Early Edition Summer 2012 by Australian Childcare Alliance Queensland

CHILDCARE QUEENSLAND NEWS - SUMMER 2012

Issues management and the media Educational Leadership at a glance

Christmas Charity 2012

IR Update

Supporting Aboriginal employment in child care

On the Road Again

Centreing youR Employment Search

Green thumbs up to sustainable programs

Understanding Leasing

No! Are you over hearing that?

Guild Insurance Risk Alert

Learning stories

Preparing policies and procedures that work

CHILDCARE QUEENSLAND NEWS - Summer 2012

Executive

Committee Members

President Peter Price

Brent Stokes

Vice President John Keast

Majella Fitzsimmons Fiona Haber

Message from Childcare Queensland President

Treasurer Graham Sagar

Christine Mayer

Message from Childcare Queensland CEO

Katy Paton

Issues management and the media

Secretary Debra North

Kerrie Lada

Educational leadership at a glance

IR update

On the road again

CEO Gwynn Bridge

Jae Fraser

Queensland

Green thumbs up to sustainable programs

Location:11/6 Vanessa Boulevard, Springwood

No! Are you over hearing that?

Mailing: PO Box 137, Springwood QLD 4127

Learning stories

Christmas Charity 2012

Supporting Aboriginal employment in child care

Web: www.childcareqld.org.au

Centreing your employment search

Email: info@childcarequeensland.com.au

Understanding leasing

CEO: Gwynn Bridge

Guild Insurance risk alert

Preparing policies and procedures that work

Associate Member Directory

Telephone: (07) 3808 2366 Fax: (07) 3808 2466 Toll Free: 1300 365 325 (outside Brisbane)

General Manager: James Blake Senior Office Administrator: Jen Smyth

Editorial Editor: Jen Smyth Contributors: Peter Price, Gwynn Bridge

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

s 2012 draws to a close, it is important to reflect on the achievements of a busy and rewarding year and focus our attention on what lies ahead in 2013.

The introduction of the National Quality Framework (NQF) was a significant milestone for our sector, and although we have always been responsive to change, it represented a fundamental shift in the way we operate and think. We have left behind the notion of a ‘minimum’ set of regulations and moved to a daily focus on quality improvement.

We have big plans in 2013 for Childcare Queensland including providing more training and a range of additional member benefits. I want to encourage members to use all of the services available and remember that this is your organisation and your views and ideas on what we should be doing are always welcome.

This is not a small task and it isn’t over. We should congratulate each other on our efforts to date. I am encouraging my own team to take a breath and reflect on how much things have changed and what remains to be done.

I also want to thank you for your ongoing membership. We strive to represent your interests to all of our stakeholders and the growth of Childcare Queensland makes us the biggest and best child care association in Australia. Thank you!

The other aspect that has kept us busy in 2012 is the delivery of approved kindergarten programs in long day care centres. As the first National Partnership on Early Childhood Education approaches its conclusion in June 2013, it is important to acknowledge the more than 1000 services in our sector that have either been fully or provisional approved for funding under the Queensland Kindergarten Funding Scheme.

The year ahead is again likely to bring further change for our sector. A Federal election is due in 2013 and the Coalition recently outlined a Productivity Commission review into affordability and accessibility as part of their platform. There is also considerable work to still do in preparation for NQF changes on 1 January 2014 and we are working with both sides and levels of government to ensure that change is smooth and practical.

I am proud to say that Queensland is leading the way on implementation. Childcare Queensland will be working closely with the Queensland Government over the next six months as they negotiate a new National Partnership to ensure that kindergarten continues to be funded in Queensland for another three years. I want to take this opportunity to thank the Childcare Queensland Management Committee for a year of hard work. The 2012 Childcare Queensland National Conference was our biggest ever and continues to be a wonderful example of the dedication of our committee. I also want to extend my personal gratitude to our Chief Executive Officer, Gwynn Bridge, for her tireless efforts in supporting the sector in Queensland and in Canberra via her dual role as President of the Australian Childcare Queensland. A special note should also be made of the team in the CQ office that supports the Committee – James, Linda, Jen and Julie – thank you!

I hope you have an enjoyable Christmas, a relaxing break and wherever possible remember those who are less fortunate. Christmas can be a lonely time for many people in our community, so think of those around you and share what is a wonderful time of year. See you in 2013.

Peter Price

President – Childcare Queensland

mESSAGE FROM

childcare queensland ceo and australIAN CHILDCARE ALLIANCE PRESIDENT, gwynn bridge

eflection is a key element in our lives and like most words, has various depths of meaning to each of us. As I have been reflecting on the past 12 ¬months in early education and care, in some areas I recognise that I have to insist my memory recall processes slow down and analyse, rather than just skip along and mentally record the “event”.

Memorable events throughout the year from a Childcare Queensland perspective have been substantial and I will mention only a few that have influenced our travels. The commencement of the National Quality Framework. A year has almost passed by since we began implementation and after speaking with so many approved providers, nominated supervisors and educators my admiration for each of you remarkable people is immense. We are truly stoic in ECEC and this year has exposed more than ever, our dedication to the children and the community as we have put our heads down, worked harder, and longer, than we should, read, analysed, implemented, questioned, experienced excitement, felt anxious yet we still continue to smile and engage while ensuring our children are receiving the very best of early education and care. There is a strong element of pride, as educators explain their “magic” moments and recall passionately learning journeys that they and their children have experienced – take some time and be “Proud to be an Early Childhood Educator”. Congratulations to every service and educators who have been through the first round of NQS assessments. Again a significant task with such little time to learn and adjust to the new regulations. Whilst I hear that some are disappointed in their results, you have earned the respect of those who are still nervously waiting to experience the assessment process. A special congratulations to those who have done exceptionally well. Kindergarten programs are also a credit to the long day care services in Queensland. Again we have embraced this move and are accomplishing significant outcomes for children, families and the wider community. Linda McConville, our Kindergarten Advisory Support Service operations manager has done an exceptional job in encouraging services to take up the program and she has now completed her travels around 80% of Queensland visiting services and holding meetings. CQ is currently working on a tangible benefit to assist the Kindergarten program delivery in 2013. Workshops, conference and general meetings have all been opportunities for members and non-members to network and exchange ideas. Our 2013 plan of events will be available in the new year and we hope to see many more take advantage of these opportunities. James Blake, our General Manger has settled into his position and is busy working on several initiatives that again will provide additional support and benefits to members.

Sponsors and Associate Members of Childcare Queensland are our partners who enable much of the work Childcare Queensland achieves. A special thank you to the Guild Group for being our major sponsors and for their continued support of the association and our members. Thank you to Employer Services, Gil, Jeaness and Chris who are the consoling and helpful voices at the end of the phone when we need Industrial advice and support. Appreciation and thank you to the Committee of Childcare Queensland who work tirelessly most nights to determine the way forward, to deal with issues as they arise and to ensure that we are wise managers of your association. We are ever grateful that we have the technology which means that most of our tasks can be achieved remotely and time efficiently. Jen, Julie and Kerrie in the office need a huge pat on the back for their calmness under pressure and for ensuring that all of our deadlines are met – particularly leading up to conference. Unfortunately my reflections take me back to a moment in my life this year that could have had a different outcome. Every day I am thankful that, apart from a few minor issues, the car accident in early March has slowed me up very little. Thank you for your support and good wishes and to those who brought the meetings to me during that challenging time. A recent trip from Cairns down to Mackay with the Kindergarten Advisory Support Service is my most satisfying memory of the year. To visit services and see the great learning and interactions occurring, to engage with so many educators and approved providers as well as experiencing the North Queensland generosity of spirit has truly energized me. After an exhausting year I feel that 2013 will be more of a settling and reaffirming year for services as we all become more confident with our processes and are more aware of the expectations of assessment. I wish each of you a very Happy Christmas, some well-deserved time off to relax and enjoy your loved ones and a cheerful and healthy new year. Regards Gwynn Bridge

CEO– Childcare Queensland.

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Issues management and the media

ssues management is something that is used by large companies to make sure they are aware of up and coming issues that may impact their business, affect their brand or share price. However, issues management can have implications for smaller businesses and implementing an issues management plan can provide you with a safeguard to avoid potential troubles on the horizon. Issues management is the act of scanning your environment for potential issues that may impact on your business, reputation or brand. Your environment includes all the people that use or are impacted in some way by your business, such things as government policies and in the case of long day care, the physical structures such as the centre and play equipment that are so important to your operation. The diagram below demonstrates how issues management works but Iâ&#x20AC;&#x2122;ll provide you with a simple way of incorporating issues management into your weekly meetings.

The director is not prepared and admits to the length of time between changes, thus declaring a fault. This could have been avoided if it was included as a regular issue on a simple issues management spread sheet that is referred to at the weekly staff meeting. I recommend drawing up an issues register and make it a regular part of your staff or team meetings. This may include risks around safety, actions that must take place at regular time periods and up and coming events that include parents or visitors coming to the centre. Give each issue a name and description and importantly give it an issue leader. That way one person owns the issue and is responsible for managing it and bringing it to the attention of the director if it looks like getting out of hand. Lastly, list what actions have been agreed upon and a timeframe. An example is: Name: Open day/media liaison â&#x20AC;&#x201C; opportunity for parents to view the centre prior to booking places, Issues leader: senior staff member, Action: ensure local media have been contacted and are aware of the open day and that you are the main contact on the day. This may seem like a simple issue but at an open day anyone can attend, that includes media who may be looking for a story opportunity.

First, Iâ&#x20AC;&#x2122;ll give you an example of an issue that may go unchecked. You have a parent who has mentioned to a staff member that the front door code has not been changed in over six months and she fears this maybe a safety risk. Rather than repeat herself again after noticing the code has not been changed, she calls her local paper who thinks they can create a sensational story out of it and decides to door stop your director early one morning.

Issues management allows you to take control of potential issues and manage them so that they do not move into the public arena and therefore out of your control. Secondary to issues management, is managing the media should an issue move out of your environment into the public arena. As part of your CQ membership I am available to support you in dealing and managing media issues as they arise. Please contact the CQ office as soon as possible if you need support. Graham Witherspoon Media Advisor

CHILDCARE QUEENSLAND NEWS - Summer 2012

Educational leadership at a glance Department of Education, Training and Employment

nder the National Law, the approved provider must designate a suitably qualified and experienced educational leader to each service.

The role of an educational leader is to lead the development and implementation of the educational program. This requirement is captured under Quality Area 7 of the National Quality Standard (NQS): leadership and service management. Choosing an educational leader When selecting the educational leader for your service, consider the following: • The most suitable person is not necessarily the most qualified A first year qualified early childhood teacher may not have the leadership skills to support educators to implement the approved learning framework. There may be instances where the director or another educator is better suited not only because of their experience, but educators feel comfortable sharing their concerns and the challenges they face with them. • They may not need to work full time to be effective The role is not about supervising educators. The educational leader can support multiple services, as long as they can perform the role, deliver quality support and lead the development and implementation of the educational program effectively. • The role requires leadership The educational leader should empower educators to achieve excellence in pedagogy. Armed with a contemporary understanding of early childhood education and care and the respect of their peers, educational leaders should challenge educators to reflect on teaching methods and support improved practice.

Educational leadership in practice During an assessment and rating visit, authorised officers will be looking for evidence that educators are critically reflecting on the quality of programs. Educational leaders and service managers

should put measures in place to encourage educators to ask questions, debate issues and contribute to each other’s ongoing learning and inquiry. These measures should be tailored to meet the unique needs of the service and individual educators. Here are some ideas to consider:

• Be the conduit for new information and contemporary practice

• Find creative ways to bring educators together

Consider breaking down each of the quality areas of the NQS and challenge educators to reflect on their abilities to meet the standards. There may be opportunities for more experienced educators to buddy with less experienced staff to help guide their teaching practices.

Your team may be struggling to come up with fresh ideas to continually improve practice. For a change of scenery, organise the next meeting outdoors or off-site. Take the opportunity to reinspire educators and to look at things through the eyes of the children at your service. Encourage them to debate issues around the wellbeing of children and reflect on how practice is aligning with the philosophy of the service. • Empower educators to educate one another Start by asking educators to identify their strengths and interests, and to share these with the group. An educator may be great at building relationships with families or engaging a child who would normally sit to the side, for example. Prompt the educator to share their tactics or role-play scenarios with other educators. Remember, your role as an educational leader is not to provide all the answers, rather to help educators find ways to support one another to become better practitioners. • Build routines into outcomes for children Authorised officers will be assessing how well educators understand the service’s policies, procedures and Quality Improvement Plan, can apply these in practice, and articulate how it contributes to quality outcomes for children. Equip educators with the ability to embed the approved learning frameworks and ensure that even the most basic day-to-day routines like afternoon tea or getting ready for sleep and relaxation time, are achieving quality outcomes for children and meeting the NQS.

Find and share resources to assist educators to understand the learning frameworks and improve current practice. Highlight relevant areas or discuss in team meetings how new principles can be applied.

• Support educators to reflect on practice Recognise that self-reflection is an individual thing and help each of your educators to find a process that suits them. Are they visual learners? Keeping a diary or set of drawings may help to visually explore ways they can improve on practice. Those who prefer talking things through may find a voice recording of their observations and reflections a useful tool, similarly to have regular catch-ups with educators or the educational leader. Conclusion The responsibilities of an educational leader can be inspiring and rewarding, providing opportunities for learning and personal development. There may be times when you are required to be assertive, positive and uplifting, all the while balancing professional and personal relationships with educators, coordinators and other staff members. Early Childhood Australia provides a number of professional development resources to support educational leaders. For additional information on the leadership requirements of the NQS, refer to the Guide to the National Quality Standard available from the Australian Children’s Education and Care Quality Authority website (www.acecqa.gov.au).

IR Update Written by Employer Services Contact us for IR advice! With the Christmas and New Year period fast approaching, we write to remind all of our valued clients that it is an ideal time to raise any industrial relations queries of relevance to the festive season via the advice line on (07) 3220 3500. Why not be prepared for the holidays by confirming the annual leave and public holiday entitlements of your staff? More importantly, if you are an employer who is debating whether to persevere with an underperforming staff member into the New Year, don’t leave it until the last minute to seek advice on your obligations. As a general rule, clients of Employer Services can receive 10 minutes of advice on matters such as termination and redundancy without additional charge; more detailed advice can be provided on request for a small fee. The New Year just around the corner also presents the opportunity to update your employment documents or implement new ones. If we can be of assistance with reviewing your employment contracts, individual flexibility agreements or policy manuals, just let us know – we’ll be glad to help! Legislation Amendment Advice The National Employment Standards (NES) ES Award Code: 2000 Earlier this year, legislation was passed to amend the provisions attaching to the Government-funded paid parental leave scheme. The principal purpose of the legislation, formally known as the Paid Parental Leave and Other Legislation Amendment (Dad and Partner Pay and Other Measures) Act 2012, is to extended the paid parental leave

scheme to eligible dads and partners from 1 January 2013.

Queensland Public Holidays in 2013 New Year's Day

Tuesday 1 January

There were additional elements to the legislation also, including approved amendments to the unpaid parental leave provisions of the NES as contained within the Fair Work Act 2009. The amendments to the NES seek to clarify unpaid parental leave arrangements in the event of a stillbirth or infant death; enable early commencement of unpaid parental leave (by agreement); permit employees who are on unpaid parental leave to perform permissible paid work for short periods (known as ‘keeping in touch days’); and clarify provisions relating to the employment of replacement employees.

Australia Day

Monday 28 January

Good Friday

Friday 29 March

Easter Monday

Monday 1 April

Anzac Day

Thursday 25 April

Queen's Birthday

Monday 10 June

Townsville Show Day

Monday 1 July

Cairns Show Day

Friday 19 July

Royal Qld Show (Brisbane)

Wednesday 14 August

Labour Day

Monday 7 October

The changes may seem extensive but for the most part the new inclusions simply solidify the approach that would have been adopted historically at the workplace level and will therefore have limited impact in practice. The sections of the NES amended by the Paid Parental Leave and Other Legislation Amendment (Dad and Partner Pay and Other Measures) Act 2012 include sections 70, 71(2), 73(3), 72(2), 72(3)(a)(i), 76(1), 77A, 78(1A), 79A, 79B and 84A. Operative Date for changes to NES/Fair Work Act 2009 is on and from 23 July 2012. If you are maintaining a printed version of the NES please print replacement pages 7, 8, 12 – 14, 17 and new pages 7(a), 8(a), 13(a) – 13(c) and 17(a) from the updated PDF copy of the document on our website, www.employerservices.com.au, for insertion into your files. If you have any questions about this information, please contact us on (07) 3220 3500.

Christmas Day Wednesday 25 December Boxing Day Thursday 26 December

Kind regards, The Employer Services Team

CHILDCARE QUEENSLAND NEWS - Summer 2012

On the road again........

Marion from Bo wen and Distric t Childcare Ce ntre and Linda from KASS during a recent visit to North Qu eensland.

ASS continues to support services across Queensland with another one of our famous ‘road trips’ during November and December. Linda and Gwynn visited North Queensland, beginning in Cairns and travelling through to Mackay. Visits to services included Cairns, Babinda, Innisfail, Mourilyan, Mission Beach, Wongaling Beach, Tully, Cardwell, Cannonvale and Proserpine.

KASS also participated in long day care information sessions in Cairns, Townsville and Mackay with more than 200 participants learning about the Queensland Kindergarten Funding Scheme, updated logo, teacher employment, engaging with the community to promote the kindergarten program and the application process. The last road trip for this year will focus on more central west areas of Roma, St George, Cunnamulla, Charleville, Tambo, Longreach and Winton. Road trips are a great way of providing information in more remote areas of the state. Through the funding and support of the Queensland Government, KASS can provide support and information in this manner for long day care in these areas regarding the Queensland Kindergarten Funding Scheme (QKFS). Kindy Rural and Remote Teacher Incentive Scheme Long day care services in rural and remote locations may be eligible to apply for the Kindy Rural and Remote Teacher Incentive Scheme to attract early childhood teachers to their service. The scheme has been developed to assist services in attracting qualified early childhood teachers to their areas and currently offers up to $12,000 in financial incentives to teachers commencing employment in an eligible long day care service in a rural or remote community.

This change is in line with the government’s move to the Queensland Coat of Arms as its new identifier. The Department of Education, Training and Employment is introducing the new ‘kindy tick’ in phases and encourages approved kindergarten program providers to follow a similar approach. Services that use the ‘kindy tick’ to support the marketing of their kindergarten program should: • Use the new version in all new materials • Update electronic materials and PDFs that are easily changed as soon as possible • Continue to use existing printed stock featuring the former version of the ‘kindy tick’ and update with the new version only when stocks are depleted and need reprinting • Continue to display signage they have produced featuring the previous version of the ‘kindy tick’ and update when new signage is warranted. Approved kindergarten program providers can order a CD containing electronic versions of the updated kindergarten identifier and style guide by calling the Kindy Hotline on 1800 4 KINDY (1800 454 639).

The aim is to encourage teachers to remain at the service for 2 years with an initial payment and further payments after 1 year and 2 years of service. Once they have had a taste of the rural/ remote life they may want to stay forever!

KASS Kindy Survey Winner!!!!

If you are an eligible service, you are encouraged to apply for Grant Approval Status so you can promote to early childhood teachers the financial incentive that may be available to them upon commencing employment with your service.

In the next issue of the Early Edition, we will be providing a summary of the results of the survey so keep an eye on this space. Thank you to all the services who replied to the survey. We appreciate the feedback.

Congratulations to Dalby Christian College Early Learning Centre. We hope you enjoy using the $250 Modern Teaching Aids voucher.

Updated Kindy Tick The Queensland Government approved kindergarten program identifier or ‘kindy tick’ has recently been updated to include the Queensland Coat of Arms.

CHILDCARE QUEENSLAND NEWS - Summer 2012

A ‘green’ thumbs up to sustainable programs Department of Education, Training and Employment

he National Quality Standard (NQS) encourages educators to reflect on sustainability and what it means in early childhood settings. Standard 3.3 of the NQS invites services to take an active role in promoting sustainable practices in the immediate service environment and beyond, as well as fostering children’s respect and care for the environment. Many long day care services include environmental practices in their everyday programs – by planting vegetable patches, recycling paper and turning off lights when leaving the room, for example. This is a great starting point and opportunities to build a sustainable program are endless.

• Give children a sense of ownership. Ask them for ideas and get their participation.

Early childhood services are at varying stages in the journey to sustainable education and practice. The following suggestions are designed to get you thinking about ways in which your service can build on Standard 3.3.

• Commit to actions that are realistic and that people are motivated about. Consider experience, knowledge, budget and resource constraints.

Sustainability in early childhood The way in which services approach environmental sustainability will vary depending on the context, the children, the families, and the community in which the service is delivered. Services should encourage children and families to investigate the environment in which they live; rather than to impose a particular set of values or practices. Learning about sustainability starts with everyday practice. Babies and toddlers can begin by watching adults model these behaviours. They may learn through song or rhyme as adults verbalise what they are doing. Children over three can begin to reason why practices are needed and to understand the impact that their actions have on the planet. Getting started It’s important to take a holistic look at sustainability across your service. Here are some ideas to get you started:

• Appoint a sustainability officer to champion and motivate the service to ‘go green’.

• Involve other people, groups and organisations in the building of the program. Consider ways to show them the results of their contributions and acknowledge their support. Where to make changes During an assessment and rating visit, authorised officers will be looking for evidence that sustainable practices are embedded in service operations. Assessors may want to observe how children are supported to appreciate the natural environment and to take responsibility for caring for it – be it water, waste, energy, fauna or flora. You can do this by introducing smaller and more manageable activities in to every day practice and helping children to understand why. Early childhood teacher, Karen Reid from Chiselhurst Community Preschool and Kindergarten in Toowoomba has kindly shared her ideas for addressing Standard 3.3:

• Conduct a self-assessment or audit of the sustainable activities already taking place in your service. Celebrate these achievements, share them with families and acknowledge staff contributions.

• Model ‘green housekeeping’ practices in the service, such as minimising waste, and reducing water and energy consumption. Replace appliances with more energy efficient ones, purchase recycled products where possible and build a compost bin. Engage children in the process so they learn why these changes are occurring.

• Make sustainability a key component of the service’s philosophy and quality improvement planning process, and seek commitment from children, educators and families.

• Talk about rain and tap water and place stickers or timers at taps to encourage reduced water usage. Collect water in buckets when it rains.

‘green’ thumbs Continued...

• Allow children to choose what seasonal fruit, vegetables or herbs they’d like to grow and seek ideas from families for the design of the outdoor environment. Water plants during the cool parts of the day to maximise absorption.

scraps go may be one way to do this. Discussing the concept of drought by examining photographs and drawing signs about water conservation can provoke curiosity and creativity in older children.

• Observe and monitor biodiversity by keeping a log of all creatures big and small in the grounds. Work with children to research native wildlife.

Early childhood is a critical time for environmental education. Children are more likely to adopt good behaviours if they understand why and how to be sustainable.

• Looking after animals can be fun, consider sponsoring animals at zoos and sanctuaries.

Lessons that can last a lifetime

• Build sustainability into policies and procedures, and use this to communicate with and educate the wider community. Create critical thinkers Turning off the lights at the end of the day is one thing, but do children understand why they’re being asked to do so? During the assessment and rating visit, authorised officers will want to know how children are being supported to develop an understanding and respect for the environment. Build strategies in to your program that will encourage critical thinking. Prompting children to question where uneaten food

Children can learn a range of valuable experiences through adopting environmentally responsible practices. Respectful attitudes learnt in these early years can last a lifetime. There are many useful resources available to support early childhood educators to embed sustainable practices, including the Early Childhood Australia website (www. earlychildhoodaustralia.org.au). For additional information on Standard 3.3 of the NQS, refer to the Guide to the National Quality Standard available from the Australian Children’s Education and Care Quality Authority website (www.acecqa.gov.au).

CHILDCARE QUEENSLAND NEWS - Summer SPRING 2011 2012

12 120233_Kindy tick? advert_210 x297 FINAL PATHS.indd 2

22/10/12 11:55 AM

:55 AM

No! Are you over hearing that?

here isn’t a person alive who doesn’t hate being told no, but it can be infinitely frustrating when this word repeatedly comes at you from young children, sometimes after the most innocent request. The ‘attitude’ in which it is said, increasing in gusto as they get older. If you are getting ‘No!’ answers way too often, here are some ideas to reduce them: 1. Give choices that can’t be answered by yes or no. E.g. Do you want to wear your yellow t-shirt or your red t-shirt? Do you want me to read ‘Cinderella’ or ‘The Bear Who Followed the Rainbow’? Do you want to take the bins out now or in 15 minutes? Are you going to set the table tonight or wash up? 2. Tell instead of asking. Asking gives them the power. When you ask your voice goes up at the end of the question, you don’t sound like you are the one in charge, and you often don’t sound like you expect them to respond the way you want. Tell them what you want them to do. E.g Instead of saying, would you like to buckle your seat belt? Say, it’s time to buckle your seat belt. Would you like to come sit at the table for dinner? – It’s dinner time, up to the table now. 3. Often saying no gives children a sense of power. Give them power in more appropriate ways. Give them age appropriate jobs to do in the house. Believe it or not, helping out gives children a sense of responsibility (a positive sense of power). Ask them to help you make decisions about your daily activities together. 4. Check that they really mean no, young children just love saying the word because it is short and strong. Don’t get involved if they are just having some fun with it or they will realise its power and start using it against you. Just go on with your activity, gently take them by the hand and move them in the direction you wanted them to go. Use humour. Tickle them, smile. It is no fun having a power struggle with someone who is not fighting back. 5. Listen for feelings. If children are feeling upset they are less likely to be obliging. Say, it sounds like you are upset because you were really enjoying playing on the swing and now we have to go. I wish we didn’t have to go too! 6. Accept the no answer at the time, but discuss it later when you are both calm to avoid power struggles. (It is better to lose the battle to win the war!) Recognise that they

are trying to establish themselves as individuals. Honour that by telling them that it is ok to say no. Talk about the circumstances where they can say no. Explain how you want them to say it so it doesn’t sound rude. Let them know that if they don’t agree to what you are suggesting then they have to come up with another idea that you can both agree on. 7. Find a way to ‘yes’. Do you notice that you are often the one saying ‘No!’ On many occasions, children ask us for something, and we want to say no. For example, your child may ask, “May I watch TV?” Instead of saying no, you can reply, “You may watch TV as soon as you finish your homework”. This reply is far more positive; it is a ‘yes’ rather than a ‘no’. It also establishes that you expect your child to be doing the right thing. www.pepa.com.au www.pepa.com.au/contact-us.html Meg Parkinson holds a Bachelor of Education (Special Education) and a Master of Education in Guidance and Counselling. She is a member of the William Glasser Institute and is accredited to provide training in Choice Theory, Reality Therapy and Lead Management. She also holds a Certificate IV in Assessment and Workplace Training. Meg supports parents by teaching simple, easily applied and practical techniques that reduce behaviours causing frustration, anxiety, stress and irritation. She runs classes and offers individual coaching in your home or remotely via Skype. Her style inspires action. Her approach is designed to give you the biggest results with the least amount of effort. Meg’s experience includes 16 years working in the education sector, in special needs - learning support, classroom teaching, gifted and talented education mentor, counselling and facilitation. She has created and facilitated training programs on behavioural management for teachers, principals and parents in Australia and the UK. International leaders in personal effectiveness, Franklin Covey Australia worked with Meg to launch and implement their program ‘The Seven Habits of Highly Effective Teens’. This process involved the delivery of the program to staff and students in schools throughout Queensland. Visit Meg’s site at http://www.pepa.com.au/

CHILDCARE QUEENSLAND NEWS - Summer 2012

LEARNING STORIES Written By Dr Brenda Abbey

ince the introduction of the National Quality Standard (NQS); the Early Years Learning Framework (EYLF); and My Time, Our Place (MTOP), the subject of Learning Stories has been frequently raised. It seems many educators are still unsure about what a Learning Story is, how to write one, when to write one, how many to write, who should be given a copy, and then what to do with them. Before giving any answers, we need to dispel the myth that the NQS requires educators to write Learning Stories. Far from it, the NQS does not tell us how to document children’s learning or the methods we are to use. So why use Learning Stories? The NQS requires documentation of the program to: • illustrate how parents’ and children’s ideas and points of view are valued, respected and included; • mean something to children, and the children can share and enjoy them with other family members; • provide parents with a true insight into their children’s day at the service, and the learning that occurs; • make it easy for parents to contribute to their child’s program; • increase children’s understanding of their learning, including how they learn; • detail how educators respond to children’s ideas and play, and how they extend children’s learning; and • promote children’s agency. (NQS 1.1.1. 1.1.2, 1.1.3, 1.1.4, 1.1.5, 1.1.6, 1.2.1, 1.2.2, 1.2.3) Learning Stories meet many of these NQS requirements in a way that traditional documentation – with its emphasis on objectivity and almost exclusive use by the educator (e.g. not shared with the child and rarely with parents) – does not. However, Learning Stories is just one of the methods, albeit a highly effective one, of documenting children’s learning. Educators also need to continue to use other methods such as anecdotal records, jottings, captioned photographs, work samples and checklists. What is a Learning Story? A Learning Story is just that – a story about the learning that takes place in child-initiated play. It is hopefully a good read. It is written for the child/ren, the family, interested others and, of course, the educator. Learning Stories are always positive, and always about the good things. A Learning Story includes any information which influences a child’s learning, such as background, context, interactions, their decisions and actions, and consequences. It focuses more

on their disposition (e.g. confidence, curiosity, persistence, concentration, independence, cooperation) than on knowledge and skills. Rather than being the objective outsider, the educator (author) can draw upon personal understanding, professional expertise, insights, thoughts and feelings. No need to write objectively. After all, you are a very much an insider, so write from the heart. A Learning Story is also used to assess children’s learning, and to plan for further experiences to extend upon their interests and strengths. How to write a Learning Story Perhaps the best way to learn how to write a Learning Story is to look at some well-written examples, such as Josie’s Drip and Henry’s Bus which can be found at http://tomdrummond.com/ learning-story-examples/ Of course, we would also include the date and the name(s) of the child or children involved, as we do with all of our documentation. Let’s look more closely at the elements of a Learning Story. Title: Like every good tale, a Learning Story needs a title. Choose one that captures the essence of the experience – something catchy. Ask older children to choose the title themselves, because after all it is a story about their learning. Photograph(s): Include at least one photograph. More if you like, but only include those that are relevant and large enough to see the detail. Text: Write in the first person ‘I’, and with the reader(s) in mind, so that they feel that they were there too. Provide a little background on what led to the experience or why you chose to document it, and when and where it occurred. Next, introduce the child/ren involved. Describe what you saw them do and heard them say. Quote any comments you feel are significant. Include any pertinent decisions they made, and the consequences. As stated earlier, write from the heart and write as a privileged observer. Example: Josie had been painting a while when I saw her make a hill by pushing the paper toward the paint tray. I had never seen anyone do this before, so I began to take pictures ... Josie watched intently as the drip slowly made its way to the bottom of the hill. (Taken from Josie’s Drip)

LEARNING STORIES Continued...

What it means: In this section write as if you are speaking to the child about what happened. After all, you will read it to them later, as will their parents. Describe what happened, say why you think the event is significant to the child, and draw the child’s attention to any learning dispositions demonstrated and might be important to their life-long learning. Example: Josie, you discovered how to make paint draw a line by sliding down a hill. You concentrated on how it moved. Not only were you a painter, today you were a scientist. You did an experiment. You watched the effect of the hill on the drip that you caused. That careful looking is how scientists discover how things work. You wondered about something and figured it out. (Taken from Josie’s Drip)

Opportunities and Possibilities: For this element, write about how you might encourage and extend on the dispositions, interests, abilities, understandings and the play that you have witnessed. Ask parents and children for their ideas. Example: Josie seems to have a disposition to wonder and be intrigued with the physical properties of paint that is worth exploring in greater detail. We can bring out the easels tomorrow with thick paint and water that she can mix. Eye droppers may help, too. We will want to show these drip lines to the other children, for it may spark their interest, too. Then a group of children might have some ideas of what to try next. (Taken from Josie’s Drip)

Parents’ Voice: Provide a space for parents to comment. They may write comments meant for the child or the educators. Initially, you might need to explain to parents that Learning Stories, including their comments, are written so that they can be read to the children. Example: (To Josie) Josie you are amazing. I see you do this kind of close looking many times. Now you can see yourself doing it, too. (To the educators) It was a joy to read this story to Josie. We read it over and over again. I never would have paid any attention to those horizontal lines at the bottom of her painting without seeing the pictures of her absolute concentration in making them. Thank you, for stopping to look at this precious person we love. (Taken from Josie’s Drip)

themselves how many they should write. Quality, not quantity, is what matters. The goal is to demonstrate that the program is based on individual children’s knowledge, ideas, cultures, abilities and interests. What to do with completed Learning Stories Educators file and/or display Learning Stories in many different ways. Some keep a scrapbook in each room where the educators paste Learning Stories for everyone to enjoy. Others display them on the wall and replace them regularly. Yet others file them in children’s individual files or portfolios. When the Learning Story involves more than one child, educators often add them to the portfolios of each of the children involved. Sometimes they add them unchanged. On the other hand, they might edit the Learning Story to: emphasise that particular child’s involvement and learning; include photographs that focus on that child; add the child’s comments; modify the section on What it Means and that on Opportunities and Possibilities; and, select the EYLF or MTOP Learning Outcome(s) that apply to that particular child. Who should be given a copy? All interested stakeholders should have access to a copy. Summary The NQS does not require educators to document using Learning Stories. However, Learning Stories do satisfy many of the NQS requirements. They are a useful addition to educators’ range of methods when documenting children’s learning. An insightful Learning Story can result in a story that the child, their parents and educators will cherish and revisit for years to come.

Child’s Voice: Read the Learning Story to the child/ren. Ask older children to comment, and then write their comments down. Educators working with younger children may interpret their response (as they do with their communications throughout the day). Link to Learning Outcomes: Read through the EYLF or MTOP Learning Outcomes and note down those relevant to the experience. How many Learning Stories do we have to write each week? Educators do not need to write a set number of Learning Stories in any given length of time. They are able to judge for

Contact Brenda via email info@childcarebydesign.com.au or via website www.childcarebydesign.com.au

CHILDCARE QUEENSLAND NEWS - Summer 2012

Christmas Charity 2012

The festive season is a time for everyone to reflect on those in our community who have struggled throughout the year and need a helping hand. With this in mind, the Childcare Queensland Committee has made two donations on behalf of members, valued at $1000 each, to Childhood Cancer Support and Camp Quality. We hope that these small donations put ‘smiles on the dials’ of children across Queensland this holiday season. Childhood Cancer Support has for over 35 years provided a range of support services to families of children undergoing oncology treatment. All support services are delivered at no cost. Just a few of the services available to families are medium and longterm accommodation for the entire family, financial support, informal and emotional support, a regional support network and weekly and monthly activities and fun days. Childhood Cancer's major goal is to increase their accommodation capacity so that no family of a child with cancer has to be turned away. As a not for profit organisation, CCS relies entirely on the generosity of the community to provide and grow its services and programs. For further details on how you can help, please see www.ccs.org.au

Camp Quality’s focus is to ensure every child and their family with cancer has access to programs Australia wide aimed at meeting the needs that children with cancer, siblings and parents have throughout their journey with cancer from diagnosis, through treatment, into maintenance and remission or through palliative care and bereavement. Camp Quality’s programs help families cope by rebuilding confidence, creating optimism, and strengthening resilience and enabling supportive relationships to flourish. The 388 camps and family fun days nationally this year helped 2,600 families experience the support, friendship and valuable tools that help build their capacity to celebrate the good days and get through the bad ones. That’s why we exist and why we need your help to ensure that we can continue to grow our services.

Supporting Aboriginal employment in child care

he benefits of attending a quality early childhood education and care program are well known to Childcare Queensland members, but for those services in areas with high Indigenous representation, understanding how your workforce can support the growth of your business is essential.

An important strategy to improving participation of Indigenous children is employing a culturally appropriate staff member to work with families and children. This combined with other strategies can support better engagement with the community and retention of children within your service. Finding and keeping these employees can have challenges, particularly with the right combination of skills. The use of dedicated Indigenous training organisations is one solution available to services.

AES has a high completion rate for their trainees, with 34 Indigenous trainees graduating this year and with a further 70 embarking on a traineeship throughout 2013. If your service needs assistance with Indigenous Traineeships please contact Earle Cleaver of the Aboriginal Employment Strategy Ltd. Brisbane Office on (07) 3123 7150

One example is the Aboriginal Employment Strategy (AES) Ltd. AES is a 100% Indigenous recruitment company and provides Indigenous trainees with a high level of ongoing support, mentoring and training. AES recently held their annual AES Brisbane Business and Career Seeker Awards with 2012 Trainee of the Year Award going to Trent Mortensen. Trent is 18 years old and is weeks away from completing his two-year-long AES school-based traineeship (Certificate II in Food Processing) with a large catering company based in Brisbane. AES identified the traineeship opportunity, secured his placement and provide him with ongoing mentoring and reviews. In a practical way, AES also supported the completion of his qualification by sourcing Trent a bike to travel to and from his traineeship with ease. Trent is an excellent role model for future Indigenous trainees, and although not working in children services, Childcare Queensland is keen to share his story and enthusiasm.

www.guardianchildcare.net.au

1300 025 007

CHILDCARE QUEENSLAND NEWS - Summer 2012

Centreing your employment search Angie Wiegand, Manager of Randstad - Education

s we all know – hiring the right employees is the key to any business. This is especially true in the child care industry, where employees are both the face and heart of any successful centre. With this in mind, ensuring you find the right candidate can often be central to your success.

But how do you find the right applicant in a tight market? While every job search is unique, businesses who consistently find the right candidate often have one thing in common: a well researched recruitment process, focusing specifically on their needs and industry best practice. Below are some tips to ensure you find the best candidate for every role, from the specialist education division of recruitment & HR services company Randstad. Map out your needs Before you start the journey - know the destination. Knowing what you need as an organisation and from any prospective employee is an essential first step of any job search.

Firstly, what is your centre really looking for in a new employee? Write down the key attributes you are searching for and make sure these are front of mind throughout your recruiting process. Create a standard feedback form which outlines the qualities and skill sets you desire, and judge each candidate by the same standards. Communicate the specifications by which candidates will be judged to , everyone involved in the selection process. Also, ensure that all job advertisements, print, online or through your website, clearly communicate what you want from potential employees. This will help ensure the applications you receive are from suitable candidates. Making the right selection Once you’ve mapped out your organisational and candidate needs, look through all of the applications to compile a shortlist of candidates. Selection can be a tricky subject – you need to consider not only candidate capabilities, but also whether they will be a good fit into the existing team.

Create a shortlist based on the job and applicant's specifications, this should ideally be completed by two or more people. Score the candidates based on the job and specifications you have created, and narrow down the talent pool using the same objective format. Interview with a purpose The best description of an interview is ‘a conversation with a purpose’. If conducted properly it will let the employer find out if the candidate is right for the job and vice versa. The key to any interview is to ensure it is a two-way process.

To ensure your interview stays on track, it is again important to plan it out. In the days leading up to an interview, clearly define the selection criteria and develop questions which will help

show the strengths and experience of the candidate. When it comes to the actual interview, remember the candidate may be tense. Industry best practice recommends that interviewers try to enact a 70:30 split in any interview, allowing the candidate to speak for 70 per cent of the meeting. This means the majority of the time should be spent with the interviewers listening rather than talking. It is also important that any interview is structured in a way which enables accurate comparisons between candidates. Ensure you look back to the requirements mapped out at the beginning of your search, as these are central to finding the right candidate. Consider the candidates While having the right selection and interview process is vital, it is also important to keep in mind that Australia is currently a candidate’s market. Low unemployment levels and a shallow talent pool means there is greater competition amongst childcare centres for the best talent. To best stand out from the crowd, consider what potential candidates find most attractive in employers and make sure you cater to these needs.

While this might sound daunting, it can be easier than it first sounds. Conduct regular interviews with current staff to find out what it is about your centre that first attracted them and what factors encourage them to stay. Enacting a strong exit interview program can also help to highlight areas you can improve your organisation, and find out what departing employees find attractive about your competitors. While it may be hard to hear, these insights can help you become the most attractive option in the sector and the centre for which all the top candidates want to work. Importantly, remember the recruitment process is never truly over. You should always be looking for ways to make your centre as attractive as possible to potential and current employees. This way you can make sure you not only have the best talent knocking on your door, but you keep your best employees at the same time. Please contact one of our Early Childhood Recruitment Specialists on (07) 3337 5230 for a confidential discussion on how Randstad – Education division can help you recruit for any of your Early Childhood positions. Alternatively, email BrisEd@randstad.com.au

Understanding Leasing

n future articles we will be examining Leases in more detail. Through this examination we hope to provide the reader with a better understanding on how a Lease operates and how to interpret the information contained within it.

What is a Lease? A Lease is a legal instrument provided to a Tenant by a Landlord granting them exclusive use and possession of a Premises. It is a legal interest in land protected by law subject to the terms and conditions contained in the Lease. A Lease in registrable form will in most instances contain a first page Form 7 (Form L1 Western Australia (WA)) and Form 20 Schedule (Queensland only). The Form 7 and the Form L1 is the first page of the Lease that contains the real property description. The Form 20 Schedule contains the detailed terms and conditions as agreed between the Landlord and the Tenant. In most comprehensive Leases the Form 20 Schedule will contain an Index and Details page. The latter contains precise information such as base rent, outgoings, car parks, guarantors and so on. In WA there is no Form 20 Schedule so the terms and conditions, Index and Details pages are contained in the continuing pages of the Form L1.

The ultimate question in relation to the Tenant’s covenant to repair is; whether the works were rendered necessary by ordinary wear and tear? Moreover, inherent defects in a leased Premises or ongoing structural deficiencies merely provide that the Tenant must repair. It does not impose an obligation to remove the defect. Accordingly, a tenant cannot practically repair items that are in need of replacement. Because the above repairs can be costly and if a Landlord continues to interpret works of a capital nature to the Tenant’s detriment, then an application to the Court for a determination of the Clauses should be undertaken by the Tenant. While this may sound like a costly solution, capital repairs in some instances can end up being well over $100,000.00 either immediately or cumulatively over many years.

Another very important part of the Lease is the Definitions section, usually commencing on page 3 or 4 of the Lease or at the end. This part of the Lease defines words and phrases used in the terms and conditions. This will define what in particular the Landlord can charge you for outgoings, what the common areas are, core trading hours, air-conditioning equipment, appurtenances, limited proportion, option exercise period and so forth. Tenants and Landlords should make themselves very familiar with this area of the Lease to ensure they protect their interests accordingly. Tenant’s Maintenance v Landlord’s Capital Works One definition you rarely find in a Lease is one for “Capital Works”. This can be problematic because it is a leading issue in disputes between Landlords and Tenants. The question is, “is it the Tenant’s responsibility or the Landlord?” If the definitions are silent in relation to determining what exactly is of a “Capital Nature” then, as a guide, a summary of Australian case law would suggest that the covenant to repair is mitigated where a Premises has an inherent defect or the need for the Tenant’s repair is caused by the lack of the structural integrity in the Premises.

CHILDCARE QUEENSLAND NEWS - Summer 2012

Risk Alert Supervision in the playground

Risk alert Childcare: supervision in the playground There are numerous benefits that children can derive from playing on playground equipment, including fun challenges which enhance their development. However, the playground can pose numerous risks to the safety of children. Of the child injury claims we receive at Guild Insurance, many of these are playground based. Incidences of child injury can arise from children falling off a piece of playground equipment to being knocked by others who are running in the playground to being deliberately pushed off a piece of playground equipment by other children. While it is not possible to anticipate or control every action a child is going to take, you can still reduce the risk of child injury in the playground by following a few key steps.

Risk alert

Tips for practice improvement:

Childcare: supervision in the playground lan out your playground area duties by ensuring there are enough staff members to adequately supervise chil-

P dren in the playground. One supervisor alone will not be able to supervise a large group of children. There are numerous benefits that children can derive from playing on playground equipment, including fun challenges ead safe their practice by scanning the playground environment for hazards prior toto play out for sharp enhance development. However, the playground can pose numerous risks thetime. safetyLook of children. Of Lwhich objects, such as glass / syringes and any damage to equipment. the child injury claims we receive at Guild Insurance, many of these are playground based. Incidences of child injury can arise from children falling off a piece of playground equipment to being knocked by others who are running in the ssesstowhether the playground equipment is of in playground good working order prior playground playground being deliberately pushed off a piece equipment by to other children. activity. While it is not possible A to anticipate or control every action a child is going to take, you can still reduce the risk of child injury in the playground ou arearesponsible for the safety of children under your supervision. Always ensure that you maintain a direct by following few key steps. Y line of sight to the children you are supervising. Tips for practice improvement:

P S L A A F Y E

S A F E

lan out your playground area duties by ensuring there are enough staff members to adequately supervise chilecure playground equipment correctly, ensuring aresupervise no loose aorlarge missing parts. dren inall the playground. One supervisor alone will notthat be there able to group of children. ead safe practice by scanning the playground environment for hazards prior to play time. Look out for sharp lways cover such asdamage bolts, to to reduce the likelihood of injury. objects, suchexternal as glassprotrusions, / syringes and any equipment. ssess whether the playground equipment is in good working order prior to playground activity. ormulate emergency response plans for how your staff will respond during a playground emergency. ou are responsible for the safety of children under your supervision. Always ensure that you maintain a direct ncourage playground safety by instructing children on the correct use of equipment. Be aware of how line of sight to the children you are supervising. childrens’ individual physical abilities may put them at risk of injury through use of certain equipment.

ecure all playground equipment correctly, ensuring that there are no loose or missing parts. lways cover external protrusions, such as bolts, to reduce the likelihood of injury.

Guild Insurance Limited ABN 55 004 538 863, AFS Licence No. 233 791. Guild Insurance supports your Association through the payment of referral fees for certain products or services you take out with them. This article contains information of a general nature only, and is not intended to constitute the provision of advice. For more information on how to manage your risks, log onto www. riskequip.com.au/childcare INT0383 Supervision in the playground risk alert – Childcare, September 2012 Final

ormulate emergency response plans for how your staff will respond during a playground emergency. ncourage playground safety by instructing children on the correct use of equipment. Be aware of how childrens’ individual physical abilities may put them at risk of injury through use of certain equipment.

Preparing policies and procedures that work

The introduction of the National Quality Framework has introduced a new dimension to crafting and using policies and procedures in your service. It is important to have written policies that can be clearly understood by everyone and can be referred to, for clarifying or explaining certain actions or situations. When writing policies it is important to ensure they reflect:

below but it is important that every service reviews the scope and content of existing policies against the National law and regulations.

• service philosophy or statement of principles;

• Dealing with medical conditions (Reg 90)

• the needs of the service’s stakeholders;

• Emergency and Evacuation (Reg 90)

• legislated or accepted standards for education and care services; and

• Delivery of children to and collection from premises (Regs 100 & 102)

• the recommendations of recognised authorities.

• Excursions (Regs 100 to 102)

• Health & Safety (nutrition, sun protection, water safety) • Incident, injury, trauma and illness procedures (Reg 85) • Dealing with infectious diseases (Reg 88)

• Providing a child safe environment • Staffing (code of conduct, responsible person, volunteers & students) • Interactions with children (Regs 155 & 156) • Enrolment and orientation • Governance and management of service including confidentiality These form the rationale behind the policy that allows you to explain the reasons why certain practices are followed within your service. It is important to understand that policies must support and reflect daily practice. There are some key principles to keep in mind when you are writing policies: • Policies should be written in clear, concise, unambiguous language • Policies must be sourced • Policies need to be dated • Policies need to be readily available Written policies will assist new and relief educators/staff, new families and new management members, to become familiar with the operations and values, goals and practices of the service. This helps new people to orientate themselves. It helps them to understand why certain practices are in place, what needs to be done in specific situations, and how tasks should be completed. It also ensures consistency in the implementation of daily practice. It is vital that you understand the full extent of policies and procedures required under the law. Some examples are listed

• The acceptance and refusal of authorisations • Payment of fees • Dealing with complaints This information has been reproduced from the Professional Support Coordinator Alliance and supplemented with information provided by Childcare Queensland.

Tip: Use everyday language Using everyday language that people are familiar with helps to ensure policies can be understood. Consider the following strategies when writing policies: • Avoid the use of jargon; • use active rather than passive language; • write as you would speak, editing out informal words or phrases; • avoid acronyms; • use short sentences; • be consistent; • be specific; • avoid information that will become quickly outdated.

CHILDCARE QUEENSLAND NEWS - Summer 2012

Childcare Management • New Centre Start Up • Consultancy

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John Wall www.totalchildcaresolutions.com.au info@totalchildcaresolutions.com.au

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CHILDCARE QUEENSLAND NEWS - Summer 2012

14/07/2011 10:56:56 AM

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