1. No category

Reviews which may impact on the BBF Services Thanks to Roland Finette from VAEAI and the Victorian IPSU
Review of National Quality Framework
In 2014 the Australian Government and all states and territories began a review of the National Partnership
Agreement on the National Quality Agenda for early childhood education and care.
The Review aims to draw out the aspects that are working well, the areas that need improvement and any unintended consequences of implementing the National Quality Framework (NQF).
Productivity Commission Inquiry into Childcare and early Childhood Learning
In 2014, the Australian Government requested that the productivity Commission conduct an Inquiry into Childcare
and early childhood Learning, the intention to look at ways of making Australia's childcare system more flexible,
affordable and accessible while supporting workforce participation and addressing children’s learning and
development needs The final report was handed to the Australian Government on 31st October 2014 and is due
to be table in early 2015.
LINKING, WALKING AND LEARNING
TOGETHER
RRACSSU SOUTH NEWSLETTER 2015 ISSUE: 1:2015
‘deadly support for a strong future’
Your RRACSSU Team
ISA
Some dates for January-March2015


SNAICC CONFERENCE ( September 2015) Abstracts due Feb 27th
WA ECEC CONFERENCE (August 2015) Abstracts due March 3rd
BBF Quality Improvement Workshops : Alice Springs : 17th & 18th Feb
Mutitjulu : 3rd & 4th March
Alice Springs : 17th & 18th March
RRACSSU will be conducting 2 day cluster workshops across the NT supporting BBF Child Care and OSCH educators and
staff in all matters relating to the Quality Improvement Process
Brief Overview (of the first 2 day workshops)
Introduction to the National Quality Framework (NQF):
Over view of all 7 Quality Areas & Quality Improvement Plan (QIP) Process
QIPs – explore and critically reflect
Introduce and reflect on Principles and Practices and the 5 learning outcomes
Quality Area 1 – Intentional teaching
What do you do when you go back to your service?
For these cluster workshops RRACSSU will be covering the cost of:
 accommodation for three nights, M/T/W (Monday and Thursday being travel days)
 all workshop catering (morning + afternoon teas T/W, lunch T/W) & workshop facilitation and materials, venue hire.
It is the service provider/ managements responsibility to provide: return travel arrangements to and from the venue (T &
Th), travel allowance s), and/or meals for Monday travel day, breakfasts T/W/Th
PSC Professional Development January—March
1800 138 662 or [email protected]
www.childaustralia.org.au
IPSP Online Library: www.ipsplibrary.net.au






4 Part Research in Action Series: 12/2/15, 26/3/15, 23/4/15,28/5/15—Louise Strode-Penny
Environments for Movement and Wonder
3 Part Action Learning : 7/5/15, 27/8/15, 10/9/15—Heather Barnes: Critical Reflection
2 Part Action Learning : 19/3/15, 25/6/15 - Caroline Fewster
Assessing each child’s learning & development—a practical approach
Introduction to Autism Spectrum Disorder & strategies: 24/2/15—Autism SA
6.30-8.30 pm Alice Springs Convention Centre
Bully Busting: 10/3/15—Sue Hyde 6.30-8.30 pm Chifley Alice Springs Resort
Connecting with children: 11/3/15 —Sue Hyde 6.3-8.30pm Chifley Alice Springs Resort
Useful Websites:
IPSP: www.education.gov.au/inclusion-and-professionalsupport-program
RRACSSU: [email protected]
CSSP: www.childrenservices.com.au
PSC: www.pscnt.org.au
ECA: www.earlychildhoodaustralia.org.au
Child Australia: www.childaustralia.org.au
Australian Sports Commission: www.ausport.gov.au
Page 8
Aedi: www.aedi.org.au
Life be in it: www.lifebeinitnt.org
SNAICC: www.snaicc.asn.au
Yorganop: www.yorganop.org.au
EYLF : www.education.gov.au/early-years-learningframework
MTOP : www.education.gov.au/my-time-our-place-frameworkschool-age– care-australia
Out of School Hours Care Association :www.netoosh.org.au
RRACSSU South Newsletter issue 1:2015
Jan Fleming
Sonya Johnstone
Rick Fleming
Bronwyn Truscott
Jacki Raybould
The RRACSSU team hope you have all had a wonderful break
and are ready for a new, exciting and challenging year with
many successes before us all! Once again we are concentrating
on the Quality Improvement Process and trying to think of
better and new ways to offer support. Any ideas? Please contact us
Welcome Back
for 2015
Budget Based Quality Improvement Workshops– for all staff
An invitation has been sent out via e mail to all service
Alice Springs: 17th & 18th Feb
providers and services. We are including the Invitation as an
Mutitjulu: 3rd &4th March
insert. The main topics we will be covering are:
Alice Springs: 17th & 18th March
What is the Nqtional Quality Framework and why are we doing Contact Jan: 8951 8376
See Insert
it
The 7 quality areas at work in your service
What is the Quality Improvement Process and how did you find working with it
Exploring your own QIPs
Principles, Practices and Outcomes (EYLF/MTOP) - relationships between staff: children: environment
Educational Program & Practice: holistic learning and intentional teaching.
Budget Based Quality Funded Program: Ministry Reshuffle
Thanks to Roland Finette from VAEAI and the Victorian IPSU
On 21st December 2014 the Prime Minister announced a reshuffle, responsibility for child care policy
and programs was transferred to the Department of Social Services effective from 23rd December 2014.
As a result of these changes the Budget Based funded (BBF) Program and the Inclusion and Professional
Support Program are now administered by the Department of Social Services The Department advises
that there is no need to take any action as a result of this change. Funding will not be affected and
payments will continue as usual. In due course information about these programs will be transferred
from the Department of Education and Training website to the Department of Social Services website.
The new Minister is the Hon Scott Morrison MP.
The Inclusion & Professional Support Program: YOU TUBE
Do you want to know who RRACSSU is? Watch this video about the IPSP and IPSU programs
Last year the government created some excellent videos which explain about the Inclusion and Professional Support
Program or IPSP. You can find them on You Tube using the following link: : https://www.youtube.com/playlist?
list=PLOe_FXYm1yBWZK8id_WFExCYKINs2tRlH or on the departments website:
http://education.gov.au/inclusion-and-professional-support-program
CONTENTS
Page 1:
 Welcome Back
 BBF Workshops and
Updates
 IPSP Videos
Page 2:
 The Strong Child & 5
Learning Outcomes
Page 3:
 Revisiting Belonging Being
Becoming
Page 4:
 Rosters, Sickness and
Cleaning
 Keeping Watch at bath
time
Page 5
 Unpacking Outcome 3:
Children have a strong
sense of wellbeing
Page 6:
 Outcome 3: Children
become responsible for
their own well being
 What are Children
Learning?
Page 7:
 Policies
 Websites for resources
Page 8:
 Dates
RRACSSU Central is the
INDIGENOUS PROFESSIONAL
SUPPORT UNIT (IPSU) for Central
Australia to support Aboriginal
staff in Budget Based Funded
Services.
Your local IPSU
Support Team consists
of: Jan, Sonya and Rick
RRACSSU South
C/- Batchelor Institute
PO Box 9170
Alice Springs NT 0871
Ph.: 08) 8951 8376
Fax: 08) 8951 8311
Mobile: 0428281212
Free call: 1800 677 095
RRACSSU South is an Indigenous
Professional Support Unit (IPSU)
and is part of the Inclusion and
Professional Support Program
(IPSP) funded by the Australian
Government Department of
Social Services
The Strong Child:
The 5 learning outcomes
We all know that a child learns
holistically—their arms don't grow and
then their feet grow– they all grow
together
To help develop a strong child we must
make sure our programs support all of
the five learning outcomes.
For successful learning to take place a
child must feel safe and secure (Belong),
be aware of who they are (Being )and
be able to understand the importance
of guidance, care and teaching
(Becoming)
Mind
Body
Spirit
Culture
Language
POLICIES
QA 7.3.5: Service practices are based on effectively documented policies and procedures that are
available at the service and reviewed regularly
Why Have Policies?

Because they can be a “powerful demonstration of what happens in your service and what you
believe” (PSC Alliance How to develop and update policies successfully p3)

They provide rules or expectations of how the service works for families

They provide rules, expectations and guidelines for staff or educators working in the service

Because they are about BEST PRACTICE and should ensure the best outcomes for children and
families

To ensure consistency, that fair decisions are made for everyone
What are Policies?

Rules or guidelines to be followed

Sometimes a service has to have policies for legal reasons, like safety, food handling or about
the Ochre card

Sometimes a service has to have policies because they are told to, like a Fee Policy or a
Complaints Policy (see Insert)

Sometimes a service has policies to make things work better for the kids, the families and the
staff.
Everyone who works in or uses the service should know about the policies : families and educators,
community members and sometimes visitors (who may have to sign a book when they arrive)
How to write a Policy

Find all the information you can about the policy. Ask different people who might have the
knowledge, look up books or the internet, ask families and community members

When you have the information write up some rules that might be suitable for your service

Ask people to think about the policy and tell you what they think—families, community etc.

Try it out and if it doesn't work see if you can change it
Great Ideas & Resources
See insert !

How to Develop and Update Policies Successfully: PSC Alliance
IPSP Online Library: www.ipsplibrary.net.au
Match the body parts to show a
holistic child

Aboriginal and Torres Strait Islander Children’s Cultural Needs - portrays different aspects of
cultural connections that enhance a young person’s sense of identity and wellbeing
http://www.snaicc.org.au/tools-resources/

Learning outcomes are a very important part of Being ,Belonging
and Becoming and underpin the principles and practices and the 7
QA’s
Mother Tongue-Based Multilingual Education Lessons learned from a decade of research and
practice www.lc.mshidol.ac.th/mleconf2013

Linking Together for Aboriginal Children Listening and learning to form partnerships with
Aboriginal families and communities This links closely with Quality Area 6
(Collaborative Partnerships with Families and Communities) http://www.networksa.org.au
Page 2
RRACSSU South Newsletter issue 1:2015
Page 7
RRACSSU South Newsletter issue 1:2015
Learning Outcome 3.2—Children learn about looking after and keeping themselves healthy and strong
Children become responsible for their own wellbeing
Belonging
Many services wait until kids have gone home before they clean the Centre .
Belonging Kids feel safe and that they BELONG to
What is wrong with getting kids to help sweep floors, pick up and put away toys and help educators to
care for the centre?
By encouraging kids to be involved the educators are providing opportunities for kids to learn life skills
and benefit from the experiences .
their family, culture, group and community
What are kids learning?
Being
social skills—sense of responsibility
putting toys into storage boxes
-grabbing
with
their fingers
Being This is about NOW! Kids knowing who they
sweeping floors—strong muscles, coordination
are, having friends and relationships, meeting
challenges and enjoying life each day doing things
they like to do.
Washing &
Cleaning—
sensory
exploring
Becoming
Becoming What do the kids want to
become? How are they developing?
This emphasizes learning to contribute to
society as a citizen and achieving what they
want to in their lives
Listening to
each other and
Educators
Some of the jobs that kids can do if they go
to childcare then school to learn and
develop include; doctors, police person,
soldier, artist, teacher, mechanic, ICT
person or even an athlete and many others.
Following
Directions
Helping each
other
The Early Years Learning Framework and My
Time Our Place identify the importance for
children to learn and grow to be their best.
They need to feel that they BELONG, that
they can BE who they are and that they can
try things to BECOME what they want. This is
what Quality Care and Education is about
squashing
paper and putting it in the bin
Knowing where things go—toys on the shelf / in the box. Paper in the bin, food scraps in the tub
QA: 1.1.3 The program ,including routines, is organized in ways that maximize opportunities for each
child’s learning .
QA: 3.3.2 Children are supported to become environmentally responsible and show respect for the
environment
QA 4.1 Staffing arrangements enhance children's learning and development and ensure their safety
and wellbeing
5.1.2 Every child is able to engage with educators in meaningful open interactions that support the
acquisitions of skills for life and learning
Page 6
RRACSSU South Newsletter issue 1:2015
RRACSSU CLIENT Feedback PROCEDURE RRACSSU welcomes your information and feedback. This helps us to give you the support, in-service
training and advice that best suits your needs. Your complaints will be dealt with in a professional, fair and timely manner. Any complaint
must be recorded on a Complaints Record Form which you can get from our office. Should a client make a complaint it is RRACSSU ’ s
responsibility to ensure that a positive working relationship can continue. You can make a complaint in writing, by fax, email or by
telephone. If you are writing, faxing or emailing your complaint, please provide your postal address and telephone number. For more
information regarding this please contact the coordinator Jan Fleming (Central Region) on 8951 8376 Remember! Call us if there is anything
more or something we can do to support differently.
Free Call: 1800 677 095 Ph.: 08) 8951 8375 Fax: 08)8951 8311
Page 3
RRACSSU South Newsletter issue 1:2015
Rosters, Sickness and Cleaning
Cleaning and Maintaining the up keep of your service during Christmas / School
Holidays / Vacation Care and during the year is very important.
Some services could have closed down over the Christmas / school holiday break and
most staff would come back to the services before the kids are due back.
While everyone is on leave sometimes furry things grow or look for a home under
desks, chairs, in bookcases, on toys -pretty much anywhere.
It is important to maintain all equipment / toys etc. to keep germs away and nasty virus's.
Did you know that Flu viruses (having a really bad cough) can survive on hard surfaces for as long as two days? This
doesn't sound like much BUT if you have several people sick and coughing everywhere in your service this will cover
more surfaces with the virus and spread the infection everywhere.
One good way of being able to keep track on what needs cleaning and when is having a roster system like this sample
below
Name of service Childcare’s Cleaning List
What sorts of things do you have in place at your Centre to help with:

Getting rid of germs

Cleaning

Getting rid of pests

Keeping things clean
The moral of the story is if we don’t clean up we and the kids will get sick
and depending on how many germs there are depends on how sick you
will become
If you have any questions or need any support in this please let us know and
we are happy to support our services in any way we can.
Monday
NQA: 2.1.3: Effective hygiene practices are promoted and implemented.
QA: 2.3.1 Steps are taken to control the spread of infectious diseases and to
manage injuries and illness, in accordance with recognised guidelines.
QA: 3.1.2: Premises, furniture and equipment are safe and well maintained
Tuesday
Wednes-
Thurs-
Friday





Spirit: children have a strong sense of identity, they know who they are.
Culture: children are connected with and contribute to their world
Body: children have a strong sense of wellbeing (physical and mental)—happiness
Mind: children are confident and involved learners and thinkers—we play, we learn
Language: children are effective communicators - they communicate
(With thanks & reference to: “Belonging, Being, Becoming Remote Indigenous Professional Development Package for the EYLF for Australia”
Project Director: C Taylor
Belonging Being & Becoming The Early Years Learning Framework for Australia Produced by the Australian Government Department of Education,
Employment and Workplace
Each of the 5 Learning Outcomes can also be broken down into smaller parts to help us understand what children are learning when they
play and when we teach them
It is important for young children to know who they are and to feel confident in themselves. This is learning through Belonging, Being,
Becoming.
Strong Body: children have a strong sense of wellbeing (physical and mental)— My happiness
3.1—Children learn to trust others to do the right thing—they become strong in their social and emotional wellbeing
Staff need to come to work everyday as kids will look to you, they need to know that someone they trust will be there for them.
When kids are upset or crying, reassure / talk / give them a hug, let them know you are there for them.
When kids are playing, be there with them so they learn to play and learn appropriate and positive things. Teach them
How do you show the children what is the right thing to do ?
How do you help children understand what Trust means?
How do you help children play together?
.
S
NQA: 2.1.3: Effective hygiene practices are promoted and implemented.
QA: 2..3..1: Children are adequately supervised at all times
Bath time is a wonderful time for children to have fun in water, to learn
how to wash themselves and to enjoy the sensation of water against
their skin. They can explore the science of water and bubbles.
It is also good for their health—clean skin, face and hair is part of good
hygiene and a healthy body
CHILDREN CAN DROWN IN THE BATH!
Children must be SUPERVISED in the bath—you must be right there to
make sure they are safe
Some people believe older children can look after little kids in the bath
NO!
Some people believe it is safe to leave kids in the bath for a brief minute
NO!
Bath time safety
Check the water to make sure it is not too hot or too cold
Water is not too deep
Staff or parents are actively engaged with the child—supervising safety
Children are NOT left alone at any time
Staff are within arms reach of the child
Water is not left in the bath when finished –bath water is emptied
Drowning happens quickly and silently
Contact: www.keepwathc.com.au
8981 5036 or [email protected]
From Royal Life Saving Society Australia
Page 4
We have talked about the 5 Learning Outcomes when drawing the Strong Child banner.
The 5 Learning Outcomes are embedded in QA 1
RRACSSU South Newsletter issue 1:2015
3.2—Children learn about looking after and keeping themselves healthy and strongthey become responsible for their own wellbeing
Children learn about hygiene, to wash their hand before eating their food, after playing with animals, blowing their noses etc.
Children learn about good food, coming to the service, they can tell you when they are hungry
Children learn about different activities and games to play safely, to help them stay healthy and strong and also when it is time to rest
How do you help children understand how to be healthy and strong?
Do you set up active and fun activities for the kids to do?
Do the children help cook, help clean, help tidy things away?
Reflection
A Story about Wellbeing:
RRACSSU staff visited a service. When they went in the children were all busy with the educators, playing and involved. The
educators were helping the children but encouraging them to help themselves too. It was welcoming, busy and happy. When
a child began to cry a staff member went straight to them and comforted them. Children felt good about what they were
doing (and there were no behavior problems)
When it came to morning tea and lunch time the children helped to tidy the toys away and knew the routine about washing
hands and sitting down for lunch. The children were secure in this routine, were congratulated for doing it well and so there
were no problems. There was enough good healthy food for the children (no one went hungry) and the staff sat with them to
eat as well—they were all together, chatting and eating
Take some photos, do a painting or story about Outcome 3—Strong Body
What do you do in your service about Outcome 3?
Do you invite the health clinic to talk to parents and children?
Are there dogs in your service?
Do the children have opportunities for many activities to challenge their growing bodies?
Do you encourage children to wipe their noses and clean their hands and faces?
Do the children help you clean up?
How do you make sure kids learn to be safe?
Page 5
RRACSSU South Newsletter issue 1:2015