EarlyEdition AUTUMN 2016
Sing your way to smooth transitions Our Mini Swell Festival Healthy eating in childcare services Six tips to enhance workforce resilience
Reveal the
POSSIBILITIES
ACA QLD CONFERENCE 2016
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ENROL TODAY! 07 3299 5784
www.caece.com.au Special discount for ACA Qld members RTO Number: 40933
EarlyEdition AUTUMN 2016
ACA Queensland
Contents
Location: 11/6 Vanessa Boulevard, Springwood Mailing: PO Box 137, Springwood QLD 4127 Telephone: (07) 3808 2366 Fax: (07) 3808 2466 Toll Free: 1300 365 325 (outside Brisbane) Web: www.qld.childcarealliance.org.au Email: qld@childcarealliance.org.au
President’s Report
2
Sing your way to smooth transitions
4
Our Mini Swell Festival
6
Healthy eating in childcare services (and at home too)
9
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, ACA 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.
Our “Restaurant Experience”
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Six tips to enhance workforce resilience
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Educators - Know your stuff
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Educating everyone on food allergies - even kids can be food allergy smart! 16 Educator in profile
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Getting your ducks in a row
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Top 5 tips for preparing your child care centre for sale
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Sustain your childcare business
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Staff problems?
25
A CAECE perspective: The Changing Face of VET in Australia
26
A look into CAECE
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Associate Member Directory
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MANAGEMENT COMMITTEE Executive
Committee Members
ACA Queensland Office
President - Jae Fraser
Gwynn Bridge
Rosa McDonald
Office Manager - Jen Smyth
Vice President - Brent Stokes
Doug Burns
Peter Price
Office Admin Assistant - Rachael Boatfield
Treasurer - Linda Davies
Majella Fitzsimmons Janet Schluter
Secretary - Debra North
Kerrie Lada
Project Officer - Claudette Cabilan
Louise Thomas
EARLY EDITION > AUTUMN 2016
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President’s Report Welcome to our first Early Edition issue of 2016. The year has started off well, and has been very productive with a lot of exciting projects in the pipeline. It feels like Christmas and the new year are a distant memory. Since the departure of our CEO, Gwynn Bridge, it definitely has been very busy for myself. Gwynn remains on the Committee and is still very active in the sector as the Australian Childcare Alliance National President. There was no time for resting with the Senate Inquiry into the Jobs for Families Child Care Package announced. The submission was due on 9 February. In our submission we continued to advocate for all children to have access to subsidised early childhood education and care and expressed our concern at the new activity test. You can access our submission on the Australian Childcare Alliance website (www. childcarealliance.org.au). Please be sure to get involved with our #allchildrencount campaign to ensure that no children fall through the cracks. The ACA national executive committee members have all been working tirelessly, filtering through it all to work out the true impact of the Jobs for Families Child Care Package to our sector, families and children. There has been much media interest in our sector so you may have seen myself, Gwynn and other state presidents conducting a number of interviews regarding the Jobs for Families Child Care Package as well as other issues. To all our members, please make sure to read our weekly newsletter and member updates to ensure that you are always up to date with current information.
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Member Survey Be sure to participate in our annual Australian Childcare Alliance Member Survey (www.surveymonkey.com/r/ ACAJFFP). For the first time parents are facing the possibility of having no subsidised access to early childhood education and care and most families will be subject to an activity test to qualify for subsidised access, we are concerned that thousands of children will have their hours of access reduced. We don’t believe that any child should be worse off under these reforms. We have been fighting hard to make sure every child has at least a minimum number of hours access to subsidised early learning opportunities. We all see the benefit of what ECEC can offer children and families. So please get involved and have your say and complete the member survey. Conference This year’s conference will be held from 3-5 June 2016 on the beautiful Gold Coast. The theme is Reveal the Possibilities. We are very excited to welcome amazing and inspiring speakers including Samuel Johnson, Julie Cross, Professor Frank Oberklaid, Dr Kaylene Henderson and many more. Make sure to visit our conference website (www.childcareconference.com.au) to check out our conference program. This conference will be our biggest and best one yet - see you all on the Gold Coast! Be sure to get in quick and not miss the early bird rates.
attending. We hope that you gained the practical tools to help you create a work culture that is built on trust and team work. We have many more exciting Professional Development opportunities planned for this year so stay tuned! We are always looking for ways to deliver quality training and services to our members so if you have any suggestions, make sure to give our office a call on 07 3808 2366 or email your suggestions to qld@childcarealliance.org.au. Membership With the new membership year just around the corner, members should expect to receive their renewal invoice in early March. There are great membership benefits on offer so make sure to continue to commit to excellence and become an ACA Qld member in 2016/2017. We are in the process of finalising many partnership agreements with associate members across the industry to give ACA Qld members special discounts, rates and additional benefits. Keep a close eye out and be sure to renew your membership so you don’t miss out. We rely on your membership to assist advocacy for the industry. I am sure 2016 is going to be just as busy as 2015 and I look forward to you all getting involved!
PD Opportunities We would like to thank everyone who participated in our FISH! Experience workshops in Brisbane and Gold Coast last year. Another FISH! Experience workshop was held on the Sunshine Coast in February with over 100 passionate early childhood educators
Jae Fraser President
Commit to EXCELLENCE
in early childhood education and care
Join ACA Qld Access amazing benefits including: 3
Membership to Australian Childcare Alliance - expert policy, advocacy and lobbying
3
Information on wage rates and industrial relations via Employer Services
3
Weekly updates and member alerts issued to members when urgent matters arise
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Member meetings for updates on current information
3
Reduced rates for qualifications from the College for Australian Early Childhood Educators (CAECE)
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Discounted online training, including child protection, food safety and behaviour guidance
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Discounted registration fees to conferences, workshops and webinars
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Free webinars covering workplace issues delivered by the Australian Business Lawyers and Advisors (ABLA)
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Free subscription to Early Edition magazine and Belonging Early Years Journal
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Access to members-only area of the ACA Qld website, providing relevant resources and information
www.qld.childcarealliance.org.au | (07) 3808 2366 | 1300 365 325
Sing your way to smooth transitions Galina Zenin > Bonkers Beat
In early childhood education we all put so much time and effort into coming up with experiences that are stimulating, enjoyable, challenging and educational. But what about the time between these experiences? This, at times chaotic, transitional space between parts of the day can not only be made easier for you and the children in your care, but can also offer an opportunity for further learning and development. With the overall well-being of children so crucial to all areas of their ongoing development, it’s important to be aware of how we can minimise stress levels for children through managing calm, smooth transitions – essential. “Children who have sustained high stress levels are less able to learn and develop to their potential” (Sims, 2008) as a result of high levels of cortisol or ‘stress hormone’ in their bodies. Today’s children face fastpaced, busy lives and we can all contribute to lowering the anxiety 4
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and stress in their days during these pivotal early years. Making the transition It’s a special thing to witness when children are particularly enjoying an element of their day, but it’s more stressful when you know the time is approaching to move on to something else. What about the morning rush? Children can often arrive at the service feeling rushed and tense which leaves them clinging to mum or dad and potentially disrupting the morning flow in the room. So how do we alleviate the stress of transitions while simultaneously maximising children’s learning? Enter: transitional songs.
What are transitional songs? Both research and experience supports the use of songs to ease children’s experience with transitions, keeping in mind that there are several transitions across a standard day. These are the transitions we tend to face each day in services that can sometimes be challenging for children: • Home to the service • Activity to activity • Activity to pack up • Room to room • Outside to inside
Furthermore, in a recent KASS (Kindergarten Advisory Support Service) webinar, they discussed what educators have identified as the three most challenging transitions for the day: 1. Rest time 2. Group time 3. Tidy/pack away time At the end of this article, we are sharing a transitional song to tackle each of these routines so you can see how transitional songs can be tailored to individual situations. Why use transitional songs? Before we understand why transitional songs are so important, we need to consider why children sometimes struggle with transitions. Here are four of the most common problems that can cause transitions to be chaotic (Child Australia, 2012): 1. Transitions are rushed 2. Children don’t know what is coming next 3. Children are not ready to stop doing what they are doing 4. Children have little or no warning of what is expected of them A consistent routine fortified with music in the form of transitional songs will solve all of these problems. And while routine alone is crucial to a positive environment for children, the incorporation of music in any form – in this case, singing - will always further improve the scenario. Daily at Bonkers Beat Music Kinder, we see first hand the positive impact of singing throughout the day, an experience backed up by many other educators who implement our program in their services.
If you refer to Quality Area 1 of the National Quality Standard: Element 1.1.3: “The program, including routines, is organised in ways that maximise opportunities for each child’s learning”, it is easy to see how transitional songs can play a pivotal role for a child’s development. The time spent struggling to convince children to move on to the next task can be utilised effectively by lowering stress levels during transitions and incorporating singing and its many benefits into children’s days. Time to rhyme There has been ample research telling us that children who struggle with rhymes are likely to have difficulties reading (Journal of Child Psychology & Psychiatry Vol 31, Issue 2, Jan 1990), and this combined with the countless benefits of music for well-being is surely enough, for us to consider how we can use songs in children’s dayto-day lives. Transitional songs are a simple, useful and effective way to incorporate songs, rhymes, poems and music into each and every day. Transitional songs also serve us well in encouraging rote learning through memorisation, which I believe assists children to retain all the information they take in every day so that they can recall it and apply it when it’s needed.
Make the songs fun – include some actions or fun sounds to make! In my experience transitional songs work best when the words in the song tell the children what is happening or what they are going to be doing. Try these musical ideas from our curriculum for the top three most challenging transitions in the day: 1. Rest time http://bit.ly/Rest-Time 2. Group time http://bit.ly/Make-A-Circle 3. Tidy/pack away time http://bit.ly/Tidy-Up Transitional songs not only ease children in moving from one activity to another, but they are also an enjoyable way of incorporating music and singing into the day and reaping the rewards on children’s social and emotional wellbeing. If you are looking for a way to make your day run more smoothly, transitional songs could be the answer. www.musickinderchildcaremelbourne. com.au www.facebook.com/BonkersBeat
Tips for using transitional songs Consistency is key with making transitional songs effective. Use the same song/s at the same time/s to see results. Eventually you may even find children using the songs without prompting.
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Our Mini Swell Festival Rebecca Mills & Carly Waldock > Bright Buttons Kindergarten Currumbin
In recognition of our local Swell Sculpture Festival that is held annually on the Currumbin esplanade on the Gold Coast, the children at Bright Buttons Kindergarten Currumbin were excited to be able to present and showcase their very own ‘Mini Swell’. The purpose of our event was to enable the children, educators, families and community to work collaboratively on a chosen idea that conveys an important message in the role we all play in caring for our environment and local community. It opened up the opportunity for hands-on learning experiences and the sharing of thoughts through group discussions.
“I love teepees. We made one at home. They are beautiful.” - Calen By embedding sustainable practices and healthy eating habits into our daily service routine, the children are supported to become environmentally responsible and show respect for their world. This everyday practice became a core focus for our ‘Mini Swell’ projects. When incorporating the National Quality Areas; Collaborative partnerships with families and community, and Physical environment, the aim for Bright Buttons Kindergarten Currumbin was to strengthen our children’s connection with and understanding of their local community and the environment. The generosity of our local community has taught the children the benefits of recycling, repurposing and reusing materials and focused on being a helpful member in
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our community. Experiences of relationships and participation in communities contribute to children’s ‘belonging, being and becoming’. Engaging with the community strengthens children’s interests and skills in being and becoming active contributors to their world (Early Years Learning Framework).
• ‘Plastic Free Community’ demonstrated the impact of our plastic footprint and how to care for our local waterways.
On entry to our ‘Mini Swell’ day, all children received two voting stones, one stone to vote for the sculpture that they were involved in, and the other to be used to vote for a sculpture of their choice. This created an opportunity for children to engage in meaningful conversations with their families and peers.
• ‘Support Our Local Farmers’ exhibited a small world dedicated to our local farms during times of drought and prosperity.
“I chose the farm because I love Farmer David.” - Locke The festival consisted of six magnificent sculptures. • ‘The Three Teepees- bush, beach and community’ was an interactive display of natural and repurposed materials. • ‘Never Let Go Of Your Dreams’ was a magical display of decorative hats and recycled tea party items. • ‘World Saving Energy’ showcased renewable energy in a fun and hands on display.
• ‘Compost Crusaders’ displayed a large model spectacle of the ‘Very Hungry Caterpillar’ using recycled and donated materials.
We found our ‘Mini Swell’ journey was a beautiful mix of community involvement, children’s choice and intentional teaching practices. It was a day of celebration, learning through play and environmental reflection.
“Because I helped build it, and because I love Currumbin.” - Kai When recognising that children’s learning is ongoing and each child will progress towards outcomes in different meaningful ways, Bright Buttons educators were able to approach the task knowing that the end product will be amazing; however, it is the process that is truly inspiring. www.brightbuttons.com.au ories e exciting st v a h u o y o D share? you want to ory to st r Email you rg.au realliance.o @ qld childca
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Children’s Accident Protection from Guild. Because dare devils and little angels – are not as indestructible as they think.
No matter how well you look after the children in your care, accidents can happen. Whether it’s a leap, a fall or another child’s push, the financial and emotional pain can be devastating for both you and the parents of an injured child. When you choose Guild’s Children’s Accident Protection Insurance, you’re protected in this scenario and will be able to act quickly providing financial support to the family of an injured child. Call us today 1800 810 213 or visit guildinsurance.com.au/cap
Insurance issued by Guild Insurance Ltd, ABN 55 004 538 863, AFSL 233791 and subject to terms, conditions and exclusions. Guild Insurance supports your association through the payment of referral fees. This document contains general advice only and doesn’t take into account what you currently have, want and need for your personal circumstances. It is important for you to consider these matters and read the Product Disclosure Statement. GLD3248 Children’s accident protection press ad 06/2015.
Healthy eating in childcare services (and at home too) Kate Di Prima > Little Tummy Tucker
Healthy eating and physical activity are imperative to supporting healthy growth and development for all children. With so many childcare services now providing meals for their children, it’s important to understand how to encourage healthy eating habits during mealtimes, and to ensure that your service is providing the right nutritious foods.
If you’re finding mealtimes to be a little difficult with picky eaters, try involving the children with simple tasks like buttering the bread, and serving themselves. It will help build a sense of accomplishment, boosting their own selfconfidence, and will encourage them to eat.
For many children the food you serve at your service will be their most important meal of the day, teaching them important eating habits, and providing their daily nutritional requirements. Here are 5 healthy tips to help ensure your service is providing the best mealtime experience for your children.
Healthy Tip 4:
Healthy Tip 1:
Enjoy a wide range of nutritious foods Ensure that your service is serving a range of different meals, and encouraging children to try new foods. Include lots of fresh fruit and vegetables, wholegrains, legumes, lean meat, and dairy. Keep things interesting by having a rotating menu, and by consistently introducing new meals.
Healthy Tip 2:
Keep hydrated Hydration is critical to healthy growth and development. Ensure that you have water or milk easily available, and encourage kids to drink throughout the day. It’s especially important during the warmer months that kids are drinking enough fluids and are keeping hydrated.
Healthy Tip 3:
Create a pleasant mealtime environment Mealtimes should be a positive, relaxed and fun experience. Encourage them to enjoy mealtimes by sitting at the table and sharing the same meal, and by showing enthusiasm for healthy foods. It’s also really important to invest in the right child sized utensils, chairs, and tables.
Offer meals and snacks at regular times You should also be offering snacks and meals at regular and predictable intervals. This is not only important for nutritional support, but an important strategy when trying to encourage children to try new things; if they’re full from a snack they are less likely to try something new at meal time.
Healthy Tip 5: Food safety
You also need to make sure that the food is safe for children to eat, and therefore should be mindful of food sources and handling from the sourcing stage, to the preparation stage, to consumption stage. This means keeping food refrigerated, ensuring meats are well cooked, and utensils are cleaned thoroughly. Providing nutritious meals at your service is a fantastic way to add value for your parents, and teach your children about healthy eating. Little Tummy Tucker’s newsletters and blogs are filled with heaps of great tips that you can share with your parents through your newsletters so they too can continue teaching healthy eating habits at home. To subscribe visit www.littletummytucker.com.au www.facebook.com/littletummytucker
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Our “Restaurant Experience” Michelle Stanley > Bright Beginnings Child Edu-Care
Restaurants are always such a joy to visit, so we were very excited about our excursion to Craigslea High School where we were all invited to participate in a wonderful ‘restaurant’ experience with our children. This was a great follow up to our Nutrition Week in September, as well as our engagement and learning through play in our Kindy B Home Corner Café where we are forever serving coffee, cakes and large chops to customers! We began our morning with brushing off all our sand from the sandpit and washing our hands. We didn’t want to take half of the sandpit into the restaurant! After a visit to the toilet and putting on our shoes and socks, we were ready to go. We had a big discussion about rules and safety and using our very best manners at the restaurant. Because we are all still learning how to have excellent manners, we knew this would be a perfect opportunity to learn a few more in a different environment.
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Hand in hand, two by two, with our heads behind heads and bodies behind bodies, we dutifully followed our group of high school home economic students. They were being assessed for their hospitality skills at the high school and were very polite and showed great manners themselves. When we arrived, we were treated like royalty with the rest of the students greeting us, and a big board reading “Welcome Bright Beginnings”. We entered a room that was much like a restaurant set up with small tables, chairs and cutlery. Some children moved to the outdoor tables. The children were delighted to find a seat. Some placed their serviettes on their laps and others just had to study their cutlery in front of them. We were served glasses of water first, to which many remembered to say “thank you” kindly to the students
who were doing their very best to impress! Wow, it sure was like being in a busy restaurant humming with lots of noise and excited chatter echoing throughout the room. When the smoothies were served, most children had a try, some with wrinkled noses and others with delight. Our delightful plates of food were a wonderful selection of healthy choices and a little bit of sometimes foods which were very delicious. As I moved around the room observing the children, asking them questions about which foods they liked, I was thrilled to see most children eat their fruit first, with some children navigating how to avoid the point on the long skewer which the fruit was on. Even the watermelon was star shaped to entice our hungry children! We showed some children how to remove the fruit with a fork if the
skewer was a concern, and advised all children to chomp down on their grapes using their dinosaur teeth! Clearly the mini pizza scrolls were very popular with some children, and the cheesy rolls with spinach were also delicious and eaten by most with a little sauce. The delicious vegetable rice paper rolls were also something new for many children and it was quite entertaining to see how the children approached them. Some chose to take a tentative bite, pulling like crazy when they couldn’t get their teeth through the skin, while others poked a hole and pulled out their carrots!
Some just rolled them around with a fork, unsure of how to eat them. All in all, we were very impressed with the children’s manners, saying please and thank you, and trying hard to behave well. The high school students delivering the food and waiting on the tables were very impressive too, asking children if they needed help and asking if they’d had enough. Their food preparation was great, and very presentable, and they even assisted some to use their knives and forks.
Today’s excursion was a wonderful lifelong learning experience for our children. Learning about manners and etiquette is of high importance and an essential part of learning about respect and conduct in life. We also had the wonderful opportunity to try something different, as well as recognise healthy food options we have at home. We hope we are invited to visit the restaurant again in the future. ories e exciting st Do you hav ? share you want to ory to st r u o Email y rg.au realliance.o qld@childca EARLY EDITION > AUTUMN 2016
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Six tips to enhance workforce resilience Penni Lamprey > Healthy Happy Staff
How efficient is your workforce at bouncing back in the face of a challenge or some form of trauma? When it comes to workplace resilience is there room for improvement within your organisation? There is a growing focus on resilience in the workplace and the conversation has turned towards the importance of employers and employees sharing the contribution and responsibility for developing and maintaining one’s personal resilience. This shift in thinking has prompted me to develop a set of strategies to assist workplaces to help employees develop and enhance this important work/life skill. How many of the following six tactics are you currently applying in your service? If the answer is none, now might be just the time to make a start.
1. Communication Communication within your organisation can be improved dramatically by taking just a few minutes each day to talk directly to individual staff members about their challenges and intended path to navigate forward. Conversely, seeking out and promoting recent achievements will go a long way in developing positive relationships and a can do attitude within the organisation.
2. Coaching and mentoring Coaching and mentoring in the workplace encourages proactive thinking which can assist individuals to develop strategies to overcome perceived or real obstacles. Just 15 minutes a week can cultivate new methods of problem solving, conversation and empathetic listening skills, which benefit the entire team.
3. Workplace physicality Addressing workplace physicality can be as simple as introducing stand up meetings, encouraging staff to take the stairs, or changing the printer location - allowing every opportunity for staff to move will bring about positive results.
4. Acknowledging different coping mechanisms
6. Support Networks Support networks such as employee assistance programs, workplace committees or social groups illustrate ways to positively feed the biologically social creatures we are for the betterment of the individual and organisation and should be proactively promoted and encouraged within the workplace. www.healthyhappystaff.com.au www.facebook.com/HealthyHappyStaff
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5. Lifestyle factors
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Lifestyle factors can include the activities we do for enjoyment. Being good at the activity of choice isn’t always important, rather allowing time to pass doing
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an activity ‘just because’ is what counts. Whether it’s gardening, crafts or sporting endeavours, such activities can be conducted individually, in groups, or a combination of both. It’s the doing of something personally meaningful that contributes towards reduced stress and subsequent reactions.
EARLY EDITION > AUTUMN 2016
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Educators Know your stuff Sandi Phoenix > Phoenix Support for Educators
Four things that Educators who know how to exceed do, that Educators working towards the National Quality Standard don’t. I have noticed something interesting. I’m spotting differences in the practice of services who have been rated as working towards the National Quality Framework (NQF) compared to those who are exceeding it. Throughout my work with educators since the implementation of the NQF there are a few things that stand out and I want to let you in on the secrets. Mostly, so you STOP buying unnecessary paperwork, dodgy plagiarised folders of documentation, Early Years Learning Framework (EYLF) posters and templates… and start using the free information and quality documents that are readily available to you. Many educators that I meet who are confused about the EYLF were never handed the Educators’ Guide to the Early Years Learning Framework for Australia during their studies. Instead, they think it’s profound when someone plagiarises it and sells it to them. Some have never even held a copy of Belonging, Being & Becoming and usually those same ones are, what I call, pedagogically phobic – they have an irrational fear of using or pronouncing the word Pedagogy, let alone defining it. They’re confused about which documents are helpful and which aren’t.
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As a strength based practitioner, my emphasis is on supporting my colleagues to build their own capacity. I write the same prescription of documents and quality assured resources and websites for educators all over the country, so they can continue their reflective practice and ongoing learning, after I’m gone. This article is for you, if you or your colleagues: • are unsure if your programming and documentation will hold up in Assessment and Rating • still can’t get your head around the EYLF • are confused about what to document and how • want to know if you’re “doing it right” when it comes to educational program and practice • are an educator who has confidence in meeting the National Quality Standard (NQS) and want to know how awesome you are.
Here are four things that educators who know how to exceed do, that educators working towards understanding the NQS do not: 1. They know their stuff Educators who just get the NQF are lovers of the art and science of teaching children. Not only can they pronounce pedagogy but they use the word in context, frequently. They know that the EYLF has three elements and they can tell you their favourite practice or principle with stories from their work with a glimmer in their eye. 2. They do not cheat! You won’t find a cheat sheet with their programming, instead, they own a tattered copy of the EYLF. Educators who are meeting the NQS adore their copy of the approved curriculum framework and open it frequently. It’s usually missing the cover and pages are starting to come loose from the staples. It’s often covered in highlighter, coffee stains, and has known many post it notes. 3. They like to mingle Educators who know their stuff, and don’t cheat, also mingle with like-minded people. They’re excellent professional networkers and love a good robust debate about contemporary practice in education and care. The side effect of this is that they’re often addicted to Professional Development, because they know they’ll find their kind there. They’re the first to put their hand up for PD and attend with bells on, even on a Saturday. 4. They don’t buy more paperwork That’s right… you can’t buy selfassessment, reflective practice or ongoing learning. Nor do you need to. Educators who are confident with the quality of their practice know this and they can spot a rip-off a mile away. They refuse to buy someone else’s study notes, or a consultant’s re-invention of existing NQF supporting documents (which incidentally, are publicly available for free). In fact, they know where to find the most useful resources to further their knowledge of the NQS.
So where to next? You want to know how to understand the National Quality Framework? First of all, stop buying more paperwork. You have everything you need to understand the NQF at your service. Until those resources look as old and haggard as your favourite book, from being opened and loved, do not buy another thing. Try these four steps: 1. Know your stuff Open your curriculum framework every day until you know it inside out. Learn the vocabulary used within the framework so you’re no longer scared of it. Research and explore the evidence behind the principles and practices of the EYLF. Explore them in your work. Use your documentation as a research tool and become a confident learner. 2. Chuck out your cheat sheets You know those A4 charts that say LO 1.1, LO 4.3, LO5 point 2 point whatever? They have held you back from getting to know the most important document of your profession when it comes to making curriculum decisions that meet QA 1. Throw them out. Burn them (after making necessary risk assessments). Get your own copy of the EYLF and learn to love it. You’ll soon notice that there is no LO1.1 or 4.3. 3. Professional network like a boss Go to PD. Join groups. Find mentors. Fill your social media feeds with rich conversation, articles and ideas about pedagogical practice. Go to conferences. Meet, follow and talk to people who are passionate about children’s rights, social justice and early childhood education. 4. Don’t get suckered into buying stuff Instead, get to know all of the supporting documents and readings available for free. Sign up to publications from Early Childhood Australia and read them. When a copy of Early Edition from ACA Qld and Belonging Early Years Journal from ACA land on your door step, open them and read them too (unlike souvenirs, they’re not worth more with the plastic wrapper still on in ten years). Pull out the NQF resource kit (big blue folder in perfect condition on book shelf), open it to QA 1 and make sure you understand that first. Then reference the folder regularly. Know the Educators’ Guide. Also know that it was written years ago and is just that, a guide. But start there. Find the bits that resonate with you and read some more. Enjoy this journey of discovery and learning to love this necessary and essential part of our work, a National Quality Framework. www.phoenix-support.com.au www.facebook.com/PhoenixSFE www.facebook.com/groups/educatorsengagingwitheducators
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Educating everyone on food allergies - even kids can be food allergy smart! Jackie Nevard > My Food Allergy Friends
Australia has one of the highest reported incidences of food allergies in the world, and one in ten babies born in Australia today will develop a food allergy. Seven years ago when my second child was born I knew little about food allergies. My seven-month old was irritable, unsettled, had mild eczema and refused to sleep day or night. Exhausted, I decided to enrol him in childcare so I could rest. When the big day arrived I couldn’t leave him. This was a blessing in disguise or maybe mother’s intuition. At nine months he was diagnosed with food allergies to seven foods. If I had sent him to childcare that day, it may have resulted in an anaphylactic reaction if he had been exposed to any of the foods he was allergic to. Many families struggle with getting diagnosed, especially if they are exclusively breastfeeding. There is still much education needed for general practitioners and child health workers. We saw seven people before
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my son was finally diagnosed with food allergies. Fast forward seven years and I now work to educate the community on food allergies. After my son’s diagnoses I realised that I needed to educate him about his allergies. At 9 months this meant having a saying, “No! Danger Food!” Most toddlers happily pick anything off the floor and put things in their mouth, however most do understand simple concepts like “No! Hot oven!” As he grew older we were able to expand his allergy education and now at seven he happily manages himself at school with the help of his teachers. I quickly realised that it’s not just the child with allergies that needs educating, it’s also vital that everyone in contact with that child is also Food Allergy Smart!
With one in ten people having a food allergy, chances are there will be one or more kids enrolled at most services who have serious life-threatening allergies. The lovable book characters Thai & Rabbie teach pre-schoolers about allergies. The key is to teach simple concepts such as that some food, which most of us can eat, make others sick and that some children have allergies and if they eat certain foods, they can get very sick and may need special medicine to make them better. A brilliant example that all children understand is birthday parties. The book character Thai takes his own party food, birthday cake and has his own safe lollies to eat. All kids understand this and most will want to help keep their friends safe.
5
Food Allergy s Smart Rfouodle at kindy
r 1. Don’t share ou eating her people while 2. Don’t touch ot nds after eating 3. Wash your ha sick if your friend is 4. Tell a teacher iends at parties 5. Include your fr
What you can do • Make sure all staff are up-to-date on their anaphylaxis and allergy training. • Having a trainer EpiPen at the service can also help staff feel confident in their ability to use one if the need arises. • Have an efficient system in place so the child’s medical information is passed onto relief teachers, students or any guests visiting the service. • Have a central, unlocked location for EpiPens. • Make sure their Action Plan is displayed and EpiPens in-date. • Do a risk assessment for celebrations like Christmas, Easter or any cooking that is to be done at the service. • Communicate through newsletters so other families are aware of allergies at the service. • Spend a mat time educating children about allergies by reading visual books and going over the Food Allergy Smart Rules. • Watch what you say. Little ears are often listening and they don’t want to hear parents and teachers talking about life-threatening allergies. They don’t want to be different or singled out. Just be factual and keep it simple. • Be prepared - know who will call an ambulance, make sure staff know what to do and procedures are being followed. • Know what is in your craft supplies – remember that wheat is found in playdough and egg in pasta.
How can children as young as 12 months be Food Allergy Smart? Education is the key, spending mat time discussing food allergies in a fun and interactive way and using stories and games helps children to understand. As for services there are many things that can be done to make a child and their family reassured. Before the child starts childcare, arrange a meeting with the family and the child’s carer. Discuss a care plan, including how birthday, Christmas and Easter celebrations will be handled. Also discuss safety when using craft supplies. Ask questions like will the parents leave a safe cake in the freezer for when other children celebrate birthdays. Go over your service’s allergy policies with them. In this work I do I often hear from parents who have had some bad experiences. EpiPens misplaced, children being excluded from activities due to their allergies, known allergens being brought into the classrooms for teaching and kids being given the wrong food. In my personal experience, my son attended childcare from age two and we did have some issues, for example, wrong food containers being put back in his lunch box with his allergens inside. Keep allergies in perspective. Remember, they are only a small part of who the child is. Positive communication between parents and the service, as well as educating children to be Food Allergy Smart, will help create a safer environment for everyone. Key contacts A & AA - Allergy & Anaphylaxis Australia www.allergyfacts.org.au ASCIA - Australian Society of Clinical Immunology and Allergy - www.allergy.org.au Read more here: www.allergypunk.blogspot.com. au/2015/11/food-allergy-friend-jackie-nevard.html www.myfoodallergyfriends.com
EARLY EDITION > AUTUMN 2016
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Educator in profile
Milly Vedant is an early childhood teacher from Child’s World Early Learning Centre in Cairns. What inspired you to forge a career in early childhood education and care? My inspiration to become an early childhood teacher came about from my voluntary experience of teaching young children in the local community since the age of twelve. I have fond memories of building positive relationships with children which impacted my strong interest in learning through music and performing arts. My parents had also been a great influence - supporting my passion and providing me the freedom to travel across different countries working with international organisations (Raleigh International) and schools (Macau School of the Nations). From this experience, I had the opportunity to work with diverse professional teachers from various countries. I also had the opportunity to implement high quality curriculum that nurtures young children’s physical, intellectual, social and spiritual development. I
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find this experience rewarding and discovered positive transformation in young children’s learning when they are supported to develop their full potential. Why are you passionate about early childhood? How would you describe your early childhood philosophy? I believe it is vital to support young children and provide them with the opportunities to develop foundation skills at an early age. Teachers can have a great impact in young children’s learning through role modelling and interaction. My early childhood philosophy is based on a constructivist and emergent curriculum approach where children are recognised as an active member in the learning community. They should be given opportunities to create and explore which stimulates their imagination and creativity. In this way, children may drive an innate
interest to gain knowledge that is meaningful to them and not limited to what children “need” to know. What do you find is most important and rewarding working in the early childhood sector? What I find the most rewarding working in the early childhood sector is being able to see children grow, develop the motivation to explore, learn new skills, engage in diverse ranges of play and become confident in their own abilities. As a teacher, I would like to be part of this amazing experience with the children and work collaboratively with other professional educators and families. What is your biggest challenge as an educator? What strategies do you put in place to manage these challenges? I find building children’s social and emotional skills at an early age can be challenging but is a priority in building a successful learning foundation.
This challenges me as an early childhood teacher to research and support children under my care to find ways to regulate their emotions. How have the challenges you faced helped you to grow as an early childhood educator? The challenges that I have encountered have provided me with increased confidence to develop my skills and strategies to best support children by understanding them as an individual. Taking more time to build positive relationships with the children, guiding them to develop problem solving skills, and communicating with parents are the keys in developing greater social and emotional skills. What is the most important skill you hope to develop in the children you care for? The most important skills I hope to develop in the children under my care are social and emotional skills. I find that Kindergarten can play a pivotal role in providing children the opportunity to gain greater awareness and to practice interpersonal skills as they learn and grow. I strongly believe social and emotional learning helps
children develop the understanding, strategies and skills that support a positive sense of self, promote respectful relationships and build their capacity to recognise and manage their own emotions and make responsible decisions. What role do families play within the program you deliver? How do you engage them? Families play an active role in the Kindergarten program we deliver at Child’s World Early Learning Centre. We build and maintain positive family and community partnerships through a range of activities and events. We involve parents and families in our cultural program by providing opportunities for them to share songs and dances from their home culture. We also invite families to share food recipes from their cultural background to help organise cooking experiences for children at the service. We encourage families to support their children’s learning in building literacy skills at home through reading books and participating in the Community Reading Challenge. In 2016, parents have begun participating in our Kindergarten Sustainable Practice by contributing recyclable materials.
Where do you see yourself in 10 years? In 10 years, I see myself as an excellent Early Childhood Teacher. I hope to contribute my skills and experiences through various research studies specialised in nurturing young children’s potentials and capabilities, quality of play-based learning and social and emotional learning. What advice would you give to someone who wishes to start a career in early childhood education and care? The passion for young children’s education and care is the key start in a career in early childhood. An open mind and flexibility in working collaboratively with children, families and educators provides opportunity for growth and professionalism.
ing outstand r u o y t n r a If you w or featured in ou educat , contact us on e ail magazin or send an em u. 6 6 .a 3 g r 2 .o 8 e 0 c 07 38 allian e r a c d il ch to qld@
EARLY EDITION > AUTUMN 2016
19
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Getting your ducks in a row Top 5 tips for preparing your child care centre for sale Esteban Gomez & Rachel Austin > Piper Alderman
During the sale of a child care centre, the proposed buyer will often ask to closely examine a number of areas of your business. This may include information regarding occupancy rates, property issues, material contracts and financial and employee matters. To move any potential sale along as smoothly as possible it is important that, as a seller, you have all of your ducks in a row. To assist you in preparing to sell your centre, here are a few tips on items which often arise: 1. Employee entitlements – ensure you have complete and up to date records regarding employee entitlements. A buyer may require certain employee entitlements be paid out at settlement, or may request that adjustments be made. Employee entitlements usually include annual leave, personal/carer’s (sick) leave and long service leave. Keeping up to date and complete records of employee entitlements will prevent any unnecessary delay to the sale and allow both parties to easily determine their respective employment liabilities post-sale.
2. Occupancy – a buyer will likely want to know the centre’s current occupancy levels and may want assurances from a seller that these levels will be maintained throughout the sale process. A buyer may also seek a right to terminate the sale process should occupancy levels drop below particular thresholds. It is important that you have the appropriate software/procedures in place to easily provide occupancy updates to a buyer.
4. Licence – it is important to know the details of your service and provider approvals including any conditions attached to these, regardless of whether or not these are noted on the face of the certificates. It is also worthwhile checking in advance that your current opening hours and operating capacity figures match the information listed on ACECQA’s (Australian Children’s Education and Care Quality Authority) public registers.
3. Lease – a lease currently in place for the centre premises may need to be assigned to the buyer, or a new lease may need to be entered. The landlord’s consent to the sale may also need to be obtained. It is therefore important for a seller to assist in managing the relationship with the landlord. A buyer may also seek a right of entry for its financier and time should be factored into the sale process to allow for this.
5. Accounts – a buyer may ask to review historical financial information, such as the last three years’ balance sheets, profit and loss statements, and monthly/ quarterly management accounts for your business. It is therefore important that your accounts are properly maintained, are readily available and comply with appropriate accounting standards. www.piperalderman.com.au
EARLY EDITION > AUTUMN 2016
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Sustain your childcare business Dr Brenda Abbey > Childcare by Design
In today’s economic climate, the challenges may seem greater than ever to sustain your childcare business. It is essential to deliver a high quality education and care program for children and their families, and to run at a profit. Most owners and managers know you need a business plan to inform your business for the future and to your staff in the present to operate the service for success – this remains vital. The following 10 tips to take your business forward in 2016 are based on issues I frequently encounter during my consultancy work with services, particularly during operational reviews and due diligence. It only takes a few skilful changes to revitalise your childcare business in ways that result in better outcomes, such as more consistent quality care, better use of time and resources, happier staff, an improved NQS rating, and increased profitability, Consistent service name and contact details: The name used for your service needs to be the same in every forum (signage, online, and documents). Every detail connected with it also needs to be current and accurate. It is common to encounter a service with several variations of its name (e.g. Amazing Childcare Centre, Amazing Kindy and Preschool). The website might have a different name again, and the address provided varies.
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When you add to this a mishmash of designs on websites and signs, outdated contact email addresses, and mobile phone numbers that are no longer connected to the service, you can see how confused your business might appear to the outside world. 1. Transparent management structure: The management structure and how the service is governed need to be documented clearly and accurately – preferably with a diagram – and displayed in a prominent place in the service. The name of the Approved Provider should be highlighted. Everyone needs to know the decision-makers. Often the Nominated Supervisor is the only known face and point of contact with parents and staff. When she/ he leaves, parents and staff can become uneasy about what will happen to the service with the ‘leader’ gone. 2. Clearly articulated philosophy, mission, and goals: Your philosophy, mission, and goals underpin operational decisionmaking, policies, procedures and everyday practices, so they must make sense and add value. They will evolve further as the service
becomes more established, but with the Approved Provider’s ongoing influence. They need to be constructed prior to the recruitment of staff. With these in place, incoming staff members will know what is required of them, both in terms of delivering education and care, and also operating a business. 3. Effective policies and procedures: Policies and procedures should guide every aspect of the service’s operations. They need to be consistent with all relevant legislation, standards, and codes of practice. They also need to be user-friendly and a collaborative responsibility between the Approved Provider and their staff to ensure they are appropriate. Nominated Supervisors sometimes spend inordinate amounts of time modifying a service’s policies and procedures to replicate those in their previous positions, or incoming staff rely on practices from a previous service rather than following the policies and procedures of their current service. This behaviour can cost the service considerable time and money, and result in confusion and inconsistent performance.
4. Well-established recruitment, orientation, professional development, staff performance appraisals, and management processes: Your staff members bring their everyday practices from other services, which could have little to do with your mission, values, and goals. Sustaining your business is about having clearly defined roles and recruitment processes, which ensure formal qualifications and other requirements are in place, including referees always checked. Also make the same effort to document staff assessments, professional development, and training as you do a child’s portfolio. Exit data for staff and parents leaving the service is invaluable, as it provides information from parents and staff about their perceptions of the service’s strengths and areas which could be improved. 5. Quality Improvement Plan: A skilfully written and wellpresented QIP is a valuable asset. It should identify the level to which the service meets or exceeds the National Quality Standard, as well as strategies and timeframes for improvements where necessary. It is the service’s blueprint for action and articulates where its time and resources will be directed. In reality, Nominated Supervisors can spend countless hours developing a QIP, and they might not possess the skills to do this well or how to involve staff and parents. This can lead to a disappointing rating, because the team members and
parents have little or no idea of how they could have contributed, and do not know how to best present their day-to-day practices or the service on the review days. ‘Unfair’ ratings are often the outcome of much misdirected time, effort, and money. 6. Effective and extensive networks: The value of professional networking with the Department, the community, local and national training organisations, and with other Nominated Supervisors is often overlooked. These networks have an impact on the longterm success of the service as a business, as well as how it is perceived as an education and care provider. 7. Well-presented documentation: All of your documentation needs to look as though it belongs to the service, and not be prepared as a mismatched collection of poorly written and presented items. Every document you produce should present a consistent message to the parents, staff and the community, and government departments. It is worth investing in professional support and tools to do this efficiently and cost-effectively. 8. Known succession plans: Every service needs succession plans for staff in pivotal positions, including guidelines for the first few weeks after a transition. Nothing is more unsettling to staff than not knowing what will happen when a pivotal team member leaves. Pivotal team members are highly
valued employees, but the service will not collapse when they leave. Succession plans counter the likelihood the Nominated Supervisor will be perceived as indispensible and the only point of familiarity and contact with parents and staff. Also identify what aspects of the business are not open to an incoming Nominated Supervisor to change. Think carefully about what must remain steady, regardless of who is at the helm, and balance being open to change with valuing aspects of the operations that have been already purposely embedded. 9. Business support: While some of the tips above can be implemented internally, others are best addressed by the knowledge and skills of outside experts. Your Nominated Supervisor is an expert at providing childcare services, but is not usually also a business expert. You need to work together to identify the right expert support, and scaffold your valuable team with those services that will amplify their efforts and keep them focused on their strongest contributions to sustaining your business. Acknowledging this and freeing staff to direct their attention to the areas where they can make the most impact for your business is a good investment. www.childcarebydesign.com.au www.facebook.com/childcarebydesign
EARLY EDITION > AUTUMN 2016 23
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Staff problems? Chris Murphy > Synthesis Trainers and Consultants
There seems to be a new magic word that some staff have discovered and use any time they don’t want to do something: bullying. This powerful magic word can freeze the most capable responsible person to the spot and make them believe that they have little or no right to actually run their service. Let’s get one thing straight, workplace bullying is wrong and should never be tolerated by anyone. Every person has the right to come to work, do his or her job, and feel safe in doing that. The laws that are in place are designed to make sure this happens. The problem is that the various laws are misunderstood and unfortunately, feared. Along with “discrimination” and “harassment”, the lack of knowledge in the sector causes much grief, workplace dysfunction and even loss of good staff. There is another magic word that can be used to counter these claims against you, and that word is “reasonable”. It is perfectly okay to instruct staff to do their job properly. It is okay to instruct staff to follow policies and procedures. If a staff member is not doing his or her job, even after you have reminded them, it is okay to give them a formal warning. It is also perfectly okay to dismiss an employee if that employee fails to meet the minimum requirements of his or her position.
As a matter of fact, it’s not just okay, it’s the law. The National Quality Standards tells us that: The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. “But,” I hear you cry, “it’s all just too hard. See how powerful those magic words have become? Some organisations will risk a breach of the National Quality Standards rather than actively manage under performing staff. It doesn’t have to be that way. The Fair Work website tells us that “Reasonable management action that’s carried out in a reasonable way is not bullying.” As a consultant who assists services with managing difficult staffing issues, I often encounter employees who are well versed in getting what they want by making allegations of bullying against management, and it usually doesn’t take long before they break out the magic word against me. It simply doesn’t work. I may be firm and insistent, but my actions are always reasonable under the specific circumstances.
Really, it’s okay to push for improvement, so long as you follow some very simple rules. Firstly, be calm. Getting emotional doesn’t help anyone and in fact, will often escalate the situation and make getting a resolution very difficult. Follow your policies and procedures carefully, keep your emotions under control, and if you feel out of your depth, get some help. Secondly, always be reasonable. Don’t make silly demands on a person or insist that they have to do things that other staff don’t. Really listen to what they are saying and take that in to account when making any decision. Be prepared to compromise if that will resolve things in a positive way. Thirdly, document everything carefully and professionally. The paper trail is often the make or break if you need to escalate and dismiss an employee and professionalism goes a long way if your notes become part of the evidence later on. Never underestimate the value of that diary entry or file note. To provide quality education and care, under performing staff need to improve, or move. It’s that simple. Don’t ever let the magic word stop you. www.synth.com.au
EARLY EDITION > AUTUMN 2016 25
A CAECE perspective: The Changing Face of VET in Australia Richard Fimeri
On 1 January this year the Higher Education Support Amendment (VFH Reform) Bill 2015 came into effect. This recent amendment is the latest in a number of changes aimed at addressing the highly publicised concerns regarding the Vocational Education and Training (VET) sector. Whilst many of the amendments have specifically targeted VET FEE HELP funding they are also aimed at addressing concerns raised by the National Regulator, Australian Skills Quality Authority (ASQA), and are applicable to the delivery of all qualifications regardless of funding. The term “best practice” is used in many sectors and is intended to represent that an organisation operates its business with integrity and meets or exceeds current recognised best practices within the sector that they operate. This practice, or performance if you will, goes beyond the requirements of relative external governance, regulation or legislation and is done in the best interests of the customer, industry and business.
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Best practice is not always the most profitable path to take for a business and is very much a decision for each entity to make. Each day in every business, decisions are made, compromises are accepted and corners are cut. Unfortunately, too many providers within the VET sector have a compromised model of education delivery as a starting point, for many more it is a point they have arrived at after many years of competing with unethical providers. The VET sector in recent years has been seen by many as an opportunity to realise a significant return on investment and the possibility to turn a healthy profit with little investment or ongoing cost. With an eye for a lean business model many newcomers to education have realised significant financial gain and in the process have
set a standard of practice so low that exponents of a “best practice” ideology have been left by the way side. The College for Australian Early Childhood Educators (CAECE) in its essence was created to meet a need within the early childhood education and care sector: to provide industry best practice in the delivery of training and assessment for early childhood educators. CAECE was not created with the vision of creating a national training empire nor of righting the wrongs within the VET sector. Put simply, at its heart, CAECE is here only to serve the needs of the early childhood sector and to ensure that all students exemplify best practice as early childhood educators. www.caece.com.au
A look into CAECE Kiera Field > Trainer and Assessor
Kiera believes that we don’t stop playing because we grow old; we grow old because we stop playing! “Play is our brain’s favourite way of learning.” Kiera is a highly experienced Trainer and Assessor with over two decades in the education industry. She is a self-driven, motivated achiever who can work with people from diverse backgrounds with varying levels of education and experiences, all whilst wrangling two children of her own. Kiera’s work has enabled her to follow her passion in supporting others through a journey of self-development and learning, harnessing a reputation as an exceptional educator and trainer in early childhood settings, the outdoor education industry and the community sector. On Kiera’s journey she has obtained a broad range of complimentary qualifications, such as Certificate IV in Training and Assessment, Diploma in Children’s Services, Certificate IV in Outdoor Education and she is currently completing a Diploma in Community Services. To compliment these achievements, Kiera has worked in all sectors of the childcare industry from educator to teacher at a hands on level, through to management of a Registered Training Organisation (RTO). One of the many highlights in her career was being chosen for the opportunity to work internationally as a teacher and manager for Fuji International Kindergarten and Fuji English school in Japan and to also work for Camp Counsellor USA at Camp Kweebec as the Senior Girls Counsellor and to nanny in England for a high profile family. Kiera often reflects on how her childcare qualifications had become her gateway to the world. Kiera’s knowledge and passion for the early childhood sector is infectious and is key to her success in engaging with childcare education champions of the future. Kiera has found an affinity with the College for Australian Early Childhood Educators (CAECE) ethos enabling her to realise her goal in providing engaging quality training to students. This in turn is producing educators that exemplify the pinnacle of industry best practice and quality of care.
“A Child without education, is like a bird without wings.” Tibetan proverb
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EARLY EDITION > AUTUMN 2016 27
Associate Member Directory Company
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Bentleys Chartered Accountants
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07 3222 9777
www.bentleys.com.au
ANZ Business Bank
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Brisbane
07 3947 5326
www.anz.com
Benchmark
Lincoln Bridge
Robina Town Centre
07 5562 2711
www.childcare4sale.com.au
Graeme Pettit
Graeme Pettit
Benowa
0421 289 818
www.harcourts.com.au
Queensland Childcare Sales
Linda Harley
Pacific Paradise
0488 103310
www.queenslandchildcaresales.com.au
Absolute Support, Training & Resources
Darlene Wadham
Wynnum
0488 666 455
www.absolutesupport.com.au
Affinity Education Group
Fiona Alston
Biggera Waters
07 5528 0633
www.affinityeducation.com.au
Churches of Christ Care
Cathy Kennedy
Brookfield
07 3327 1681
www.cofcqld.com.au
EYLF Made Easy
Brenda Abbey
Mooloolaba
0419 661 921
www.eylfmadeeasy.com.au
Giggletree Pty Ltd
Samantha Ahearn
Rothwell
07 3204 7767
www.giggletree.com.au
Guardian Early Learning Group
Helen Baker
Kelvin Grove
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
Limelight Management Group Pty Ltd
Rebecca Wilson
Caboolture
0476 392 724
www.limelightmanagementgroup.com.au
NumeroPro
Diane Girvin
Gold Coast MC
07 5592 5800
www.earlylearningmanagement.com.au
QLECS (Qld Lutheren Early Childhood Services)
Maryann Sword
Milton
07 3511 4079
www.qlecs.org.au
Ready Now Resources
Louise Thomas
Helensvale Towns Centre PS
0410 456 607
www.readynowresources.com.au
Total Childcare Solutions Australia
John Wall
Geebung
07 3632 1127
www.totalchildcaresolutions.com.au
Mark Elliott
Balmain
02 9235 2807
www.careforkids.com.au
Kids Gourmet Food
Matthew Krelle
Brookvale
1300 870 054
www.kidsgourmetfood.com.au
Little Tummy Tucker Too Pty Ltd
Dinah Pheros
Coopers Plains
07 3216 6021
www.littletummytucker.com.au
Yummies for Little Tummies
Natalie Lawson
Sumner
07 3161 8063
www.yummiesforlittletummies.com.au
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West End
07 3230 8501
www.guildgroup.com.au
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Geebung
07 3265 3888
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Company
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Nathan Mullan
Newstead
07 3124 5500
www.ezidebit.com.au
Ausplay Surfacing and Shade
Barry Healey
Wacol
07 3879 4444
www.ausplay.net.au
Timberplay
Sally Alderton
Southport
07 5503 0692
www.timberplay.com.au
Jardine Architects
Greg Jardine
Brisbane
07 3229 9322
www.jardinearchitects.com.au
Rochele Painting
Jeremy Festa
Albion
07 3262 8233
www.rochelepainting.com.au
The Natural Cleaner Company
Brian Connell
Yatala
0438 728 779
www.thenaturalcleaner.com.au
JourneyTree
Bryn Jones
Robina Town Centre
0412 810 569
www.journeytree.com.au
QK Technologies Pty Ltd QikKids
Sean Murphy
Morningside
1300 367 770
www.qikkids.com.au
Kayleen Tolley
Cannon Hill
0414 559 997
www.physikids.com.au
Expect A Star
Robyn Lee
Brisbane
1300 669 653
www.expectastar.com.au
Randstad Education
Maeve Cawley
Brisbane
07 3337 5230
www.randstadeducation.com.au
Child Care Super
William Ly
West End
0418 199 279
www.childcaresuper.com.au
HESTA Super Fund
Bronwyn Barling
Brisbane
07 3223 4906
www.hesta.com.au
QIEC Super
Natalie Fone
Milton
07 3238 1267
www.qiec.com.au
Educational Experience
Mary McCafferty
Brisbane
0407 693 391
www.edex.com.au
Modern Teaching Aids
Marco DeGeus
Brookvale
02 9938 0411
www.teaching.com.au
ACE Community Colleges
Robyn Keenan
Burleigh Heads
07 5520 3026
www.acecolleges.edu.au
Australian Child Care Career Options (ACCCO)
Narelle Cossettini
Fortitude Valley
07 3257 1972
www.accco.com.au
Careers Australia
Paul Smith
Burleigh
07 5593 4386
www.ku.edu.au
Evocca Workplace Training
Hugo Muianga
Springwood
07 3827 5300
www.evoccawt.com.au
Gold Coast Institute of TAFE
Maxine Griffiths
Gold Coast MC
07 5581 8280
www.gcit.edu.au
Management Institute of Australia Pty Ltd
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