Resolve HR, an HR consultancy specialising in providing workplace advice to managers and business owners. He recently published his first book, “Exiting Underperforming Team Members – The Inside Scoop”. To order your FREE copy go to https:// resolvehr.com.au/
Nick Hedges > Resolve HR
Food Safety Program
The Queensland Food Act 2006 identifies the most vulnerable members of society that face the greatest risk from food contamination and food borne disease. These include aged-care, hospitals, certain types of caterers and early learning services.
These businesses that supply food to the vulnerable members of society is required to have a food license and an accredited food safety program, this includes the clients of caterers that supply early learning services meals, such as Kids Gourmet Food, Healthy Cooking Company, Wellbeing Food Co, Queensland Childcare Services ….
To be accredited, a food safety program must be assessed and approved by local council. However, before it can be submitted to council, it must be reviewed by an approved food safety auditor. If all the requirements have been met, the approved auditor will issue a notice of written advice that must accompany the submission to Council. Once approved and accredited, the business is subject to food safety audits according to a schedule decided by their local council. The business must engage an approved food safety auditor to conduct these onsite audits, assessing if the business has complied with the accredited program.
To help early learning service providers develop their food safety program, Queensland Health has produced a tool kit that explains the methodology, including step-by-stepguides and templates. Early learning service operators are not bound to use these templates and are free to use their own variation if they meet the criteria outlined in the Australian/ New Zealand Food Standards CodeStandard 3.2.1 - food safety programs. The following link will assist you to develop your own program, Develop a food safety program | Health and wellbeing | Queensland Government (www.qld.gov.au)
In most cases, the food safety program is prepared by the business owner themselves or a representative. However, some prefer to engage a Food Safety Auditor to prepare it on their behalf. If so, then a different Food Safety Auditor is required to prepare the notice of written advice for council and conduct the onsite audits.
Food Safety Solutions QLD PO Box 151 –Dayboro, Queensland 4521
Mobile: 0481 817 233
Email: admin@ foodsafetysolutionsqld.com.au
Website: www.fssqld.com
Narelle Davis > Food Safety Solutions Queensland
What Age Can a Child Start Tutoring?
Across Australia, an increasing number of children are experiencing learning issues as a result of post-COVID school closures and a rise in the occurrence of learning difficulties.
According to Michael Black, founder and CEO of Success Tutoring, the number of parents seeking tutoring support for their children is on the rise.
“The biggest question we get is, how old should my child be before we start providing tutoring assistance. The answer is, there is no set age, the decision to provide a child with tutoring support should be based on the needs of the child, regardless of their age.”
“Every child is different and has different experiences and learning needs.”
Black is spearheading the growth of one of the country’s leading franchise tutoring businesses, Success Tutoring, and he is seeing an increase in the number of younger children needing tutoring support.
He explained that many children undertaking tutoring with Success Tutoring start around the age of ten however he is seeing an increase in the number of younger children coming in from as young as five.
Benefits of starting tutoring for younger children.
Early intervention
“Identifying and addressing learning difficulties early can prevent them from becoming more significant challenges later on. Tutoring can provide targeted support to help children overcome early academic hurdles,” Black said.
“Many children start tutoring around the age of ten years of age as this is the time when they are nearing completion of primary school and getting ready to move into high school. Making the leap into high school can be quite a big jump for many children which is why parents often like to support their children during this transition with additional customised learning.”
Improved confidence
“Success in learning can boost a child’s confidence and motivation.
Early tutoring can help children build a strong foundation in key subjects, leading to greater self-assurance in their academic abilities,” Black said.
“This helps to build a child’s self confidence which in turn helps to improve their love and enjoyment of learning. We know that children who enjoy learning from a young age tend to do well at school and excel in other aspects of their life as well.”
Individualised attention
“Tutoring sessions are typically tailored to the child’s specific needs, allowing for personalised instruction and focused attention on areas where the child may be struggling,” Black said.
“This helps to support the child to strengthen key areas of learning providing an important foundation for continued learning and academic success.”
Enhanced learning skills
“Tutoring can help children develop essential learning skills such as study habits, time management, and critical thinking from a young age, setting them up for academic success in the future,” Black said.
“Learning core skills provides children with the ability to build on their learning with confidence.”
Early mastery of concepts
“Getting a head start on mastering fundamental concepts in subjects like reading, writing, and math can give children an academic advantage as they progress through school,” Black added.
Cultivation of a positive attitude towards learning
“Regular engagement with a tutor can foster a positive attitude towards learning, making it an enjoyable and rewarding experience for children from an early age,” Black said.
Preparation for academic transitions
“Tutoring can help children prepare for transitions such as starting primary school or high school, moving to a new grade level, or tackling more advanced coursework as they progress through school,” Black continued.
“Overall, starting tutoring young can lay a strong foundation for academic success and instill a lifelong love of learning.”
About Success Tutoring
Founded by Michael Black in 2017, Success Tutoring is Australia’s fastest growing education centre with ten locations and a further 80 cites planned by 2026. The company offers weekly tutoring sessions in English and Maths for students aged five to 17, with a school readiness program for kids even younger, and selective school exam preparation tutoring also available. The Success Model not only empowers students to work at their own pace towards progress but also finds success in the social aspect of students coming together and working as a community of students to find motivation, inspiration and a lifelong love of learning.
https://successtutoring.com.au/
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:
Sophie: Ascot Childcare And KindyCertificate III (Trainer Sue)
Christina: Goodstart Early LearningForest Lake - Certificate III (Trainer Elissa)
Michelle: Goodstart Early Learning - Forest Lake - Certificate III (Trainer Elissa)
Vanessa: Educating Kids Childrens Centre Domain - Certificate III (Trainer Lainie)
Tisharn: Hatchlings Early Learning Centre Waterford West - Certificate III (Trainer Sue)
Sarah: Bahrs Scrub Early Learning Centre - Certificate III (Trainer Melissa-Ann)
Angelique: Little Scholars School of Early Learning - Redland Bay SouthCertificate III (Trainer Brooke)
Amelia: Bayside Community College Early Childhood Centre Inc - Certificate III (Trainer Brooke)
Kylie: Educating Kids Childrens Centre Domain - Certificate III (Trainer Lainie)
Alyssa: Bahrs Scrub Early Learning Centre - Certificate III (Trainer MelissaAnn)
Noah: Browns Plains Kids Early Learning Centre - Certificate III (Trainer Elissa)
Alana: A Country Garden Early Childhood Centre - Jacaranda House - Certificate III (Trainer Elisha)
Jade: Little Scholars School of Early Learning - Ormeau 2 - Certificate III (Trainer Melissa-Ann)
Rebekah: Raceview Kindergarten and Child Care Centre - Certificate III (Trainer Holly)
Sakshi: Little Bunyas Early Childhood Centre of Excellence - Certificate III (Trainer Melissa-Ann)
Lola: Little Corner Early LearningRedland Bay - Certificate III (Trainer Brooke)
Grace: Kids Bizz Childcare CentreCertificate III (Trainer Maria)
Rosie: Guardian Childcare & EducationCoorparoo - Certificate III (Trainer Sue)
Casey: Little Scholars School of Early Learning Deception Bay - Certificate III (Trainer Maria)
Alana: Hatchlings Early Learning CentreCaboolture - Certificate III (Trainer Maria)
Ella: Greenslopes Early Learning CentreCertificate III (Trainer Sue)
Megan: Edge Early Learning - LaidleyCertificate III (Trainer Sona)
Alicia: Arden Early Learning - OrmeauCertificate III (Trainer Melissa-Ann)
Kaileen: Educating Kids Childrens Centre Townsville - Diploma (Trainer Lainie)
Madeleine: Little Scholars School of Early Learning - Redland Bay SouthDiploma (Trainer Brooke)
Madison: Bayside Community College Early Childhood Centre Inc - Diploma (Trainer Brooke)
Savanna: Little Ducks Childcare Annerley - Diploma (Trainer Sue)
Loretta: Guardian Childcare and Education Burdell West - Diploma (Trainer Lainie)
Kate: Little Scholars School of Early Learning - Redland Bay South - Diploma (Trainer Brooke)
Bronte: Riversdale Early Learning Centre - Oxenford - Certificate III (Trainer Kellie)
Lily: Play and Learn - Upper CoomeraCertificate III (Trainer Holly)
Soyogi: The Hills MontessoriCertificate III (Trainer Brooke)
Mackenzie: Little Scholars School of Early Learning Redland BayCertificate III (Trainer Brooke)
Emily: Honour Early Learning - Beenleigh - Certificate III (Trainer Elissa)
Kaitlyn: Guardian Childcare & EducationAspley - Certificate III (Trainer Sue)
Isabelle: Riversdale Early Learning Centre - Oxenford - Certificate III (Trainer Kellie)
Danielle: Bahrs Scrub Early Learning Centre - Diploma (Trainer Melissa-Ann)
Chelsea: Hatchlings Early Learning Centre - Caboolture - Diploma (Trainer Maria)
Tahlia: Little Zebra Child Care CentreAllambie Lane - Certificate III (Trainer Maria)
Kahlia: Hatchlings Early Learning CentreCaboolture - Certificate III (Trainer Lainie)
Brooke: Little School - LoganholmeDiploma (Trainer Melissa-Ann)
Tyson: Educating Kids Childrens Centre Domain - Certificate III (Trainer Lainie)
Halle: Guardian child care and Education Springfield Lakes - Certificate III (Trainer Elisha)
Thaisa: Out & About Care - Dalton Drive Maroochydore - Certificate III (Trainer Maria)
Erin: Redbank Plains Child Care Children’s Centre - Certificate III (Trainer Elisha)
Ashling: Okinja Early Learning Centre and Kindergarten - Diploma (Trainer Maria)
Dorota: Small World Child Care CentreCertificate III (Trainer Holly)
Abbey: Lullaby Early Learning Centre - Varsity Lakes - Certificate III (Trainer Ammie)
Melissa: Little Scholars School of Early Learning - Redland Bay SouthCertificate III (Trainer Brooke)
Tahlia: Little Birds Early Learning Centre - Flinders View - Certificate III (Trainer Elisha)
Emma: Tiny Tots Early Learning CentreCarrara - Certificate III (Trainer Ammie)
Kasey: Play and Learn - Upper CoomeraCertificate III (Trainer Holly)
Grace: Young Discoverers Highland Reserve - Certificate III (Trainer MelissaAnn)
Trinity: Educating Kids Childrens Centre Domain - Certificate III (Trainer Lainie)
Nikayla: Vickers Road Community Childcare Centre - Certificate III (Trainer Lainie)
Ronan: Tiny Tiger Early Learning CentreEight Mile Plains - Diploma (Trainer Elissa)
Kelly: Little Scholars School of Early Learning - Ormeau Village - Certificate III (Trainer Melissa-Ann)
Shanyah: Deebing Heights Early Learning - Certificate III (Trainer Elisha)
Teegan: Little Scholars School of Early Learning - Ormeau 2 - Certificate III (Trainer Melissa-Ann)
Caitlin: Educating Kids Childrens Centre Townsville - Certificate III (Trainer Lainie)
Jade: The Kidz Cubby Educational Centre - Certificate III (Trainer Maria)
Jessica: Guardian Childcare & EducationGreenbank - Diploma (Trainer Elisha)
Tianna: A Country Garden Early Childhood Centre - Jacaranda House - Certificate III (Trainer Elisha)
MADELEINE
ROSIE BROOKE
ELLA
SAKSHI
SOPHIE
TEEGAN ERIN
JADE
KAILEEN
KELLY
MELISSA
MADISON
MACKENZIE
MICHELLE NOAH
RONAN
AMELIA
ANGELIQUE
CHRISTINA
TAHLIA TIANNA
DANIELLE
EMILY
Supporter Members Directory
Accounting,
Accounts Advantage
Krish Ravipati krish@accountsadvantage.com.au
8266accountsadvantage.com.au
Elston Kelly StubberfieldKelly.Stubberfield@elston.com.au 07 3211 9555elston.com.au
ShineWing Australia Jeremy Wicht jwicht@shinewing.com.au 07 3085 0888shinewing.com.au
William Buck Ben Manera benjamin.manera@williambuckqld.com.au07 3229 5100williambuckqld.com.au
Banking Services
ANZ Health Jason Clayton jason.clayton@anz.com 0466 503 507anz.com
Brokers
Childcare Concepts Hilary Knights hilary@childcareconcepts.com.au 0407 572 725childcareconcepts.com.au
Building & Property
Blue NRG
Chris Koulianos chris.koulianos@bluenrg.com.au 1300 599 888bluenrg.com.au
Bunnings Sal Russo srusso@bunnings.com.au 0439 150 843bunnings.com.au
CPO Architects
Express Glass
Smiljana O’Brien admin@cpoarchitects.com.au 07 3062 2998 cpoarchitects.com.au
Beth Pope bethp@expressglass.com.au 0420 375 240expressglass.com.au
Jardine Architects Greg Jardine greg@jardinearchitects.com.au 07 3229 9322jardinearchitects.com.au
Jorgensens Tim Cox info@jorgensens.com.au 07 5597 6620jorgensens.com.au
Mathiou Services Jamie Mathiou connect@mathiouservices.com.au 1300 363 423mathiouservices.com.au
Mollard Property Group Wendy Mollard wendy@mollard.com.au
03 9225 5254mollard.com.au
Wearthy Vanessa Ritsonvanessa@wearthy.co 0413 485 574wearthy.co
X-ALT Solar Brian Mills brian@x-altsolar.com.au
Consultants & Management
Absolute Support Training & ResourcesDarlene Wadhamdarlene@absolutesupport.com.au
Early Learning Management (ELM)Naomi Freney naomi@elm.net.au
0402 658 313x-altsolar.com.au
0488 666 455absolutesupport.com.au
07 5592 5800elm.net.au
Employer Services Gil Muir reception@employerservices.com.au07 3220 3500employerservices.com.au/contact
Giggletree Samantha Ahearnsamantha@giggletree.com.au 07 3482 2490giggletree.com.au
Guardian Early Learning Group Warren Bright contact@guardian.edu.au 1300 217 570guardian.edu.au
Holistic Management and ConsultancyMel Calci mel@holisticmanagement.net.au 0417 664 189holisticmanagement.net.au
Kids and Adults Learning (KAL)Annette Cunadoinfo@kal.net.au 1300 783 880kal.net.au
Ready Now Resources Louise Thomas Louise@readynowresources.com.au 0410 456 607readynowresources.com.au
Resolve HR Nick Hedges nick@resolvehr.com.au 0433 139 445resolvehr.com.au
ROSE Way Consultants Carrie Rose carrie_rose@icloud.com 0410 671 971therosewayplanning.com
The Scholars Group (Scholars Consulting) Rebecca Gunn rebecca@thescholarsgroup.com.au 1300 018 308thescholarsgroup.com.au
ChildCareCRM Pikka Turangan pturangan@childcarecrm.com
ChildHR | DiffuzeHR Barry Lehrer barryl@diffuze.com.au
Daitum Theo Noel Theo.noel@daitum.com
Kidsoft Peta Hagger peta@kidsoft.com.au
QCS Group Tim Cahill tim@qcsgroup.com.au
0404childcarecrm.com
050 323daitum.com
827 234kidsoft.com.au
858 723qcsgroup.au
Rubiks iT Andre Campbellandrecampbell@rubiksit.com.au 07 5613 1889rubiksit.com.au
Xap Childcare Solutions Sean Murphy sean@xap.com.au 1300 543 792xap.net.au
Sport, Fitness & Health
Delivering Dental
Simran Pathejaadmin@deliveringdental.com.au 0410 603 393deliveringdental.com.au
Dental2you Larissa Curtis admin@dental2you.net 0478 883 830dental2you.net
Ginger Sport Melanie Reynoldsinfo@gingersport.com.au 07 3890 3338gingersport.com.au
Little Sport Heroes Ross Romeo ross@littleheroesaustralia.com 0414 097 305 littleheroesaustralia.com/sports-heroes
Physi Kids Kayleen Tolley info@physikids.com.au 0414 559 997physikids.com.au
Telus Health LifeWorks Kylie Hancock kylie.hancock@telushealth.com 0477 612 819telus.com/en/health
The Wellbeing Food Company Brad Teys brad@wellbeingfood.com.au 0411 733 555wellbeingfood.com.au
Staff Recruitment
Expect A Star Amanda Lawsonamanda@expectastar.com.au 1300 669 653expectastar.com.au
Save Our Service Joanne Oakmanjoanne.oakman@saveourservice.com.au0422 038 325saveourservice.com.au
Z Staffing Katrina O’Callaghan 1300 922 782zstaffing.com.au
Superannuation
Child Care Super Ben Fagan BFagan@guildtrusteeservices.com.au1800 810 213childcaresuper.com.au
HESTA Super Fund Joanne Fenton jfenton@hesta.com.au 07 3223 4906hesta.com.au
NGS Super Kate Graham Kgraham@ngssuper.com.au 0437 516 830ngssuper.com.au
Toys, Resources & Suppliers
ABC School Supplies Graham Bone info@abcschoolsupplies.com.au
Bellbird Kidz Georgia Murray gmurray@bellbird.com.au
Childcare Cleaning Supplies Anna Popow sales@childcarecleaningsupplies.com.au1300 314 491childcarecleaningsupplies.com.au
Croft Care David Croft david@croft.net.au 07 3274 3900croftcare.com.au
EducationAll Australia Julie Rowan julie@educationall.com.au 1300 044 984educationall.com.au
H Pro Pty Ltd
William White william@hpro.com.au 07 3041 4132hpro.com.au
Macrosphere Pty Ltd Margaret Robbins mrobbins@macrosphere.com.au 07 3102 1111macrosphere.com.au
Modern Teaching Aids (MTA) MTA Team sales@teaching.com.au 1800 251 497teaching.com.au
OfficeWorks Caitlin McKenzieclmcken2@officeworks.com.au 07 3624 5695officeworks.com.au
PSE Preschool Equipment Karen Clark info@preschoolequipment.com.au 1300 555 972preschoolequipment.com.au
Starex Inspiring Manufacturing Monique Denham monique@starex.com.au
07 3709 3336starex.com.au
Step4 Melinda Neal melinda@step4.com.au 0466 126 714step4.com.au Training Providers
ACE Community College Robyn Keenan Robyn.k@acecolleges.edu.au 07 5520 3026acecolleges.edu.au
ACTAC - Australian College of Teacher Aides and Childcare Erin Winsbury ewinsbury@actac.com.au 1300 511 455actac.com.au
Australian Internships Sue Beck sue@internships.com.au
CAECE - College for Australian Childhood Educators Cris Romao manager@caece.com.au
3011 9405internships.com.au
3299 5784caece.com.au
ECTARC (Early Childhood Training and Resource Centre) Jan Langtry info@ectarc.com.au 07 3290 2966ectarc.com.au
Farran Street Education Adrian McLean education@farranstreet.com.au 1300 366 896farranstreeteducation.com.au
Food Safety eLearning AcademyGraham Henrickson ghenrickson@fsea.au 0419 491 485fsea.au
In Safe Hands Educators in SafetyMichael Pecic enquiries@insafehands.net.au 1300 794 644insafehands.net.au
Oscar Care Group Nicole Buettel info@oscarcaregroup.com.au 03 9560 1844oscarcaregroup.com.au
Phoenix Support for EducatorsSandi Phoenix admin@phoenix-support.com.au 1300 361 243phoenix-support.com.au
We Belong Education Saurubh Malviya info@webelongeducation.com 0430 015 526webelongeducation.com Valuers
07 3002 0900htw.com.au
Herron Todd White Simon Fox simon.fox@htw.com.au
Knight Frank Valuation & Advisory
Queensland Darren Trivett darren.trivett@qld.knightfrankval.com.au0419 776 008trivett.net.au
EarlyEdition
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