Early Edition Spring 2013 by Australian Childcare Alliance Queensland

CHILDCARE QUEENSLAND NEWS - Spring 2013

BRING THE OUTSIDE IN TRANSITIONING TO FULL REGISTRATION 2013 CONFERENCE PREPARING AN EMPLOYMENT CONTRACT PROGRAMMING AND DOCUMENTATION

Early Childhood Educators Day Tapping InTo Free Local Media Sustainability Education Improving Financial Viability CQ Membership Update

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CHILDCARE QUEENSLAND NEWS - spring 2013

Executive

Committee Members

President Peter Price

Brent Stokes

Vice President John Keast

Majella Fitzsimmons Fiona Haber

Message from CQ President

Treasurer Jae Fraser

Christine Mayer

Message from CQ General Manager

Secretary Debra North

Bring the Outside In

Kerrie Lada

Kindergarten Advisory Support Service

Managing the Transition to Full Teacher Registration

Linda Davies

Prue Turnbull

CEO Gwynn Bridge

Early Childhood Educators Day

Tapping Into the Free Local Media

Mailing: PO Box 137, Springwood QLD 4127

Cooperation and Caring

Telephone: (07) 3808 2366

2013 Conference

Fax: (07) 3808 2466

CQ Membership Update

Web: www.childcareqld.org.au

Sustainability Education

Email: info@childcarequeensland.com.au

Teach Your Children How To Listen and Share

CEO: Gwynn Bridge

Programming and Documentation

Five Steps to Improving Your Serviceâ&#x20AC;&#x2122;s Financial Viability

Countdown to New Qualification Requirements

Preparing an Employment Contract

Associate Member Directory

Childcare Queensland Location:11/6 Vanessa Boulevard, Springwood

Toll Free: 1300 365 325 (outside Brisbane)

General Manager: James Blake Senior Office Administrator: Jen Smyth

Editorial Editor: Katie Barter

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.

mESSAGE FROM

childcare queensland president, Peter Price

eaders may recall me speaking in previous issues about the characteris cs of good staﬀ and good managers. In 2013, there has been a lot of talk about early childhood educators being treated as professionalism.

The Federal Government expects early childhood educators to meet the requirements of the Na onal Qualifica ons Framework (NQF), as professionals would do; the Union wants educators to be paid as professionals; parents of the children in services are expec ng professionalism from educators; meanwhile educators are caught in the middle asking what is expected of them, to be recognised as professionals. With professionalism comes expecta ons and responsibili es. If educators are to be recognised as professionals, they must exhibit the characteris cs of professional people. I have researched a number of sites both in and out of Australia, and the summary below is a list of the quali es of a professional person. Respect for Others Showing others respect is the basis of all professional behaviour. It includes: • Being courteous and having good manners • Being punctual • Keeping confiden al details confiden al • Being fair in all dealings • Keeping personal opinions of people private • Doing what needs to be done, not leaving it for others to do • Accep ng construc ve cri cism • Being fair and gentle when giving feedback • Dealing with sensi ve issues privately • Making allowances for other’s mistakes • Listening to others • Apologising for any errors or misunderstandings • Speaking clearly so others can easily understand Responsibility and Integrity To gain other’s trust and respect, all professionals need to take responsibility for themselves and their work and consider the consequences and the impact on others. • Be honest • Follow through with commitments • Let others know if you expect delays • Be respec ul about compe ng businesses/people – point out your benefits rather than their faults

• • • • • • • • • •

Be prepared before mee ngs and when presen ng reports etc Make yourself clear to avoid any miscommunica on Avoid conflicts of interest Be impar al – keep personal bias and intolerances out of the business world Be reliable and dependable Take appropriate ac ons, rather than trying to hurt someone or their business when you feel wronged Present yourself pleasantly with good hygiene and appropriate dress codes Pay for services and products promptly Demonstrate self-control and avoid public arguments and disagreements Commit to quality and con nuous improvement and personal development

A professional always aims to give the best they can. Give the customer more than they expect. Never give out work you are not proud to have your name on and always do your best work, and the results will reflect these a tudes. A professional can see beyond themselves and is willing to share. Some ways to give to others in a professional capacity are: • Take on an appren ce or student • Par cipate in professional organisa ons you belong to • Volunteer services to a worthy community or charity group • Encourage conserva on within your work place • Join networking groups and help the members • Have referral systems in place with compe tors for busy periods and complementary services Professionalism means seeing beyond the immediate needs and planning for the future. By thinking about the long term percep ons of you and your service, rather than a quick dollar or score, you are likely to behave professionally.

Peter Price President

mESSAGE FROM

Childcare Queensland GM, James Blake

elcome to the Spring Early Edi on Magazine. Spring is always a busy me for CQ and this year is no diﬀerent.

We celebrated Early Childhood Educators Day on 4 September, 2013 and it was touching to see so many examples of Approved Providers, directors, teachers and educators celebra ng their contribu on to our community. Early Childhood Educators Day is our way of bringing apprecia on for the contribu on of our educators to the fore. Thank you to those Members who shared stories of how they celebrated. I know the Commi ee was once again inspired by the kindness you show one another. From a personal perspec ve, I want to thank the educators at Mitchelton Child Care Centre, and in par cular, Angela and Renae, who take such good care of my daughter Penelope. It is reassuring for my wife and I to know that Penelope feels safe and loved each day when we can’t be there. It was our pleasure to welcome newly appointed Assistant Minister for Educa on, the Honorable Sussan Ley MP, to the Childcare Queensland and Australian Childcare Alliance Na onal Conference on Saturday 21 September, 2013. We want to extend our congratula ons to Assistant Minister Ley and we look forward to con nuing the collabora ve working rela onship we have established with her and her team. It is a priority that we work with the Government to clarify the implementa on of the divisive Early Years Quality Fund (EYQF) and contribute proac vely to the Produc vity Commission’s review of the sector over the next twelve months. There is much work ahead for Childcare Queensland (CQ) and the Australian Childcare Alliance (ACA). Thank you to all Members who again made the conference an excep onal learning experience as well as a celebra on of our successes over the past twelve months. I would like to thank all of our sponsors, exhibitors and speakers for their contribu on throughout the weekend. I would like to acknowledge our Members, Karana Early Educa on Centre and all of their educators on being awarded ‘Excellent’ under the Na onal Quality Framework (NQF) Assessment and Ra ng system.

I regularly witness the tremendous quality of educa on and care that our Members deliver. I am sure this will not be the only ‘Excellent’ our membership achieves in coming months. I want to extend my thanks to our Members who a ended Members Mee ngs and Staying Healthy in Child Care breakfasts in August and September. The key message that emerged is that your success in assessment and ra ng is to ensure that all of your educators understand not only what you do, but how and why you do the things you do and what outcomes you achieve for children as a result. The Kindergarten Advisory Support Service (KASS) is con nuing to go from strength-to-strength. I would encourage all Members to contact KASS to arrange an in-service visit with Linda McConville. KASS is focused on suppor ng all services to deliver sustainable and quality kindergarten programs and is a fantas c, free-ofcharge service that can make life that li le bit easier. I also want to highlight the second workshop series presented by KASS that commenced in August. The feedback from the Gold Coast, Cairns and Townsville sessions has been outstanding and I want to thank our facilitator Pam Maclean and our presenters Vanessa Burkhardt and Susanne Eadie. It is wonderful to see so many of you sharing best prac ce ideas at our mee ngs, workshops and events. I am confident that we are making a diﬀerence to the outcomes in assessment and ra ng of our services, but most importantly I believe it is helping improve the delivery of outcomes for children you care for. On behalf of the Childcare Queensland Management Commi ee I wish you well for the remainder of 2013.

Regards,

James Blake General Manager

CHILDCARE QUEENSLAND NEWS - spring 2013

Bring the Outside In

By Dr Brenda Abbey Childcare by Design

pring is the season to celebrate nature and the outdoors. These simple sugges ons can help your service nurture children’s nature needs.

Children love playing outside and it is par cularly important for them to be exposed to nature for their immediate and long-term well-being. This need is recognised by the requirements of the Na onal Quality Standard (NQS), Early Years Learning Framework (EYLF) and My Time, Our Place (MTOP). However, some services find it challenging to provide suﬃcient natural elements and ac vi es to meet these requirements. Bringing natural elements indoors can help overcome this challenge and also help nourish children’s senses and foster their respect for the environment. Most importantly, it provides educators with be er opportuni es to develop children’s knowledge and understanding of the natural environment and the role they play in caring for it.

Be eco-friendly by using sustainable resources such as recycled paper and biodegradable plas cs. Keep the room spacious by minimising clu er and displaying resources in an organised way. 2. Intensify the feeling Plants not only look great, they help keep the air clean and add energy to the room. Use some fresh flowers, po ed plants, terrariums or hydroponics or even a bonsai tree to keep the children intrigued. Fresh fruits and vegetables make wonderful decora ons and are healthy and tasty. Involve the children by sprou ng potatoes, carrot tops and seeds, or start a vegetable garden if possible.

Some of the sugges ons listed below may seem obvious yet, surprisingly, services o en overlook them when assessing their prac ces against the requirements of the NQS, and when wri ng their Quality Improvement Plan. Others may not be prac cal in every service but may prompt you to think of similar ways to bring the outside in as well as inspire your crea vity. These simple sugges ons can help your service meet the requirements and nurture children’s nature needs. 1. Create a natural feel The next best thing to being outdoors is seeing and feeling it. Let in plenty of natural light and fresh air by opening windows and pulling back curtains and blinds. You could also dress windows in a way that will enrich the view by placing pot plants to frame the scenery. Reflect nature in the furniture and décor using colours, pa erns and textures. For example, using greens, yellows and blues or incorpora ng natural items like sea shells, rocks and plants. Something as simple as cane storage baskets or even tree stumps as stools can be eﬀec ve.

Remind children of the changing seasons by displaying items that reflect the current season. For spring, you could use blooming branches and flowers.

A fun way to get children involved is to introduce creatures. Worm and ant farms, fish tanks, turtles, frogs, crabs or a bu erfly kit provide them with the opportunity to connect and understand nature. 3. Embed the feeling A great way to bring the outdoors in is to incorporate natural elements into ac vi es. Art and cra projects that use natural items like pinecones, feathers, leaves, shells, sand, rocks and clay are great, and children really enjoy crea ng their own natural masterpieces. Loose parts from nature can be used for construc on and manipula ve play alongside blocks and puzzles. In drama c play, items can be used to feed the children’s imagina on. For example, twigs, bark and leaves can be used to complement a camping scene. Reading me can be set up with cushions and sheepskin under a tree branch and books that are nature themed, both fic on and non-fic on. 4. Keep the feeling going Children love collec ons; gather and store interes ng natural items for a science box and bring it out when needed.

books and stories about nature and their experiences to prompt recall. Revisit documenta on using learning stories and made-books about nature. When wri ng them, use as many sensory words as possible to enrich their memory of the experience. This will also help children who were not there place themselves in the moment. 6. Over to you Bringing the outside in is only part of what you can do to ignite children’s interest in nature. Your role is pivotal. Use inten onal teaching strategies such as: • Sharing your interest in and knowledge of nature • Provoking their curiosity by rearranging the natural elements in the room • Choosing a thought provoking book, CD, DVD or YouTube videos and asking open-ended ques ons Find ways to increase your knowledge and pass it on to the children. There are an ever increasing number of resources at your finger ps online. Bringing the outside in is an easy way to meet the requirements of the NQs, EYLF and MTOP (NQS 3.1.1, 3.2.1, 3.2.2, 3.3.2. EYLF and MTOP LO 2, 3, 4, 5).

Invite the children to contribute to the collec on and help rearrange or categorise. Items for the science box could be birds’ nests, bee hives and feathers. Over me, the boxes will hold interes ng and unusual items and will make se ng up nature areas much easier. Involve children in decora ng the room with items they find while playing outside, or display photos taken on excursions. 5. Remind them Keep the children interested by providing them with hands on, sensory experiences so they can see, feel, smell and taste nature. Sensory science tables are a good idea to engage all these senses. Have the children listen to nature sounds like rain, waterfalls, surf and wind sounds during quiet me. Evoke memories by displaying items gathered on an excursion, display photographs with cap ons to introduce topics or make

CHILDCARE QUEENSLAND NEWS - spring 2013

Kindergarten Advisory Support Service (KASS)

By Claude e Cabilan Kindergarten Advisory Support Service

stablished in 2011, KASS provides support and advice to help long day care services meet the requirements of the Queensland Kindergarten Funding Scheme (QKFS).

KASS also provides support and advice to a ract and retain early childhood teachers and for the delivery of quality kindergarten programs in accordance with the QKFS. KASS is a huge asset to the industry, so its extension un l 31 December, 2014 has been warmly welcomed. In the next 18 months, KASS will provide support to the long day care sector to build a stronger and more eﬀec ve network of services delivering sustainable and quality kindergarten programs under the QKFS. KASS oﬀers the following assistance to help make things a li le easier for services to meet demands. In-service visi ng program Where possible, KASS will facilitate prac cal support, direc on and advice regarding the delivery of sustainable and quality kindergarten programs. It is designed to respond to the individual needs of each service with a focus on providing resources and guidance. This includes: • Integra ng teachers into services and clarifying roles and responsibili es (in conjunc on with the Approved Provider); • Prac cal orienta on of teachers transi oning from other educa onal se ngs (Na onal law, policies and procedures, documenta on, resources for inclusivity and behaviour guidance, mixed aged groups and varied a endance pa erns); • Suppor ng transi on of kindergarten teachers into of educa onal leader role; • Guiding teachers in LDC to use AEDI in educa onal program and prac ce and community engagement; • Advice for new or transi oning teachers to embed NQF, EYLF and QKLG in a play-based environment and generate quality programming; • Suppor ng LDC services to address the impediments that result in a service not applying for provisional approval under QKFS; and

Workshops The first workshop series was highly regarded by early childhood teachers across the industry. In response, KASS has developed another workshop: Workshop Series 2 - ‘Taking a holisƟc approach to programming, documentaƟon and kindergarten’. These workshops are designed to support Early Childhood Teachers and Nominated Supervisors incorporate kindergarten programming and documenta on into a consistent and servicewide approach. These workshops are facilitated by childhood professional Pam Maclean, and will feature prac cal examples of programming and documenta on from two teachers that have been assessed as ‘exceeding’ under the Na onal Quality Standards. Upcoming workshops will be held in Toowoomba, Sunshine Coast, Ipswich and Brisbane. Early Childhood Teacher Networks Teachers are repor ng a need for addi onal support in various aspects of delivery of an approved kindergarten program, as well as professional isola on in long day care se ngs. These issues lead to higher than an cipated turnover rates for early childhood teachers, resul ng in inconsistency in quality across the kindergarten program. In response, KASS is suppor ng interested early childhood teachers establish ECT Networks across Queensland to provide peer support. The aim is for these networks to become sustainable and self-suﬃcient beyond KASS. There are now ECT Networks on the Gold Coast, Logan, Sunshine Coast, Caboolture, Townsville, Cairns, Bayside area, Brisbane North, Ipswich and Toowoomba. For more informa on on the above programs, please visit the KASS website www.kass.net.au.

• Informa on, support and advice regarding the QKFS applica on process for new services

CHILDCARE QUEENSLAND NEWS - spring 2013

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Managing the Transition to Full Teacher Registration By Petrina Rossner Queensland College of Teachers

ith the implementa on of the Australian Professional Standards for Teachers (APST) in January this year, a new process has been introduced for provisionally registered teachers who wish to transi on to full registra on.

Progression to full registra on now requires teachers not only to meet acceptable teaching experience requirements and prepare evidence to demonstrate achievement against the Standards, but to make an applica on for full registra on to the Queensland College of Teachers (QCT). The period of provisional registra on is a supported introduc on to the teaching profession. It is a period of significant professional development and growth through teaching experience, reflec ve prac ce and collegial and supervisory guidance and advice. Teachers who wish to transi on to full registra on are also required to demonstrate achievement of each of the seven Standards across the domains of professional knowledge, professional prac ce and professional engagement. To be granted full registra on, a provisionally registered teacher must demonstrate successful comple on of a minimum of 200 days of acceptable teaching prac ce and provide evidence of performance at the proficient career stage of the APST. Provisionally registered teachers working in long day care centres and kindergartens may use their teaching experience delivering the Queensland Kindergarten Learning Guideline (QKLG) or the C&K ‘Building Waterfalls’ kindergarten program to demonstrate successful teaching experience. For teachers in these early childhood se ngs, an assessment against the Standards must be made by a ‘Reviewer’ who has received the prior approval from the QCT to engage in the assessment and make the recommenda on for full registra on (the Reviewer is o en also referred to as a ‘mentor’). The Reviewer’s role is to guide and advise the provisionally registered teacher as they develop their professional knowledge and skills. It requires formal observa on of the provisionally registered teacher and regular engagement in discussions around iden fied learning goals and areas of development.

The Reviewer cannot represent a conflict of interest, such as being the parent of a child in your kindergarten class, or a family member or friend. Once you have selected an appropriate Reviewer you need to no fy the QCT by comple ng a Form K – Progressing to Full Teacher RegistraƟon if Teaching a QSA Approved or Accredited Kindergarten Guideline. Applying to move from provisional to full registra on In order to move to full registra on, a provisionally registered teacher must make an applica on to the QCT. Within the applica on there is an Assessment against the Australian Professional Standards for Teachers (Assessment) and a RecommendaƟon for Full RegistraƟon (Recommenda on). The Assessment and the Recommenda on must be completed by the Reviewer. The QCT has developed a number of resources to assist provisionally registered teachers and their Reviewers in the transi on process to full registra on. This includes the Evidence Guide, the Provisional RegistraƟon Fact Sheet and the Quick Start Guide – Applying to move from provisional to full registraƟon. You can access these resources at the QCT website. UPDATE - Recording your place of employment with the QCT Online Services Recent changes to the QCT website’s Online Services now provide for teachers working in licensed early childhood se ngs to update their place of employment through their QCT account. Remember too that it is a requirement of teacher registra on that you no fy the QCT of any changes to your contact details. Contact details may also be updated through Online Services.

To meet the requirements of a Reviewer in long day care and kindergarten, the teacher must be an experienced early childhood or primary teacher who holds full registra on.

CHILDCARE QUEENSLAND NEWS - spring 2013

Early Childhood Educators Day

By Ka e Barter Early Edi on Guest Editor

arly Childhood Educators Day is a celebra on to acknowledge the important role educators play in developing and caring for the next genera on of Queenslanders.

The annual event is set aside so that dedicated educators can receive well deserved rewards of thanks and recogni on for their fantas c eﬀorts. This year has been a challenging one for Approved Providers and educators alike. We have been confronted by divisive government policies and poli cs that have generated confusion and addi onal work.

This year, Childcare Queensland ran a compe on to encourage crea vity in the celebra ons of Members. Winners were awarded prizes from five categories; Environment and Sustainability, Indigenous, Literacy and Numeracy, Health and Well-being, and Science and Technology. Here is a snapshot of the touching celebra ons that occurred across Queensland:

Early Childhood Educators Day on Wednesday 4 September, 2013 was about ge ng back to basics and reflec ng on the many lives you have influenced, the learning that you have imparted and the care and support you give to children and their families.

Rockhampton Grammar School ELC, Rockhampton

Educators are heroes in the community and we should never underes mate the contribu on you make to the families that use your service and to the wider community.

A morning tea was held and each of the staﬀ were presented with a cer ficate and small gi as a token of apprecia on.

Community recogni on is increasing each year and our aim is to use the day to reinforce to our families, their children and the wider community, the important role our educators play. CQ wants the day to be one in which you take some me to celebrate together, a job well done. Educa on, Training and Employment Minister, John-Paul Langbroek said, “Early Childhood Educators Day is the perfect opportunity for families to acknowledge the wonderful work done by early year’s educators.”

A “Garden of Gra tude” was set up in the service foyer invi ng families to write on a flower and place it in the garden. Many kind words were shared, thanking all the educators for their dedica on.

Torquay Kids ELC, Torquay Torquay Kids focused on the many diﬀerent cultures of their educators and children. Staﬀ and families contributed flags, food and costumes from their own culture to celebrate together. The service was paid a visit by local Indigenous man, Al, who spoke to the children about his culture and brought clap s cks decorated with individual names. Each educator was called up to receive their cer ficate of apprecia on and their clap s cks, along with a personal thankyou from parents.

Li le Zebra Child Care Centre, North Rockhampton Centre Directors Jo and Tracy painted white shirts with handprints and invited parents to sign them for each team member. They set up a “Recogni on Wall” where parents and children could write words of apprecia on on the hands and put them on the wall for the teachers to see. Tracey and Jo acknowledged each team member with indoor plants and, with help from some of the parents, prepared lunch (which of course included cake).

Later in the morning the service had a high tea and presented their cer ficates of apprecia on. Kidz Magic, Heathwood At Kidz Magic, the educators brought in their baby photos so parents could try and guess which photo was of which educator. Parents also wrote personal comments on the frames and these were displayed in the service. The children dressed up for “When I Grow Up” and brought food to share with educators. Childcare Queensland would like to congratulate the winners and thank everyone who submi ed an entry this year. It is fantas c to see so many services celebra ng the dedica on of their early childhood educators. Most importantly, we would like to thank all of our Member’s educators for their hard work and dedica on in delivering outcomes for children and their families.

Each educator was presented with their award and Director Jo commented, “I am so privileged to work with such a dedicated team of educators who put their hearts and souls into the children and our service.” Playschool Kindergarten, Elanora Staﬀ at Playschool wanted to communicate to parents how much they love their job and what it means to them. They set up a Facebook status and a poster for parents to leave messages of gra tude. There was some wonderful feedback and the children contributed to the display by making clouds and wri ng “The Sky Is The Limit”.

CHILDCARE QUEENSLAND NEWS - spring 2013

Tapping Into the Free Local Media

By Graham Witherspoon Media Specialist

part from paying for adver sing, the best way to get your business into the local newspaper, radio or TV is to tell them a story about what you’re doing that makes them want to report it – in other words, write a media release.

A good media release will explain to the media who you are, what you are doing, why it’s important to them, and provide details of when and where.

The second and third sentences should expand on the introduc on and introduce the spokesperson or talent, such as a parent:

There is an art to this but with some crea vity and the promise of good images you can have the media covering your next event or milestone.

Springwood Early Learning Centre upgraded its play area with brand new play equipment, soŌ fall and shading to increase the amount of quality Ɵme the children were able to spend outside.

When preparing a media release the first thing to do is to think about it from the media’s point of view. It’s important to make it stand out.

Springwood parent Ann Rogers says that the new equipment has provided her son with the opportunity to spend more Ɵme outside and learn from interacƟon with the other children.

There are many ways to make your media release newsworthy, and o en it depends on who you are targe ng. If it’s the local community newspaper – use locality as a star ng point, if it’s a city newspaper – use a subject that is relevant to all parents. Subjects vary but make sure that it is something that is important and interes ng to those who you want to report on it.

From there you should provide some quotes from the parent then from a representa ve of your service.

Example – let’s say you want to have the local community newspaper report on the $150,000 renova on that you’ve just completed that includes a new outside play area with equipment. The cost is not what is important to parents but the fun their children will get from the new play equipment is. So the key is to emphasise the amazing new fun play equipment and how modern and safe it is. First you need a heading that makes the readers want to know more: Smiles increase as play equipment investment returns happy dividend. Second, the first sentence introduc on must contain the following and all with as few words as possible: who, what, where, when, why and how: A Springwood long-day care service has increased the joy of learning for its liƩle students when it invested in a new play area complete with red spiral slide and pretend café.

At the end of the media release ensure to include some details on how many places are at your service and how long it has been opera ng. These details can also be incorporated into your representa ve’s quotes. Finally, an image of the children playing on the equipment complete with their smiling faces is essen al. O en the image will be the diﬀerence between your story ge ng a run or not. Ensure you have approval to publish images of the children in the photo. I recommend calling the media and asking for a par cular person or email address to send it to. It is also good prac ce to call back and make sure they have received it and ask if they have any ques ons. I am available to discuss how to get your service into the media. Just contact the CQ oﬃce and they will forward on your enquiry.

Supporting Cooperation and Caring Through Large Group Experiences By Dr Wendi Beamish Griﬃth University Dr Beth Saggers Queensland University of Technology

oopera on and caring are best taught within a group as it promotes connectedness, collabora ve eﬀort, and rela onship building.

Working with a large group of children is an integral part of everyday early childhood prac ce. Well planned, group experiences not only allow children to engage and learn together, but also provide an eﬀec ve means of fostering language, cogni on, and social and emo onal development.

However, opportuni es for developing these skills can be naturally embedded into everyday classroom rou nes and ac vi es as children interact and play, share toys and spaces, and work together on structured ac vi es.

Group experiences can therefore be problema c for young children who have diﬃculty coopera ng with and caring for others, as children require these core skills to successfully interact within a group.

• Ensuring that book nooks have comfortable couches that can seat 3-4 children comfortably side-by-side

In the long term, skills of coopera on and caring are crucial to becoming a social individual as they are inherently linked to socialemo onal competence, well-being, behavioural adjustment, and overall development.

• Providing structured, whole group projects that allow a small number of carefully selected children to be assigned a special task to complete

For young children to develop skills in caring and coopera on, they need to have a good understanding of their sense of self, a posi ve self-esteem, and a sense of belonging. A sense of self and posi ve self-esteem allows children to have the confidence to tackle new tasks and situa ons and feel competent as learners. A sense of belonging and community allows children to acknowledge the needs, ideas, and feelings of others. Moreover, in order to build skills in these areas, young children need to understand and acquire a wide range of social skills, including turn-taking, obedience, and acceptance of the ideas of others. Egocentricity and poor communica on skills o en contribute to young children having diﬃculty in learning to be coopera ve and show care and concern for others.

Examples include:

• Structuring dy-up mes so that pairs of children are required to complete tasks

Staff role-modeling of appropriate language is also a key strategy for fostering skills in caring and coopera on. Examples of staff using this role-modeling strategy include; being considerate and using “please” and “thank you”, being posi ve and complimen ng pro-social behaviour, and mindful about use of reprimands and limi ng the frequency of the word “no”. Moreover, a sustained focus by staff on what is acceptable rather than what is unacceptable when working with children creates a suppor ve environment for social-emo onal learning and promotes caring and coopera on as a focus. Coopera on and caring are pivotal skills for par cipa ng in today’s social world. Developing these skills before school paves the way for academic achievement, school adjustment, making friends, and influencing others. Their early acquisi on helps set the child on a posi ve path for learning and life.

CHILDCARE QUEENSLAND NEWS - spring 2013

ACA & CQ National Conference 2013

By CQ Conference Commi ee www.childcareqld.org.au

ur annual conference provides yet another valuable opportunity for Approved Providers, educators, and industry experts to network and reflect on quality, best prac ce and to improve outcomes for children across Australia.

The 2013 Australian Childcare Alliance (ACA) and Childcare Queensland (CQ) Na onal Conference was held from 20 to 22 of September at Jupiters Hotel and Casino on the Gold Coast.

Delegates were encouraged by Minister Ley’s comments that she could not support a policy that provided wage increases of only 27 per cent of the workforce.

The conference a racted more than 500 a endees from across Australia.

With poli cs and policy out of the way, delegates got down to business and were treated to an inspira onal presenta on by Mr Bruce Sullivan. Bruce is a rela onship specialist and discussed the demands the workforce puts on our me and energy. On a humourous note, he discussed ‘how to have the energy of a 4 year old’ in order to overcome these demands.

This year the theme was Hands up for Wellbeing and focused on improving the wellbeing of educators, approved providers and their business. Most importantly, it focused on the health and wellbeing of children, and outcomes we deliver for them and their families.

The conference began with welcome drinks on Friday evening and the following days included plenty of sessions that provided informa on, resources and networking opportuni es for a endees. We would like to extend our thanks to the newly appointed Assistant Minister for Educa on, Ms Sussan Ley MP for oﬃcially opening the 2013 Conference. Minister Ley discussed the incoming Government’s childcare policy including the Produc vity Commission’s Inquiry in childcare and the future of the divisive Early Years Quality Fund (EYQF).

CQ would like to thank all of our speakers across the twoday conference who shared their exper se and experience across a range of diverse fields including social media, financial management of indigenous issues, cri cal reflec on, opera onal health and safety, wellbeing and communica on with children.

with pool safety, farm safety, sun protec on and general child community safety. We would like to thank all of our sponsors and exhibitors, including Guild Insurance and ChildCare Super (Gold), Modern Teaching Aids (Silver) and QK Technologies (Bronze) who made the weekend possible. We would like to congratulate all delegates for taking me out of their busy lives to par cipate in the 2013 Conference. The journey of con nuous improvement and quality is not reserved for the assessment and ra ng process in your service. It is a personal commitment and delegates displayed their passion for learning again in 2013. Our special thanks also go to Mr Timothy Hyde for successfully guiding delegates throughout the 2 days as Master of Ceremonies. With a background in entertainment, Timothy kept the conference on track and injected plenty of fun. The Gala Dinner was an outstanding success and we want to thank all delegates who took the me to dress up for the ‘An Arabian Night’ spectacular.

Timothy took the opportunity to help finish our Conference on a fun note, encouring delegates to ‘Think like a Magician’ with prac cal strategies on crea ve thinking, problem solving and looking at our challenges from diﬀerent perspec ves. All presenta ons from the 2013 Conference will be available on the CQ website and stay tuned in coming weeks for an announcement on the date and venue for 2014.

A highlight of the Conference for many was the appearance of the Childcare Queensland Patron, Mr Laurie Lawrence. Yet again Laurie’s enthusiasm for the welfare of children in our community inspired everyone at the dinner and gave delegates an opportunity to see a sample of his exci ng new projects that will support early childhood educa on and care services

CHILDCARE QUEENSLAND NEWS - spring 2013

Childcare Queensland Membership Update

By Membership Sub-Commi ee Childcare Queensland

hildcare Queensland (CQ) is expanding Member benefits including events, mee ngs, training and other resources.

The Childcare Queensland (CQ) Management Commi ee would like to extend a warm welcome to the 34 long day care services that have joined the CQ family in the current membership year. We are con nuing to expand our package of Member benefits and are excited about the addi onal training now available via In Safe Hands. Behaviour guidance and nutri on are two important areas for all educators. For those Services who have already purchased child protec on training, you will be able to use your exis ng In Safe Hands account. New accounts are simple to establish, so please contact the CQ Oﬃce for more informa on. The Australian Childcare Alliance (ACA), through CQ, is oﬀering online sustainability training via Small Green Steps. This remains a challenging area for many Services as assessment and ra ng data shows weaknesses in quality standard 3.3.

In 2014 CQ will also increase the number of online resources available to support Approved Providers and educators. This includes a series of videos, ar cles and other tools. If there are specific issues that Members would like addressed please contact the CQ Office and we will endeavour to address them. CQ has also asked all Associate Members to provide us with an indica on or summary of their products and services and their offers available to CQ Members. It is an cipated that this will be released prior to the end of 2013. The CQ Office is also currently working on the 2014 CQ Diary. Orders for addi onal diaries are now open and can be placed by downloading a copy of the form from the CQ website. It is expected that deliveries of the diaries will occur in the first week of December.

It was pleasing to see more than 360 a endees at Members Mee ngs and breakfasts in August and September 2013.

The second KASS Workshop Series is currently underway and we encourage all Members to send as many educators as possible. This Series is not limited to Early Childhood Teachers as integrated programming and documenta on is vital to all educators.

These sessions provide excellent networking opportuni es for Approved Providers and Nominated Supervisors, and Members report they are benefi ng from sharing their experiences and solu ons.

Although KASS is available to Members and Non-Members, it is important that all Members take full advantage of the training available un l our contract with the Queensland Government concludes in December 2014.

An announcement will be made shortly about a final set of mee ngs for 2013 in Brisbane, Sunshine Coast, Gold Coast, Toowoomba, Ipswich, Cairns and Townsville.

As always, look for the latest updates and informa on on all CQ related topics in your email inbox.

To improve the quality of the webinar product we offer to regional Members, we will now offer a stand-alone webinar at a dedicated me. This replaces our exis ng efforts to broadcast the Brisbane mee ng, and allows recording of the session to upload to the CQ website. The CQ Office will be releasing a forward calendar of events for 2014 to ensure that all Members have the opportunity to plan and a end events, mee ngs and training. These dates will also be listed in the CQ diary.

If any Member needs assistance with their opera ons or would like to know more about any of the benefits of CQ Membership, please contact Julie on (07) 3808 2366. A toll free number is also available for our regional Members, 1300 365 325.

Sustainability Education in Early Years Settings

By Dr Melinda Miller PhD Queensland University of Technology

ustainability educa on promotes opportuni es for explora on on a range of topics relevant to children’s everyday experiences.

Children as young as three are sharing their knowledge of sustainability issues like the Queensland Floods in 2011, and the BP Oil Spill in American waters. While aspects of these events can be overwhelming, responding to children’s exis ng knowledge and experiences allows for an educa ve approach to sustainability issues. It also allows for discussion about the many ways individuals and communi es work to create posi ve change. Typically, childcare centres focus on environmental ini a ves as a way of addressing sustainability. This isn’t surprising given the global focus on environmental concerns in recent decades. The Na onal Quality Framework (NQF) also posi ons sustainability and related prac ces under the quality area “physical environment”, with a focus on children becoming environmentally responsible. Environmental ini a ves o en include garden projects, water conserva on prac ces, recycling, installing solar panels and water tanks, and reducing electricity consump on. However, many educators may be unaware of underlying principles of eﬀec ve prac ce related to sustainability educa on. To link prac ce with theory it is useful to consider the following principles outlined by Davis and MacLeod (2006). Values learning Values are the ideals that guide sustainability educa on. While children learn knowledge and skills via everyday experiences, values learning relates to overarching ideals such as; ci zenship, stewardship and showing empathy for the world and its peoples. Inquiry learning This promotes a problem-solving approach, in that there can be more than one answer or solu on to a problem. Hypothesising, tes ng and finding mul ple solu ons are key elements of an inquiry approach.

home and in the childcare centre. Learning is meaningful because it relates to children’s exis ng experiences and knowledge. Democra c/par cipatory approaches A democra c approach to teaching and learning encourages child-ini ated experiences. Teachers create opportuni es for children to share and act on their own ideas, and the ideas of their peers. Children make decisions about their learning and take responsibility for key outcomes. Whole-of-centre approach Sustainability educa on has more longevity and influence if it invites the par cipa on of a range of people within and outside the service. All stakeholders work toward agreed sustainability goals that will benefit children, families and the community. When principles of eﬀec ve prac ce are used in sustainability educa on, possibili es are created for children to contribute to ac ons that benefit people and local environments (Davis, 2010). Children can also influence others to develop a posi ve a tude toward sustainability issues. Environmental ini a ves are important, but they are only one part of a broader picture. As a whole, sustainability takes into account environmental factors as well as related social, poli cal and economic areas of concern. To address broader themes of sustainability, educators can introduce concepts including culture, diversity and equity between groups of people. Sustainability educa on enables children and educators to learn about issues that aﬀect us locally and globally. When enacted in a holis c sense, sustainability educa on promotes opportuni es for rich and deep explora ons on a range of topics relevant to children’s lives.

For example, you can encourage children to look at diﬀerent designs and test out diﬀerent materials and methods for building bird houses or possum boxes for the trees in their playground.

Davis, J.M., & MacLeod, H. (2006). Educa on for sustainability: Unpublished report, Queensland University of Technology, Brisbane

Real-life learning Real-life explora ons stem from children’s daily experiences at

Davis, J.M. (Ed) (2010). Young children and the environment: Early educa on for sustainability. Cambridge University Press, Melbourne

CHILDCARE QUEENSLAND NEWS - spring 2013

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Tips and tricks:

Teach your children how to share and listen By Meg Parkinson Pepa Paradigms

eaching children how to listen and share are o en the hardest tasks that a parent needs to do. Here are a few ps and tricks on how to get your children to listen and share in no me.

Teach your children how to listen

Teach your children how to share

Eﬀec ve adver sements grab your a en on within the first few seconds. They get straight to the point. Similar ideas can be used to get a misbehaving child’s a en on.

Ge ng children to share is essen al for fair play and eﬀec ve learning. Here are some ideas to help make sharing easier.

Don’t try to explain why they have to change what they’re doing. Teaching and filling in the reason can be done later. We o en tell children what we don’t want them to do which is too abstract for a child to comprehend. Do make it clear how you want them to behave. Be asser ve and only give instruc ons once. Telling and re-telling is no more than a wish or a nag and won’t change behaviour. Children are more likely to change their behaviour through replacement rather than removal. Don’t expect them to just stop behaviour without giving them something to replace it with. Instead of saying, “Stop running in the house!”, say, “Walk in the house. Thank-you.” Saying ‘Thankyou’ rather than ‘please’ or ‘OK’ is more eﬀec ve as it is polite and sends the message that you expect it to happen. It makes the command a direc ve rather than a ques on. Do clearly state your expecta ons. Don’t expect your child to like the new expecta on but give them me to process it. Wri ng it down is a good idea so they have something to go back to and for you to refer to. Don’t lecture. If they choose not to follow your instruc ons, remind them of the consequence. Having posi ve consequences is more mo va ng for children to do what is expected.

One of the most eﬀec ve methods to encourage sharing is to let the children know that they don’t have to share everything. This teaches them to be more responsible for their possessions and give them a sense of ownership, belonging and importance. Have the children sort items into groups. One group of things they don’t want to share, and a group that they are happy to share. Let everyone know which toys are for sharing and which ones aren’t. Explain that it doesn’t mean they will always have to share the toys they have picked to share or that they can’t share the toys they have picked for themselves. Re-sort the items each week and eventually you may no ce more things turning up in the share pile. Some children are persistent and want to use items that aren’t for sharing. Encourage the use of a diﬀerent item. If there is a child that likes to borrow but doesn’t look a er or return items, take something of theirs as collateral (just for a li le while, and always tell them that this will be the consequence before the next sharing opportunity.) You can also teach children that sharing is not limited to material items. They can share ideas, thoughts and feelings too. For some children this is easier. Give these children encouragement for being a good sharer and say things like, “that’s a great story about kindy, you’re ge ng very good at sharing.” Don’t forget to men on when a child has shared their things happily.

Remember to follow through with consequences, whether posi ve or nega ve. Consequences work best if they are linked to the context. A good example is, ‘if you don’t brush your teeth you won’t get any more sweets”.

Have ‘sharing me’ each week. Have them sit in a circle and share thoughts, feelings and experiences. Remember to lead by example and share your own too.

The key to managing a child’s behaviour is to be proac ve rather than reac ve and set out clear instruc ons and expecta ons before things get out of hand.

Sharing is a learnt skill, if a child is finding it diﬃcult to share, try not to cri cise. Ask them why they are finding it diﬃcult to share at the moment, rather than giving them labels like selfish, which seem more permanent.

CHILDCARE QUEENSLAND NEWS - spring 2013

Taking a holistic approach to programming, documenting and kindergarten. By Pam Maclean Childâ&#x20AC;&#x2122;s Play Consultancy Services

rogramming and Documenta on are important processes to meet Na onal Quality Standard (NQS) requirements.

Why is programming important? â&#x20AC;&#x153;Programming,â&#x20AC;? the process used to plan and facilitate childrenâ&#x20AC;&#x2122;sâ&#x20AC;&#x2122; experiences, links with teacher/service philosophies, QKLG, the EYLF Learning Outcomes and should also comply with NQS requirements.

Any program layout is acceptable if it includes the correct elements. The basic programming cycle looks like this.

It demonstrates knowledge of childrenâ&#x20AC;&#x2122;s needs and abili es. Why do we need documenta on?

â&#x20AC;&#x153;Documenta onâ&#x20AC;? is the recording of our programâ&#x20AC;&#x2122;s elements. We record informa on about each childâ&#x20AC;&#x2122;s strengths as well as other issues that impact on future learning. Documenta on at each stage of the planning cycle enables us to record our program and meet legisla ve requirements.

How much observa on and documenta on is enough? No specific number of documenta on elements is recommended. Use professional judgment and focus on quality, not quan ty. Only record significant incidents. Apply diďŹ&#x20AC;erent documentary methods to suit each childâ&#x20AC;&#x2122;s needs and interests. Your records document events and inform future programs. Are learning stories the only way to document childrenâ&#x20AC;&#x2122;s learning? Learning stories are not the only way to document achievements. You cannot meet NQS requirements using a single informa on gathering method. If using learning stories, use the correct structure. Many â&#x20AC;&#x153;learning storiesâ&#x20AC;? do not include the correct elements and are really photo observa ons. Correctly structured learning stories are family friendly, visually appealing and oďŹ&#x20AC;er elements that support the QKLG, EYLF and NQS requirements. What is the programming cycle, what does it look like and how does it work? The Programming (or Planning) cycle is the order in which we develop and implement the program. Document each step using various recording methods and our growing knowledge of each child.

We repeatedly work our way around the cycle, documen ng for individuals and groups. We Observe, Plan, Implement, Evaluate and Extend. Observe Over me we develop a long list of methods using documenta on best suited to a given situa on, event, or child. We may include methods such as: Anecdotal records, Jo ngs, Checklists, Photo Observa ons, Learning Stories, Work samples, Sociograms, Movement tracking sheets, Conversa ons with children, Video/audio recordings or even a Strength Tree. Include your role as you record significant events. Use a variety of methods to gather informa on. Each childâ&#x20AC;&#x2122;s records would develop quite diďŹ&#x20AC;erently over me as we tailor their files. Tip: Sharing with colleagues is a part of eďŹ&#x20AC;ec ve programming. Be collabora ve and share perspec ves. Plan Set out thoughts, extension ideas and inten onal teaching plans instead of star ng the day with a blank program sheet.

Planned items should reflect observa ons, knowledge of previous learning, family input or conversa ons with children. Add items of interest or incidental events throughout the day. Use the correct terminology. If you “scaffold”,” inten onally teach” or “co-construct”, say so. Share ideas with colleague/s and families in your partnership of learning. Implement Encourage, explain, instruct, listen, model, offer choice, challenge, co-construct, collaborate, iden fy, imagine, make connec ons, nego ate, ques on, research, revisit and scaffold. Develop ideas that families have suggested and guide children’s choices as you inten onally teach. Evaluate This relates to specific events and goals. Evaluate the program and record your thoughts. Record notes about individual children or groups. Document the response to an inten onal teaching item, how they managed a new experience or other relevant informa on. Evaluate how we managed a par cular experience, or how the team worked. Families and children can also help evaluate the program. Extend The final step informs future program cycles. Extension ideas are some of the items on the program sheet at the start of the day. You may act on some extension ideas in the next programming cycle, other thoughts may percolate for a while. Use parent and child input. Note: offer feedback to families if you implement their ideas to encourage future contribu ons. Working our way around the programming cycle, we also need to: • Build on our knowledge of the QKLG, EYLF and NQS • Include some links to the teacher and service philosophy, QKLG, and EYLF learning outcomes or be able to explain them

• Record reflec ons in a readily accessible place for easy reference. Reflec on helps us to become self-aware as professionals, to develop goals, iden fy and address areas we need to develop further. Regular reflec on can also help build stronger teams Why is integra ng kindergarten in long day care se ngs important? Services have found that a posi ve approach to the Kindergarten program benefits the whole service as it: • offers new ideas and approaches • compliments the good things already happening in the service • offers something to which other educators can aspire How do we make links between QKLG, EYLF and NQS? You may provide evidence of those links by: • Including them in your daily/weekly “What we did today” sheet • Recording direct links on your program sheet • Displaying them on a parent informa on board • Selec vely documen ng the links for significant events Know the links and outcomes of the QKLG and EYLF, refer to them when planning, and demonstrate this in everyday prac ce. Once familiar with the links, we might elect to verbally demonstrate our understanding, recording them less o en. Prior to your assessment visit, talk to your Early Childhood Officer to ensure your interpreta ons of the NQS align. All team members need to speak confidently about the strategies used, and demonstrate understanding about how they support children to celebrate learning outcomes. Under the NQF, we may be crea ve and develop our own style of programming and documenta on. The transi on from formal teaching to long day care teaching is a challenge, but it is also an opportunity as teachers begin a new learning journey in partnership with colleagues, children and families.

• Copy and store documenta on in more than one place to create a complete record

CHILDCARE QUEENSLAND NEWS - spring 2013

much more

than accountants... The team at Bentleys have a strong track record working with childcare centre owners and operators. We offer tax, accounting and advisory expertise that will provide you with the building blocks for success for your business.

Think ahead. Talk to us today. Contact Patrice Sherrie, Director P: 07 3222 9610 E: PSherrie@bris.bentleys.com.au

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KASS is holding a series of workshops designed to support approved providers, early childhood teachers and nominated supervisors. Workshops already held on the Gold Coast, Cairns and Townsville were a resounding success! Location

Date

Venue

Toowoomba

5 October

Platinum Int’l Motel

Ipswich

12 October

Ipswich Civic Centre

Webinar

29 October

Sunshine Coast

2 November

Maroochydore RSL

Brisbane

16 November

Pavilion Function Centre

“Thank you! This was great. We got so much out of it. Plenty to implement at work and plenty to streamline our practices to save us some valuable (and difficult to come by) time!” – Amanda

Five Steps for Improving Your Service’s Financial Viability

By Patrice Sherrie Bentleys Chartered Accountants

usiness owners and operators in all industries share a common goal: To con nuously improve the bo om line and maximise profit margins. However in the childcare sector, reforms and new requirements – such as higher staﬀ to child ra os and increasing standards of staﬀ qualifica ons – can place significant pressure on the cost drivers for services.

Staying ahead of the curve, and improving financial returns, can be an overwhelming task. However, pu ng eﬀort and focus into the following areas of your business, you can make a big diﬀerence in a short amount of me. 1. Keep your numbers up As a business that relies on strong demand from parents you need to ensure your occupancy poten al is being met. Assess your “vacancy resilience” with the following ques ons: • How frequently do you measure your occupancy levels? • Do you measure occupancy on a room by room basis? • How equipped are you to react quickly to fill daily / unexpected vacancies? • Is your team on board with the “sense of urgency” surrounding vacancies?

Consider also offering staff incen ves to help improve results. For example, recognising and rewarding efforts made towards improving occupancy or reducing debtors can make a difference not only to the bo om line, but also to morale across the business. 4. Get to know your landlord If you are leasing your space, get to know your landlord and don’t be scared to try to nego ate your costs down. Gather your facts before you approach. Build a business case that will support your request. Make sure you demonstrate the benefits that your business brings to their site. At the end of the day, it’s be er and more cost effec ve for a landlord to nego ate and keep an exis ng tenant, than to try and replace one.

2. And get your numbers right! Cost is a major considera on for many when it comes to childcare. The challenge is to ensure that you charge the right level to keep your business sustainable while s ll encouraging demand. Be clear about what you oﬀer and where you fit:

5. Make sure your cash is flowing, not going Cash flow is a vital ingredient for any successful business. Ask yourself these ques ons to assess your cash flow finesse:

• Does your market seek the par cular type of service that you oﬀer?

• Are you lodging your A endance Record Report for your Child Care Rebate (CCR) and Child Care Benefit (CCB) claims on me so that you receive mely payments?

• Can you use your pricing as a way to diﬀeren ate yourself from compe tors?

• Do you have a policy (that you enforce) on parent debtors?

• Are you charging accordingly for inclusions– such as nappies or catering?

• Do you have controls over expenses?

3. Employ your staff in the most efficient way Staff-related costs account for between 50% - 70% of revenue in the childcare sector. Implemen ng a rostering system to align your staff mix to your occupancy pa erns is one way of improving efficiency across your wages costs.

• Are your admin processes quick and eﬃcient?

Business success can be influenced by many factors. By keeping a focus on some of the key cost drivers across your childcare opera ons, you can make a no ceable diﬀerence to financial performance and returns.

CHILDCARE QUEENSLAND NEWS - spring 2013

Countdown to new qualification requirements

By QLD Department of Educa on, Trading and Employment

rom 1 January 2014, all centre-based early childhood educa on and care services working with children under school age are required to have access to a qualified early childhood teacher or have one in a endance at the service.

The Educa on and Care Services Na onal Law (Na onal Law) early childhood teacher requirements vary according to the size of the service and the opera ng hours. If the main purpose of your service is to provide for school-age children, an early childhood teacher is not required. Do educators in your service meet these requirements? Under the Na onal Law, an early childhood teacher is a person with an approved early childhood teaching qualifica on. Lists of approved early childhood teaching qualifica ons are published by the Australian Children’s Educa on and Care Quality Authority (ACECQA) at www.acecqa.gov.au. Service providers who want to engage an early childhood teacher must check the qualifica on against these lists. All early childhood teachers must either have a qualifica on on the ACECQA lists or must meet one of the Na onal Law’s ‘transi onal requirements’. These allow individuals holding other qualifica ons to meet the requirements subject to a number of condi ons. Check the Early Childhood Teacher QualificaƟon Requirements under the NaƟonal Law fact sheet on the Department of Educa on, Training and Employment’s (the department’s) website for details about these condi ons. A tool to help early childhood teachers determine if their qualifica on meets Na onal Law requirements is also available on the department’s website. Services delivering an approved kindergarten program must also meet qualifica on requirements for early childhood teachers under the Queensland Kindergarten Funding Scheme (QKFS). The teaching requirements under the QKFS are listed on the department’s website or you can call 1800 040 358 for further informa on.

Unable to meet the early childhood teacher requirements? Approved providers experiencing genuine difficul es in mee ng the staffing requirements under the Na onal Law can apply to the department for a temporary waiver. The department will assess each waiver applica on on a case-by-case basis. You must demonstrate that: • children's safety, health and wellbeing is protected if a staffing waiver is granted • genuine steps have been made or are being made in order to meet the requirements • a plan is in place to meet the requirements within the meframes of the waiver As the department expects that all services will be able to comply with the staffing requirements over me, only temporary waivers will be issued for staffing requirements. What you will need to demonstrate When applying for a temporary waiver, you will need to demonstrate that you have made and will con nue to make efforts to meet the requirements by recrui ng appropriately qualified staff and/or up-skilling exis ng staff members. You need to provide enough detail of these ac vi es to enable us to assess your applica on. Be specific - where and when did you adver se your vacant posi on? In which course and at which ins tute is your staff member enrolled? You will also need to provide suppor ng evidence of recruitment and/or up-skilling ac vi es such as legible photocopies of job adver sements and staff enrolments in training. How to apply for a waiver Complete the applica on form on the ACECQA website at www.acecqa.gov.au. Before submi ng check that your applica on is on the SA08 Applica on for Service or Temporary Waiver form, all sec ons of the applica on form are complete, all requested suppor ng documenta on is a ached and prescribed

fees are paid. Applica ons will only be assessed if they are fully completed. More informa on For further informa on on the qualifica on requirements under the Na onal Law, contact ACECQA on 1300 4 ACECQA (1300 422 327) or via enquiries@acecqa.gov.au.

Number of children in the service

Requirements as of 1 January 2014

Fewer than 25 children

Your service needs to have access to an early childhood teacher for at least 20% of the me the service is opera ng. This may be achieved through an informa on and communica ons technology solu on.

25-59 children

Your service must employ or engage a fullme early childhood teacher, or have an early childhood teacher in a endance for: • 6 hours per day, when opera ng for more than 50 hours per week, or • 60% of the me, when opera ng for fewer than 50 hours per week.

60 or more children

Your service must meet the above requirements for 25-59 children (un l 2020 when this changes).

To read more about staﬃng requirements visit the department’s website www.deta.qld.gov.au/earlychildhood or visit the ACECQA website at www.acecqa.gov.au

Examples of what you will need to demonstrate: Regulation to be waived

Genuine steps have been taken

A plan is in place to meet the requirements

Children’s health, safety and wellbeing is protected

Evidence

We are working with the management committee to revise the terms and conditions for the ECT position and will re-advertise in the local paper and on www.seek.com.au over the next 3 months.

Our Director has 10 years’ experience and an Advanced Diploma in Children’s Services and will act as our service’s educational leader, planning programs and mentoring our educators, until we are able to recruit an ECT.

Copies of job advertisements.

Centre-based services Regulation 132: requirement for early childhood teacher (ECT) – centre-based services.

We advertised for an ECT in May and August 2013, placing advertisements in the local newspaper and circulating through our networks, but did not receive any applications from suitably qualified applicants.

CHILDCARE QUEENSLAND NEWS - spring 2013

Preparing An Employment Contract By Lili Tran HR Consultant

iring someone new is both exci ng and frightening. To make the process easier, it’s important to know how to prepare an employment contract for your new employees.

There is no legislated template that must be followed when construc ng an employment contract for a new employee, so the format and content can vary on a case-by-case basis according to the preferences of the employer. An employment contract is also commonly known as a le er of offer, appointment le er or employment agreement. The main benefit of an employment contract is to convey to a new employee, in succinct terms, their condi ons of employment. The employee should accept the contract by the me they commence employment, that way if an individual is not sa sfied with the terms and condi ons offered by the employer, they don’t have to accept the offer of employment. It is important to remember that an employment contract can always build on the minimum provisions of the relevant award and the Na onal Employment Standards (NES) but it can never undermine the minimum standards. If an employment contract contains a term that is less beneficial to the employee than what the award or the NES would en tle them to, the term of the contract will be unenforceable. In the event that an employer and employee agree to vary a par cular provision of the award (for example, the employer may offer an over-award rate of pay for all me worked to offset the payment of over me penal es on addi onal hours) then an Individual Flexibility Agreement (IFA) can be entered into. The IFA is a separate document to the employment contract – it is no longer sufficient to use the employment contract to vary award requirements. IFA’s do not need to be approved by the Fair Work Commission. It is the employer’s responsibility to ensure that the IFA is made correctly, and meets all of the requirements of the Fair Work Act 2009. More informa on on how to establish an IFA is available from the Fair Work Obudsman (FWO) website.

Suggested elements in employment contracts • Status of employment and posi on tle • Employment start date • Dura on of proba onary period • Applicable Award and other relevant legisla on for reference • Reference to policies and procedures (if any) the employee must accept and comply with as a condi on of employment • Award classifica on and pay rate on commencement • Contracted hours of work including specifying start and finish mes and days of the week • Provisions for non-contact/programming me • S pula ons a aching to over me • Public Holidays (if work is required) • Superannua on – choice of fund, frequency and method of payment • Summary of Leave En tlements • Confiden ality • No ce of Termina on requirements Having comprehensive policy and procedure documents for employees are highly beneficial. It is cri cal that employees are thoroughly introduced to it on commencement of employment. Having a superbly wri en policy document will be of no value to an employer if employees don't even know it exists. Furthermore, ongoing employees should be reintroduced to the employer's policies regularly (at least annually) during their employment. When dra ing and implemen ng policy documents it is important to remember that just because something is in wri ng it doesn't guarantee that it will be lawfully enforceable.

CHILDCARE QUEENSLAND NEWS - spring 2013

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