CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
Creating order
from the chaos in a play-based environment
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20
2014
CO
Y
30 APRIL
E
training outcomes
HURRY EARLY B REGISTRA IRD TIO CLOSES N
L 25-27 JU
How to improve
ONFER C EN
in early childhood services every day
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Storytelling
14 GOLD
childcareqld.org.au
A brand new college with a brand new way of thinking. We’ll be training your educators from mid 2014 in the Certificate III in Early Childhood Education and Care* and specialist industry-led workshops on: Programming and documentation Play-based learning Integrating teachers into long day care
The College for Australian Early Childhood Educators will open its doors mid 2014. Providing industry-led and best practice training to kick start your early childhood career. Quality starts here. Call us on (07) 3299 5784 or email info@caece.org.au to find out more.
www.caece.com.au A Childcare Queensland Partner
* pending RTO approval
CHILDCARE QUEENSLAND News - AUTUMN 2014
Contents
Cover Photo: First Steps Early Childhood Learning Centre, Atherton
Childcare Queensland
Message from the CQ President
2
Message from the CQ Chief Executive Officer
3
Productivity Commission Inquiry update
4
Creating order from the chaos in a play-based environment
6
Reviewing your Quality Improvement Plan
9
Asthma in childcare
11
Media headlines - just one part of the story
14
Bullying - The Allen Adventure App
15
How to improve training outcomes
16
Selling your centre: How to survive buyer due diligence
20
Making your code of conduct credible
22
Storytelling in early childhood services every day
23
Associate member directory
24
Location: 11/6 Vanessa Boulevard, Springwood Mailing: PO Box 137, Springwood QLD 4127 Telephone: (07) 3808 2366
MANAGEMENT COMMITTEE
Fax: (07) 3808 2466
Executive
Committee Members
Toll Free: 1300 365 325 (outside Brisbane)
President Peter Price
Linda Davies
Web: www.childcareqld.org.au Email: info@childcarequeensland.com.au
Disclaimer: Articles published in this magazine are published as a service to readers and should not be substituted for specific advice in relation to any issue. While advertising in this magazine is encouraged, Childcare Queensland accepts no responsibility for the contents of the advertisements. Advertisements are accepted in good faith and liability for advertising content, goods or services supplied is the responsibility of the advertiser.
Vice President John Keast
Majella Fitzsimmons Kerrie Lada
Treasurer Jae Fraser
Christine Mayer
Secretary Debra North
Prue Turnbull
Brent Stokes
CEO Gwynn Bridge Childcare Queensland Office General Manager James Blake
Senior Office Administrator Jen Smyth
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
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Message from the
CQ President
O
n behalf of the Management Committee of Childcare Queensland (CQ) I extend you a warm welcome to another busy year in childcare.
I hope the start to the year has been positive for you, your educators, children and families. CQ has a busy 2014 program ahead. Members Meetings will be held throughout Queensland (and via webinar) in March, June, September and November. These are a perfect opportunity for you to have your say in what will be a year of inquiries and reviews. We will also be holding two dedicated Approved Provider Workshops in April and October to provide extra support and another two workshop series through the Kindergarten Advisory Support Service (KASS). The next series, in March, will focus on play-based learning environments and addressing how to create order from the perceived ‘chaos’ in our classrooms. The CQ National Conference will be held from 25-27 July 2014 and I would like to extend my thanks to the Conference Committee for the development of an exceptional program and theme. I encourage all services across Queensland to take advantage of early bird rates that expire on 30 April. CQ will continue to work hard to ensure Government hears your views as I have spoken to many who continue to struggle with the implementation of the National Quality Framework (NQF) given the unrealistic expectations, and a lack of understanding from the government sector on the practicalities of the reform.
Many of the convoluted arrangements could have been avoided, saving time and money for government, approved providers and educators through real and meaningful consultation rather than ideological propaganda. These mistakes will likely happen again and are never politically isolated. Australian Childcare Alliance and Childcare Queensland made a substantial submission to the Productivity Commission and we are working with the State and Federal Governments to highlight reforms to our system that will correct some of the costly unintended consequences that have arisen. Regardless of how we got here, the impact ultimately falls on families from the perspective of affordability. It is disappointing that there are leaders in our sector who refer to the ACA and its members as ‘NQF nay-sayers’. This is simply not true. We support the ambitions of the NQF and we have never argued for a reduction in the quality of services provided to the Australian community, but we do want the debate to be realistic. There is a limited amount of money and a growing need to support families – something the government will ultimately need to consider – but we must be prudent with our approach. The endless demand for more funding under the pretence of saintly ambition is systematic of inefficient and reckless approaches. We regularly see calls for further investment in the name
It has become obvious from the large number of submissions made to the Productivity Commission Inquiry into Childcare and Early Childhood Learning that the future shape of the sector is vital to us all.
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of ‘children’ and the ‘future’. A more targeted approach after consultation with the sector would ensure that hype and unrealistic claims for funding cease. Our submission provided 41 recommendations, many of which you will be deeply connected too. We are not the only organisation to raise these issues and we believe government will consider our suggestions seriously. Regulation is (and has always been) necessary to give everyone a direction – an expectation of what parents should receive, and services should provide, but over-regulation – or setting the bar to an unrealistic height – particularly before proper training and preparation is in place – can only set the sector up to fail. The Productivity Commission has their work cut out for them and only time will tell what will come next.
Peter Price President
Message from the
CQ Chief executive officer
T
he Australian Childcare Alliance (ACA) Submission to the Productivity Commission Inquiry was collated from evidence from all states and territories, families, providers and educators.
With 411 submissions lodged to date, we now await their recommendations to government on the future of the Early Childhood Education and Care (ECEC) Sector. Our Member Survey, completed in January, revealed high vacancy levels with occupancy averaging just 75 per cent across all respondents. Childcare Queensland (CQ) is concerned that families are calling for additional services when our evidence informs us that oversupply is not apparent in the majority of jurisdictions. Since 1 January 2014 there have been twenty applications to build new ECEC services throughout Queensland. In some of these areas we are aware of existing oversupply. We are calling on the Australian Government to reinstate the Planning Advisory Committee to enable an accurate needs analysis so that new services are built in areas of high need – not at the whim of a developer or where land is less expensive. The Department of Education (DoE) through data collated via the Child Care Management System, has the opportunity to bring together the analysis of Australian, State and Local Governments to strategically monitor supply and demand nationally. Affordability for families continues to be a concern and evidence from families (2500) who responded to our parent survey indicates that a reduction of hours and even leaving the workforce will occur should fees continue to rise as services pass on additional costs. 83 per cent of respondents to the Parent Survey 2014 indicated that they had issues with workforce participation and stated that they considered the cost of childcare a barrier to work or study.
Should the Australian Government defer delivery of additional assistance for families until 2015-16 our concern is that this will result in women leaving the paid workforce or further reduce working hours. It is imperative for the Australian economy that female workforce participation ceases to decline and improves in the short to medium term. Our 2014-15 Budget Submission will concentrate on the affordability issue for families. The private sector provides billions of dollars in social infrastructure for Governments to ensure that families can participate in the workforce. This was a commitment born in the early 1990’s and we fail to understand why government has not ensured that a planning model directs supply in accordance with workforce need and why the Child Care Benefit and Child Care Rebate have been permitted to be frozen and eroded. Working families are increasing demand for part-time care compared with previous years in most demographic areas. Tuesday, Wednesday and Thursday are now the higher usage days. Results from the Member Survey 2014 highlight that 84 per cent of respondents are being directly impacted by this shift in demand. ACA members attributed 90 per cent of this activity to families’ ongoing affordability concerns. A recent newspaper article based on Minister Langbroek’s announcement to create stronger linkages between the State Schools and ECEC services drew considerable interest for implications that there would be a push down into the ECEC sector by schools. Minister Langbroek has contacted me with assurance that this is not the intent and that the Department will create
new positions in regions to ensure that ECEC services are better linked to ensure children are classroom ready. Many services are already interacting with their local schools but some schools have been hesitant to work with the services. CQ has, since the inception of the Queensland Kindergarten Funding Scheme, been advocating that there must be stronger linkages between services and the schools to ensure a smooth transition into formal schooling for our children. It is our belief that the prep year should be more aligned to the play based learning of the ECEC sector. Our current tasks are preparing a submission to the Australian Government with our recommendations for the 2014-2015 Budget together with two Senate Inquiries – one on “The immediate future of the childcare sector in Australia” and the other on “The delivery of quality and affordable early childhood education and care services”. Any input from members on any of these three papers is appreciated. CQ continues to grow and we welcome new members every month. We have exciting developments occurring on the growth of the Association and we look forward to Conference 2014 with our theme “People, Purpose and Passion” and inspiring speakers including Maggie Dent and Marc Armitage.
Gwynn Bridge Chief Executive Officer
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
3
Productivity Commission
Inquiry Update
O
n 3 February 2014 the Australian Childcare Alliance (ACA) provided a comprehensive submission to the Productivity Commission inquiry into Childcare and Early Childhood Learning on behalf of State and Territory Associations and their members. Thank you to all members who assisted in gathering information for the submission through parent and member surveys in December and January. ACA provided the Productivity Commission with 41 recommendations on a range of early childhood education and care issues including the implementation of the National Quality Framework (NQF), viability of services, demand for childcare, workforce issues, the needs of vulnerable and disadvantaged families and the role of government. We welcome the Australian Government’s desire to address the needs of Australian families and their children, who rely heavily on a quality, affordable, accessible and sustainable environment in which their children will thrive, learn and be safe. Research has proven that support for this important cohort of young Australians will reap enormous rewards
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- economic, familial and social for our country now and long into the future. ACA supports the National Quality Framework (NQF) and continues to encourage the sector to provide superior care through these reforms. The deep and ongoing concerns of child care providers is the parent’s ability to maintain workforce participation whilst meeting the increased costs incurred as a result of implementing the NQF reforms. We do not believe that families can afford any additional cost as a result of these reforms as they are already struggling with the rising cost of living. The Australian Government has stated that reforms to the funding model must remain within the existing funding envelope. As part of this submission, ACA has called on the Australian Government to reassess this position and inject further funding to ensure that families and their children are not placed under further stress.
We are concerned that if measures and safeguards are not put in place to immediately address affordability issues, these families and their children will be priced out of quality early learning programs. As part of this submission, ACA commissioned Urban Economics to undertake an analysis of costs and affordability for families. It reinforces our view that immediate steps are needed to address the cost impost of the NQF and the affordability concerns of families. The submission also outlined a new approach to assessment and rating developed in conjunction with the Outside School Hours Care (OSHC) and Family Day Care sectors in Queensland. A full copy of the submission can be downloaded from the Childcare Queensland or Productivity Commission website.
Key recommendations in the submission addres sed the: 5 affordability concerns of families and the devaluati on in government subsidies to families over the past decade; 5 overlapping responsibilities between layers of gove rnment; 5 national governance model for early childhood ; 5 red tape and excessive administrative burden expe rienced by providers; 5 decoupling of the National Quality Standards (NQ S) from the National Regulations; 5 discontinuation of the Assessment and Rating syste m due to national and statelevel inconsistencies and sustainability concerns; 5 lack of education and benchmarking of best prac tice across the NQS; 5 inequitable taxation status of not-for-profit prov iders; 5 need for a stronger planning system for new early
childhood services;
5 inequitably low funding for the 0-3 age groups; 5 NQF cost pressures and implementation of staffi ng ratios; 5 funding programs for children from vulnerable and disadvantaged families; 5 inclusion support subsidy program; 5 need to ensure no family is ‘worse off’ with any
future funding reform;
5 inequitable employer sponsored childcare models; 5 strategies to improve flexibility of childcare for long
day care;
5 importance of Australian Government funding only be directed to sectors that are in-scope, regulated and monitored for quality; 5 quality of training provided by registered training organisations to the early childhood sector; 5 role of Australian Children’s Education and Care
Quality Authority; and
5 consistency of national partnerships across juris dictions.
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
5
Creating Order from the Chaos in a Play-based Environment
Linda McConville, Kindergarten Advisory Support Service (KASS)
D
o you feel confused as to what a “play-based environment” means? Is it overwhelming not knowing where to start, how to manage and enhance the learning for the children when there is no “formal” information regarding what and how to teach? Does your learning environment feel a little chaotic and out of control? Our previous workshop series discussed the challenges teachers face when moving from a formal, structured learning environment to a long day care “play-based” environment. We know it feels comforting and secure to have a clear curriculum that sets out how and when to “teach” particular concepts. However, once the curriculum is removed, a great deal of decision making is left up to teachers. This can be daunting, particularly when the learning journey and outcomes are to be documented and achieved to meet the requirements of the National Quality Standard (NQS). The burning question for teachers becomes, “How do you develop an enriched learning program for the children whilst ensuring all other requirements are being appropriately documented and met? What might this look like and how do we manage it?” With greater understanding of how a play-based environment can provide holistic learning opportunities, guided through your intentional teaching practices, you will begin to feel more confident in the delivery of the program. Unlike the classroom environment where everything is scheduled and more formal, a play-based environment is where children learn naturally from play and everyday experiences. It is an environment where children can discover, investigate, create, imagine, try out ideas and ask questions under the watchful eye and guidance of the teachers/educators who are “deliberate, purposeful and thoughtful in their decisions and action” (Early Years Learning Framework (EYLF) , page 15).
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A play-based environment does not have to be chaotic and learning through play is enhanced when there is a balance between what the child has initiated, when the child wants to lead and where the teacher guides them. Numerous researchers have highlighted the importance of play in early childhood education which is often linked to children’s stages of cognitive and social development and it is identified as appropriate to support children’s learning during the early years (Thomas, Warren and deVries, 2011). Play-based learning takes the children on a journey of discovery and problem solving and also encourages the use of imagination and creativity, giving the children a passion and love of learning that can last a lifetime. Educators can create learning environments “that encourage children to explore, solve problems, create and construct” (EYLF, page 15). The teacher doesn’t always have the answers therefore uses different strategies to encourage investigation. Strategies can include: • asking open ended questions; • having meaningful conversations with children every day; • being prepared to say “I don’t know” and being willing to investigate with the children; • being an active listener, as we learnt in our first workshop series - “We have two ears and one mouth so we should listen twice as much as we speak”
• being an active participant in play; and • placing provocations in the play to extend learning. This list is not exhaustive and there will be many more strategies you can add as you progress on your journey. Families and the relationships that are developed, play a vital role in learning environments for the children. They contribute ideas to enhance the children’s learning environment and can build on and reflect the children’s interests and identities. When planning and organising quality learning environments, teachers need to be purposeful in: • promoting the children’s interests; • reflecting the diverse needs of the children; • creating a balance of experiences in the indoor and outdoor spaces and between quiet, active, individual and group experiences; and • ensuring the routine creates an unhurried and calm environment. The more input children have regarding their environment and learning, the more it encourages their independence and ability to become a confident learner. It is important that the children contribute to their physical environment.
It is stated in the Queensland Kindergarten Learning Guideline (QKLG) that “shared decision making facilitates children’s learning, fosters positive social behaviours and helps them to feel empowered to make choices” (QKLG page 25). Room arrangement and flexible routines foster this independence, feeling of selfworth and confidence. When teachers and children plan together they can “promote play, independence and collaboration by positioning materials to encourage easy access and exploration” (QKLG page 25). This is also reflected in Learning Outcome 4 (EYLF) Children are confident and involved learners, and in the NQS Quality Area 3, standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play. The EYLF, QKLG and NQS all use phrases such as shared decision making, teachable moments, purposeful interaction, intentional teaching, interesting and challenging environments. Think about these outcomes and words from the documents as your environment evolves. Ensure your intent to teach is deliberate, purposeful and thoughtful. You will find that the play-based environment will not seem so chaotic, but purposeful and enriched with learning opportunities. We are looking forward to presenting KASS Workshop Series 3 to you, which will extend on the ideas presented in this article and where you may find answers to many of your questions. Reference Thomas, L., Warren, E. and deVries, E. (2011). Play-based learning and intentional teaching in early childhood contexts. Australian Journal of Early Childhood, 36(4), 69-75. EYLF, QKLG, NQS
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
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KASS Workshop Series 3
Creating Order from the Chaos in a Play-based Environment KASS Workshop Series 3 - Creating order from the chaos in a play-based environment, is designed to provide practical ideas and tools that can be adapted to your own circumstances and services. This workshop focuses on improving your understanding of a play-based environment, the benefits it can have to your service and how you can take advantage of it to achieve quality outcomes for children.
The workshop aims to answer the following questions: ✔ What is a play-based environment and what are its benefits? ✔ How can I manage and maintain a stimulating play-based environment? ✔ How can I develop a system and approach to teaching that is about increasing meaningful time with the children? ✔ How can play-based learning help me develop positive and mutually beneficial relationships with children, families, community and between team members?
Workshop SSuitable uitabfor leall fEDUCATORS or all Educators
✔ How can I engage and build on families’ understanding of the NQF in a play-based environment? ✔ What does indoor/outdoor programming mean and how can I implement it in my service? ✔ How do I make links between QKLG, EYLF and NQS?
Dates & Locations Location
Date
Venue
Cairns
Saturday 22 March
Rydges Cairns
Gold Coast
Saturday 29 March
Southport Sharks
Townsville
Saturday 3 May
Mercure Inn
Sunshine Coast
Saturday 10 May
Maroochy RSL
Ipswich
Saturday 17 May
Ipswich Civic Centre
Toowoomba
Saturday 24 May
Platinum International Motel
Brisbane
Saturday 31 May
The Pavilion - Allan Border Field
Brisbane
Wednesday 4 June
The Pavilion - Allan Border Field
Register now at www.kass.net.au/events/workshops Proudly funded and supported by the Queensland Government
p
l
ed ent
Reviewing your Quality Improvement Plan
Rhonda Livingstone, National Education Leader, Australian Children’s Education and Care Quality Authority (ACECQA)
A
service’s Quality Improvement Plan (QIP) is an important part of your continuous quality improvement journey that will lead to better outcomes for children and families.
Service providers have described how developing and implementing a QIP has been useful in identifying their strengths and where their efforts should be focused. While many services reflect on and review their plans regularly, if you have not already done so, it may be timely to review your plan, as you are required to update your QIP annually. The Progress Notes column in the QIP template is there to make the document dynamic and allow for evolution as goals are achieved and new priorities are identified. Remember, you don’t need to use the ACECQA QIP template. You can use any format that suits your service, however, it should address the areas identified in the template as a minimum. You should use the National Quality Standard (NQS) and the relevant regulatory standards to reassess your service and determine where goals have been achieved and where improvements are required.
The best plans are developed and reviewed collaboratively, involving, wherever possible, children, families, educators, staff members, management and other interested parties, such as those who assist children with additional needs. It is important to remember that it is not about the length of your plan, but rather the quality. Identify the key priorities for your service and ensure the strategies and goals are achievable. Consider identifying short, medium and longer term priorities. There is no minimum or maximum number of pages required when completing your QIP. While it is important to reflect on practice, policies and procedures against the seven quality areas of the NQS,
there is also no expectation that all 18 standards and 58 elements will be addressed in the QIP. If your service is doing particularly well in one quality area you may choose to include statements about how this will be maintained and focus energy on other areas for improvement. The purpose of the QIP is to guide quality improvements to the service. Now that you have revised the plan, it is important to keep the momentum going by reviewing progress and updating the plan regularly. The Guide to Developing a Quality Improvement Plan, on the ACECQA website is a useful resource to assist in the planning and documenting stages.
If you haven’t already used them, the reflective questions in the Guide to the National Quality Standard are a great starting point for the review and are useful discussion prompts for staff and parent meetings. Reviewing your QIP does not need to be time consuming; sharing around the tasks then discussing, as a group, is a time efficient strategy. The insights and perceptions of others will enrich this process. As the improvements you are seeking to make are mainly to benefit children, it is particularly important to include their voices in these processes.
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
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Become Asthma Friendly in 2014! An Asthma Friendly early childhood service meets the following criteria: — Majority of staff have current training in Asthma First Aid — Asthma Emergency Kits are available — Asthma First Aid posters and information are on display
• •
— First Aid policies explicitly include asthma
Asthma Foundation Queensland provides this program free of charge. You will receive:
• •
— Asthma Friendly certificate and window sticker — Your centre listed as Asthma Friendly on our website — Information & resources to assist you in becoming Asthma Friendly For more information please contact 1800 ASTHMA (1800 278 462) or info@asthmaqld.org.au
Asthma in childcare
Asthma Foundation Queensland
A
sthma is very common, with one in every nine children in Australia suffering from the condition and is a common reason for hospitalisation of children.
Chances are, you are caring for children with asthma in your service. It is important that you know which children in your service suffer from asthma and what to do in an emergency. Keep in mind that children can have their first asthma attack at any time, therefore it is important to know how to recognise symptoms. Young children with asthma can have a range of symptoms. Children describe these symptoms in different ways such as sore tummy, sore chest and ‘frog’ in their throat. You might notice symptoms such as shortness of breath, wheezing and persistent coughing - often at night, early in the morning or during/after an activity. People with asthma generally have sensitive airways which can react to different triggers. There are three main airway changes that can occur, including inflammation and swelling, excess mucus and muscle tightening. Asthma is different for everyone; triggers, symptoms and treatment will vary from one person to another. Colds and respiratory viruses are one of the most common triggers of asthma symptoms in young children. What can your childcare service do? • ensure staff are aware of which children in their care have asthma; • ask parents to provide a written Asthma Action Plan for their child and have this updated by their GP at least every 12 months;
• ensure children with asthma bring their reliever medication every day including a spacer and facemask. Medication should be clearly labelled and in-date; • enable and encourage staff to attend asthma training so that they feel confident to manage an asthma emergency;
For asthma information and resources, please contact Asthma Foundation Queensland on 1800 ASTHMA (1800 278 462) or email info@asthmaqld.org.au or visit www.asthmaaustralia.org.au/
• ensure there are sufficient Asthma Emergency Kits available and easily accessible to staff (kits should Sit the person upright contain in-date blue — Be calm and reassurin g reliever puffer, spacer — Do not leave them alon e device, facemask and Give 4 puffs of blue reliever puffer instructions); medication
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2
• first Aid posters are on display at the service; • ensure health policies explicitly include asthma; • communicate any concerns regarding a child’s asthma to the family; • contact Asthma Foundation Queensland to request free asthma resources including first aid posters, first aid magnets and asthma action plans; and
3 4
— Use a spacer if there is one — Shake puffer — Put 1 puff into spac er — Take 4 breaths from spacer Repeat until 4 puffs have been taken Remember: Shake, 1 puff, 4 breaths
Wait 4 minutes
— If there is no improve ment, give 4 more puf fs as above
If there is still no improv ent call emergency assistance (DIem AL OOO)
— Say ‘ambulance’ and that someone is having an asthma attack — Keep giving 4 puffs every 4 minutes until emergency assistance arriv es Call emergency assistan ce immediately (DIAL 000) — If the person is not brea thing — If the person’s asthma suddenly becomes worse, or is not improving — If the person is having an asthma attack and a puffer is not available — If you are not sure if it’s asthma
Blue reliever medicatio n is unlikely to harm, even
if the person does not
have asthma
To find out more conta
ct your local Asthma Foun dation 1800 ASTHMA (1800 278 • become an Asthma 462) asthmaaustralia.org.au Friendly childcare service (free program for childcare services). Asthma First Ai A6 AA First Aid Poste © Asthma Australia 2013
Supported by the Australia n Government
Translating and Interpreting Service 131 450
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CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
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Childcare Queensland
ON
RD
EAR
TION RA
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HURRY EARLY BIRD REGISTRATION CLOSES 30th APR IL B I 2014
Y EARL
2014 Conference PEOPLE, PURPOSE AND PASSION 25 - 27 July 2014 Royal Pines Resort, Gold Coast
TI REGISTRA
Two day registration from $495 | Single day from $250 Professional Development Opportunities At Your Fingertips
Practical sessions and workshops to support you on your personal and professional development journey, including:Dare to be exceptional: for early years professionals - Maggie Dent
Creating pictures of quality for babies and toddlers - Caroline Fewster
This seminar challenges the mediocrity of meeting minimum standards and shaping people to be able to do a job instead of creating a person who can change the world. Maggie inspires big thinking in a simplistic and practical way and shows that anyone can be exceptional in their chosen career provided they follow their passion and use their natural abilities and talents. Our children deserve the best care and early years’ education possible — this seminar will have you and your team inspired to be exceptional.
Babies and toddlers are unique. Their environments provide opportunities for them to explore their world. Drawing on the work of Reggio Emilia in Italy, educators in New Zealand have been exploring the language of learning environments for young children and have identified key aspects of the early childhood environment. Caroline shares with us how the way we plan, design and organise learning spaces sends messages to children and impacts on their social interactions. If we offer children choices about what, when and where they play and learn we are saying ‘you have rights here’.
What’s left in our wake? Leadership it always leaves a mark - Rod Soper In boating terms, a wake is the pattern of water behind a vessel created as it moves forward. Wakes can be smooth and neat, or disruptive and messy. And so too, argues Rod, it is with people. Effective leadership requires a leader to constantly look behind to see the wake they leave behind, as feedback for future actions and interactions. Are your actions leaving people feeling energized or depleted; encouraged or discouraged; engaged or disengaged; inspired or ready to quit? The good news is that we get to decide what the impact will be! Rod will show you how to be mindful of your intentions and influence, and in doing so, generate positive impact and positive change.
The role of the adult in children’s play: understanding the play cycle - Marc Armitage To understand children’s play and how this knowledge can impact on our practice in playwork, we need to know and understand what children actually do, in those places and those times in which they have control over their own choices. As adults we make a lot of assumptions about children - very often those assumptions are wrong. In this workshop, Marc will explore and share his experiences, that the thing that children and young people do more than any other thing when adults are not watching ... is play!
10 workshops designed for Nominated Supervisors & Educators 5 workshops just for Approved Providers Social Golf Day | Welcome Drinks | Gala Dinner: A Magical Evening
Contact us on 07 3808 2366 or email conference@childcarequeensland.com.au to register today View the registration brochure on our website www.childcareqld.org.au/Events/2014-conference
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2012 winners, left to right: Louise Simpson representing Buninyong Preschool, and Amy Douglas.
Know someone in early childhood education and care who deserves an award? Recognise their outstanding leadership and achievements by nominating them in one of three categories: Advancing Pedagogy and Practice Outstanding Young Educator Excellence in Building Inclusion
30,000
$
*Generously provided by:
s tickEatlE oN s
NoW
N om i N tE NoWa ! Nomi natio 20 Jun ns close e 2014
in prizes to be won!* Winners will be announced at the awards dinner in Melbourne on Saturday 6 September 2014. Follow us:
Proudly supported by:
Proudly presented by:
@HESTAECawards Facebook “f ” Logo
CMYK / .eps
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/HESTAEarlyChildhoodEducationCareAwards
hestaawards.com.au Issued by H.E.S.T. Australia Ltd ABN 66 006 818 695 AFSL No. 235249 Trustee of Health Employees Superannuation Trust Australia (HESTA) ABN 64 971 749 321.
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Media headlines – just one part of the story
Graham Witherspoon, Media Consultant, Childcare Queensland
T
aking your cause or position to the media can be an important step to generating awareness and support; however there are times that engaging the media will not benefit your cause.
The media plays an important role in our society as the ‘fourth estate’ by questioning the actions of government, business, the justice system and individuals. Media ask questions and research to ensure that what is being portrayed on the surface is actually what is going on behind the scenes. In this way, if the media publish a story it is widely regarded as being more credible than an advertisement or self published piece on a blog or company website. Often organisations go to the media to raise awareness for their cause or push for change with government to gain wider support and influence the end result. Childcare Queensland (CQ) has a good relationship with the media both locally and on a national level through Australian Childcare Alliance (ACA).
CQ has built relationships on respect, and work with the media to raise awareness for our member’s requirements. CQ often sends policy papers, media releases and opinions on such things as State and Federal budgets to the media to ensure that stakeholders are aware of our position and what we are recommending. However, when working closely with government on policy direction or recommendations there are times that it is best not to approach the media until discussions are complete. Positioning your cause in the media must be strategic and not done ad hoc. To keep control of your cause a strategy should be prepared before engaging with the media. The strategy should contain goals, messaging, scheduling and importantly media contacts.
Your media strategy should be one element in a total communications strategy that includes government relations, stakeholder engagement, employee or member communications and if required, advertising. Your engagement with media will help to raise awareness and support and bolster other areas of your communications strategy. A word of warning though – media does not replace open honest discussions with government or other stakeholders to progress a difficult situation or cause. CQ has worked with the media many times over the years in an endeavour to improve childcare for Queensland parents and through a long term strategy has gained strong respect from within government. The National Quality Reforms, Queensland kindergarten rollout, productivity commission, senate inquiries and even what to pack in a lunchbox are just some of the issues that have been progressed by working with the media. This strategy of media engagement will continue through 2014 and is never more obvious than when we host our annual Childcare Queensland National Conference.
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Bullying The Allen Adventure App
www.bullyingnoway.com.au
T
he Allen Adventure iPad™ app is an interactive story about a young visitor from another planet who is new to school and is learning how to get on with his Earthling classmates
The App is designed as a fun way to help parents and early childhood educators more effectively engage children aged three to eight years on topics such as identifying different feelings, making friends, getting on with others and managing challenging behaviours. The app was launched in March 2013 as part of the National Day of Action against Bullying and Violence and developed by education authorities following a review of professional literature on early childhood development. The findings of this review highlighted the advantages of intervening with social-skills learning at a young age. In particular, it was clear that taking action in these formative years would be beneficial in preventing bullying behaviour developing in young children. Market research for the design of the app was undertaken with parents, early childhood educators and children. It found that younger children require simple and interactive learning tools for increased engagement. In particular, this research suggested that younger children in primary education have a preference for mobile or tabletbased technology, relate well to unusual and quirky characters and are engaged quickly on any type of game.
through more complex concepts of bullying. Being app-based also means that children can use it without having to be supervised on the internet, which was an important safety factor for parents. Kellie Klinge, a Prep teacher from St Martin’s Primary School in Brisbane, found that the students easily engaged with the characters in the story. “The fact that the characters are animated seemed to be easier for the students to build empathy with. They also found it easy to relate to Allen, particularly as he needed their help when deciding what the appropriate behaviour was in the different social situations he encountered,” Kellie said. ‘It proved to be an engaging teaching tool and easily held their attention. The use of music and sound as they progressed through the app made the experience fun. It was also a good conversation starter with the students when talking about what positive behaviour means.’ This is a free resource available to all early childhood education and care services and can be downloaded from the Bullying. No Way! website www.bullyingnoway.com.au
The research also found that at this age it is better to engage young people around concepts of being ‘mean’ or not sharing, rather than
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
15
How to improve training outcomes
Joann Smith, Training Advisor, Childcare Queensland
F
eedback from across the childcare sector is increasingly highlighting the disgruntlement of the training quality and support currently provided to students by Registered Training Organisations (RTOs). There is an overwhelming view that RTOs are not providing the quality that services are seeking.
Understanding the roles and responsibilities of both RTO and service in the training relationship may foster improved training outcomes for our educators and in turn, quality outcomes for the children. The Role of the Service Any employee/student (student) who has commenced or taken the next step in their career pathway, will greatly benefit from having positive support in the workplace. A good starting point is to: • ensure the student has completed a thorough workplace induction to assist their understanding of the service and your expectations as an employer. This will enhance their confidence that the service is supportive and committed to the student and to best practice; • ensure the student has access to, and understands the importance of, service policies and procedures, service philosophy and the National Quality Framework; and • designate a mentor who has the skills to support and be a role model to the student. These basic points will contribute significantly to the knowledge, skills and confidence that the student needs throughout their studies.
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The Role of a Workplace Supervisor “Workplace supervisors are just marking the student off and not reading the assessment requirements to ensure the student does demonstrate the skills.” -feedback from an RTO The Workplace Supervisor must hold an equal or above qualification than the student is studying and be in a role of direct supervision (for example, a lead educator should be the supervisor of an assistant educator). The supervisor will need to act as a role model and a workplace coach. If the Workplace Supervisor is the Nominated Supervisor of a service, it may not always be possible to consistently observe the practices of the student or give appropriate feedback.
“Students are being rushed through qualifications and never see the trainer - they expect the service to do all the support and assessment” The student will look to the Workplace Supervisor for guidance, patience and feedback in learning how to do their job well. The student will need an opportunity to observe and perform skills to become competent. The Workplace Supervisor will need to organise and record both on-the-job and
formal training activities undertaken in the workplace and, if required, provide assessment evidence to the RTO assessor. There are some practical approaches to ensure that the observations are meaningful. These practical approaches include: 1. Observing a meal routine to ensure the student is following correct procedures and best practice by: • engaging with children at mealtimes and supporting a relaxed environment; • providing encouragement for children to be positively involved in mealtimes; and • ensuring hand hygiene, safe handling, preparation and storage of food and drinks is demonstrated and encouraged. 2. Observing the student when they are supervising children to ensure they are implementing the following strategies: • knowing – being aware of the location of all children being supervised; • listening – for unusual sounds, crying or silence; • positioning self – so that they can get the best possible view of the areas being supervised; and
• scanning – watching and being aware of all activities occurring in the area and looking around regularly. Once confident in the student’s practice, the Workplace Supervisor can then sign the Training Record Book and the Supervisor checklist (third party report). The role of the RTO There are certain things you should expect from your RTO. They should: • provide printed training materials or online learning resources to the employee; • provide materials or resources to the Workplace Supervisor to support them in performing their agreed role in training delivery and assessment;
• provide regular reports to the Approved Provider and/or Workplace Supervisor on the progress of the training and on competencies achieved;
The quality of the educators you are developing will be directly related to not only the quality of the training they receive, but also to the level of support they receive within the workplace.
• develop and sign-off the Training Plan with the student and employer;
“All theory and no practical assessments for students; they are no longer encouraged to make resources to enhance their knowledge and learning for our very practical industry”
• provide structured training, customised to the workplace and according to the Training Plan; • identify and meet any additional support needs that the student may require relating to their formal training; • keep a record of training outcomes; and • ensure competencies can be achieved by the student in the workplace.
The childcare industry is a very competitive market and there are many RTOs you can choose from – and like any industry, some are better than others. It is in your best interest, and that of your employees, to invest time to make sure the RTO you are using is going to develop an educator that knows quality.
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
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ECTARC is offering the new CHC ACECQA approved qualifications via traineeship/ apprenticeship and distance study. Enrol today! • Certificate III In Early Childhood Education and Care CHC30113 • Diploma of Early Childhood Education and Care CHC50113 • Diploma of School Age Education and Care CHC50213
Certificate 3 Guarantee Funding Ideal for casual staff, relief staff, staff that are not eligible to undertake a traineeship, Family Day Care providers and Outside School Hours Care educators to study the Certificate III In Early Childhood Education and Care CHC30113. Details on website. Course fees:
Non-concessional course fee: $345.80 Concessional course fee: $138.30
Call ECTARC QLD today on 07 3345 8272 or email qld.ectarc@bigpond.com for more information on our courses, webinars and funded programs!
www.ectarc.com.au Visit www.ectarc.com.au to see the QLD Workshop Calendar and Online Webinar Workshops Calendar
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What would happen if your salary stopped? SEE HOW IT HELPED GET AMANDA BACK ON HER FEET.
Let’s face it – we all want to enjoy life, however life isn’t risk free. Whether it’s driving a car or travelling overseas – the unexpected can happen at any time. While most of us insure our car and home, the one thing we often forget to insure is our most important asset – ourselves and our ability to earn money! Income protection, sometimes known as salary continuance, can help you cover your day to day expenses if you were not able to work for an extended period of time. Without enough cover, an accident or illness may mean you lose your income, and of course even if it’s only temporary, this could lead to financial difficulties for you and your family. The great news is that Child Care Super automatically provides you with Income Protection cover that can help replace your lost income if you are unable to work due to injury or illness.
Our members enjoy some of the most competitive rates in the market that provide great value for money because of our considerable buying power. While many other funds are increasing their insurance premiums, we’ve been able to provide our members with even more cover for the same low cost per unit. You can check out exactly how much cover you need; increase your cover or apply for a reduced waiting period by completing an Insurance Alteration form at childcaresuper.com.au. We’re here to help. If you have any questions about the insurance cover that Child Care Super offers, you can speak to a Child Care Super consultant over the phone. Alternatively, your local consultant can visit your service to answer your queries about insurance, superannuation and the level of contributions that is right for you.
They’ll even help you with any paperwork that may need to be completed. It’s a personal touch from the super plan that understands early learning.
Amanda, 34, had been enjoying a wonderful weekend with her husband and two children until she fell off her bicycle. Unfortunately she landed awkwardly; badly breaking both her arm and collarbone. Luckily, Amanda had taken advantage of Child Care Super’s option to reduce her income protection cover’s waiting period to just 30 days. This meant that despite having no annual leave after her holiday, her income protection through Child Care Super was able to replace part of her income until she could return to work 3 months later. Child Care Super’s default income protection cover provides a maximum 2 year benefit of $2,200 per month for a member aged 24* or over who works in a standard occupation. A member with an occupation classed as White Collar or Professional will receive a higher monthly benefit. *Younger members below the age of 24 will receive a reduced benefit, please see the pds at childcaresuper.com.au/pds for more details.
1800 060 215 childcaresuper.com.au/insurance There are some differences between insurance cover held inside and outside of super that you may need to weigh up. For this reason, it is often good to seek professional financial advice before making any decisions. This document contains general advice only. It is not intended to constitute the provision of advice tailored to your needs. Before acting on the advice you should consider its appropriateness having regard for your objectives, financial situation and needs. Before making a decision about any financial product you should consider the relevant Product Disclosure Statement (PDS) in deciding whether to acquire or continue to hold the product. You can obtain a copy of the PDS by calling 1800 060 215. You may also wish to consult a licensed, or appropriately authorised, financial planner. Insurance cover is issued by MetLife Insurance Limited. ABN 75 004 274 882. AFS Licence No. 238096. This information is intended as a summary only. You should refer to the PDS and Member Guide for a full description. Guild Trustee Services Pty Limited. ABN 84 068 826 728. AFS Licence No. 233815. RSE Licence No. L0000611 as Trustee for Child Care Super (part of the Guild Retirement Fund). Fund Registration No. R1000030. ABN 22 599 554 834.
Selling Your Centre: How to Survive Buyer Due Diligence
Anthony Ford, Senior Associate, CBP Lawyers
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2014 is expected to see a high volume of sales in the child care industry with large corporate buyers actively seeking further acquisitions of businesses. These high volume buyers have high standards when vetting potential targets and often include clauses in their sale contracts allowing them to walk away if they don’t like what they see when they look a little closer. This is the due diligence condition. Many potential targets of this type of buyer ultimately fail at the initial negotiations due to poor fundamentals (such as occupancy and debtors). However, others that qualify on the basics will make it to a term sheet or formal contract and must then undergo a formal due diligence investigation by the buyer. This will typically involve a detailed investigation into the accounting, legal and operational aspects of the business by the buyer and its professional advisers. It can be extremely frustrating and costly for a seller to invest several months in negotiating a contract, disclosing its private business materials and opening its doors to site inspections only to have the buyer walk away days before the due diligence condition date. Sometimes buyers walk away at this stage because of fundamental problems identified in the business. Other times the poor state of the seller’s affairs leaves the buyer with no ability to independently verify the quality of the business and no choice but to walk away and pursue easier, more organised targets. Business owners that are considering putting their business up for sale should prepare in advance for the sale process by eliminating common issues which arise in due diligence. Set out below are seven steps that business owners can take to help survive the due diligence investigations of a corporate buyer.
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1. Be open and honest
4. Presentation of the Business
Provide full and complete disclosure of the items requested by a buyer during due diligence. If you try to conceal something at this stage it will either just raise red flags to the buyer or will come back to bite you post-completion in the form of a warranty claim.
A buyer’s due diligence will always involve at least one formal site visit and may also include one or more ‘mystery shopper’ visits.
2. Financials The financials of your business will support your asking price and demonstrate the value of your business. Business financials will be one of the first items requested by a prospective purchaser, and you should take steps to have that information in a presentable format for the purchaser’s due diligence. 3. Leasing A long term lease with favourable tenant terms is a key asset for the incoming buyer. If you currently lease the premises from which the business operates you should ensure that the lease is in the proper form and has a reasonably long term to run. You should ensure that any options or renewals of the lease are exercised prior to commencing the business sale process. If the business premises are leased, the landlord will need to consent to the assignment of the premises lease. Often landlords use a sale as an opportunity to seek a rental increase. Others can be unreasonably sceptical of corporate tenants and simply refuse to provide their consent. Difficult landlords can cause significant delays in the lead up to completion of a sale. Eventually a buyer will just walk away from the deal if this process drags on, regardless of how good your business is. As such, maintaining a good relationship with the landlord can prove to be vital.
As soon as you make the decision to pursue a sale of your business you should take steps to make it presentable at all times. Simple steps such as replacing old or broken equipment and fixing appliances in need of repair not only increases the attractiveness of your business to a prospective buyer, but also increases goodwill with existing clients. Ensuring your employees are well presented and display professional attitudes at all times will also be vital. Your employees are one of the key assets of the business to a buyer. If a buyer gets the impression that the employees will need to be micro managed or even replaced they may just put your business in the ‘too hard’ basket. 5. Ensure Ownership of Assets During the course of the operation of your business the assets are often acquired or registered in the name of someone other than the business owner. For ease of contracting and business attractiveness, you should ensure that all assets which form part of the business are formally registered to and owned by the entity operating the business. If you are looking to sell a business you had previously bought, you should make sure that the previous purchase was done correctly and all assets were properly transferred.
You should have a clear list of assets, intellectual property, contracts and other business valuables, to present the full value of your business and ensure you have not inadvertently included a nonsaleable good (such as the family car which may be registered in the business name). 6. Protect and Organise Your Intellectual Property The name of your child care centre is a trade mark. You should ensure that you have the exclusive use of that name by registering it as a trade mark. If a buyer discovers that a third party may have a better claim to the name than you, they
may be turned off the purchase due to the risk they may have to change the name post completion. You should also prepare a list of your intellectual property (such as trade marks, logos, registered business names, domain names, and social media accounts) and organise all relevant user names, passwords, keys, and codes to facilitate their transfer to a new buyer. 7. Contracts You should conduct an audit of your contracts and compile a contract register.
This should include all employment contracts, leases, hire purchase arrangements, supplier contracts and any intellectual property licensing agreements. You should also include the details of any business arrangements which do not have formal contracts. This register can be easily handed over to a buyer, which will make it easy for a buyer to assess the state of your formal business arrangements and should instil confidence in the buyer that your business relationships are strong.
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
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Making your Code of Conduct credible
Lili Tran, HR Consultant, Childcare Queensland
A
Code of Conduct describes the standards of professional and ethical conduct of employees to uphold the values and philosophy of the service. It provides guiding principles in identifying workplace issues and clear decision-making processes.
A code should apply to all employees, including volunteers, but may also apply to families, children or other visitors to the service.
2. Commitment to ongoing professional development
As with any policy, procedure or document in the workplace there is always room for improvement with modifications needed as circumstances change or new situations arise.
• employer to be supportive of employee’s professional development
It is important to remember that the code of conduct must be appropriate to your service and adapted to incorporate your service philosophy. Employees are expected to adhere to a code of conduct at all times, that is when performing official duties, representing the centre at conferences, training events, business trips and attending work related social events.
3. Commitment to Inclusive Practices
There are five fundamental principles of ethical and professional behaviour and these are critical when developing or reviewing your code of conduct. These are: 1. Respect for others • respect families, children, community and other educators • demonstrate appropriate behaviour at all times, such as being respectful, safe, cooperative and supportive • report adverse behaviours to relevant personnel
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• employee to take responsibility to pursue professional development
• knowledge sharing and mentoring
• apply anti-bias practices • promote an equitable, harmonious and non-discriminatory workplace • respect for diversity 4. Maintain Confidentiality • secure record keeping procedures • understand obligations to all stakeholders 5. Uphold current governing laws and policies • Education and Care Services Law 2010 (QLD) and Regulations 2011 • centre policies and procedures • centre philosophy A strong code of conduct will reflect these principles in way that is appropriate for your service. Leading by example through managerial
behaviour sets the tone for the conduct of all employees. Approved Providers, Directors/Nominated Supervisors and Teachers have a responsibility to model and promote the code of conduct within services. They also have the ability to influence others by demonstrating awareness of the code of conduct in performing their own duties and in decision-making. Employees should be encouraged to identify and report adverse behaviour that breaches the code of conduct in their service. Management has a responsibility and a duty of care to make fair, transparent and consistent decisions regarding any allegation of behaviour that does not uphold this code. Employees who report genuine concerns of wrong-doing must be supported and managed in a fair, transparent and consistent manner. Management should be committed to their own code of conduct and ensure employees understand the principles. The code should be a document of reference given to new employees at the induction phase, but also the guiding principles utilised on a daily basis in delivering the highest levels of service delivery with integrity and professional standards. A code of conduct template is available to download and adapt from the Childcare Queensland website.
Storytelling in early childhood services every day
Louise, Dorrat Early Childhood Consultant
W
hat are the benefits of storytelling in early childhood education?
Storytelling is a vital part of life and it can transport children to another place where they can become someone or something else. Children learn best when they are enjoying themselves, and because storytelling is hands-on there is an immediate sense of fun that engages and encourages them to let go and explore their inner storyteller. Storytelling can be used to create an environment or mood, to assist with transitions and can help young children to relax. Children’s communication skills are enhanced when they listen and respond to sounds and patterns in stories and rhymes (DEEWR, 2009). Storytelling strengthens language, listening and concentration skills and is a good socialising tool. It encourages children to use their imagination, builds coordination skills and assists with the concepts of rhythm, rhyme, repetition, beat, fast, slow, high and low. Children have a strong sense of wellbeing when educators encourage children to respond through storytelling. It builds children’s confidence and self esteem when they are an active participant in the story. Families’ cultures, traditions and beliefs can be incorporated through stories to promote in children a strong sense of who they are (DEEWR, 2009). Where can you tell a story? You can tell a story anywhere as you always have your voice with you. Story telling can happen outside under a tree or inside sitting in a circle watching the
flame of a candle. You can tell a story to one child on your knee or a group of children lying down. Oral storytelling Oral storytelling is one of the most ancient art forms and has always played an integral role in Indigenous communities. “Dreamtime” stories have been passed down from one generation to another for 40,000 years embedding the history of the land, the seasons, people, animals and culture. Non Indigenous Australians can learn from the Traditional Owners of this land about the importance and the art of storytelling. How do you tell a story? You can just use your eyes and your voice, or with props, with puppets, standing up, moving around or sitting reading a book. There needs to be a variety of storytelling methods, structured and unstructured throughout the day. Draw the children to you • be real • don’t be cutesy and patronising • use your eyes • vary your voice: tone, pitch and volume • use body language
Includes the alignment of states of mind in moments of engagement, during which affect is communicated with facial expressions, vocalisations, body gestures and eye contact (DEEWR, 2009). Conclusion Storytelling through voice alone, poetry, books, rhymes, puppets and props should be embedded in the curriculum every day. Engage children to be participants rather than an audience and if you are passionate about the story you are telling, the children will be transported to that place. Louise Dorrat previously taught music in the Bachelor of Education at Victoria University and worked professionally in children’s theatre. She currently teaches at Deakin University in the IKE program (Institute of Koorie Education) and was part of the Westgarth Bush kinder for 2 years. Resources Indigenous educational resources http://www.yarnstrongsista.com/ You can do music DVD. Dorrat,L (2010) A step by step approach to simple rhymes with children www.gowrievictoria.org.au Early Years learning Framework (2009) ACECQA www.acecqa.gov.au/
• attunement
CHILDCARE QUEENSLAND NEWS - AUTUMN 2014
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Associate member directory
Company / Sector
Contact
Location
Number
Website
Accounts Advantage
Wanda Reynolds
Beenleigh
07 3807 2286
www.accountsadvantage.com.au
Bentleys Chartered Accountants
Patrice Sherrie
Brisbane
07 3222 9777
www.bentleys.com.au
Greg Jardine
Brisbane
07 3229 9322
www.jardinearchitects.com.au
ANZ Business Bank
Lyn Lange
Brisbane
07 3228 3157
www.anz.com
BankWest
Gary Douglas
Brisbane
07 3004 9745
www.bankwest.com.au
Suncorp Business Bank
Greg Harnell
Rocklea
07 3249 1231
www.suncorpbank.com.au
Benchmark
Lincoln Bridge
Robina Town Centre
07 5562 2711
www.childcare4sale.com.au
Graeme Pettit
Graeme Pettit
Benowa
Queensland Childcare Sales
Linda Harley
Pacific Paradise
07 5450 5497
www.queenslandchildcaresales.com.au
Affinity Education Group
Fiona Alston
Biggera Waters
07 5500 9417
www.affinityeducation.com.au
All Kids Childcare Services Pty Ltd
Lisa Clayton
Murrarie
07 3129 6500
none available
Churches of Christ Care
Cathy Kennedy
Brookfield
07 3327 1681
www.cofcqld.com.au
EYLF Made Easy
Pam Maclean, Brenda Abbey
Montville
0412 525 426
www.eylfmadeeasy.com.au
Giggletree Pty Ltd
Samantha Ahearn
Rothwell
07 3204 7767
www.giggletree.com.au
Guardian Early Learning Group
Helen Baker
Spring Hill
07 3832 7933
www.guardianchildcare.com.au
Impressions Childcare Management
Jeanine Scull
Carindale
07 3393 9185
www.icmanagement.com.au
Kids and Adults Learning
Annette Cunado
Northgate
1300 783 880
www.kal.net.au
Maximise Childcare Consultancy
Conny Reardon
Paddington
0438 783 784
www.maximiseconsult.com.au
NumeroPro
Diane Girvin
Gold Coast MC
07 5592 5800
www.kidsoftmanagement.com.au
Total Childcare Solutions
John Wall
Geebung
07 3632 1127
www.totalchildcaresolutions.com.au
Little Tummy Tucker Too Pty Ltd
Dinah Pheros
Red Hill
07 3217 6649
www.littletummytucker.com.au
Yummies for Little Tummies
Natalie Lawson
Sumner
07 3161 8063
www.yummiesforlittletummies.com.au
Peter Jarrett
West End
07 3230 8500
www.guildgroup.com.au
Giovanni Porta
Geebung
07 3265 3888
www.portalawyers.com.au
Ryan Brough
Newstead
07 3124 5500
www.ezidebit.com.au
Accountants
Architects/Engineers Jardine Architects
Banking Services
Brokers
www.harcourts.com.au
Consultancy/Management
Food & Nutrition
Insurance Services The Guild Group
Legal Porta Lawyers
Payment Solutions Ezidebit Pty Ltd
24
Company / Sector
Contact
Location
Number
Website
Ausplay Surfacing and Shade
Barry Healey
Wacol
07 3879 4444
www.ausplay.net.au
Gumnut Furniture Pty Ltd
Jeff Burns
Brendale
07 3881 0170
www.gumnutfurniture.com.au
Sure-Play Pty Ltd
Julian Thomas
Brisbane Market
07 3277 0914
www.sureplay.com.au
Sean Murphy
Morningside
1300 367 770
www.qikkids.com.au
Expect A Star
Ben Bulloch
Spring Hill
1300 669 653
www.expectastar.com.au
Randstad Education
Maeve Cawley
Brisbane
07 3337 5230
www.randstadeducation.com.au
Childcare Super
Mark Low
Brisbane
0418 199 279
www.childcaresuper.com.au
HESTA Super Fund
Michael Scanlon
Brisbane
07 3112 2332
www.hesta.com.au
QIEC Super
Natalie Fone
Milton
07 3238 1267
www.qiec.com.au
Educational Experience
Tracee Byrne
Newcastle
02 4923 8264
www.edex.com.au
Judius Pty Ltd
Terry Horner
Riverwood
02 9557 5144
www.judius.com.au
Modern Teaching Aids
Natalie Toh
Brookvale
02 9938 0411
www.teaching.com.au
Absolute Support, Training & Resources
Darlene Wadham
Twin Waters
0488 666 455
www.absolutesupport.com.au
Australian Child Care Career Options (ACCCO)
Narelle Cossettini
Fortitude Valley
07 3257 1972
www.accco.com.au
Australian Institute of Early Childhood Studies
Melissa Miller
Shailer Park
07 3801 3962
www.aiecs.com.au
Charlton Brown
Trevor Ganley
Fortitude Valley
07 3216 0288
www.charltonbrown.com.au
Evocca Workplace Training
Paula Brand
Loganholme
07 3827 5300
www.evoccawt.com.au
King’s Unitech
Karin Lesage
Burleigh MDC
07 5593 4386
www.ku.edu.au
Maximus Solutions Australia
Louise Smith
Springwood
07 3809 5190
www.maximussolutions.com.au
GD Trivett & Associates Pty Ltd
Darren Trivett
Fortitude Valley
07 3216 1011
www.trivett.net.au
Herron Todd White
Simon Fox
Brisbane
07 3002 0900
www.htw.com.au
Auswide Solar Pty Ltd
Robert Carey
Browns Plains
07 3800 1819
www.auswidesolar.com.au
Gold Coast Inclusion Support Agency
Jo Goodwin
Mermaid Beach
07 5595 8999
www.lccq.org.au
Physi kids
Kayleen Tolley
Cannon Hill
0414 559 997
www.physikids.com.au
QLECS (Qld Lutheren Early Childhood Services)
Maryann Sword
Milton
07 3511 4079
www.qlecs.org.au
Rochele Painting
Jeremy Festa
Albion
07 3262 8337
www.rochelepainting.com.au
Playground Equipment / Surfacing
Software / IT Support QK Technologies Pty Ltd - QikKids
Staff Recruitment
Superannuation
Toys & Resources
Training Providers
Valuers
Other
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