Volunteers Information
Handbook
The Organisation
Hallett Cove Community Children’s Centre Inc. is licensed for 53 children, 15 under twos and 38 over
twos. We cater for children from 6 weeks to 5 years. Opening times are 7.30 am until 6.30 pm.
Monday to Friday. We are a non-profit organization, which means any profit from money made by
the centre is used to maintain and improve the centre.
Centre Management
A Governing Council is made up of parents who use the service and they manages the centre.
They meet on the third week in the month.
Staff of the centre.
Director
Assistant Director
Mandy Karriem
Becc Bruce
Confidentiality
At no time is a Child’s name or photograph to be used or discussed
outside of this Centre unless individual parent consent is obtained in writing & with the Director’s
approval.
Please direct any Parent enquiries to the trained staff person in the Childs room.
General Information
Always tell the staff person in the room when you are leaving the room
Volunteers or students are never to be left alone in a room with a child or children.
Tea break is 10 minutes morning and afternoon.
Lunch is 30 minutes.
Outside Area
Please support staff in the garden by pointing out any rubbish or broken items that may have been
missed by the staff when the garden check was done.
We would appreciate it if you could assist the staff in the routine tasks that need to be done in the
garden e.g. sweeping the paths and cubby house, raking the bark from the lawns and path.
All Volunteers and Students must wear a hat and sun block along with appropriate clothing while
outside. (refer to skin protection policy.)
Concerns
If you have a concern or grievance there is a procedure to follow, please refer to the Grievance
Procedure.
Meal Times
Morning tea
Lunch
9.30 am
11.30 am
Afternoon tea
Sandwiches
2.30 pm
4.30 pm
All children need to wash their hands before they eat and sit down while eating.
Wash your hands before you serve the food and wear gloves.
Drinks are offered to the children at all times.
Some have their own drink container, please ask staff in the room where they are kept.
Children are encouraged to join in mealtimes but refusal to eat is acceptable.
Due to allergies, no volunteer or student is to give any food or drink to children without asking staff
first.
Hand Washing
Before commencing and finishing work.
After coming in from outside.
If you wipe a child’s nose.
Before consuming food.
Sheets/Blankets
Children never share bed linen, sheets are changed and washed after each child has had a sleep.
Centre Policies and Procedures
A committee made up of parents and staff have formulated our policies.
The staff must always follow these Policies and Procedures in their daily work to maintain a high
standard of care, we ask that you take some time to read and understand these policies while you
are here.
The folder containing other Policies and Procedures can be found in the foyer on the shelf.
If you have any questions about these Policies or Procedures please ask in the office.
Please do not remove any of our polices or procedures from their folder. Check with the office
before you photocopy any of them.
National Standards
Evacuation
There is an evacuation procedure displayed in each room please make sure this is the first thing you
read. If you feel unsure about anything please ask any of the staff for clarification.
There is a plan of the centre and location of exits and fire extinguishers
Behaviour Guidance
We only ever use positive behaviour guidance techniques at our centre and to ensure that all staff,
students and volunteers understand the meaning of this, the Interactions with children Policy must
be read and followed at all times.
The Program
The programing for individual children is followed on a daily basis, along with the routine of the
room . The individual children's program is formulated and written by the staff in each room from
observations made on each child.
Non-contact is the time set out for programming and relief staff are brought in to cover for the staff
who are out of the room programming. It is usually about 3hrs in duration once a week.
Room Routines
Each room displays their own routine, although we are flexible when needed, we like to keep to a
routine in order that the children can
predict what comes next and have some control over their environment
The routine tasks such as preparing for morning/afternoon tea, lunch, sleep times, doing nappy
changes and the washing etc. are to be done at times that you are not required to interact directly
with the children.
Please invite children to assist with the appropriate routine tasks when safe to do so. E.g. helping to
set table for lunch.
Allergies.
If any child has an allergy, this is recorded in their room on the allergies or special needs charts. Also
in the First Aid Plan Folder which is kept in the office on the shelf.
Please pay attention to this.
Infants Room
This room has spaces for 12 children between the ages of six weeks and two years. The ratio of staff
to children in this age group is 1 staff to 4 children.
We ask that students in this room please sit on the floor with the children as much as possible.
Our policy states that students must not change babies nappies while in this room, (for TAFE
students permission can be given for this but you are welcome to observe a nappy change.
Toddlers room
This room has spaces for 19 children between the ages of two and three and a half.
Some of the children in this room are in nappies and some will be toilet training. You will need to
assist these children with their toileting needs. The ratio in this room is 1 staff member to 8 children.
Kindy Room
This room has spaces for 19 children.
The children in this room will be between the ages of three and a half and school age.
Children attending Kindy in the building next door are taken over via a gate situated in the back
garden. The ratio in this room is 1 staff member to 8 children, however with 2 staff we can have up
to 20 children.
Hallett Cove Community Children’s Centre – Policy on Child Protection
Under the South Australian Children’s Protection Act 1993 Part 4 Notification and Investigation
Division 1 (11) notification of abuse or neglect, staff who work at this Centre are obliged by law to
notify Families SA if they suspect on reasonable grounds that a child /young person has been or is
being abused or neglected and the suspicion is formed in the course of the person’s work or in
carrying out official duties here.
We are also responsible for reporting abuse of any young person who is under the age of 18 who
may be a school or TAFE student who has accessed the Centre on work experience.
All TAFE and University students accessing the centre for work experience should have a police
check.
To enable the Staff to recognise the signs of child abuse or neglect and to know how to deal with it,
they must attend training workshops to inform and update their knowledge as Mandated Notifies.
The phone number of Child Abuse Report Line is 13 14 78
Protective Behaviours information will be used in our programs.
To comply with licensing, a Statutory Declaration and a Criminal History Screening check will be
carried out on all new staff commencing work at the .
This check will be made by the Department for Communities and Social Inclusion National Police
Checking Service Screening Unit.
Volunteer and relief staff are responsible for the payment of the Criminal History Screening and the
results are their property. Permanent staff at the Centre will have their costs covered by the Centre.
The Centre will keep a copy for their record.
If the check provided indicated that person should not be working with children, then that person
will not be employed at the Centre.
To ensure the safety of the children at the Centre the following Policy is in place (Also recorded as a
separate Policy)
Policy on the Collection of children from the Centre
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No other person other than persons nominated on enrolment form can collect a child.
Door code given to enrolling parent/caregiver.
Parent/caregiver to sign child in and out of Centre.
Parent/caregiver to sign an illness, accident, or incident sheet.
Staff to share information on child’s day.
If person is unable to collect child then the following procedure needs to be followed:
o Write down on day sheet who that that person will be.
o Inform staff verbally or phone during the day.
o We need to know the person-collecting name, what they look like and their
relationship to the child.
o I.D. presented by person collecting child.
If we are not informed of the change of arrangements, then the child will not be released
until we have confirmed with parents it is okay for them to leave with someone else.
For late collect of child see policy on late collection.
Procedure for staff person who suspects another staff person of abuse to a child
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Report staff person immediately to the Director or her replacement.
Information will be treated confidently.
Document and date suspected abuse for evidence.
Director to phone Child Abuse Report Line for advice.
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Or Staff person can report offending staff person directly to Child Abuse Report Line on 13
14 78.
Warning Signs of Child Abuse
(Use the responding to abuse and neglect concerns checklist held at the back of this document and
published by Department for Education and Child Development)
This policy is designed to ensure that education and care staff and volunteers contribute to children
and young people’s safety and wellbeing in the following ways:
1. They provide safe, respectful and engaging environments where children and young people
observe and are taught positive life skills and values. This helps children and young people to:
 develop and expect positive relationships with others;
 be resilient and resourceful in dealing with stress and adversity; and
 achieve their potential as learners.
2. They recognise when children and young people’s wellbeing or safety is being compromised and
they follow up on these concerns. This helps ensure that:
 timely and relevant information is gathered and shared with other professionals;
 unsuitable individuals are not retained on education and care sites;
 children, young people and their families are directed to support when they first show signs
of needing it; and
 fewer children and young people are harmed by violence, abuse and neglect occurring
within or outside their family environment.
3. They understand that the needs of children and young people who have been harmed through
violence, abuse or neglect may require them to adapt their programs and support accordingly.
This means that:
 children and young people affected by violence, abuse and neglect are more likely to stay
connected to care and education settings; and
 the care and education experience contributes to their recovery and their development of
positive coping skills and learning success.
Training and support
Staff and volunteers will receive training and support which explains their child protection
responsibilities and outlines how these responsibilities can be met with sensitivity and purpose.
One of these responsibilities is their role as a mandated notifier under Section 11(1) and (2) of the
Children’s Protection Act 1993.
Staff will undertake approved full day child protection training program as a condition of
employment and receive approved three yearly update programs thereafter. This training includes
individual’s responsibilities as mandated notifiers.
Volunteers will receive approved child protection induction sessions. This training includes
individual’s responsibilities as mandated notifiers.
Staff and volunteers will have access to information and checklists to help with the process of
reporting.
Conduct
Staff and volunteers are expected to relate respectfully with all members of the education or care
community. Staff and volunteers have a responsibility to report and intervene against behaviours
that compromise the safety or wellbeing of children and young people.
All staff and volunteers will follow approved protective practice guidelines in their physical and social
interactions with children and young people.
All staff will follow approved child or student attendance and behaviour management policies and
incident response guidelines.
All staff will meet adult conduct requirements outlined in legislation, State Government Codes,
Cabinet Directives and Licensing, approving or regulating processes (Code of Ethics).
Serious allegations against staff or volunteers will be referred for investigation to the appropriate
authority and decisions about the placement of the individual facing an allegation will be made with
the best interests of children as the guiding consideration.
Hallett Cove Community Children’s Centre Inc – Policy on Code of Ethics
This Code of Ethics provides a framework for reflection about the ethical responsibilities of early
childhood professionals. Following a national process of consultation, principles emerged which are
indicative of the values we share as early childhood professionals in Australia. The Code is intended
for use by all early childhood professionals who work with or on behalf of children and families in
early childhood settings.
In developing this second edition of Early Childhood Australia's Code of Ethics, the national working
party was mindful of changes in the knowledge base of early childhood that have occurred over the
last decade. New research has allowed significant changes in understandings to emerge that
reposition children as citizens with entitlements and rights. Increasingly, children are seen as
competent and capable and able to participate in the negotiation of their learning and social
experiences. Additionally, societal and environmental changes at the local, national and global levels
impact on children and families with consequent implications for our work. In recognition of the
impact of globalisation and global sustainability, this revised Code identifies ethical responsibilities
to work with children and families in order to address global issues locally.
Just as the world has changed for children and families, so it has changed for professionals who work
with them. The notion of lifelong learning, reflective practice, researching with children, new
methods of documenting and assessing children's learning, and collaborating across traditional
service and discipline boundaries are examples of contemporary requirements for early childhood
professionals.
Inherent in this Code is the understanding that children learn within their family and community
groups, bringing rich knowledge, a diversity of experiences and identities to their learning.
Sociocultural theories have moved our focus beyond individual children's development to highlight
the importance of social contexts to children's learning and development. As children participate
and learn in their communities, they in turn influence those communities. Early childhood
communities ought to be spaces and places where practices such as responsive listening and
dialogue can build connections and relationships which sustain and advance individual and collective
wellbeing.
Early childhood professionals have a strong history of advocating on behalf of children and their
families. This revised Code builds on this tradition by making explicit the ethical responsibility to take
action in the face of injustice and when unethical practice occurs.
This Code is not intended to, and could not possibly provide easy answers, formulae, or prescriptive
solutions for the complex issues early childhood professionals face in their work. As an aspirational
document, it does provide a basis for critical reflection, a guide for professional behaviour, and
principles to inform individual and collective decision-making.
The following values and processes are considered central to the Code of Ethics:
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respect
democracy
honesty
integrity
justice
courage
inclusivity
social and cultural responsiveness
education.
Definitions
In this Code of Ethics, for the purposes of this document, these terms are given the following
meanings:
Children — People between the ages of birth and eight years.
Families — The people who have significant care responsibilities for and/or kinship relationships
with the child.
Early Childhood Professional — A person who works with or on behalf of children and families in
early childhood settings.
Communities — Groups of people who identify as having shared values and intentions. These groups
are recognised as complex, being simultaneously connected by commonality and diversity.
Employer — An individual or organisation which employs early childhood professionals.
Student — A person undertaking study at a secondary or tertiary institution.
Early Childhood Australia Code of Ethics
In this Code of Ethics the protection and wellbeing of children is paramount and therefore speaking
out or taking action in the presence of unethical practice is an essential professional responsibility.
I. In relation to children, I will:
1. Act in the best interests of all children.
2. Respect the rights of children as enshrined in the United Nations Convention on the Rights of
the Child (1991) and commit to advocating for these rights.
3. Recognise children as active citizens participating in different communities such as family,
children's services and schools.
4. Work with children to help them understand that they are global citizens with shared
responsibilities to the environment and humanity.
5. Respect the special relationship between children and their families and incorporate this
perspective in all my interactions with children.
6. Create and maintain safe, healthy environments, spaces and places, which enhance
children's learning, development, engagement, initiative, self-worth, dignity and show
respect for their contributions.
7. Work to ensure children and families with additional needs can exercise their rights.
8. Acknowledge the uniqueness and potential of all children, in recognition that enjoying their
childhood without undue pressure is important.
9. Acknowledge the holistic nature of children's learning and the significance of children's
cultural and linguistic identities.
10. Work to ensure children are not discriminated against on the basis of gender, age, ability,
economic status, family structure, lifestyle, ethnicity, religion, language, culture, or national
origin.
11. Acknowledge children as competent learners, and build active communities of engagement
and inquiry.
12. Honour children's right to play, as both a process and context for learning.
II. In relation to families, I will:
1. Listen to and learn from families, in order to acknowledge and build upon their strengths
and competencies, and support them in their role of nurturing children.
2. Assist each family to develop a sense of belonging and inclusion.
3. Develop positive relationships based on mutual trust and open communication.
4. Develop partnerships with families and engage in shared decision making where
appropriate.
5. Acknowledge the rights of families to make decisions about their children.
6. Respect the uniqueness of each family and strive to learn about their culture, structure,
lifestyle, customs, language, beliefs and kinship systems.
7. Develop shared planning, monitoring and assessment practices for children's learning and
communicate this in ways that families understand.
8. Acknowledge that each family is affected by the community contexts in which they engage.
9. Be sensitive to the vulnerabilities of children and families and respond in ways that
empower and maintain the dignity of all children and families.
10. Maintain confidentiality and respect the right of the family to privacy.
III. In relation to colleagues, I will:
1. Encourage my colleagues to adopt and act in accordance with this Code, and take action in
the presence of unethical behaviours.
2. Build collaborative relationships based on trust, respect and honesty.
3. Acknowledge and support the personal strengths, professional experience and diversity
which my colleagues bring to their work.
4. Make every effort to use constructive methods to manage differences of opinion in the spirit
of collegiality.
5. Share and build knowledge, experiences and resources with my colleagues.
6. Collaborate with my colleagues to generate a culture of continual reflection and renewal of
high quality practices in early childhood.
IV. In relation to communities, I will:
1. Learn about the communities that I work within and enact curriculum programs which are
responsive to those contexts and community priorities.
2. Connect with people, services and agencies within the communities that support children
and families.
3. Promote shared aspirations amongst communities in order to enhance children's health and
wellbeing.
4. Advocate for the development and implementation of laws and policies that promote childfriendly communities and work to change those that work against child and family wellbeing.
5. Utilise knowledge and research to advocate for universal access to a range of high-quality
early childhood programs for all children.
6. Work to promote community understanding of how children learn in order that appropriate
systems of assessment and reporting are used to benefit children.
V. In relation to students, I will:
1. Afford professional opportunities and resources for students to demonstrate their
competencies.
2. Acknowledge and support the personal strengths, professional knowledge, diversity and
experience which students bring to the learning environment.
3. Model high-quality professional practices.
4. Know the requirements of the students' individual institutions and communicate openly
with the representatives of that institution.
5. Provide ongoing constructive feedback and assessment that is fair and equitable.
6. Implement strategies that will empower students to make positive contributions to the
workplace.
7. Maintain confidentiality in relation to students.
VI. In relation to my employer, I will:
1. Support workplace policies, standards and practices that are fair, non-discriminatory and are
in the best interest of children and families.
2. Promote and support ongoing professional development within my work team.
3. Adhere to lawful policies and procedures and when there is conflict, attempt to effect
change through constructive action within the organisation or seek change through
appropriate procedures.
VII. In relation to myself as a professional, I will:
1. Base my work on contemporary perspectives on research, theory, content knowledge, high
quality early childhood practices and my understandings of the children and families with
whom I work.
2. Regard myself as a learner who undertakes reflection, critical self-study, continuing
professional development and engages with contemporary theory and practice.
3. Seek and build collaborative professional relationships.
4. Acknowledge the power dimensions within professional relationships.
5. Act in ways that advance the interests and standing of my profession.
6. Work within the limits of my professional role and avoid misrepresentation of my
professional competence and qualifications.
7. Mentor other early childhood professionals and students.
8. Advocate in relation to issues that impact on my profession and on young children and their
families.
9. Encourage qualities and practices of leadership within the early childhood profession.
10.
VIII. In relation to the conduct of research, I will:
1. Recognise that research includes my routine documentation and investigations of children's
learning and development, as well as more formal research projects undertaken with and by
external bodies.
2. Be responsive to children's participation in research, negotiating their involvement taking
account of matters such as safety, fatigue, privacy and their interest.
3. Support research to strengthen and expand the knowledge base of early childhood, and
where possible, initiate, contribute to, facilitate and disseminate such research.
4. Make every effort to understand the purpose and value of proposed research projects and
make informed decisions as to the participation of myself, colleagues, children, families and
communities.
5. Ensure research in which I am involved meets standard ethical procedures including
informed consent, opportunity to withdraw and confidentiality.
6. Ensure that images of children and other data are only collected with informed consent and
are stored and utilised according to legislative and policy requirements.
7. Represent the findings of all research accurately.
Sourced The Early Childhood Australia Code of Ethics
Reviewed 26/04/2012
Next Review
Centre Philosophy
Mission Statement
Hallett Cove Community Children’s Centre provides children and families a high quality, education
and care service within their community which is tailored to meet the individual needs of children
and their families in a nurturing and inclusive environment.
We believe that the provision of high quality education and care during early childhood provides a
solid foundation for children’s future wellbeing and development.
Our professional team is dedicated to maintaining and providing up to date practices, while acting in
a supportive, inclusive and sensitive manner
Vision Statement
Our vision is to provide a community hub that meets both care and educational needs of children
and parents.
Philosophy Statement
The aim of the centre is to provide:
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High quality educational care that meets the needs of the children, parents, staff and the
community.
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A quality educational curriculum for children in a safe, secure environment.
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Outstanding staff that are friendly, caring and committed to a policy of equal opportunity for
all and who are sensitive to the needs of parents and children.
For the Children
We believe that all children:
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Have the right to feel safe and secure at all times.
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Learn through play – play that is supported, not directed, by educators.
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Have the right to develop to their full potential in all areas, in a non sexist/non biased
environment.
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Must be recognized as individuals, with their individual and cultural needs being respected.
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Learn best when parents/guardians and caregivers work in partnership with each other.
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Have the right to be offered a curriculum that fosters their curiosity, initiative, independence
and life skills.
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Have the right to nutritious, well balanced meals.
Therefore staff will:
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Offer a stimulating curriculum that focuses on play, self esteem, interests, independence
and life skills.
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Foster stable, caring relationships with all children and their families through appropriate
care giving practices.
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Offer a curriculum that meets the individual needs of children and families using the centre.
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Respect family and cultural values.
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Provide experiences and environments that are inclusive, non sexist and non biased.
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Maintain the quality of food offered under “Start Right Eat Right”.
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Ensure that they are abreast of industry standards and that this is reflected in their practices
with the children.
For the Parents/Families
We believe that:
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In order to have a healthy, active centre, a high level of parent/family involvement is vital.
Therefore we will:
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Encourage parents and families to participate in all aspects of the Centre; e.g. Governing
Council, Sub Committee’s and Social events.
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Work together with parents/families to support children.
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Encourage our families to provide feedback about different processes within the Centre.
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Encourage our families to be actively involved with and contribute to centre curriculum and
planning.
For The Staff:
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The Governing Council is committed to employing, developing and maintaining a highly
skilled and professional team.
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The Governing Council understands the influential work that staff do regarding them as
professionals within the Early Childhood sector, with specialized knowledge and skills.
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Hallett Cove Community Children’s Centre is a clean, safe and friendly place for staff to work
in.
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The Governing Council is committed to ensuring staff are able to maintain work life
wellbeing.
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Staff are encouraged to express ideas, share in group discussions, and participate in
professional development. Staff are active learners, seeking new ideas and sharing these
with their peers.
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Staff are encouraged to be active members of the Governing Council .
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Staff are encouraged to contribute to the development of policies.
For the Community
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Community involvement is important to Hallett Cove Community Children’s Centre. We aim
to make the centre a part of the larger community by taking an active interest in other
group’s activities, working closely with our local kindy and also being involved in community
events and reciprocally, we invite the community to be involved in ours.
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We aim to provide social opportunities for children, families, staff and the wider community
to get to know each other in order to strengthen our position within the community.
We aim to create a community within the community, to which children, families and staff belong.
Philosophy Reviewed 10/04/2012 - Next Review April 2013