City of Greater Geelong Family Day Care Educator Handbook - January 2013
Contents
CITY OF GREATER GEELONG FAMILY DAY CARE PHILOSOPHY ......................................... 4
FAMILY DAY CARE OVERVIEW
DEFINITION OF FAMILY DAY CARE ....................................................................................................... 6
ROLE OF THE CO-ORDINATION UNIT ................................................................................................... 6
CONTACT WITH THE CO-ORDINATION UNIT ........................................................................................ 7
FAMILY DAY CARE ORGANISATIONAL CHART .................................................................................... 8
SERVICE CONTACT INFORMATION....................................................................................................... 9
EDUCATOR EXPECTATIONS
CODE OF CONDUCT ............................................................................................................................. 10
DISCIPLANARY BEHAVIOUR ................................................................................................................ 13
GROUNDS FOR TERMINATION OF SERVICE AGREEMENT .............................................................. 13
EXAMPLES OF GROUNDS FOR IMMEDIATE TERMINATION OF SERVICE AGREEMENT ............... 13
FUNDING OF FAMILY DAY CARE
AUSTRALIAN GOVERNMENT ............................................................................................................... 14
CITY OF GREATER GEELONG ............................................................................................................. 14
FAMILY DAY CARE AGENCIES & ASSOCIATED DEPARTMENTS
FAMILY DAY CARE ORGANISATIONS / AGENCIES ............................................................................ 15
COMMUNITY CHILD CARE RESOURCE AND DEVELOPMENT UNIT (RDU) ...................................... 15
FAMILY DAY CARE VICTORIA (FDCV) ................................................................................................. 15
F.K.A. MULTICULTURAL RESOURCE CENTRE ................................................................................... 15
GOWRIE VICTORIA CHILD CENTRE ............................................................................................... 15-16
NOAH’S ARK LEARNING AND DEVELOPMENT ................................................................................... 16
PLAYGROUP VICTORIA ........................................................................................................................ 16
VICTORIAN FAMILY DAY CARE RESOURCE UNIT (FDCRU) ............................................................. 16
KU CHILDREN'S SERVICES .................................................................................................................. 17
DIVERSITAT ........................................................................................................................................... 17
DEPARTMENT OF EDUCATION EMPLOYMENT AND WORKPLACE RELATIONS (DEEWR)........... 17
DEPARTMENT OF EDUCATION AND EARLY CHILDHOOD DEVELOPMENT (DEECD) .................... 17
FAMILY DAY CARE AUSTRALIA LTD (FDCA) ....................................................................................... 17
NATIONAL MEMBER'S FORUM ............................................................................................................. 17
VICTORIAN HOME BASED CAREGIVERS ASSOCIATION .................................................................. 18
ACECQA ................................................................................................................................................. 18
ADMINISTRATION
TAXATION / GST .................................................................................................................................... 19
FAMILY DAY CARE AUSTRALIA PRODUCTS AND RESOURCES (FDCA) ......................................... 19
TAX GUIDE FOR FDC EDUCATORS ..................................................................................................... 19
FAMILY DAY CARE AND THE GST ....................................................................................................... 19
RECORD OF CARE ................................................................................................................................ 19
CUT OFF DATES .................................................................................................................................... 19
ABSENCE RECORDS ............................................................................................................................. 19
EDUCATOR LEAVE FORM .................................................................................................................... 20
FEES AND CHARGES ............................................................................................................................ 20
RECEIPTS ............................................................................................................................................... 20
RECORD KEEPING ................................................................................................................................ 20
EXCURSION / RISK ASSESSMENT FORMS ......................................................................................... 21
PARENT / FDC EDUCATOR AGREEMENT FORM................................................................................ 21
AUTHORITY FOR DIRECT BANKING FORM ........................................................................................ 21
FDC EDUCATOR AND PARENT INFORMATION BOOKLET ................................................................ 21
REGISTRATION CARD........................................................................................................................... 21
CHILD DETAIL CARD ............................................................................................................................. 21
ROSTER SHEETS .................................................................................................................................. 21
EMERGENCY CONTACT LIST ............................................................................................................... 22
EVACUATION PROCEDURE ................................................................................................................. 22
PRIVACY & ACCESS TO RECORDS ..................................................................................................... 22
ANNUAL SERVICE AGREEMENT PROCEDURE .................................................................................. 22
INSURANCE
PUBLIC LIABILITY INSURANCE ............................................................................................................ 23
PUBLIC LIABILITY PROCEDURE........................................................................................................... 23
ADDITIONAL INSURANCE ..................................................................................................................... 23
HOME AND CONTENTS ......................................................................................................................... 23
VEHICLE INSURANCE ........................................................................................................................... 23
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
EDUCATOR OCCUPATIONAL HEALTH & SAFETY
PERSONAL SAFETY .............................................................................................................................. 24
AVOIDING ACCUSATIONS ............................................................................................................... 24-26
RISK MANAGEMENT .............................................................................................................................. 27
PREVENTION OF EXPOSURE TO HAZARDOUS MATERIALS ............................................................ 28
EDUCATOR HEALTH
FDC EDUCATOR ILLNESS .................................................................................................................... 29
IMMUNISATION FOR FDC EDUCATORS .............................................................................................. 29
STRESS MANAGEMENT ........................................................................................................................ 29
BACK CARE AND LIFTING ..................................................................................................................... 31
PREGANCY CARE FOR EDUCATORS.................................................................................................. 31
REPORTING OF INCIDENTS/ACCIDENTS ............................................................................................ 32
NOTICE OF ACCIDENT, INJURY, INCIDENT REPORT ........................................................................ 33
FDC EDUCATOR WORKPLACE INJURY PROCEDURE ....................................................................... 33
CHILD SAFETY
HAZARDOUS PLANTS ........................................................................................................................... 34
SANDPITS ............................................................................................................................................... 34
BICYCLE/WHEELED TOY SAFETY........................................................................................................ 35
TRAMPOLINES ....................................................................................................................................... 35
CUBBY HOUSES .................................................................................................................................... 35
DUMMIES ................................................................................................................................................ 35
CHILD PROTECTION SUPPLEMENTS
REPORTING CHILD ABUSE .................................................................................................................. 36
DEFINITIONS OF CHILD ABUSE ...................................................................................................... 36-37
PROTOCOL FOR REPORTING CHILD ABUSE ..................................................................................... 38
RECORDING RECORDS OF CONCERN ............................................................................................... 40
MEDICAL
INVASIVE,COMPLEX OR INJECTED MEDICATIONS ........................................................................... 41
MEDICATION, INCLUDING COMPLEMENATARY AND ALTRNATIVE MEDICINES ............................ 41
NON PRESCRIPTION MEDICATION (OVER THE COUNTER) PAIN RELIEF MIEDICATION ............. 41
NAPPY RASH CREAMS / TEETHING GELS .......................................................................................... 41
FEVER ..................................................................................................................................................... 41
SPECIFIC MEDICATION REQUIREMENTS ........................................................................................... 41
MEDICAL MANAGEMENT PLANS ......................................................................................................... 41
ASTHMA .................................................................................................................................................. 42
ILLNESS IN CHILDREN .......................................................................................................................... 42
RECOGNITION OF INFECTION IN CHILDREN ..................................................................................... 42
MAINTAINING RECORDS OF ILLNESS ................................................................................................. 42
SIGNS & SYMPTOMS OF DEVELOPING INFECTION IN CHILDREN .................................................. 42
APPROPRIATE ACTION IF INFECTION IS PRESENT .......................................................................... 43
INFECTIOUS DISEASES ........................................................................................................................ 43
MENINGOCCOCAL DISEASE ................................................................................................................ 44
HOW DISEASES SPREAD FROM PERSON TO PERSON ............................................................... 43-44
BLOOD / BODY FLUIDS SPILL PROCEDURE ....................................................................................... 44
CLEANING UP BLOOD SPILLS ......................................................................................................... 44-45
PROTOCOL MANAGEMENT OF NEEDLESTICK INJURY & SAFE DISPOSAL PROCEDURES .......... 46
NUTRITION
COMMUNICATION WITH PARENTS ABOUT APPROPRIATE FOOD ................................................... 47
INVOLVING CHILDREN IN FOOD PREPARATION ............................................................................... 48
HYGIENE ................................................................................................................................................. 48
FOOD PREPARATION PRACTICES ...................................................................................................... 48
PREPARING FOOD ................................................................................................................................ 49
HANDLING FOOD ................................................................................................................................... 49
COOKING AND REHEATING ................................................................................................................. 49
STORAGE ............................................................................................................................................... 49
PERSONAL HYGIENE PRACTICES ...................................................................................................... ..50
ILLNESS AND INJURIES ........................................................................................................................ 50
EXCLUSIONS FOR FOOD HANDLERS ................................................................................................. 51
MANAGING FOOD ALLERGIES AND INTOLERANCES........................................................................ 52
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
INFECTION CONTROL
PREVENTING INFECTION ..................................................................................................................... 52
HAND CARE ........................................................................................................................................... 52
GLOVES .................................................................................................................................................. 52
HEALTH AND HYGIENE
NOSE WIPING......................................................................................................................................... 53
CLEANING ......................................................................................................................................... 53-54
VEHICLE SAFETY
TRANSPORTATION/VEHICLE SAFETY................................................................................................. 55
VEHICLE POLICIES ................................................................................................................................ 55
TRANSPORTATION OF CHILDREN ...................................................................................................... 55
VEHICLE SAFETY (5 POINT SAFETY CHECK) ..................................................................................... 55
GENERAL VEHICLE SAFETY ................................................................................................................ 56
ARISTON CAR PARK SAFETY .............................................................................................................. 57
ENROLMENT AND PLACEMENT OF CHILDREN
NUMBER OF CHILDREN ........................................................................................................................ 58
ENROLMENT AND PLACEMENT PROCEDURE ................................................................................... 58
PLACEMENT OF CHILDREN ............................................................................................................ 58-59
FDC EDUCATOR PORTFOLIO .............................................................................................................. 60
PLACEMENT INTERVIEW ...................................................................................................................... 60
FDC EDUCATOR / PARENT AGREEMENT FORM................................................................................ 60
SETTLING CHILDREN INTO CARE ....................................................................................................... 61
RECOMMENDED EMERGENCY PLACEMENT PROCEDURE. ............................................................ 62
BOOKING PROCESS ............................................................................................................................. 62
GENERAL INFORMATION
SUPPORT AND SUPERVISION.............................................................................................................. 63
MAKING THE MOST OF SUPPORT VISITS ..................................................................................... 63-64
EDUCATIONAL AND RECREATIONAL PROGRAMS ............................................................................ 65
PROMOTE SUSTABIABILITY PRACTICES ............................................................................................ 65
PHYSICAL ENVIRONMENT .................................................................................................................... 66
INTERACTIONS & CONFIDENTIALITY .................................................................................................. 66
SLEEPING ARRANGEMENTS \ OVERNIGHT CARE FOR FDC CHILDREN ........................................ 67
NATIONAL CRIMINAL RECORD CHECK ............................................................................................... 68
ASSESSMENT OF CRIMINAL HISTORIES ............................................................................................ 68
ASSESSMENT CRITERIA ...................................................................................................................... 68
WORKING WITH CHILDREN CHECK .................................................................................................... 69
AVAILABILITY FOR CARE ...................................................................................................................... 69
CONFIDENTIALITY ................................................................................................................................. 69
MEETING NEW FAMILIES ...................................................................................................................... 69
SHIFT WORK .......................................................................................................................................... 69
COMPLAINTS MANAGEMENT ............................................................................................................... 69
TOBACCO SMOKE, DRUG AND ALCOHOL FREE ENVIRONMENT .................................................... 70
ALTERNATIVE CARE SITUATIONS ....................................................................................................... 70
HOUSE WORK / PERSONAL COMMITMENTS ..................................................................................... 70
24 HOUR CARE ...................................................................................................................................... 70
OVERNIGHT CARE / WEEKEND CARE ................................................................................................. 70
SPORT / RECREATION COMMITMENTS .............................................................................................. 70
SUSTAINABILITY .................................................................................................................................... 70
PLAYGROUPS ........................................................................................................................................ 71
FDC EDUCATOR/PARENT NEWSLETTER ........................................................................................... 71
FDC RESOURCE LIBRARY .................................................................................................................... 71
PREVENTION OF ANIMAL SPREAD DISEASES ................................................................................... 71
HANDLING ANIMALS IN FDC ................................................................................................................. 72
RECRUITMENT, SELECTION AND SCREENING ................................................................................. 72
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
City of Greater Geelong Family Day Care Philosophy
"The family is both the fundamental unit of society as well as the root of culture. It is a perpetual
source of encouragement, advocacy, assurance, and emotional refueling that empowers a child
to venture with confidence into the greater world and to become all that he can be. "
MARIANNE E. NEIFERT
Aim
The City of Greater Geelong Family Day Care unit supports and respects the uniqueness of
every family, child and individual and actively works to promote a nurturing environment that
mentors, champions and supports the rights of all. Our scheme supports the EYLF and the
VEYLF and actively seeks to ensure the outcomes are promoted and fostered throughout the
service.
1. Identity
 We recognise and respect that children have their own sense of agency, that they are
capable, active learners and that they have the right to a holistic, non-biased, nonjudgemental, caring environment in which to grow and learn.
 Small group numbers ensure all children are valued as individuals; they are actively
encouraged to participate in and develop their own learning program.
 We respect that parents are experts in knowing their own children and we actively
encourage them to participate in their children’s early years education.
 We acknowledge the strengths, knowledge, culture, diversity and experience of our
educators and whenever possible encourage them to share these skills with the
children, staff, parents and other educators.
 We ensure every person has the opportunity to be heard and the opportunity to
contribute to the scheme, its policies and processes through a variety of media.
2. Community
 Children develop a sense of belonging to a community when they have access and a
connection to their community. Family Day Care provides this through excursions to
local play areas, events, library sessions, playgroups, kindergarten sessions, toy
libraries and school.
 The promotion of sustainable play experiences and practices supports children’s
understanding of the importance of protecting our fragile environment.
 The inclusion of extended family, both for the family in care and the educators’ family
allows children to mix with a variety of people from different age groups and cultures.
 The use of mentoring sessions, professional development, playgroups and social
events for educators assists them in feeling part of a wider supportive community.
3. Wellbeing
 The ability of parents and children to bond with one educator in a recognisable
environment allows for a closer relationship to be formed and for children to settle more
quickly into care.
 The scheme actively promotes a well rounded, holistic approach to working with
children that involves having fun, active outdoor play, exploration of nature, time for
relaxation and rest, multi-media experiences and spontaneous play as well as
structured, thoughtful programming.
 Educators provide flexibility within a routine and limits and expectations are clear and
consistent.
 Flexibility within a daily routine ensures children have time to rest when required, eat
nutritiously and regularly and that programs can be altered to reflect an individual or group’s
interests.
 Co ordination unit conducts regular home visits to promote open communication and
support to educators.
 Easy phone internet access and open two-way conversation allows educators and parents
time to discuss issues or concerns and have a confidential sounding board if required.
 Access to other professional bodies that may offer support or assistance to children,
families or educators is supported and promoted.
 A positive, respectful dialogue between all parties, that recognises our successes and
acknowledges our commitment to high quality early years education.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
4. Learning
 Small group numbers, documented observations, individual planning and play-based
learning programs ensure children are given every opportunity to develop at their own
pace.
 Each child is seen as a successful learner. Experiences are designed to support
children’s natural curiosity and programs are designed to support and extend children’s
development and interests.
 Regular information both electronically and via newsletters will be used to support
parents.
 Regular professional development is offered in a variety of ways to extend an
educator’s knowledge base and to ensure best practice.
 Highly experienced support staff are available for guiding and mentoring educators.
5. Communication
 Children are actively encouraged to have a voice within the service. Their opinions,
thoughts, likes, dislikes and interests are valued and considered a vital part of the
programs that are provided.
 Parents, families and community members are encouraged to provide feedback at
various times throughout their period in the service, in writing, via email, face to face
and through the use of customer surveys.
 The use of electronic communication is considered an important part of sharing
information and creating an environmentally sustainable scheme, but we also respect
the rights of those who chose more traditional means of communication.
 We respect that we serve a multicultural community and have access to many support
services to ensure all families and children feel included.
 We believe families, children and educators have the right to contribute to the scheme,
its policies and procedures and seek to provide such opportunities.
The Family Day Care Unit is proud to work in partnership with the COGG , DEECD, DEEWR,
ACECQA, FDC Australia and FDC Victoria, all of our wonderful educators and families and of
course our incredible children.
We also respect and acknowledge past staff, educators and families for their commitment and
passion for Family Day Care and recognise their vast contributions.
"Ora na azu nwa" It takes a village to raise a child - ancient African saying
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Family Day Care Overview
Definition of Family Day Care
“Family day care is a network of Educators who provide flexible care and developmental
programs (activities) in their own homes for other people’s children. Family day care services
support and administer a network of FDC Educators and receive operational support funding
from the government. Since 1 January 2001, other providers, including private providers, may
operate a family day care service.
The service is responsible for the effective operation of all components of family day care,
including recruiting, training and supporting FDC Educators, monitoring care provision and
providing advice, support and information for parents. They also assist parents to select an
appropriate FDC Educator for their child. Approved services receive Child Care Benefit (CCB)
payments on behalf of eligible parents.
Role of the Co-Ordination Unit
Co-ordinator FDC is responsible for:
 The overall co-ordination of the service in accordance with National (and State) legislation
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and guidelines, regulations and standards, the Early Years Learning Framework (EYLF) ;
Victorian Early Years Learning and Development Framework (VEYLDF) and My Time, Our
Place
Recruiting FDC Educators
Recruiting, resourcing and supporting of Family Day Care Co-ordination Unit staff
Development and monitoring of budget
Development and review of policies and procedures in consultation with the Co-ordination
Unit, FDC Educators and parents/guardians
Liaison with external agencies and peak organisations
FDC Support Officers are responsible for:
 Assessment, selection and registration of FDC Educators,
 Child care placements,
 Monitoring of children’s care and developmental needs, through regular home visits to FDC
Educators,
 Support and resourcing of FDC Educators, through both regular visits as above, and
scheduled visits when required,
Provision of support and information to parents/guardians using care,
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 Support & resourcing Educators to facilitate playgroup.
 Development and review of policies and procedures in consultation with the Co-ordination
Unit, FDC Educators and parents/guardians
Administration Staff are responsible for:
 Processing record of care and payment sheets
 Administration of Australian Government Child Care Benefit and Child Care Rebate payment
of CCB and CCR to FDC Educators on behalf of families)
 Information distribution to FDC Educators and families
 General enquiries
 General administration duties.
The FDC Co-ordination team consists of the Co-ordinator, FDC Support Officers and
Administration Officers based at Ariston House in Newtown. The co-ordination team provides
support and guidance to both parents/guardians and FDC Educators
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
The Support Officers hold an Early Childhood qualification, accredited Level 2 First Aid
certificates, Emergency Asthma management certificate and an Anaphylaxis Awareness
certificate.
These qualifications are complemented by first hand experience working within the early
childhood field. All staff participates in regular training to update skills and knowledge in
relevant areas.
FDC Support Officers conduct regular unannounced home visits to all FDC Educators. These
visits, whilst informal, are conducted for two purposes; providing support to the FDC Educators
whilst monitoring the quality of care provided and compliance to the National Regulations, Act
and National Quality Standards. The FDC service provides child restraints for FDC Educators
to use.
The following support and resources are available to FDC Educators to support their work with
children and families:
 Meetings/Professional Development sessions
 Car restraint loans
 Networking opportunities through attendance at Playgroup sessions, Scheme excursions,
Network groups
 Quarterly newsletters, weekly E-bulletins and regular information updates.
Contact with the Co-Ordination Unit
Parents and FDC Educators are encouraged to contact the service regarding any aspect of
Family Day Care by telephone, mail, email or fax. Contact details are detailed on Page 9.
Telephone Contact
Staff are committed to responding to all telephone calls in a courteous and prompt manner.
Voicemail
The nature of the FDC Service (home visiting of FDC Educators, enrolment of families,
registration of FDC Educators), means that FDC Support Officers will be away from the
office/telephone.
Telephone voicemail is activated to enable callers to leave a message outlining requests. This
will assist the staff member on return in attending to the matter promptly. If immediate
assistance is required, administration staff, or another Support Officer will endeavour to assist.
Telephone messages are checked regularly throughout the day, and all messages are returned
either on the same day or the following working day of the staff member.
Should FDC Educators, parents / guardians wish to meet with a co-ordination unit staff member,
it is advisable that an appointment be made to ensure availability.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Family Day Care Organisational Chart
CEO
General Manager
Community Services
Coordination
Unit
Manager
Family Services
Coordinator
Family Day Care
Family Day Care
Administration Officers
Family Day Care
Support Officers
Family Day Care
Educators
Family Day Care
Service
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Service Contact Information
Co-Ordinator
Nicole Vinken (Mon-Fri)
5272 4745 (0419 891 841)
nvinken@geelongcity.vic.gov.au
FDC Support Officers
Angela Baum (Wed-Fri)
5272 4782
abaum@geelongcity.vic.gov.au
Clare Hardman (Wed-Fri)
5272 4783
chardman@geelongcity.vic.gov.au
Di Eerden (Mon-Thurs)
5272 4784
deerden@geelongcity.vic.gov.au
Suzie Cunningham (Mon -Thurs)
5272 4786
scunningham@geelongcity.vic.gov.au
Kylie Sanderson (Casual)
Casual Staff
ksanders@geelongcity.vic.gov.au
Tanya Genova (Casual)
Casual Staff
tgenova@geelongcity.vic.gov.au
Jo Spicer (Casual)
Casual Staff
Jspicer@geelongcity.vic.gov.au
Administration Officers
Anne Greenway (Mon-Fri)
5272 4805
agreenway@geelongcity.vic.gov.au
Geoff Deppeler (Mon-Fri)
5272 4799
gdeppler@geelongcity.vic.gov.au
Office Hours
8am to 5.15pm - Monday to Friday
Voicemail is activated when staff members are unavailable (home visits etc) and after office
hours. FDC Educators and families are encouraged to leave messages and staff will return all
calls as soon as possible.
For security reasons the Ariston office door is automatically locked before 9am and after 5pm. A
door bell has been installed to use from 8-9am and 5-5.15pm. A large cream coloured locked
metal letter box is located at the foot of the stairs at the entry to Ariston for record of care and
payment sheets, etc to be delivered out of office hours. Please DO NOT use Pakington St side
letterbox.
Office Address:
ARISTON
245-249 Pakington St,
Newtown VIC 3220
Postal Address:
please use for all correspondence
City of Greater Geelong Family Day Care
PO Box 104
Geelong VIC 3220
Fax Number:
5272 4685
General Email:
familydaycare@geelongcity.vic.gov.au
www.geelongaustralia.com.au
Website:
follow the links to Family Day Care
Emergency Out of Hours Number - 0419 891 841
The emergency out of hours number is only to be used for emergencies that cannot be dealt
with by parents and FDC Educators outside of normal office hours stated above e.g. children
not collected more than one hour after specified time, accidents etc.
This number is not to be used for situations that can be dealt with on the next working day. A
message bank facility activates when the phone is not answered immediately. All calls are
returned as soon as practicable.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Educators Expectations
Code of Conduct
 Complying with all legal requirements, including:
Education and Care Services National Law Act 2010
Education and Care Services National Regulations 2011
National Quality Standards
Learning Frameworks;
Belonging Being and Becoming -Early Years Learning Framework and if relevant
My Time Our Place, Framework for School Aged Care
 The Services funding agreement with the Federal Government
 The Service agreement, policies and procedures
 Food Standards Code (FSANZ); Food Regulation 2010
 Ensuring the Safety, Health and Wellbeing of all Children in Care by
Having a genuine desire to work and interact positively and respectfully with young children.
Maintaining practices that ensure the safety, health and education of every child in care and
which place the child’s needs first.
Providing for the educational and developmental outcomes of all children.
Supporting continuous improvement of quality education and care.
Being committed to working in a collaborative partnership with families to support their child’s
development.
Being respectful of individual family values and child rearing practices.
 Participating as an effective member of our Service by:
Working co-operatively with Service staff to ensure the best outcomes for all children and
their families.
Actively participating in Service development and review.
Keeping up-to-date with the Service practices.
Actively participate in Service activities as appropriate.
Meeting all administrative requirements of the position.
 Conducting their businesses as professional Childcare Services by:
Acting in an ethical and professional manner at all times.
Attending training and being committed to ongoing professional growth and development
.Ensuring ongoing consultation with families in relation to their children.
Children are adequately supervised at all times.
All hazards are identified and minimised or eliminated.
Vulnerable children (at risk) are identified and the Co-ordination unit is notified. Collaboration
with the Co-ordination unit and/or agencies maybe required.
Home safety checks completed daily.
No Alcohol, drugs or cigarettes consumed on the premise
Medical action plans maintained and displayed.
Have a working telephone.
All paper work completed accurately and on time.
Emergency evacuations completed 4 times per year with every child.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Quality Area 1 (QA1)
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Information gathered about child’s background, likes, dislikes with family on commencement.
Routines established and written out. Supplied to families.
Observations taken weekly on every child (minimum of 2 documented learning’s per child)
Children’s opinions are considered on request and documented regularly.
A monthly plan is available for parents that links to observations taken.
Weekly reflection of practice is documented.
Assessment of children’s learning is recorded weekly for each child.
At any given time, a minimum of 5 of these experiences must be accessible to children
throughout the day. This must include, but is not limited to:
Drawing/writing
Books
Art/Craft (children to have choice of resources)
Construction/manipulation
Sensory
Imaginative
Active play
Cognitive
 Children under the age of 12months/non mobile children must have a stimulating designated
area for safe play.
 Menus available for parents to view and designed in consultation with parents and children
(if applicable).
 Children must be able to make decisions related to their day in care and given opportunities
where ever practicable.
Quality Area 2 (QA2)
 All children have the opportunity to rest/sleep as required.
 Hygiene procedures are actively promoted eg hand washing, nose wiping, toileting etc.
Tables and bench tops are to be wiped down immediately prior to meal times.
Children’s and educator’s hands washed immediately prior to meal times.
 Each child has individual implements (linen, plates, cups etc).
 Nappy checks/changes are to occur (as a minimum)
On arrival
Morning tea
Lunch
Sleep time
Afternoon tea and
Home time
 Equipment is maintained in a safe and hygienic manner at all times.
 Healthy eating is modelled and promoted. (as per NQS standards)
 There are opportunities everyday for active play (indoor, outdoor and excursions)
 Visitors book available and completed at all times.
Quality Area 3 (QA3)
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All children have access to inviting outdoor spaces.
All equipment indoors and outdoors is in good condition and well maintained.
Environments are flexible with enough room for all children to play together or separately.
Play areas are inviting and free from clutter.
There are separate areas for play and sleep.
Children have access to more than one play area. (indoors, outdoors, dining room, lounge,
playroom, bedroom etc)
There are adequate amounts of equipment to ensure that all children are catered for.
Children have access to recycled materials and sustainable practices are embedded into the
daily program.
Children have access to natural materials everyday
Sustainability eg recycling, water conservation, or growing plants are encouraged everyday
and is evident in the educational program.
Children are provided with a degree of privacy when toileting or changing.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Quality Area 4 (QA4)
 All interactions between Educator and parents & Educator and staff are warm, respectful and
considerate at all times.
 Educators to meet the minimum professional development and team meeting standard,
outlined in the FDC Educator Professional Development and Team Meeting Policy.
 Educator: Child ratio to be adhered to at all times.
 Educators to have a working knowledge of National regulations, Law Act, National Quality
Standards and Frameworks and are adhered to at all times.
Quality Area 5 (QA5)
 Physical, intimidatory or emotional discipline towards children is unacceptable at all times.
 Educators must ensure responses and interactions with all children are positive, respectful
and warm.
 Enriched care giving must be exercised at all times.
 Children have the ability to control some elements of their day eg routines, food choices and
activity choices. This should be respected and visible in the daily program.
 There are opportunities for children to ask questions, to voice their opinions and to be
listened to. This should be evident in the daily program.
 Children are encouraged and supported where appropriate to manage their own behaviour in
a safe and respectful way.
 Educators will ensure children are provided with individual, quality 1:1 time each day.
Quality Area 6 (QA6)




Orientation period is offered to all families.
Time is set aside to induct a family on their first visit.
Educators/service should make time available when requested by a parent.
All family requests should be respected and acknowledged. Where appropriate, should be
acted upon or incorporated into the daily program and routine.
 Children should have opportunities to engage with the local community through excursions
or incursions and discussions, on a regular basis.
 Shared information with other agencies is available and utilised eg speech therapist.
 Educators should seek feedback from the families about their individual service.
Quality Area 7 (QA7)




Educators will have a current philosophy available to share with families.
All documentation is current, up to date and easily accessible at all times.
Educators will hold the service’s current QIP
Educators will maintain a current individual QIP with goals over a 12 month period in each
Quality area.
 Educators will participate in the annual re-registration process.
 Educators will notify the scheme of any sick or annual leave.
 Educators will contact their Support Officer on days they are not working.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Disciplinary Procedure
It the expectation of the FDC Co-ordination unit that Educators adhere to their responsibilities
under the Family Day Care Service Agreement, Education and Care Services National
Regulations, Education and Care Services Law Act 2010 and FDC policy and procedures at all
times. All breaches of the Family Day Care Service Agreement, Education and Care Services
National Regulations and Law Act 2010 and FDC policy and procedures, will be investigated
when identified. This will be done in consultation with the FDC Educator, Co-ordinator / FDC
Support Officer and a course of action will be decided. All investigations will involve a minimum
of one meeting between the Educator and the Co-ordination unit, and will be conducted in a
confidential manner.
Possible grounds of action include (but not limited to)




Formal meeting to discuss issues at hand. Verbal warning given
Formal meeting to discuss issues at hand. Written warning given
Formal meeting to discuss issues at hand. First and Final Warning given.
Probation period applied. Regular review and meetings/visits will be held between the coordination unit and the Educator during this time. Reassess at end of probation period.
Potential for extension of probation.
 Termination of Service Agreement.
At the end of the investigation, any decision decided by the Co-ordination unit will be provided
to the educator in writing. This will include the issues at hand, what the breaches were and, if
applicable, what the expectations of the Educator is by the Co-ordination unit.
Grounds for Termination of Service Agreement:
Failure to comply with the Family Day Care Service Agreement, Education and Care Services
National Regulations, Education and Care Services Law Act 2010 and FDC policy and
procedures (refer sections 6, 7 of the agreement)
Procedures for Termination of Service Agreement other than on grounds of
immediate termination (Refer section 6, 7 & 8 of agreement)
 Any complaints or issues made by parents, members of the public, staff members should be
referred directly to the Co-ordinator / FDC Support Officer who will investigate the issue with
all parties concerned to facilitate a resolution process.
 If the complaint relates to a breach of Education and Care Services National Regulations,
Education and Care Services Law Act 2010, the scheme policies, procedures, standards or
registration agreement of the FDC Service, the Co-ordinator / FDC Support Officer will
investigate the circumstances and determine a course of action.
 The course of action will be given to the FDC Educator in writing and placed on the FDC
Educators file.
 Should de-registration occur, the Co-ordinator will advise parents using care and arrange
alternative placements.
Examples of grounds for immediate Termination of Service Agreement:
 Serious breach of Education and Care Services National Regulations (DEECD will
recommend a course of action).
 Children left with a person who is not a registered FDC Educator with the Service.
 FDC Educators or other persons on the FDC Educator’s property being under the influence
of drugs / alcohol while FDC children are in care.
 Children left unattended: at home, in a vehicle, anywhere outside the home.
 Physical punishment, humiliation, demeaning of a FDC child.
 Fraudulent administration procedures,
 Theft from parents, FDC Educators, staff, Service.
 Numerous substantiated parent complaints,
 Continued breaches of the Family Day Care Service Agreement, Education and Care
Services National Regulations, Education and Care Services Law Act 2010 and FDC policy
and procedures
 Breach of either State or Federal laws as pertains to safety or well being of a child e.g.
failure to use an approved safety restraint in a motor vehicle. (transport policy)
 Any other occasions where a child’s life might be endangered.
 Any conduct which brings the City of Greater Geelong and/or City of Greater Geelong FDC
Service into disrepute.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Funding of Family Day Care
Australian Government
Network Support
The Australian Government provides Family Day Care with operational support payments to
assist with the running of services.
Child Care Benefit (CCB)
See ‘Conditions of Care’ sheet provided to all parents and updated annually.
Child Care Rebate (CCR)
See ‘Conditions of Care’ sheet provided to all parents and updated annually.
Special Child Care Benefit (SCCB)
Special CCB is an extra pool of funds provided for:
 A child at risk of serious abuse or neglect
 Exceptional cases where a family’s income does not truly reflect their capacity to pay the
normally charged fee (hardship).
Services can approve SCCB subject to certain limits for up to 13 weeks in each financial year.
When services cannot approve SCCB, an application is made to the FAO for approval.
Grandparent Child Care Benefit
Grandparent Child Care Benefit covers the full cost of the total fee charged for CCB eligible
hours up to 50 hours for each child in approved care each week.
This benefit payment is only available to grandparents who claim CCB as reduced fees and
cannot be claimed as a lump sum. Grandparents claiming GCCB need to apply directly to the
FAO and must notify the FAO before the grandchild/ren leave their care or of any other change
in their circumstances. The payment of GCCB will cease from the date grandparents no longer
meet the GCCB eligibility requirements.
Jobs, Education and Training Child Care Fee Assistance (JEFCCFA)
JETCCFA provides extra help with the cost of approved child care for eligible parents
undertaking activities such as job search, work, study or rehabilitation as part of an activity
agreement, to help parents enter or re-enter the workforce.
JETCCFA can help meet the cost of care in approved services by paying most of the 'gap fee'that is, the difference between the full fee and CCB, for sessions of care used by parents to
participate in JETCCFA approved activities. All parents receiving JETCCFA will be liable to pay
a small contribution to the cost of the care they use.
Inclusion Support Subsidy (ISS)
The Inclusion Support Program provides assistance and support to help child care services to
include all children, including those with additional needs, in the child care environment.
Regionally based Inclusion Support Agencies operate in regions and co-ordinate assistance
from a network of specialist workers, known as Inclusion Support Facilitators. The Barwon
Inclusion Support Agency supports the City of Greater Geelong Family Day Care service and is
located at Ariston.
ISS is available to child care services to assist in the inclusion of children who have a
demonstrated ongoing need for a high level of support in a child care environment. ISS provides
an additional payment to FDC Educators who care for children with disabilities or ongoing high
support needs, in recognition of the additional care and attention that such children require. A
Service Support Plan will assess the need for an ISS on a case by case basis. Eligibility for ISS
does not mean automatic entitlement to the subsidy. Consideration of the need, type and level
of ISS will be undertaken on a case by case basis.
City of Greater Geelong
The City of Greater Geelong funds the difference between the Australian Government Network
Support and the total cost of the service.
Service Levy
Charged to parents, this levy assists in the administration of Child Care Benefit for each child,
provision of administration documentation for FDC Educators, mail outs to parents, provision of
equipment to FDC Educators and professional development.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Family Day Care Organisations & Associated Departments
Community Child Care Resource and Development Unit (RDU)
Funded by the Australian Government, the RDU is the Professional Support Co-ordinator for
Victorian Children’s Services, and provides information, advice, support and referral to training,
networking opportunities, specialist and general equipment/resources.
Address:
Telephone:
Freecall:
Fax:
Email:
Website:
Ground Floor, 48 High Street, Northcote, 3070
9486 3455
1800 177 017
9486 3271
recept@cccinc.org.au
wwww.cccinc.org.au
Other agencies under the RDU are:
Victorian FDC Resource Unit
FKA Children’s Services
Lady Gowrie Child Centre
Noah’s Ark
Victorian Co-operative on Children’s Services for Ethnic Groups
Family Day Care Victoria (FDCV)
Any approved Family Day Care service, receiving funding from the Commonwealth Department
of Education, Employment and Workplace Relations (DEEWR), is eligible to become a member
of Family Day Care Victoria Incorporated. www.familydaycare.org.au
The Executive Officer of the Resource Unit provides support to both FDC Educators and
Co-ordination Unit Staff.
Address:
Phone:
Email:
80 Dodds Street, Southbank
9686 9797
fdcvic@vicnet.net.au
FKA Multicultural Resource Centre
Address:
1st Floor, 9-11 Stewart Street, Richmond VIC 3141
Telephone:
9428 4471
Fax:
9429 9252
Hours:
9.00am -5.00pm Monday to Friday
FKA Children’s Services recognises that all children have the right of access to quality children’s
services that are developmentally, culturally and linguistically appropriate in Australia’s
multicultural society. In the provision of professional support, FKS Children’s Services aims to
increase the capacity of staff in children’s services to develop culturally and linguistically
inclusive programs. FKA Children’s Services officers a holistic model of state-wide professional
support in recognition of adult learning principles.
Library : To become a library member call 9248 4471, or email library@fka.com.au.
Gowrie Victoria Child Centre
Address:
36 Newry Street, North Carlton VIC 3054
Telephone:
(03) 9347 6388
Fax:
(03) 9347 7567
Website:
www.gowrievictoria.com.au
Email:
receptions@gowrievictoria.org.au
Hours of Operation:
8.30am – 5.30pm
Since 1939 Gowrie Victoria has been committed to excellence in education. Their purpose is to
build a good future through the enrichment of children’s lifelong potential and they achieve this
through education. At Gowrie Victoria they see Education as Learning, Teaching and Caring.
They specialise in early childhood and they work with:
Children and families in our long day care and preschool programs
Students in our qualifications and professional learning programs
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Gowrie Victoria Child Centre
Everyone who is involved or interested in early childhood through our demonstration services,
Learning and resource programs, general advice and information services and partnerships
The Resource Centre is a specialist early childhood library that provides resources for people
working and studying in the early childhood field as well as a bookshop which stocks quality
educational references and resources.
Advice and Referral telephone services
Experienced early childhood staff provide telephone advice is available to FDC Educators
around quality programming for children to services, management committees.
Library
FDC Educators will find many items of interest in the Resource Centre which houses a
bookshop and a library. The bookshop stocks a wide variety of Australian and overseas books,
journals, posters, puppets, audio and video tapes. These will help FDC Educators with planning
for children, guiding behaviour, communicating with parents and managing their work.
Prices of the books are competitive and the staff of experienced early childhood professionals
can assist FDC Educators in selecting the appropriate resources. The library has an extensive
collection of books, videos and do-it-yourself training packages for loan to members. The
Resource Centre is open from 9.00am to 5.00pm each weekday.
Noah’s Ark Inc Geelong
Address:
Telephone:
Fax:
Email:
Website:
37 Fenwick Street Geelong 3220 VIC Australia
5229 5327
5229 0165
geelong@noahsarkinc.org.au
http://www.noahsarkinc.org.au
For families with children with additional needs aged 0-12 years (including organisations that provide
support for children with additional needs). Provides specialist toys, equipment and support to
families with children and local services, promotes community understanding, acceptance and
inclusion for children with special needs and diverse abilities.
Noah’s Ark Specialist Equipment Program
Noah’s Ark ensures access to a range of specialist equipment to meet identified inclusion needs
of children with high physical support needs to support their access and participation in eligible
child care services as part of the overall inclusion support strategy.
Noah's Ark aims to make available a wide range of high quality toys and larger equipment to
meet these needs. Noah's Ark has a collection of specialised toys and equipment for use by
multi-disabled children with limited physical abilities.
Playgroup Victoria
Address:
Telephone:
Fax:
Website:
Email:
346 Albert Street, Brunswick VIC 3056 (limited hours of operation)
(03) 9388 1599
(03) 9380 6733
www.playgroup.org
pgvic@playgroup.org.au
Victorian Family Day Care Resource Unit (FDCRU)
The FDCRU aims to support and resource schemes to provide care that meets the needs of
children and their families. FDCRU provides support and resources to Victorian FDC schemes
including coaching, mentoring, and resourcing to assist schemes with the FDC Quality
Assurance Process. The Resource Unit is aligned with Family Day Care Victoria, and operates
under the Community Child Care Association Resource and Development Unit. (RDU)
Address:
Telephone:
Fax:
Email:
80 Dodds Street, Southbank, 3006
03 9686-9797
03 9686-9798
vfdca@vicnet.net.au
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Associated Service/Agencies
KU Children’s Services
This unit is funded by the Department of Education Employment and Workplace Relations
(DEEWR). The unit offers services to all Commonwealth funded Children’s Services (including
FDC and centre based care).
Inclusion Support Program assists child care services with a range of practical supports,
including advice, planning and resources, so that they are better able to provide all children with
the opportunities to participate in activities that encourage learning and development within
relationships with peers and adults and in a manner that reflects the interests and strengths of
all children inclusive of physical, cultural and linguistic diversity.
Diversitat
Address:
Telephone:
53 Pakington Street, Geelong West VIC 3219
5221 6044
Provides community services to the Geelong region in the areas of immigration, welfare,
community development, youth, training, aged care and employment.
Department of Education, Employment and Workplace Relations (DEEWR)
Funding and Policy body for Family Day Care
Victorian State Office
Address:
3rd floor, 2 Lonsdale Street, Melbourne, 3000
Telephone:
8626 1111
Email:
www.deewr.gov.au
Department of Education and Early Childhood Development (DEECD)
Address:
Address:
Telephone:
Fax:
Email:
PO Box 2086, Geelong, VIC 3220
5A Little Ryrie Street, Geelong, Victoria 3220
5225 1000
5225 1099
www.education.vic.gov.au
Family Day Care Australia (FDCA)
Family Day Care Australia (FDCA) is family day care’s national peak body.
Our role is to support, enhance and resource family day care services, and lead the way for
family day care in the Australian child care industry. We work on behalf of the family day care
community – FDC Educators, coordination unit staff, families and operators/sponsors - to
ensure the strength and continued growth of family day care in Australia.
Address:
Telephone:
Freecall
Hotline:
Email:
Email:
PO Box 571Gosford NSW 2250
02 4320 1100
1800 658 699
1800 621 218 (freecall)
enquiries@fdca.com.au
www.fdca.com.au
National Member’s Forum
The aim of the National Members’ Forum is to provide for two way communication between the
family day care community and Family Day Care Australia’s Chief Executive Officer, and
through that role to the staff and to the Board. National Members’ Forum representatives
provide an important link between Family Day Care Australia and its membership, and help to
build positive relationships within the family day care community. The consultation process
assists FDCA in providing advice, lobbying and representation on a national level. It's critical to
the successful way in which FDCA represents the family day care community.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Victorian Home Based Caregivers Association
The Victorian Home Based Caregivers Association (VHBCA) is an incorporated non- profit
Organisation of Victorian FDC Educators founded in 1985. The VHBCA is run by FDC
Educators for FDC Educators, all committee members work in a voluntary capacity. You are
most welcome to join us at any time
Our group offers support, resources, and an opportunity for representation on various
committees and bodies that consider FDC issues.
Annual membership is payable as determined by the VHBCA. Members receive a copy of our
Newsletter, voting privileges at General Meetings, Annual General Meetings and Special
Meeting
Australian Children’s Education and Care Quality Authority (ACECQA)
ACECQA is an independent statutory authority, providing national leadership in promoting
quality and continuous improvement in early childhood education and care and school age
care in Australia.
They work with state and territory governments and the children's education and care sector to
implement changes to education and care that will benefit children and their families.
ACECQA will monitor and promote the consistent application of the Education and Care
Services National Law across all states and territories. They will also oversee how the National
Quality Standard is applied across the country and ensure that services are meeting the new
requirements.
ACECQA is responsible for guiding the implementation of the National Quality Framework at the
national level. The National Quality Framework commenced on 1 January 2012 for long day
care, family day care, outside school hours care and preschool (kindergarten) services.
The National Quality Framework is the key mechanism for achieving the strategy’s vision for
young children in Australia. It will raise quality and drive continuous improvement in early
childhood education and care and school age care services through:




The National Quality Standard
A quality rating system
Streamlined regulatory arrangements
A new national body jointly governed between the Australian Government and State and
Territory governments - ACECQA.
Visit the ACECQA website to access the following resources:
 Education and Care Services National Law Act 2010
 Education and Care Services National Regulations
 Guide to the Education and Care Services National Law and the Education and Care
Services National Regulations 2011
 Guide to the National Quality Standard
 National and Victorian National Early Years Learning Frameworks – Belonging, Being &
Becoming, VEYLDF, My Time, Our Place.
 Subscription to the ACECQA Newsletters.
Address:
Address:
Telephone:
Email:
Web:
Level 15, 255 Elizabeth Street, Sydney. NSW 2000
PO Box A292, Sydney. NSW 2000
1300 422 327
enquiries@acecqa.gov.au
www.acecqa.gov.au
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Administration
Taxation / GST
To be registered with the City of Greater Geelong Family Day Care Service FDC Educators are
required to have an Australian Business Number (ABN).
FDC Educators are not employees of the Council and are deemed self employed, responsible for
payment of tax on income. FDC Educators are required to keep records of income and expenditure.
The service does not provide group certificates. The demand for care fluctuates, which means that the
(Council) City Of Greater Geelong cannot guarantee placements of children and therefore cannot
guarantee a set income.
FDC Educators are required to keep Child Care Benefit reimbursement advice slips for taxation
purposes.
FDC Educators should see their accountant for further information or contact the Australian Tax Office
(ATO). Phone: 132 478; Web Site: www.ato.gov.au
Family Day Care Australia Products and Resources (FDCA)
FDCA provides an extensive range of services that could benefit FDC Educators. For further
information contact FDCA direct on 1800 658 699.
Tax Guide for FDC Educators
Getting It Right - A Tax Guide for Family Day Care and In-Home Care Carers
Written in an easy-to-read style, getting it Right is the only taxation resource available specifically for
family day care. www.familydaycare.com.au
The Tax Guide has provided industry-specific information about tax matters to help Educators with the
business side of their services since 1993. The Tax Guide remains a very useful tool for FDC
Educators and is also used across Australia by accountants and tax agents.
Family Day Care and GST
Child care is GST-free and cannot be applied to child care fees. Therefore GST does not need to be to
collected or reported to the ATO. Note Inclusion Support Subsidy does attract GST.
Record of Care
A Record of Care (Timesheet) is to be completed for every child every fortnight. Parents must verify
hours of attendance by signing the Record of Care and the Parent Certification. This is an Australian
and State Government requirement for verification attendance and fees. Both FDC Educator and
parent signatures are required for payment of Child Care Benefit and for service funding. Incomplete
and unsigned Record of Care are returned to FDC Educators for completion. The Record of care is a
legal document used for Australian Government auditing purposes. Record of Care sheets are to be
returned to the service fortnightly for reimbursement of Child Care Benefit to FDC Educators.
Record of Care sheets cannot be submitted until:
 Parent/guardians have verified hours of attendance by signing their child/ren in & out of care daily.
 The parent/guardian has paid their portion of the child care fees.
 FDC Educators and parent have signed the Certification section, to verify the hours of care and any
payments.
Cut off Dates
Record of Care sheets must be returned by the due dates as recorded on the “cut-off dates”. This list
is provided to FDC Educators each calendar year. Late records will not be processed until the
following fortnight.
Absence Records
Child Care Benefit can be paid for up to 42 absence days for each child per financial year across all
approved child care services. The Absence form is to be accurately completed by FDC Educator’s and
submitted to the Family Day Care office at the end of each financial year, along with any supporting
documentation collected during the year. The records are subject to audit by the DEEWR compliance
team. (additional Absences can be approved – with supporting documentation e.g. illness)
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Educator Leave Form
A leave form is to be completed and submitted to the service, and all parents notified at least 2 weeks
prior to leave being taken.
Fees and Charges
FDC Educators formulate their own independent fees and charges in line with DEEWR legislation
and policy. See www.deewr.gov.au (Child Care Service Handbook)
FDC Educators cannot charge a fee for the care of a child that exceeds the fee charged for any other
child where that child is receiving the same kind of care. If a session charge is made, care must be
available.
FDC Educators are required to submit a fee schedule to the service in June/July each year to ensure
accurate reimbursement of Child Care Benefit.
All parents must be provided with a copy of the Educator’s fee schedule.
Receipts
A receipt must be given to every parent after payment has been received. The full name of the person
paying for the care and each child’s name must be included along with the dates of care and the total
amount charged.
Record Keeping
 FDC Educators are required to ensure all records are accurate in order to comply with State and
National Regulations. Records are to be returned to the service when specified.
 A Record of Care is to be completed and submitted for every child every fortnight.
This provides information for the Australian Government on attendance, and also provides data for
Network Support funding provided to the service.
 A receipt must be given to every parent after payment has been received to verify money paid.
 During home visits, FDC Support Officers may ask to review records to ensure they are
maintained accurately. Assistance with record keeping is available from administration staff.
To assist in your day to day work:
All Family Day Care records should be stored together for easy reference, and stored securely and
confidentially, ensuring no access by non authorised persons (a locked cupboard or drawer is
recommended).
Parent enrolment information can be stored in separate files, close to the phone in the event of
emergency (remember confidentiality).
The Medication/Accident/Illness forms, FDC Resource Manual, Early Years Learning Frameworks,
(Victorian and) National Children’s Services Regulations, Law Act and the National Quality Standards
are important documents that should be easily accessible along with forms used on a daily/weekly
basis.
Record of Care and payment sheets need to be available daily for parent to sign in/out, ensuring
confidentiality of information. Separate files need to be maintained, that allow easy access for parents
to sign in and out of care.
When families leave, the following information is to be returned:
 Family/child enrolment (including Medical Action Plans, Medication, Accident/Incident forms etc)
 Absence records
 Child detail cards
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
When FDC Educators leave, the following items are to be returned:
 Registration card
 Policy and Procedure Manual
 FDC Handbook
 Family/child enrolments
 Allowable absences
 Registration card identification
 Unused time sheets/attendance sheets, allowable absence sheets etc
 Child Restraints – cleaned and disinfected
 Child detail cards
 Medication/Illness/accident-injury forms
Excursion/Risk Assessment Forms
Non-Regular and Regular - As per the National Regulations, parents are to be notified and are
required to sign these forms to give permission for their children to go on any trip or excursion
Excursion Risk Assessment template
Education and Care Services National Regulations 100 & 101 require Educators to complete a risk
assessment prior to authorisation being sought from the parent/guardian for outings and excursions.
The purpose of the risk assessment is to ensure:
 Educators consider and manage possible risks prior to the outing occurring
 Parents can make informed decisions about excursion.
Parent/FDC Educator Agreement Form
To be used at the placement interview between both parents and FDC Educators as a guide for
discussion, and an agreement once the decision has been made to commence care. It is also
valuable for agreements such as when fees will be paid, etc. Any further changes to hours of care
and other care arrangements are to be recorded and agreed by both FDC Educators and parent. A
copy of this form is to be sent to the service with the first time sheet.
Authority for Direct Banking Form
This form authorises the service to credit the reimbursement of Child Care Benefit into FDC Educators
bank accounts, and is to be completed upon registration. The bank is required to verify the details
before the service is able to process the information.
FDC Educator and Parent Information Booklet
A booklet designed to provide information concerning Family Day Care and other relevant information
and services, and is provided to every parent prior to commencing care.
Registration Card
This card is given to FDC Educators once registration is complete and records the FDC Educators
name and date of registration. This proof of registration is to be carried at all times during Family Day
Care hours.
Child Detail Card
This card acts as a handy reference guide for the details of the child, containing such information as
name, address, date of birth, medical conditions and next of kin etc. To assist in emergencies, FDC
Educators are required to carry each child’s card whenever FDC Educators and child/ren are away
from the FDC Educators home.
Roster Sheets
Each FDC Educator has a roster, a copy of which is held in the Co-ordination unit. Rosters record
days and times children are booked into care. Rosters need to be updated when changes occur to
maintain accurate records of bookings and vacancies.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Emergency Contact List
This lists the numbers of the main emergency services such as Ambulance, Police, poisons
information etc, the location of first aid kit, EpiPen, fire blanket or extinguisher and children’s
medication. There is provision for FDC Educators to list other relevant contact numbers.
Evacuation Procedure
This sheet is a floor plan of the FDC Educators premises, and must clearly outline all fire exits, fire
blankets, fire extinguishers, smoke detectors, an assembly area, Melways map reference and nearest
cross street. This must be displayed in a prominent position near each exit at the family day care
residence. An emergency evacuation procedure must be practised quarterly. An emergency
evacuation evaluation form must be completed for each practice or actual emergency.
Privacy & Access to Records
All information about FDC Educators, families and children collected by the FDC service is used for
administrative purposes only, in accordance with State and Australian Government guidelines. The
information will not be disclosed to other parties unless required by law. Authorised FDC Educators
and families may access this information by request in writing to the Co-ordinator Family Day Care.
Annual Service Agreement Procedure
An annual review of all FDC Educators will take place mid year. If all requirements have been fulfilled
a service agreement for the following 12 months will be completed.
A new service agreement will be dependant on:
 Completion of all items listed on the service requirements form,
 Compliance with all other requirements as per the Resource Manual, State and Federal
It is the regulations and standards, Council requirements and all other standards that apply. FDC
Educator’s responsibility to ensure that all requirements are completed by the due dates. Please
display the form in a prominent position to ensure it is accessible. The form will need to be shown to
Support Officers at every home visit.
Non completion of requirements by due dates constitutes a breach in regulations and
will result in suspension or termination of the service agreement.
Note: Insurance is invalid if requirements are not completed by the due dates.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Insurance
Public Liability Insurance
All FDC Educators are required to maintain their own public liability insurance. The National FDC
Council of Australia has a Public Liability product that covers FDC Educators to a maximum of
$10,000,000.
A certificate of currency for Public Liability coverage must be sighted by a member of the FDC Coordination unit when first received and annually upon renewal.
Public Liability Procedure
1. Do not admit liability
2. Complete a Notice of Accident/Incident Report and forward to FDC Support Officer within 24
hours.
3. If a person wishes to claim damages or expenses, they are requested to make a claim in writing
and forward it to the FDC Co-ordinator.
4. FDC Educators are required to complete an Incident Report Form (included with your insurance
documentation) if any of the following occurs during FDC hours:
A child or FDC Educator requires medical treatment, eg doctor, dentist, ambulance, hospital
A child suffers a convulsion or fit
A claim of notice of intent to claim from a third party, eg. a parent is received. In this case you
must also forward the letter of claim to the insurance provider.
Records of any injury to a child are held by the service until the child has turned 24 years of age,
unless a claim has been brought and disposed of in the meantime.
Children in the FDC Educator’s home but not registered with Family Day Care are not covered by
Family Day Care insurance.
Additional Insurance
To ensure that FDC Educators have adequate insurance cover it is highly recommended that FDC
Educators advise insurers that a Family Day Care business is being conducted in the home.
As the service is not required to keep details of home and contents/car insurance, the following
wording is a guide to write to insurance companies.
Home and Contents
Example:
“I write to advise that I am a registered FDC Educator with the City of Greater Geelong Family Day
Care Service”
FDC Educators are sub-contracted by the City of Greater Geelong Family Day Care Service to care
for children in their own homes.
I advise that I have public liability insurance coverage for up to $10,000,000, which extends to third
party property damage, injury to children in care or injury to persons associated with a Family Day
Care service.
Would you provide me with written advice as to whether my current policy will continue to cover home
and contents?”
Vehicle Insurance
Example:
“I write to advise that I am a registered FDC Educator with the City of Greater Geelong Family Day
Care Service”.
FDC Educators are sub-contracted by the City of Greater Geelong Family Day Care Service to care
for children in their own homes. From time to time FDC Educators are required to transport both
Family Day Care children and their own children to school, kindergarten, playgroups, etc.
Would you provide me with written advice as to whether my current policy will be continued?”
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Educator Occupational Health and Safety
Personal Safety
To prevent and minimise the risk of assault, verbal / physical abuse and sexual harassment when
working alone:
 Follow guidelines in ‘dealing with aggressive/abusive situations’- below.
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Keep doors locked at all times (keys to be easily accessible)
Keep emergency telephone numbers and Melways reference up to date and displayed
If required, phone 000 and request the assistance of the police
Don’t hesitate to get help when you need it
Make an initial assessment of possible personal hazards
Leave any area immediately if feeling unsafe
Carry FDC Educators I.D card at all times
Inform the FDC service of any identified hazards
Source: FDC Risk Control Procedure – Working Alone
COGG Working Alone Procedure
FDC Dealing with aggressive abusive situations – FDC Educators Resource Manual
Avoiding Accusations
Parents/guardians entrust the care of their children to FDC Educators. The media continually reports
alarming stories that impact on parents.
FDC Educators welcome and include children into their own families, and involve them in all day to
day activities and events. However it is important to remember that FDC children are not the FDC
Educator’s, and all interactions need to be considered carefully, to protect the FDC Educators and
family from unwarranted allegations.
Avoid:
 Allowing the FDC Educator’s older children to play roughly with the children, especially in an area
out of sight. Children must always be in your sight.
 Allowing children (overnighters or early starters) to come into bed with the FDC Educators.
 Allowing family members to go into the bathroom when a FDC child is bathing or showering
(especially school age children) and vice versa, or allowing older children to bath together.
 having FDC children sleeping in the same room as the FDC Educators and/or partner.
 teasing talk that could be misconstrued as sexual - eg encouraging children to do video clip type of
dancing, or making comments about how sexy they look in new clothes.
Things to manage carefully:
 Do not leave children in care with partners or older family members in situations out of the FDC
Educator’s sight.
 Divert children who want to play games involving undressing or comparing each other’s bodies,
without getting emotional. This sort of play is usually normal and natural, but can cause parents
anxiety if their children talk about it.
 If children show precocious knowledge of sexual matters, again divert the conversation. If you are
concerned, call the co-ordination unit. Such talk may be a sign of abuse, but can also evolve from
watching inappropriate TV or videos.
 Monitor FDC Educator’s teenagers TV. Even if children say they’re allowed to watch M rated
programs at home, this is not permitted whilst in FDC.
There are other areas that require awareness and tact, such as:
 Not allowing FDC children to call the FDC Educators “Mummy”.
 Be careful dispensing good advice - it may not be welcome, and do not be tempted to diagnose
medical or behavioural problems.
 Whenever possible meet parent/guardian’s requests about their child/ren’s care. If this is not
appropriate, (eg sleeps), discuss alternatives with parents/guardians.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
There are other areas that require awareness and tact, such as:
These are real complaints that have been raised in our service and other FDC services. Parents may
not always have the confidence to bring it up with the FDC Educators / co-ordination unit and some
complaints have been taken straight to DEECD/DHS and Victoria Police.
Issues brought to the attention of the co-ordination unit are investigated sensitively, taking into
consideration both sides of the situation. Whilst most issues can be sorted out, there is usually lasting
anxiety, mistrust and general discomfort on both sides.
FDC Educators need to always be aware of how any activity might appear or be
misunderstood by someone not in possession of all the facts.
Dealing with Aggressive / Abusive situations
From time to time people may act out of character in times of trouble and distress. There may have
been upsetting or distressing circumstances leading up to a person appearing aggressive, abusive or
unreasonably persistent either face to face, by telephone or in writing.
It is important that you recognise potential conflict situations and trust the message your own feelings
are providing:
 If you feel you are under threat you probably are
 Trust your feelings and act accordingly
 An important element of self-awareness is being able to attend to your own feelings
It is important to understand the process of anger;
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Anger is a normal human emotion
Most people get angry sometimes
Anger is neither good or bad, it simply is a natural response
How we respond to it is important
Understanding the process associated with anger leads us to a greater level of control
Physical changes due to anger response:
 Rapid shallow breathing and pounding heart
Feeling of tension in the stomach and/or chest and/or head
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Sweating
Tension in jaw and/or neck
Clenching and unclenching of fists
Crying
Feeling ill
Anger serves as a communication to others that a person:
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Is in a state of fear
Is frustrated
Has a wish to intimidate
May be prone to anger due to pain, altered state due to physical or emotional stress, or under the
influence of drugs or alcohol
 May be experiencing physical states of tiredness, headache, or hormonal changes
 May be prone to anger due to loss such as a relationship, employment or financial issues
 Aggressive behaviour is often a precursor to conflict situations. Some simple strategies can help
you deal with these situations safely:
The L-A-S-S-I-E system:
L
A
S
S
I
E
Listen to the person
Acknowledge their problem or situation
Separate them from others
Sit the person down
Indicate and explain the options available
Encourage them to try one of the options
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
The following will assist in your response to dealing with aggressive behaviour:
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Have some distance and/or barrier between yourself and the other person,
Maintain eye contact,
Use a strong, firm voice - do not shout,
Plan an escape route should you feel physically threatened.
Some key DO’S for dealing with aggressive behaviour:
 Keep your distance from the other person and wait for them to run out of steam
 Listen to what the other person is saying, then phrase this into a more acceptable comment and
reflect it back to them
 Be assertive and use “I” statements
 Use a non-threatening voice
 Ask open ended questions and give the other person a chance to say what they are thinking
 Establish a “code conversation” for a phone message to ensure other parties know you are at
risk.
Some key DON’TS for dealing with aggressive behaviour:
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Make sure comments are not made which will antagonise the other person
Remain assertive, don’t display doubts about your ability to deal with the situation
Don’t take criticism personally
Don’t hesitate to get help when you need it
It is important to calmly attempt to get the person to articulate what the problem/issue is in order
to deal with the situation.
Some of the person’s actions may be perceived as aggressive, abusive, or unreasonably
persistent. Reporting of these incidents to Support Officers or any other FDC Co-ordination unit
member is encouraged, and strategies to deal with the particular person/s / issue will be
developed.
Telephone contact – if the caller is considered to be aggressive, abusive or offensive, explain
to the caller that the behaviour/offensive language/abuse is unnecessary and unhelpful. If the
caller persists in this manner the caller can be told that the behaviour is unacceptable and that
the call will be ended if the behaviour does not cease. Ensure that the incident is documented.
Face to face contact – try to remain calm and try to direct the person away from /out of the
home / or move away from the area where the person is. If violence is threatened, immediately
call the police on 000. Following this, report the incident to the co-ordination unit.
Abusive written communication – please forward to the co-ordination unit who will assist in
dealing with the incident.
If debriefing is required following an incident the co-ordination unit will source an appropriate
agency to assist.
Source: Global Safety and LifeCare Systems - Risk Management and Implementing a Safety System
in the Family Day Care Environment 2009.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Risk Management
To minimise the risk of accidents and injuries it is important to create and maintain a safe environment
for children, FDC Educators, family members. Recognising potential hazards, eliminating or controlling
hazards, responding quickly and appropriately to emergencies, is important.
 Prior to children arriving, conduct a visual assessment of indoor/outdoor areas to ensure that all
areas are free of hazards that may cause a potential risk to children and adults.
 Ensure home safety check standards are maintained during Family Day Care hours.
 Ensure children playing on outdoor equipment etc are supervised.
 Conduct an inspection of equipment regularly to ensure equipment is in safe working order. (see
home safety check)
 Participation in children’s activities is essential; however please ensure that such participation does
not endanger FDC Educators and children’s safety. Evaluate each activity to ensure all risks are
minimised.
 In the event of an injury or emergency, follow standard procedures, e.g.: first aid procedures,
emergency evacuation procedures and incident reporting.
 Ensure all contact details are kept up to date
 Medical advice regarding treatment of children, should not be given to parents, under any
circumstances. Parents are to be advised to contact their own doctor.
 Excursions - Risk Assessment must be completed for all Regular / Irregular Excursions.
Prevention of Exposure to Hazardous Materials
Asbestos:
Asbestos is a fibrous insulation material that can still be found in Australian buildings built before 1987,
eg. flat fibro sheeting, roofing, old floor tiles, water or flue pipes, imitation brick cladding. If fibres from
these products are inhaled they can cause cancer or lung disease. If these products are in good
condition they present no significant health risks. However safety precautions must be taken when
renovating or demolishing homes, garages, sheds that have asbestos materials. If asbestos is
cracked, torn or crumbling it can release asbestos fibres and dust. Asbestos repair or removal
processes may release fibres into the air and a licensed asbestos removalist may be required.
http://hnb.dhs.vic.gov.au/dsonline/dsarticles.nsf/pages/Asbestos_in_the_home
When asbestos may be present in the Family Day Care home:
 It is very difficult to identify the presence of asbestos by the eye. The only way to be certain is to
have the material identified by a qualified professional. The FDC co-ordination unit requires a
written report outlining where asbestos is located, condition of the asbestos and proposed
removal/demolishing procedure and timeline (if necessary).
 Inform parents of children in care and neighbours about removal or repair of asbestos.
 After hail or any other damage to your roof, inspect for possible damage to asbestos.
 If asbestos, asbestos dust or bonded cement sheeting has been identified prior to home building,
repairs or renovations, carry out all activities including asbestos repair or removal according to
current building code or Occupational Health and Safety Regulations.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Lead
Paint containing lead was used in many Australian houses. Houses built before 1970 are most at risk,
but those built more recently may also have paint containing lead in some areas.
Anyone painting a house or doing maintenance that could disturb paint containing lead should avoid
exposing themselves and their families, neighbours and pets to its hazards.
Houses with paint containing lead should be assessed and the appropriate steps to deal with the
problem should be taken by trained professionals.
Paint is not the only source of lead in your house that you might find when you are renovating. Other
sources might include:
 Lead pipes, fittings and lead soldered joints, if work is being done on plumbing;
 Lead flashing;
 Household dust, which might be released from the ceiling or wall cavities, or during maintenance of
heating, ventilation and air conditioning ducts; and
 Lead in soil from lead-based paint from home renovations, or from industry, mining, leaded-petrol
emissions or contamination.
When Lead may be present in the Family Day Care home:
 Analytical laboratories can provide the best analysis of any lead present in a paint sample you send
them, for a cost of $25 to $100.
 Use only a laboratory that has experience in testing lead and which participates in proficiency
testing programs. The Yellow Pages lists names of laboratories under Analysts or Environment
and/or Pollution Consultants.
 If it is necessary to disturb surfaces with paint containing lead, it is recommended that a qualified
contractor do the job.
 Tell neighbours about the job. Try to keep paint flakes and dust out of the neighbours' property.
Source: Asbestos in the home, Environmental Health Unit, Department of Health Feb 2010
(this version still current as at May 2012)
The six step guide to painting your home, Third Edition, Department of health, 2009
(this version still current as at June 2012)
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Educator Health
FDC Educator Illness
FDC Educators who are affected with the following infections pose a threat to susceptible children and
should cease working until fully recovered:
 Diarrhoea
 Vomiting
 Acute hepatitis
 Influenza
 Measles
 Mumps
 Rubella
 Chickenpox
 Open tuberculosis
 Any sore or skin condition that involves discharge of pus and cannot be adequately covered with a
dressing
The Department of Human Services Table of Exclusions table can be used to determine whether a
FDC Educator or child is to be excluded from providing/attending care.
FDC Educators are required to notify the co-ordination unit of absences.
Immunisation for FDC Educators
Pease refer to www.health.gov.au for recommended immunisations for those who work with children.
FDC Educators should know their immunity to childhood diseases such as chickenpox and rubella. If
a child in care acquires one of these diseases, the FDC Educators will then know whether they are at
risk of developing the disease and therefore becoming a risk to other children.
For pregnant FDC Educators or those intending to become pregnant, a simple blood test will show
whether you have immunity to chickenpox, measles, rubella, CMV and slapped face disease (among
others).
Source: The Australian Immunisation Handbook 9th edition
Stress Management
Stress in FDC Educators can negatively impact on the quality of child care and interactions with
children and families. Stress and burnout in FDC Educators is most commonly related back to lack of
leave and holidays, overwork and conflict with families over issues such as payment of fees, exclusion
of children and other policy issues. These demands, in addition to outside life pressures, can lead to a
build up of stress that may affect FDC Educators health or performance. An important component of
working safely is to take notice of your stress level, and to take action if your stress increases to an
unhealthy level.
The main causes of stress and burnout in Family Day Care are:
 Difficult behaviour exhibited by children or parents
 Physical and mental pressures
 Not taking regular holidays or sick leave
 Workload management - e.g. Long working hours, working overnight, on weekends and public
holidays
 Not being able to contact families in emergencies
 Conflict with families over policy issues especially excluding children when they are ill or have a
potential infectious disease, and non payment of fees
 Working in isolation and working from own home
 Expectations, needs of own family, dealing with family and personal issues
 Increased administrative work
 Constant exposure to infectious diseases and other occupational health risks
 Responsibility for children’s welfare and fear of litigation
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Signs and Symptoms of stress
Each person experiences unhealthy stress in different ways. Signs to observe for are negative
changes in your physical health, behaviour, thinking capacity or emotions.
Symptoms of unhealthy stress include the following:
Physical:
Behaviour:
Thinking:
Emotions:
Headaches, shakiness, nausea, muscle tension, sleep problems
Irritability, chronic lateness, hyperactivity, avoidance of others
Poor concentration, inability to make decisions, forgetfulness
Mood swings, tearfulness, fear, feeling helpless
What you can do
 Make arrangements to take regular leave
 Seek support from the Coordination unit if experiencing problems
 Explore alternatives: for every problem there is a range of possible approaches
 Talk with a trusted friend, colleague or family member to help you unburden and gain perspective
on your problems
 Undertake a daily routine of gentle to moderate exercise, such as walking or tending the garden
 Pay attention to your diet, avoiding excess of stimulants such as coffee, alcohol and sugary foods
which have a low glycaemic index (low GI)
 Learn deep breathing and muscle relaxation exercises
 Schedule “time out” for yourself, to read a book, listen to calming music, have a spa, or just do
nothing
Source: Staying Healthy in Child Care – Preventing infectious diseases in child care - 4th edition 2005
Back Care and Lifting
FDC Educators are at risk of work related ergonomic injuries, particularly back injuries related to lifting
and carrying children, bending, reaching, changing nappies, placing and dismantling equipment, and
working in low positions for periods of time.
To prevent back injury:
 Where possible, kneel rather than bend down, to avoid neck and back problems
 Carry children only when necessary, in the correct way – with one arm under the child’s buttocks
and your other arm supporting the child’s back, at the same time, hold the child facing you, as
close to your body as possible. Try to avoid carrying a child on your hip because this may strain
your back.
 When lifting awkward loads be careful to lift with a balanced and comfortable posture
 Minimise the need to reach above shoulder level and use a stepladder. Maintain three points of
contact (eg two feet and at least one hand or two hands, and at least one foot) when ascending or
descending or standing on a ladder
 Tables, chairs, play equipment should not be used to reach higher objects
 When lifting babies out of cots, lean close against the cot and raise the child as close as possible to
your body, do not stretch over and lift
 Use highchairs that have removable or adjustable trays so the tray can be put in place after
children are seated
 If using a change table, ensure there is space for your feet underneath the table so you can stand
close to the child being changed
 Use trolleys for moving heavy or awkward objects
 Encourage children to assist in picking up toys
 Follow safe manual handling techniques outlined in Work Safety & Fitness program guide
Source: Staying Healthy in Child Care - Preventing Infectious Diseases in Child Care 4th Edition 2005
Work safe Children’s Services – occupational health and safety compliance kit 2010
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Pregnancy Care for the FDC Educators
Back care, lifting and other Health Issues for Pregnant FDC Educators
To prevent back injury:
 Be aware that you are more at risk of back pain and injury from working while pregnant because of

anatomical and physiological changes such as softening of ligaments and tendons, extra weight
load, muscle fatigue and tiredness.
Be aware that risk of back pain and injury increases, see your doctor if you have any back pain or
any other health problem during pregnancy.
To effectively prevent and manage stress:
 Be aware you are more at risk of stress while working because of changing abilities to meet usual
commitments.
 Be aware that the risk of stress while working might increase with the progression of the
pregnancy.
 Be aware they you have a need to take leave from work for a period before and after the
pregnancy, during the initial period of caring for a new child, and should seek support from the
service in arranging leave and finding alternative care for children enrolled.
 See your doctor if you have any stress or other psychological health problems during pregnancy.
To prevent and manage exposure to infectious diseases transmitted from children in care and prevent
illness and other immunisatable infectious diseases by appropriate immunisation:
 Follow the infection control policy guidelines
 Be immunised and maintain up to date immunisation against infectious diseases in accordance
with the NHMRC immunisation recommendation for child care workers, before considering
pregnancy.
 If you are unsure whether you have had any of these immunisations, discuss with your doctor
about initiating immunisation, or if immunisation is contradicted because of the stage of your
pregnancy, discuss with your doctor the precautions you should take, both in relation to work, and
in general.
 If you are unsure of your rubella status, it is recommended you have the Measles-Mumps-Rubella
(MMR) vaccination to prevent risks in pregnancy from Rubella infection. Rubella vaccination needs
to be given at least 3 months prior to pregnancy and should not be given during pregnancy,
immunisable in general should not be given in pregnancy.
Be aware that pregnant FDC Educators are also at risk of the following health problems:
 Exposure to specific infectious diseases that can have an adverse impact on pregnancy, which are
Toxoplasmosis, Rubella, 5th Disease, Varicella, Cytomegalovirus (CMV), Herpes Simplex Virus
(HSV), Hepatitis B, HIV, Stress, Burnout, Swollen Feet and Varicose Veins
 Heat stress
 Cigarette smoke
 Household chemicals and chemical fumes
 Lead and leaded fumes.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Reporting of Incidents/Accidents
The health and safety of all children in care and the protection of FDC Educators are of utmost
importance. An incident that may appear minor may result in a serious injury, which may not have
been obvious at the time of the incident. Accurate reporting will provide the correct circumstances of
the incident. Parents and children are entitled to make claims for damages up until the child is 24
years of age. Notices of Injury/Incident/Hazard reports are filed with Council’s Risk Management
Department to enable information to be recalled if required.
Notice of Accident, Injury, Incident Report
Serious incidents – speak to someone in co-ordination unit. Do not leave a message.
To be notified to FDC co-ordination unit on the same business day of the incident followed by the
paperwork ASAP.
 Parents and the Co-ordination Unit must be advised on the day of the incident.
 All incidents are to be reported to the child/ren’s parent / guardian when the incident happens or
when the child is collected on that day.
 The report must be submitted to the co-ordination unit within 24 hours of the incident occurring.
Any injury requiring first aid must be recorded, such as:
 Bump to the head area, slip, fall, trip, injury by another person (includes child) resulting in bruising,
lumps, bumps, rash, cut or abrasion,
 The FDC Educator or parent referring a child to a doctor, or hospital for advice or treatment,
 Loss or damage to teeth,
 Animal attack.
 Ambulance attendance required
Please note the above list is not exhaustive. If in doubt - report! If unsure, please contact the
Co-ordination Unit.
IF IN AN EMERGENCY SITUATION AND YOUR FDC SUPPORT OFFICER IS UNAVAILABLE
CALL: 5272 4805 / 5272 4799 (FDC ADMINISTRATION UNIT) FIRST OR 0419 891 841.
An example of the type of information required on the Accident/Injury report is provided below.
The co-ordinator or FDC Support Officers will assist you if required.
Report Example
Specific location/address of incident
Sandpit located at playgroup (address of playgroup)
Part of the body injured / nature of injury
Bump between (child name) eyes.
How did incident occur?
(Child name and age), tripped and fell while climbing into the sandpit at (time and place). He hit his
forehead between the eyes on a sleeper as he fell. A cold compress was applied to (child name)
forehead immediately.
I contacted the mother (name) when I arrived home to inform her of the accident. I applied another icepack to (child name) head when I arrived at home.
Treatment given
Cold compress applied to forehead
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
FDC Educator Workplace Injury Procedure
Family Day Care FDC Educators are “deemed employees” for the purposes of Workcover only.
This procedure provides guidance on the management of FDC Educators who incur a workplace injury
or illness that does not permit the immediate return to normal duties.
Immediately following an injury / illness:
 If an injury is incurred in the provision of Family Day Care, FDC Educators are required to advise the
FDC Support Officer/Co-Ordinator immediately. Council’s Accident / Incident Investigation form is to
be completed (by FDC Educator and FDC staff member) within 24 hours of the incident occurring
and submitted to Council’s Risk Management Department by the FDC staff member.
 Where a FDC Educator advises the co-ordination unit of a workplace injury or illness, the FDC Coordinator shall immediately contact Risk Management to advise of the injured or ill FDC Educator.
Where possible, the FDC support officer / co-ordinator will assist the injured or ill FDC Educator to
access medical assistance where required. If attending with the FDC Educator the Support Officer /
Co-ordinator will be available during consultation to discuss relevant issues associated with normal /
alternative duties if appropriate, (staff member will not enter doctor’s rooms unless requested by the
FDC Educator). Where the injured / ill FDC Educator cannot immediately return to normal duties, the
treating doctor will provide a “Workcover Certificate of Capacity” outlining any restrictions or inability
to work and the duration for the identified incapacity.
Lodging a Workcover claim:
 A Workcover claim form will be provided to the FDC Educator to be completed and submitted to
Council immediately following occurrence or notification of injury/illness. The staff member will
complete the form where required and submit to the Workcover Claims Officer completed:
Accident/incident notification & investigation procedure”
Workcover certificate of capacity”.
Worker’s claim for compensation
Workcover timesheet
 The Workcover Claims officer will complete all necessary documentation and submit to the insurer
for processing. The Insurer will assess the claim and advise acceptance/non-acceptance. If
accepted Council will determine the level of FDC Educator reimbursement in accordance with
legislation.
Medical and like expenses
 The injured / ill FDC Educator shall forward all unpaid accounts for medical and the like expenses
via the FDC Co-ordinator to the Workcover Claims officer.
 Prior approval must be obtained from the insurer (via the Workcover Claims officer) before any
surgery or other major treatment is commenced.
 Where an immediate return to work is not possible the Return to Work Advisor and FDC Coordinator shall maintain regular contact with the injured / ill employee. A documented return to work
plan will be developed in consultation with the FDC Educator, Co-ordinator, treating doctor,
rehabilitation provider and the insurer.
Confidentiality
All files shall remain confidential, and be restricted and controlled by the Workcover Claims Officer. All
documentation shall be kept in a locked cabinet.
Source: City of Greater Geelong Occupational Rehabilitation June 2009
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Child Safety
Hazardous Plants
Many common indoor and outdoor plants pose health and safety risks for children. Children that are
crawling or toddling, particularly around twelve months of age, are most at risk of eating strange bits of
plants. Poisoning can occur if children eat some types of plants, or some plants can cause allergies or
injure children. FDC Educators are responsible for protecting children from the risks associated with
hazardous plants; common Australian examples are listed below.
To prevent, reduce and respond to child accidents relating to contact with hazardous plants
 Identify potentially hazardous indoor and outdoor poisonous plants that can cause injuries, skin
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irritations, or choking, such as cactus plants, rose bushes, red seeds or berries, milky sap, funny
smell, bitter taste. Either keep children away from or remove the plants.
Where possible use a plant reference with photos to assist in identifying poisonous plants
Ensure plants with thorny, spiky branches are kept trimmed back from pathways and children’s play
areas.
Supervise children at all times when close to plants, teach children not to put any indoor or outdoor
plants or berries in their mouths or noses,
Be aware that eating poisonous plants can cause a range of symptoms such as – gastrointestinal
(nausea, vomiting, abdominal pain), cardiac (irregular or fast heartbeat), skin (burning of the mouth
or skin rash), and allergic (hives, difficulty breathing, wheezing, asthma, convulsions, anaphylaxis.
The type and severity of symptoms will vary according to the type of plant eaten, the amount
swallowed and the size of the child. The most common problems are stinging around the mouth
and skin allergies
If poisoning occurs seek emergency advice from Poisons Information Centre
13 11 26 24 hours a day, seven days a week or call 000 for an ambulance and follow first aid
and emergency procedures
For further information, contact the Victorian Poisons Information Centre (VPIC) on 13 11 26.
Oleander
Is extremely dangerous. There are two varieties of oleander. The Common or Pink oleander (Nerium
oleander) is found throughout Australia. The Yellow Oleander (Thevetia peruviana) is found mainly in
tropical areas of Queensland. All parts of both plants are highly poisonous. Although potentially fatal,
there have been no recorded deaths from eating Nerium oleander in Australia for at least 30 years.
The VPIC recommends that new oleander shrubs not be planted. Established plants may need to be
removed based on concerns for safety to toddlers, for example in places where a lot of toddlers play,
such as playgrounds and child care centres.
http://www.austin.org.au./poisons
http://www.chw.edu.au/parents/factsheets/poisonous-plants
http://www.gtp.com.au/kidsageqld/inewsfiles\inews.5250.1.pdf
Sandpits
Sandpits provide many hours of fun for children, and allow for lots of different types of play, but
unclean sandpits are also a potential source of infection. With a small amount of care they can be kept
clean and safe for children to play. Sandpits;
1. Need to be cleaned regularly as children can acquire infections from animal faeces and urine.
2. Sand should be raked daily and all obvious faeces removed. This will prevent germs or parasites
(worms) from multiplying and developing in the faeces, and therefore children won’t catch
infections when eating or playing in the sand. Raking also stirs up the sand which allows airing
(fresh air is a good disinfectant)
3. Should be well constructed and have adequate drainage.
4. Should always be covered when not in use.
5. That become contaminated with human body fluids such as blood, faeces or vomit should be
emptied and the sand replaced.
6. Children must wash and dry their hands with soap after playing in a sandpit.
Source:http://www.nhmrc.gov.au\_files_nhmrc\publications\attachments
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Bicycle Wheeled Toy Safety
To prevent and minimise accidents relating to bicycles (not trikes) and wheeled toys all children riding
wheeled recreational toys or devices (this includes two wheel bikes skateboards, skates, scooters,
micro scooters and roller blades) are required to wear correctly fitted and adjusted helmets.
Helmets must
 Be snug fitting and securely fastened. If the helmet moves backwards and forwards, the risk of injury
is increased.
 Be labelled with Australian Standard As/NZS 2063.
 Be in good repair. Never use a second hand helmet, or a helmet that has been involved in an
accident. Damage sustained may be invisible to the eye, and this reduces the protection it can give.
When using skates or skateboards other protective equipment such as wrist guards and knee/elbow
pads are also required. Wrist guards strengthen the wrist to reduce the risk of fractures and broken
bones and knee/elbow pads are designed to protect vulnerable points.
Always supervise children on wheeled toys and ensure they have a safe area, free of slopes, stairs
and level changes in which to play. Set guidelines about where they can play and how the products
are to be used to minimise the likelihood of an accident. Ensure the all wheeled toys are appropriate
for the child’s development and motor skills, and are not too big or small.
Regularly check wheeled toys for wear and tear. Repair or replace items as needed.
Source: Kidsafe: www.kidsafe.com.au current as at July 2011
Trampolines
Trampolines cause many injuries and are not suitable for children under 6 years of age. They are
considered sports equipment, not a toy. When children fall from trampolines they hit the side of the
trampoline, the ground or some other object near the trampoline. They can also have their skin
pinched by the springs. Trampolines are not permitted to be used while children are in Family Day
Care. This includes full and middle size, or netted types. Standard types to be stored upside down/or
secured on its side, ensuring that no further risk of injury is created eg (children swinging from the
legs, climbing, entrapment of fingers, legs etc, overbalancing and tipping the trampoline over. Netted
types are to be locked. Personal joggers are permitted under supervision.
Cubby Houses
It is important that cubby houses are located in places that can be supervised by an adult and not in
isolated areas away from the house.
Cubby house doors must be secured open or removed
The gap at the hinged side of the doors should be at least 12mm, so that a child’s fingers will not be
caught or crushed in the gap.
Fall heights must be no greater than 1500mm for all children. The design of the cubby house should
not allow children to climb onto the roof or onto surrounding structures
Cubby houses must have adequate ventilation holes in their covers, walls or doors.
Ensure there are no sharp edges, splinters or entrapment areas on or within the cubby house
http://www.rch.org.au/emplibrary/safetycentre/05_B_yard_play_gmd.pdf
Dummies
While dummies are designed to help comfort and settle children, they are also a potential hazard to
infants and young toddlers. Poorly designed or manufactured dummies can break apart and the small
parts can be a choking hazard. Dummies attached to children’s clothes by a ribbon or string can be a
strangulation hazard if they wrap around a child’s neck.
Safety Habits:
 Check that the dummy meets Australian Standard AS 2432-1991
 Check the teat for wear and tear – if it looks worn or damaged, throw it away
 Ensure the dummies have a shield and ventilation holes to prevent suffocation if a baby manages
to place the whole dummy in their mouth
 Regularly sterilise or wash the dummy in hot soapy water, rinse and air dry
 Never leave a baby with a dummy in it’s mouth if they cannot remove it on their own
 Never tie a dummy around a child’s neck – this is a strangulation hazard

Source: ACCC Keeping baby safe a guide to nursery products 2011
ACCC Safety Alert – Babies Dummies 2006
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Child Protection Supplements
(Please refer to the Child Protection Policy)
The City of Greater Geelong Family Day Care Service is a Child Safe organisation, committed to the
safety and well being of all children accessing our service. We support the rights of the child and will
act without hesitation to ensure a child safe environment is maintained at all times.
Reporting Child Abuse
Preamble
In 1993, the Victorian Government passed legislation, included in the Children and Young Persons Act
1989, that requires many professionals to notify The Department of Human Services if they have
reasonable grounds to suspect a child has been physically or sexually abused. Mandatory reporting
legislation clarifies the action expected of professionals who suspect a child is being sexually or
physically abused and increases the likelihood that children will receive the best possible help and
protection.
Whilst FDC Co-ordinators and FDC Educators are not mandated reporters under current legislation, it
is recognised that licensed children’s services staff members and family day educators have a duty of
care to protect and preserve the safety, health and wellbeing of children in their care and must always
act in their best interests. If a staff member or family day educator has any concerns regarding the
health, safety or wellbeing of a child it is important to take immediate action.
Service agencies also have a role to play in the prevention of child abuse and neglect in so far as they
have a responsibility to ensure that their policies and procedures encourage a collaborative
relationship with The Department of Human Services, enact principles of social justice and act to
reduce stress for children and families.
Please refer to the protocol for City Of Greater Geelong, FDC – overleaf.
The Children, Youth and Families Act 2005 (Part 1.1 Section 3) provides the following
definition of “child”:
(b )in any other case, a person who is under the age of 17 years or, if a protection order, a child
protection order within the meaning of Schedule 1 or an interim order continues in force in respect
of him or her, a person who is under the age of 18 years.
Child abuse can be divided into the following categories:
 Physical Abuse
 Sexual Abuse
 Emotional Abuse
 Neglect (physical, emotional, environmental or medical)
Definitions of Child Abuse
Child abuse is an act by parents or caregivers which endangers a child or young person’s physical or
emotional health or development. Child abuse is not usually a simple incident but takes place over
time (Department of Human Services, Victoria 1999).
Physical abuse
Occurs when a person purposefully injures or threatens to injure a child or young person. This may
take the form of slapping, punching, shaking, kicking, burning, shoving or grabbing. The injury may
take the form of bruises, cuts, burns or fractures.
Sexual abuse
Occurs when an adult or someone bigger/and or older than the child uses power or authority over the
child to involve the child in sexual activity. Physical force is sometimes involved. Contact offences
include touching and fondling through to sexual penetration. Non contact offences include verbal
sexual harassment, indecent exposure, ‘peeping’ and exposure to pornography.
Emotional abuse
Is a chronic attack on a child or young person’s self esteem. It can take the form of name-calling,
threatening, ridiculing, intimidating or isolating the child or young person.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Neglect
Is the failure to [provide the child with the basic necessities of life, such as food, clothing, shelter and
supervision, to the extent that the child’s health and development are placed at risk.
It is advised that FDC Educators discuss all concerns with their FDC Support Officer. The FDC
Support Officer will support and assist FDC Educators in methods of observation and documentation
to assess the situation.
Cumulative Harm
Refers to the effects of patterns of circumstances and events in a child’s life, which diminish a child’s
sense of safety, stability and wellbeing.
Cumulative harm is the existence of compounded experiences of multiple episodes of abuse or
‘layers’ of neglect. The unremitting daily impact on the child can be profound and exponential,
covering multiple dimensions of the child’s life.
What is the role of the Child Protection Service?
The Child Protection Service provides child centered family focused services to protect children and
young people from significant harm as a result of abuse or neglect within the family unit and to ensure
that children and young people receive services to deal with the impact of abuse and neglect on their
well being and development. The Child Protection Service is based on the principle that the best
protection for children is usually within the family, however the paramount consideration is the child's
safety and well being.
The role of the Child Protection Service is to receive reports from people who believe on reasonable
grounds that a child is in need of protection because of abuse or neglect; provide advice where people
report such concerns; investigate matters where it is believed that a child is at risk of significant harm;
refer children and families to services that assist in providing the ongoing safety and well being of the
children; take matters before the Children's Court if the child's safety cannot be ensured within the
family; and supervise children on legal orders granted by the Children's Court.
The Child Protection Service provides Child Protection Crisis Line 24 hours, 7 days a week for
telephone information and referrals for the public regarding child protection matters. The After Hours
Child Protection Emergency Service (AHCPES) investigates urgent after hours notifications of new
cases of suspected child abuse. This is a statewide service. Rural offices provide local staff should
AHCPES require an outreach to a rural area.
Source: Reporting Child Abuse, 1999, Victorian Government Department of Human Services
Child Protection Crisis line
Tel: 13 1278. Toll free for all Victoria ( 24 hrs, 7 days a week)
An Outreach service is available to provide a crisis response.
Child Protection,
Barwon South Western Region Centralized Intake
Tel: 1800 075 599
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
City of Greater Geelong FDC Protocol for Reporting Child Abuse
The protocol for reporting suspected cases of child abuse for the City of Greater Geelong
FDC Service is as follows:
Child discloses abuse /
FDC Educators
suspects child abuse by
Parent/other person
Child discloses abuse /
Parent suspects FDC Educators of child abuse
FDC Educators forms
reasonable belief that a child
is subject to abuse
Parent forms reasonable
belief that a child is
subject to abuse
Parent forms reasonable
belief that a child is
subject to abuse



FDC Educators notifies
FDC Support Officer/
FDC Co-ordinator
Parent reports to police
Parent notifies
Co-Ordinator



FDC Support Officer/
FDC Co-ordinator supports
FDC Educators to report to
DHS
Police / DHS notifies
Co-ordinator / council
Co-Ordinator advises
Council



Co-Ordinator
advises Council
Co-Ordinator
notifies Council.
FDC Educators
suspended until outcome
of investigation
Co-Ordinator/Police/ DHS
notifies other parents.
FDC Educators
suspended until outcome
of investigation
If the issues reported are not physical abuse, sexual abuse, significant/ severe emotional or neglect, it
is highly likely that the family will be contacted (if details have been supplied and the family is
agreeable to the referral) by an intake worker and referred to an innovations project or community
support. The notifier may also be encouraged to contact the family to advise them of their concerns
and refer the family to support services.
FDC Educators need to contact their Support Officer to discuss any concerns about children in care.
Support Officers will assist in working with FDC Educators and families if it is believed a referral is
required.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Child FIRST (Family, Information, Referral and Support Teams)
The Children, Youth and Families Act 2005 commenced in April 2007. A key objective of the
legislation is to create an integrated Child Protection and Family Service system that provides
improved supports to vulnerable children, young people and their families. The legislation also
introduces a range of new reporting and referral arrangements that will replace what is currently
known as a child protection notification.
A referral to Child FIRST may be the best way of connecting children, young people and their
families to the services they need, where families exhibit any of the following factors that may impact
upon a child’s safety, stability or development:
 Significant parenting problems that may be affecting the child’s development
 Family conflict, including family breakdown
 Families under pressure due to a family member’s physical or mental illness, substance abuse,
disability or bereavement
 Young, isolated and/or unsupported families
 Significant social or economic disadvantage that may adversely impact on a child’s care or
development
In Geelong, the Barwon Child FIRST Agency has been established.
Monday-Friday 9am to 5pm.
Telephone number 1300 55 1948
A call to Child FIRST connects children, young people and families who are experiencing crisis,
ongoing difficulties or who need family support.
It provides
 Assessment/referral to a range of Family and Community Services including parenting support,
family counselling, casework, case management, youth support and family mediation.
 Information and advice for families
 Referral, information and advice for professional and community members.
Source: www.office-for-children.vic.gov.au/every-child-every-chance
www.eduweb.vic.gov.au/edulibrary/public/stuman/wellbeing/protecting_children_protocol27_5_10.pdf
www.dhs.vic.gov.au\office-for-children\cpmanual
www.childwise.net (Childwise)
www.napcan.org.au (National Association for Prevention of Child Abuse and Neglect)
www.office-for-children.vic.go.au/every-child-every-chance
www.office-for-children.vic.go.au/every-child-every-chance
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Recording Records of Concern
What can I do and say to help the child?
This is a guide to assist you in documenting signs of abuse. Your FDC Support Officer can assist you
in this area.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Medical
Invasive, Complex and Injected Medications
A Management Plan for the administration of such medications must be organised in conjunction with
the Co-ordinator of the service and will only occur in Family Day Care if the FDC Educator has agreed
to do so and is fully informed of the requirements.
 Where the giving of injections or the use of any medication in response to an expected life

threatening situation is required, FDC Educators are required to receive instruction/training by a
suitably qualified professional (child’s medical practitioner or delegated authorised person/s).
A Management Plan is to be completed recording the training attended by the FDC Educator,
provider of the training, signs and symptoms of the condition, type of medication, dosage required,
when medication is required. The Management Plan is to be signed off by parents, the child’s
medical practitioner and the FDC Educator.
Medication, Including Complementary and Alternative Medicines.
A FDC-Educator’s record of medication administered form or a monthly authorisation form is to be
completed and signed daily for all medications. Alternative, homoeopathic, naturopathic and traditional
medications may only be administered under the direction of a medical practitioner (by script or in
writing) with the child’s name and dosage required on the packaging. (please refer to the FDC
Medication Policy)
Non-Prescription Medication (available over the counter) Pain Relief Medication
(Eg Paracetamol) and other similar medicines.
When obtained by parents alone such medication should not be administered by FDC Educators. In
Family Day Care, this medication can only be used on the basis that the child has seen a doctor and
the doctor has directed, by script or in writing, that such medication is appropriate.
Cough Suppressant medication is not be administered to children under the age of 6 years of age
Nappy Rash Creams / Teething Gels
Parent permission forms are required to apply nappy rash creams and teething gels supplied by
parents. They are to be administered in accordance with directions noted on the packaging and form
Fever
If a child has a fever or is in an upset or grizzly state, parents must be immediately informed of their
child’s rise in temperature. If children are generally unwell (especially if a fever is present) it is
recommended that appropriate medical assistance be obtained, in line with the service’s policies.
In the case of a fever, FDC Educators are to administer First Aid as identified in training. (Remove
excess layers of clothing and give the child a cool drink.), and record on the “Notice of illness report (of
children in care) ”.
Family Day Care Quality Practices Guides, National Childcare Accreditation Council, 2 nd ed. 2004
Specific Medical Conditions - Asthma, Anaphylaxis, Diabetes, Epilepsy, Seizures
Medical Management Plans for the above conditions are to be completed by the parent/guardian and
the child’s medical practitioner which will include the authority to administer specific medication and
the medication procedure.
Medical Management Plans
The Service and FDC Educator must have a recent copy of the child's Asthma, Allergy, Anaphylaxis,
Diabetes and Epilepsy Management Plan.
Management Plans are to be clearly displayed near the phone along with emergency plans. A plastic
pocket that is clearly labelled “ MEDICAL MANAGEMENT PLANS” will suffice. Plans should also be
taken whenever the child is taken out of the FDC Educator’s home
The location of children’s First Aid Kits, Medical Action Plans, Epipen or Anapen etc is to be easily
recognisable and accessible, and is noted on the Emergency contact number sheet.
Management plans are to be reviewed annually in accordance with the Medication Policy.
“What is Diabetes” Appendix 15
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Medical Management Plans
References Advice re administration of emergency injection devices
Department of Human Services, Drugs Policy and Services November 2009
Australasian society of clinical immunology and allergy inc.
City of Greater Geelong Medical Health Officer December 2009
Source:
Family Day Care Victoria Medication Policy in consultation with Royal Children’s
Hospital 2004, reviewed 2012
National Education and Care Services Regulations
Asthma - Refer Asthma Policy
Resources
For more information and resources, please contact the Asthma Foundation of Victoria on (03) 9326
7088 or 1800 645 130 or visit the website at www.asthma.org.au.
Illness in Children – Refer Policy and Procedure Manual
Recognition of Infection in Children
FDC Educators need to know how to recognise signs of developing infection. This can be assisted by
the maintenance of good communication with parents, and consistently caring for the same children.
This will help the FDC Educators to recognise abnormal or unwell behaviour.
Maintaining Records of Illness
It is important to maintain records of illness for both children and FDC Educators. Record signs and
symptoms of illness when they occur, and the infected child’s contacts that day and during the
previous few days. Record any infectious disease so the FDC Educator knows the immunity of each
child in their care, and can segregate the children accordingly.
If a disease is notifiable, the Department of Human Services receive a notification of the infectious
disease from the diagnosing physician and/or the laboratory that processed any specimens from the
infected child. After receiving notification, the Human Services Department may follow up the child’s
contacts and intervene quickly if required.
Signs & Symptoms of Developing Infection in Children.

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











Severe or persistent coughing
Breathing difficulties
Drooling
Sore throat or difficulty in swallowing
Feverish appearance or behaviour
Poor feeding or loss of appetite
Diarrhoea
Vomiting
Unusual tiredness
Eye redness or swelling with discharge of pus (conjunctivitis)
High pitched, unusual crying or irritability
Yellow skin or eyes (jaundice)
Thick, green nasal discharge
Blood in faeces or urine
Persistent scratching of the scalp or skin
Blisters in the mouth or on the skin
Headache or stiff neck
Rash with fever or other symptoms
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Appropriate Action if Infection Is Present
When FDC Educators notice any of the listed signs or symptoms, the following actions should be
taken: Please note that each point should be discussed in relation to your service policy
 Contact the child’s parents
 Seek medical attention if necessary
 Separate the child from the other children and supervise him or her closely until the parents can
collect their child
 Reduce the child’s temperature by removing any excess clothing.
 If fever is present, encourage the child to drink water to prevent dehydration (except when the
symptoms include high pitched crying, irritability, loss of appetite and stiff neck or headache).
 Assess the child to see if they need to be excluded from care for the protection of other children
and FDC Educators.
 Ask the parents to notify the Day Care service if their child is diagnosed with an infectious disease.
Remember:
 A temperature taken under a child’s arm will generally be about one degree less than the true
(core) temperature.
 A child may be infectious during the days before he or she shows symptoms (e.g. chickenpox &
slapped cheek).
 Other diseases are infectious for extended periods of time, eg. CMV, Pertussis, and Hand, Foot
and Mouth disease.
 Young infants may only show slight changes in feeding or behaviour, so it is important to recognise
any symptoms of illness as early as possible.
Infectious Diseases
Mild illness is to be expected in young children, as their contacts with other children and adults
increases, and they are exposed to a greater number and variety of diseases. As such, common
sense should be used to determine whether a child needs to be excluded or not. Common childhood
infections of mild severity, such as respiratory infections, do not necessarily need to be excluded for
the duration of the symptoms. Children who are behaving differently and appear to be in discomfort
so that they cannot participate in usual activities and those who require special attention by the FDC
Educators should be excluded.
Meningococcal Disease
Should a case be reported, an officer from the Department of Human Services (DHS), will contact the
FDC Educator direct. DHS will advise what should be done, and will ensure all close contacts (names
and contact information will be requested of the FDC Educator), are treated with the right antibiotics to
stop the infection spreading. Treatment will be organised by DHS. Only those who have been in close
contact with the infected person will be treated. Giving antibiotics to people who do not need them
may cause problems.
FDC Educators are to take down the name and contact number of the DHS staff member and are
required to contact the FDC Co-ordination unit as soon as possible after the DHS phone call.
How Diseases spread from Person to Person
Family Day Care provides the ideal setting for the spread of infectious diseases. The children are
susceptible to many diseases, may carry germs in their nasal discharges, faeces and urine and have
no idea of proper hygiene. This provides the perfect opportunity for diseases to be transferred
amongst the children and their FDC Educators.
Infections spread from an infected person to a healthy person in three steps:
1. The germ must be spread by the infected person into the environment, eg. sneezed into the air
2. The germ must then be transferred to a healthy person, eg. the sneeze occurs near a healthy
person’s face.
3. Then the germ must reach a place on the uninfected person’s body where it can enter the body
and cause infection. Eg.the sneezed germs are inhaled by the healthy person, and enter the body
through the mucous membranes.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
The spread of germs can occur in a variety of ways as follows:
Airborne droplets/infectious discharges
eg. when a child sneezes and the germs float in the air until they drop to the floor and other surfaces.
When the germs are floating, susceptible children can breathe them directly in to their bodies &
become infected.
Faecal/oral contact
eg. when an infected child’s faeces is on his hand and then he plays with a toy that another infant then
puts in his mouth.
Direct contact
eg. when a child with scabies has skin contact with a healthy child’s skin.
Indirect contact
eg. when a child with a cold coughs all over the table, and then another healthy child comes along and
puts his hands on the coughed germs, and then puts his hands in his mouth or eyes.
Blood/Body Fluids Spill Procedure
To prevent risks and exposure to disease, all blood and body fluids should be treated as if they are
infectious. FDC Educators and staff should avoid direct contact with blood and body fluids
Guidelines for Dealing with Blood and Body Fluids
1. Check hands and cover cuts and abrasions with watertight dressings.
2. Wear disposable gloves at all times when dealing with blood or body fluid spills
3. If blood or other body fluids contact the skin, immediately wash the area thoroughly with soap and
water, preferably running water.
4. If blood or body fluids are splashed into eyes, nose or mouth, rinse with cold water for several
minutes.
5. Wash hands after removing the gloves.
6. Report the incident to your Support Officer and complete an incident form (if necessary)
7. Seek medical advice to determine the severity of the exposure and associated risks of developing a
blood borne virus from the incident.
Cleaning up Blood Spills
Small spills (up to 10cm in diameter)







Wear disposable gloves.
Wipe up spill immediately with absorbent material (paper towel, tissues, toilet paper)
Discard contaminated material ( paper towel, tissues, toilet paper) into plastic bag
Clean area thoroughly with water and detergent using a disposable cleaning cloth, then wipe with
bleach solution (1 part bleach to 9 parts cold water)
Allow to air dry
Discard contaminated material into a sealed plastic bag
Wash hands with soap and warm water
Large spills (greater than 10cm in diameter)

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Isolate the area
Wear disposable gloves
Cover the area of the spill with granular disinfectant (sawdust, sand, breadcrumbs will also soak
up spill. Do not use salt, as it will dissolve.) Leave for 3-10 minutes.
Use disposable scraper and pan (eg cardboard) to scoop up granular disinfectant (sawdust, sand,
breadcrumbs) and any unabsorbed blood.
Discard contaminated material (including scraper and pan) into a sealed plastic bag
Wipe area with absorbent material (paper towel, tissues, toilet paper) to remove any remaining
blood and place in a sealed plastic bag.
Clean the area thoroughly using warm water and detergent
Disinfect the area by wiping with bleach solution (1 part bleach to 9 parts cold water).
Discard contaminated material into a sealed plastic bag
Allow to air dry
Wash hands with soap and warm water.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Clothes, Cloth items,Implements or Toys



Remove clothing that is splashed with blood or other body fluids as soon as practical.
Soak items in a bleach solution (1 part bleach to 9 parts cold water) for at least 30 minutes.
Wash as usual
Contents of Playgroup Blood Spill Kit
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Disposable latex gloves
Antiseptic Swabs
Disposable cups
Bottle with Bleach solution
Cotton Balls
Yellow Plastic Bags
Bandaids
FDC Educators do not have a separate blood spills kit as most of the contents are included in the FDC
Educators first aid kit.
Source: Staying Healthy in Child Care – Preventing infectious diseases in child care – 4th edition 2005
COGG City Safe – Infectious Diseases Procedure 2009
Premium Health Emergency Life Support Workbook 2012
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Protocol Management of Needlestick Injury & Safe Disposal Procedures
Needlestick Injury
Needlestick Injury
IMMEDIATE MANAGEMENT
•
Flush the injured area with flowing water
•
Wash the wound well with soap and hot water
•
Put antiseptic on the wound and cover it with a
waterproof band-aid
Notify FDC Co-ordinator
immediately
Coordinator will immediately refer staff member to Council Health Care
Provider: Barwon Health at Geelong Hospital phone 5226 7111
• It is critical that attendance to the Health Care Provider is within 24 hours
following the injury
• Counselling will be offered and appropriate tests and follow up will be
arranged
• If you are not vaccinated against Tetanus or Hep B, this will be provided at
the same time
• Antibiotic may be given as a protection against other infections
Incident Investigation
Disposal
To dispose of needle (after deciding it is safe to do so):
1. Wear thick gloves for protection
2. Pick up from barrel (plastic end)
3. NEVER re-cap, bend or break needles from disposable
syringes
4. Place needle first into sharps container or disposable plastic
container and place lid on
5. Contact Coordinator for advice on safe disposal.
If in doubt about safe disposal, contact Council's contractor to
dispose of needle/s - 5272 4545.
46
Coordinator to notify
RiskManagement Unit
within 24 hours
Complete an Incident
Report
City of Greater Geelong Family Day Care Educator Handbook - January 2013
Nutrition
Communicating with Parents about appropriate Food
Discussing good food practices with a parent can be difficult. Some parents may be keen to have
some new ideas about what food to put in their child’s lunch box, but others may not. However, both
types of parent will respond to an informed and patient attitude from the FDC Educator. Focus on
good nutrition messages and be sensitive to cultural and social factors.
How to pass on good food messages to a parent / guardian.
When first meeting a parent, discuss what types of foods they could provide. The parent will be
provided with a copy of the service’s nutrition policy at enrolment. Explain the types of food you prefer
the parent to send in their child’s lunchbox to ensure that children are eating healthy food while in
care.
Speak to the parent, not the child, about any changes you would like:
 Never make a child feel uncomfortable about the food in their lunch box.
 Check with parents / guardians if there is any food that they do not want their child to eat, or if there
are any allergies (see Nutrition policy - food and drink procedure in relation to enrolment).
Document on FDC Educator - aren’t Agreement form.
Be positive and encouraging.
E.g, if a child who could be learning to drink from a cup is still drinking from bottles, try and encourage
a change in this habit. Approach the parent / guardian carefully. “Daniel is really doing well feeding
himself now. How about we encourage and teach him to start drinking from a cup? Would you bring
one for him next week?”
Be patient and try to deal with the most important issues first.
Be prepared to negotiate. For example, “I know Daniel likes to have orange juice poppers with his
snacks but I find too much juice takes away his appetite. Perhaps you could send some diluted juice
in a special cup”. Whilst water is preferred a gradual transition period may be needed.
Work with the parent / guardian, ask for their ideas.
For example, “I’ve noticed Daniel doesn’t each much fruit. How do you think we could encourage
him?”
Send inappropriate food home in the lunch box.
If possible, discuss with the parent why you are sending the food back. Listen to the parent’s reason
for providing inappropriate food, but suggest suitable alternatives. If you can’t talk with the parent /
guardian, put a friendly note in the lunch box explaining why the food is being returned and offering to
discuss the issue with them.
Never let a child go hungry.
If children don’t have any appropriate food, make some for them. Make sure that the parent / guardian
is made aware of this policy when you first meet them.
If, after trying the above ideas, you are still concerned about the food provided, talk with your Support
Officer. They may have other suggestions on talking with a parent / guardian or passing on information
to a parent / guardian. Or contact a dietician for further advice. You may also suggest the parent /
guardian might want to talk to a dietician.
Be patient and work with the parent / guardian to find a solution, because a positive relationship with a
child’s parent / guardian is just as important as the relationship you develop with their child.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Involving Children in Food Preparation
Children love to cook. Involving children in food preparation is also an opportunity to demonstrate and
reinforce messages about food safety. Cooking is a safe and enjoyable activity for children in the
Family Day Care setting as long as some basic precautions are taken:
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Always be aware of the dangers of heat;
Ensure adequate supervision is always on hand;
Discourage children who have recently been ill from joining the cooking activity;
Tie up any long hair;
Choose age-appropriate cooking activities;
If available children should wear clean protective aprons or smocks; and
Ensure children wash their hands before starting.
Only prepare food that will be cooked before eating.
Foods suitable for children’s food activities include:
 Cooked biscuits
 Fresh pasta
 Soups; and
 Pizza
Foods not suitable for children’s food activities include:
 Fruit salad; and
 Refrigerator biscuits (for example; chocolate crackles) because these foods are not cooked before
being eaten.
Treat the cooking experience as an opportunity to reinforce hand washing and cleanliness in the
kitchen, so children will take the safe food message home with them. Supervise the junior cooks
carefully to avoid cross-contamination. Any food dropped on the floor should be thrown out
immediately.
Hygiene
Kitchens must be regularly cleaned to remove food residues and dirt. These may contain food
poisoning and spoilage organisms, attract birds, rodents and insects and act as a source of food
contamination and food poisoning.
 A good cleaning program ensures that all food contact surfaces, appliances and equipment are
cleaned after use.
 Use paper towels to clean up spills. If using cloth towels, wash them in hot soapy water after every
use.
 Chemicals and cleaning equipment must be stored separately from food storage and preparation
areas.
 All possible steps should be taken to prevent pests like insects and mice being able to get into the
kitchen or food storage area. The kitchen and storage area should have effective ventilation and
dust sealing.
Food Preparation Practices
Poor food handling has often been the cause of food borne illness.
Proper storage, handling and preparation of foods can minimise, and is some cases, eliminate the risk
of food poisoning. On the other hand, insufficient cooking or reheating of food can increase the risk of
food borne illness.
Food naturally contains bacteria and some food may contain food poisoning bacteria. Food needs to
be handled correctly to ensure that it does not become contaminated, and that the bacteria already in
the food do not have an opportunity to grow.
If raw food is cooked thoroughly, most bacteria will be killed. However, if raw food comes into contact
with other food that has already been cooked or if ready to eat, bacteria can be transferred to the
cooked food. This is called cross-contamination. For this reason, it is important to keep raw food
totally separate from cooked or ready-to-eat foods.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Preparing Food
 Use separate utensils, chopping boards and other equipment for raw and ready to eat foods to
avoid cross-contamination. If this is not possible, thoroughly wash and sanitise equipment between
uses.
 Thoroughly wash all fruit and vegetables before use.
 Look out for damaged food packaging. Do not use dented cans, leaking packages, cracked eggs
for preparing food in Family Day Care.
 Dry goods (such as bread and cans) should also be check for damage to the packaging. Don’t buy
blown or heavily dented cans, ripped packets, spillage from containers and inadequately wrapped
bread.
Handling Food
 Raw food that will be cooked can safely be handled with bare hands.
 Cooked or ready to eat foods should be handled with utensils such as tongs, spoons, spatulas or
gloves.
 Gloves are recommended, but regular hand washing is crucial. If gloves are worn, they must be
changed at least hourly or sooner if they become torn or if there is a change in the work being
done. Always wash hands before putting on gloves. Always put on new gloves when changing
from raw food to ready to eat food, and dispose of gloves after use.
 Never touch food with gloves that have been used for cleaning.
Cooking and Heating
 Thoroughly cook all foods, especially those of animal origin. When cooking meat, ensure juices run
clear.
 If reheating food, make sure it is brought to the boil and simmered for at least five minutes.
 Thaw frozen food before cooking. If the food is to be cooked from a frozen state, take extra care to
make sure that the food is cooked right through.
 When thawing food, place it in the bottom part of the refrigerator overnight or until thawed.
Microwave ovens can be used to thaw food, provided that the food is immediately cooked.
 Never refreeze food that has been thawed.
Storage
Transportation, Storage, Hygiene, Food Handling
All FDC Educators to be adequately trained, provided with service guidelines and regularly monitored
in the transportation, storage, hygiene and handling of food to be used in the provision of Family Day
Care.
Glossary - High Risk Foods
“High risk” foods are those foods that contain meat, dairy products and seafood and need to be
temperature controlled. This does not include jars, cans, dried food powders (including original food in
cans / jars etc that have been processed by heat)
Transportation
Ensure time spent transporting food is kept to a minimum to reduce the risk of food contamination of
high-risk foods. If possible, food should be transported in a cooler.
Food must be transported separately from chemicals (including but not limited to cleaning materials.)
Storage/Temperature Control
Store cooked food separately from raw food. Raw food should always be stored beneath cooked food
to prevent contamination from dripping liquids.
Ensure frozen food remains frozen. Defrost freezers regularly and do not overload them.
Refrigerators operate best at or below 5°C.
Cover food with lids, foil or plastic film. Once a can is opened, any leftover food should be transferred
to a suitable container and not stored in the can. Make sure food does not remain too long in storage.
Remember the ‘first in, first out’ principle and use food in order of when you purchased it. Chemicals,
cleaning equipment and personal belongings must be stored, well away from food preparation and
food storage areas. Uneaten foods should be appropriately stored immediately.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Food bought and provided by persons outside of the Family Day Care home
When parents provide food for their children, the key issue is storage.
When the weather is warm, parents preparing food for their children should be advised:
To put a frozen container, such as a frozen drink, in the lunch box with food that is normally
refrigerated. Alternatively, an insulated lunch box or a cooler can be used.
Avoid including foods that are normally kept in the refrigerator, especially during the summer months.
Not to include perishable foods which have just been cooked or warmed, such as hamburgers or
boiled eggs. Such foods should be cooled in the refrigerator before being packed for lunches.
Discard any leftovers.
Such information can be given to parents by including an article in the service’s newsletter at the start
of the year and again prior to summer, or by handing out brochures on safe food handling available
from Food Safety Victoria.
Once at the service, children’s lunches should be stored in a refrigerator, if possible, but never store in
direct sunlight. Children’s lunches if containing a high risk food must be kept refrigerated.
Food brought from home for special occasions
Parents may not be familiar with the principles of safe food handling; two of the main issues are proper
handling and storage of food.
Celebrating special events like birthdays adds to children’s social experiences, but parents or others
who provide perishable food should provide it in insulated coolers with ice or cooler blocks.
Food needs to be kept in an appropriate container or wrapped as protection from contamination. High
risk foods containing cream must not be brought in from outside, but prepared fresh on site.
Food that is to be served hot must be supplied cold (from a household refrigerator) and once at the
service, transferred to a refrigerator until it is to be served. Then it needs to be heated so that it is
piping hot that is, brought to the boil and simmered for 5 minutes, or reheated in an oven so that it is
cooked right through.
Food should be served using utensils and the FDC Educator should supervise the handling of food by
children.
Infant Formula & Breast milk
(See Preparation, Storage, and Heating of Infant Formula and Breast Milk Policy)
Personal Hygiene Practices
Good personal Hygiene is essential to reduce the risk of food being contaminated with food-poisoning
bacteria or chemicals. Hands and other parts of the body can transfer food-poisoning bacteria to food.
Hand washing is one of the most important ways of preventing the spread of infectious diseases
because it removes germs and contaminating matter. Use of gloves is recommended.
Refer Hand Washing Policy.
Hair, jewellery and clothing can also contain spread bacteria, as can food handlers with wounds or
infections. Every food handler must maintain a high standard of personal hygiene and cleanliness. Tie
long hair back when preparing and serving food.
Do not change nappies in food handling areas.
Illness and Injuries
 All wounds or cuts on hands or arms are to be completely covered with a wound strip like
Elastoplast™ or Bandaid brand strip™ or bandage.
 If the wound is on the hands, disposable gloves must be worn over the top of the wound strip. Both
the wound strip and the gloves must be changed regularly.
 Do not work if you have had vomiting or diarrhoea within the last 48 hours.
 If someone is suffering from diseases that are likely to be transmitted through food, they are not to
handle food. Refer to the exclusions for food handlers below.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Exclusions for Food Handlers
Disease / Organism
Period of Exclusion from handling food
Gastroenteritis (acute vomiting and/or diarrhoea)
 when the organism is unknown
 when the organism is known to be: Norwalk
or Norwalk like virus and other viral
gastroenteritis
`
Salmonella (non typhoid)
Exclude until symptoms have ceased and counsel
on returning to work regarding good personal
hygiene. Known carriers of Salmonella should
not work in food preparation areas with out an
assessment of their individual work practices.
Exclude from food handling until 3 consecutive
negative specimens of fæces are obtained.
Specimens should be taken each week for 3
weeks.
If the urine was positive on initial
diagnosis or the person has a history of urinary
tract disease, urine samples should be collected
in addition to fæces. A person who is a typhoid
carrier (ie. Any person who continues to excrete
Salmonella typhi organisms for 90 days or
longer), must not engage in preparation,
manufacturing or handling of food for
consumption by others.
Health (Infectious Diseases) Regulations 1990
s24
Exclude until 2 consecutive fæcal specimens
taken at least 24 hours apart are found to be
negative.
Typhoid and Paratyphoid
Cholera, Shigella and VTEC
All other gastrointestinal illnesses:
Other bacterial gastroenteritis
(Campylobacter, Yersinia and others), Toxin
producing bacteria (Staphylococcus aureus,
Clostridium perfringens, Bacillus cereus,
Parasites (Cryptosporidium, Entamoeba
histolytica Amoebiasis, Giardia lamblia)
Any person with gastroenteritis must be excluded
from food handling. Exclude until symptoms have
ceased and counsel on returning to work
regarding good personal hygiene.
Hepatitis A (and Hepatitis E)
Exclude from food handling until one week after
the onset of jaundice. (Any person with acute
hepatitis must be excluded from work until the
laboratory tests have revealed the condition not to
be Hepatitis A or E.)
Boils, abscesses, and other purulent lesions
of hands, face or nose.
Exclude from handling food unless lesion is
covered with a waterproof dressing.
Managing Food - Allergies and Maintaining Food allergies and Intolerences.
Food allergies can occur when the body’s immune system reacts to food. People with allergies
usually have sensitive immune systems, and when an allergy causing protein or allergen is introduced
to their system, the body’s immune system reacts by attacking the allergen. This can cause a chain of
events that can cause swelling and irritation in certain parts of the body. Reaction can occur
immediately, in a few minutes or after a few hours.
Food allergies can occur at any age, most commonly in childhood. Some common allergens include
peanuts, soy, milk, eggs, wheat and seafood. Some children grow out of their allergies, while for
others; the reaction may become more severe with each exposure to the allergen.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Managing Food - Allergies and Maintaining Food allergies and Intolerences.
An allergic reaction is not the same as an asthma episode; people with food allergies don’t necessarily
have asthma, and vice versa.
A severe allergic reaction can result in difficulties in breathing because of obstruction of the upper
airway. This should not be confused with an asthma attack.
Food intolerance is an adverse reaction that does not involve the immune system, although the trigger
may be similar. Lactose intolerance, for example, can be caused in people who don’t have enough of
the enzyme lactase to digest the lactose.
Children with known allergies must have allergy management plans and FDC Educators should refer
to these plans.
FDC Educators who are caring for a child with anaphylaxis must be trained in the usage of an EpiPen
by the parent/guardian, doctor, or other authorised practitioner (see medication policy in this section).
An anaphylaxis management plan will be required to be completed by parent/guardian and displayed
on the premises
Infection Control
Preventing Infection
Children, FDC Educators and staff in Family Day Care may be exposed to viruses and bacteria that
cause a range of infections.
Infections can be spread in a number of ways
 Droplet spread, by coughing or sneezing
 Contact with body secretions (such as urine, saliva or discharges) or with blood
 Direct contact, either from person to person or with infected surfaces. This is why washing of hands
is so important after nappy changing or wiping a child’s runny nose. Also important in preventing
the spread of infections is washing toys and utensils that are shared by young children, properly
wiping down benches and tabletops, and properly disposing of soiled nappies or tissues
While it is impossible to completely prevent the spread of infection, there are effective measures that
can be taken to minimise infections in the Family Day Care setting
Hand Care
Hand care is important because if the skin is free from cuts, sores and abrasions, then it protects you
from catching infections. Any cuts or breaks in the skin can be entry points for germs. If you have
cuts on your hands, cover them with a waterproof dressing, and replace it when it starts to lift or
become dirty. To prevent cracked or chaffed skin from developing, pat your hands dry rather than
rubbing them, and always apply hand cream after hand washing. Hand creams should be water
based, as oil based creams can cause gloves to deteriorate.
Gloves:
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To prevent risks and the spread of infectious diseases, gloves are recommended for all nappy
changes, cleaning up blood spills and bodily fluids.
Wearing gloves does not replace the need to hand wash, they merely provide extra protection.
Gloves can give a false sense of security to the wearer, as some gloves have tiny holes or tears in
them that you may not see.
If you are wearing gloves, ensure they are removed carefully by pulling them back from your wrists
and not letting the dirty glove touch your skin.
After removing the gloves, gently place them in a plastic-lined rubbish bin with a lid, and then hand
wash as above.
Gloves should be used when you have cuts or chaffed skin on your hands.
Do not wash or reuse disposable gloves.
Source: Staying Healthy in Child Care - Preventing infectious diseases in Child Care - 4th edition 2005
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Health and Hygiene
Nose Wiping
To prevent the spread and risks of infectious diseases between children and FDC Educators, ensure
nose wiping is conducted in the following way:
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Use a separate disposable tissue for each child, DO NOT SHARE TISSUES BETWEEN CHILDREN.
Wash your hands after wiping your own or a child’s nose.
Teach children to wipe own noses with a disposable tissue, and how to dispose of tissues correctly.
Ensure children wash their hands after wiping their nose.
Source: Staying Healthy in Child Care – Preventing infectious diseases in child care - 4th Edition 2005
Cleaning
To prevent risks and the spread of infectious diseases:
 Choose the most environmentally friendly and least toxic product that can do the job effectively eg
soap and warm water. In some situations, a disinfectant (eg. bleach) will be required for cleaning,
but this should only be used after an item or surface has been thoroughly cleaned with detergent
and water. Cleaning with disinfectants may be required in cases of gastroenteritis outbreaks, for
instance, or after a blood or body fluid spill. (follow blood spill procedure)
 Not all germs can be killed by any disinfectant. To kill a germ, the disinfectant needs to be
absorbed by it, which can only occur after the surface dirt is removed.
 Do not mix detergents with disinfectants or different disinfectants with one another. They may
neutralise each other or alter their ability to kill germs.
 Ensure that cleaning cloths are changed after each clean. Do not use sponges or cloths in different
areas. Allocate particular clothes/sponges to specific areas. Dispose of cloths or sponges when
visibly dirty and cannot be adequately decontaminated.
Cleaning / Toxic Products
When using or storing any chemical substances:
 Purchase environmentally products, where possible
 Purchase household chemicals or toxic products with child proof caps and use the smallest
quantity required to do the job
 Read the label and/or Material safety Data Sheet (found on the internet), follow the manufacturers
directions for use, storage and first aid instructions
 Store all chemicals in an area inaccessible to children
 Never store chemicals in soft drink bottles, or other drink containers, and avoid flushing chemicals
down the drain or toilet.
 Use liquid or tablets for dishwashers rather than powders
 Ensure adequate ventilation when using chemical products and use appropriate personal protective
clothing and equipment if necessary eg. Gloves, apron and face mask
Seek medical advice immediately if poisoning is suspected,
or call the Poisons Information Centre on 13 11 26
Bathroom & Toilets
 Clean all surfaces daily with detergent and warm water.
 Pay particular attention to taps, fixtures and all other items that are frequently touched by the

children.
Check during the day and clean as necessary.
Floors:
Washable/Wet areas:
 Clean daily with detergent and warm water.
 If soiled with body fluids, clean areas with disinfectant after they have been cleaned with detergent
and water.
 Clean up spills immediately with absorbent, disposable paper towels. Then clean as above with
detergent and water, followed by disinfectant (eg. diluted bleach) if required.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Carpet:
 Vacuum daily and clean up spills immediately.
 Mop up spill with absorbent disposable paper towel and then clean the area with an appropriate
detergent (eg. wool mix if it is a wool carpet) and warm water.
 Do not use bleach.
 Steam clean the carpet if necessary.
Other surfaces touched by children:
 Door handles, drawers, door knobs, etc.
 Clean at least weekly with detergent and water.
 Toys & objects put in mouth
Linen
Children’s linen can be contaminated with germs from faeces, urine, nasal discharges and other body
fluids. As such, it should not be carried against your body where it can contaminate your clothes or
touch your skin.
 If linen is washed in the Family Day Care home it must be washed in hot water, after the bulk of the
soil is removed with cold water.
 If linen is soiled with faeces or other body fluids, it should be washed in diluted bleach according to
the directions on the bottle.
 Dry linen in a hot clothes drier or in the sun.
 Each child should have their own bed linen, washers and towels, which are laundered at least
weekly and when dirty. Where a bed is used by more than one child during the week, linen must be
stored separately in individually named bags eg pillow case.
 Children’s dress-up clothes should be washed regularly and when soiled. Wash them according to
frequency of use, using hot water and detergent.
Cots
If a cot becomes grossly contaminated with faeces or other body fluids:
 put on disposable gloves
 clean the child and his/her hands
 remove the gloves
 lift the child onto a clean, safe surface
 put on new gloves
 remove the soiling as much as possible with disposable paper towels and carefully bundle up the
soiled linen, and take it to the laundry holding it away from your body.
 clean the cot with a disposable cloth and detergent and warm water.
 clean with disinfectant after cleaning with detergent and water
 dry the cot with a clean (preferably disposable) cloth
 carefully remove gloves and discard in a bin with a lid
 wash your hands
 make up the cot with clean linen.
Dummies (Pacifiers)
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They need to be stored separately in sealed containers, out of the reach of children.
If dummies become contaminated with faeces, blood, urine or any other contaminant, they should
be discarded and replaced.
Toothbrushes

If toothbrushes are used, they need to be clearly labelled with the child’s name and stored in a
well-aired place where they cannot touch one another. If toothbrushes are stored incorrectly, they
remain wet for long periods and allow germ growth.
Source: Staying Healthy in Child Care – Preventing infectious diseases in child care - 4th edition 2005
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Vehicle Safety
Transportation / Vehicle Safety (Refer to Transport Policy/Vehicle Use Authorisation)
To ensure the safety of all Family Day Care children being transported, the City of Greater Geelong
Family Day Care service requires all FDC child restraints to be checked by an authorised and
reputable restraint fitter. This ensures that all capsules, restraints and boosters are fitted correctly for
the correct child thus minimising the risk of injury.
The following polices, procedures and information is provided for the protection of FDC Educators and
children.
Vehicle Policies
 Transport Policy/vehicle use authorisation – to be completed annually, or immediately, if involved in
an accident or vehicle fittings are altered, the vehicle is modified in any way, or when a vehicle is
purchased fro FDC use.
 Five point safety check- to be completed annually when vehicle is serviced
 Cargo barrier/netting – to be fitted to all vehicles with “cargo” area.
Transportation of Children
Permission to transport children is to be sought from each parent. (see FDC Educator/parent
agreement form, transport policy/vehicle use authorisation, excursion form and excursion risk
assessment form.
Vehicle Safety (5 Point Check)
To ensure that children and FDC Educators are safe, a 5-point safety check is to be undertaken
annually when FDC Educator’s vehicles are being serviced. The five areas: tyres, brakes, steering,
restraints, lights are standard items checked during a vehicle service. The FDC service will provide a
pro-forma to FDC Educators to be completed by the mechanic completing the service. The form is to
be submitted to the co-ordination unit upon completion.
The following information outlines the importance of regular checking and maintenance.
Unsafe cars contribute to death and injury. Cars with fraying seat belts, rusted seat mountings,
ineffective brakes, bald or worn tyres, and other critical safety defects present a real danger to the
occupants of these cars and other road users.
Defects in critical safety systems can be identified with a simple professional check. A simple five point
check, before re-registration, of the critical safety systems of all vehicles - lights, tyres, steering,
brakes, and restraints - will result in safer cars in regular use.
Brakes
Failing brakes will be a disaster no matter the cause. Brake component wear or malfunction can go
unnoticed until it is too late, unless inspected regularly. Pad and disc wear or warp-age can cause
premature overheating and reduce stopping performance significantly. Leaking hydraulic components
constantly distribute slippery fluid on the contact areas of brakes and can cause complete failure of the
braking system in the event of a broken seal.
Restraints
The restraint of passengers is vital in the reduction of death or serious injuries in accidents. Frayed or
worn material or inoperable rollers are extremely important to the correct operation of the entire seat
belt. Structural damage and rust in the floor pan of a vehicle can cause failure of seat and belt
anchorage points in the event of an accident, rendering the restraint system useless.
Steering
Worn steering components can contribute to unstable braking, poor control while turning and loss of
control at high speed. Malfunctioning shock absorbers reduce tyre contact with the road and can
destabilise the vehicle on rough surfaces or in the event of hitting a pothole at high or low speeds.
Correctly operating steering components is important to vehicle control in both normal driving and in
collision avoidance situations.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Sustainable Travel
Please consider your travel options in FDC. Do you need to use the car or can you walk the distance?
Sustainable travel can relieve local parking and congestion problems and improve public transport
connections across the area. They may also relieve stress by reducing delays, or providing the
opportunity to cut travel commitments.
Source: Victorian Automobile Chamber of Commerce January 2008
www.vacc.com.au/ConsumerInfo/5PointSafetyCheck
http://www.dft.gov.uk/topics/sustainable/smarter-choices
Tyres
Tyres are the only contact point between the car and the road surface. Worn tyres can dramatically
reduce the braking performance of a vehicle in greasy or wet conditions. Cornering stability can be
affected in all conditions if tyres are worn unevenly, as well as increasing the risk of blow-out at
highway speeds. Over-sized wheel and tyre width, such as commonly seen in some vehicle
modifications, can significantly reduce the controllability of the vehicle on slippery surfaces, can
interfere with steering operation, and contribute to bearing failure.
General Vehicle Safety
Simple steps to prevent injuries to children in the car.
Flying objects and cargo barriers
When cars brake suddenly, or are in a crash, flying objects cause many injuries.
Items on the parcel shelf are particularly dangerous. Even light items such as tissue boxes can
become a force 20 times their own weight. A book can become a 10kg missile. Keep the parcel shelf
clear.
Vehicles which have cargo areas that open directly into passenger space or which have a back seat
which can fold down are particularly risky.
Unrestrained luggage moving forward can cause split seats to collapse injuring/killing children in the
back seat. Driver and passengers in station wagons have also been killed.
A cargo barrier will protect your passengers.
Station wagons, hatchback cars and panel vans especially need this protection. Only cargo barriers
approved to Australian Standards should be used and installed by an approved fitter. If you do not
have a cargo barrier, consider having one installed.
Buckle up
Small children don’t understand the dangers inherent in not buckling-up. You must teach them!
Remind the children that the car won’t start until everyone is buckled up.
Children should be instructed that they are not to undo their seat belts until you say they may.
Watch out for children trying to help you by undoing restraints on their baby brother or sister.
Drive carefully, take rests, and take care in the heat
Many accidents are a result of driver error and fatigue. Rest stops help restore concentration, beat
drowsiness.
Babies, Toddlers and children lose fluid rapidly. When traveling on hot days, allow extra drinks and
rests.
Being able to see clearly
Drivers need to be able to see perfectly clearly. All sun blinds on back side windows and the rear
window must allow 35% light transmission. Make sure they are securely fastened and can’t distract
you. Never use a nappy in the side window to keep the sun off the baby; it will block the driver’s view.
Window signs – such as baby on board – should be out of the line of sight.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Driver distraction
Don’t let your children’s behavior distract you. If troublesome, move their car seats apart. Keep them
occupied by talking or singing to them; provide soft toys to play with.
On long trips, provide unspillable drinks, health snack foods; milk based drinks for carsick prone
children. Take regular breaks yourself; let the children out to run around.
Mobile phones
To receive or make a call on a mobile or hands free phone, drivers must pull over to the kerb in a safe
area and stop the car. Mobile phones should be stored away to avoid temptation or distraction.
Educators should at no time drive the vehicle whilst handling the mobile phone.
Unattended children
The City of Greater Geelong FDC Transport Policy/Vehicle use authorisation states that children shall
never be left unattended in a vehicle at any time
Leaving children unprotected in the car, even for a few minutes, can be dangerous. Older children can
set the car moving.
Heat stress is also a problem. On a 36-degree day, the air in a closed car will reach 55 degrees C in 5
minutes; and over 65 C after 15 minutes. Half-open windows don’t help much – the temperature will
reach 41 degrees after 5 minutes.
Other safety tips
Check your child’s restraint harness to make sure he/she can’t reach and open the doors while you’re
driving.
Be aware that cigarette lighters can be harmful. It may be useful to remove them.
Source: www.greenweb.com.au/kidsafe/html/general_safety_in_the_car.html – January 20, 2005.
Ariston Car Park Safety
To protect yourself and the children you are caring for, the following procedures are recommended:
 When entering the car park please drive at walking pace, remembering there are many families,
young children and staff who are walking in the area.
 If possible choose a car park on the same side as the building to prevent having to cross the car
park. Please take note of the parking restriction signs.
 Follow the path to enter the gate, if you need to cross the car park place yourself in a position
where you have a clear view and cross the road directly to the path.
 If you are removing equipment or a stroller for a child, please back your car to the path so you are
not standing on the car park.
 Children shall never be left unattended in a vehicle at any time eg when dropping time sheets at
Aniston
 For security reasons the Ariston office door is automatically locked before 9am and after 5pm. A
door bell has been installed to use from 8-9am and 5-5.15pm When entering the building please
report to the Administration Office. A staff member from FDC will be contacted. Please do not
allow children to climb on the stairs, as this is a tripping/falling hazard.
Source: COGG FDC OH&S Operational plan 2012.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Enrolment and Placement of Children
Number of Children
The number of children in care is in accordance with the National FDC Standards and National
Regulations. The number of children in care at one time (including the FDC Educator’s own children)
will not exceed four pre-school children, or a total of seven children (pre-school and primary school).
Children attending secondary school are not eligible to use FDC, unless there are exceptional
circumstances (additional needs etc). Exceptional circumstances need to be approved by the Coordinator FDC.
Under the Education and Care Services National Regulations regarding the ratio of 4 pre-school
children to one FDC Educator, the following qualifying statement has been provided 1. A FDC
Educator must not educate and care for more than 7 children at a family day care residence or
approved family day care venue at any one time.
2. In determining the number of children who can be educated and care for by a family day care
educator for the purposes of sub regulation (1) (a)
no more than 4 can be preschool age or under; and
(b) if the children are being educated and cared for at a residence, the educator’s own children and
any other children at the residence are to be taken into account if (i) those Children are under 13 years of age; and
(ii) there is no other adult present and caring for the children.
FDC Educators are required to notify the FDC Unit of all changes care requirements. FDC Educators
and parents are to advise the FDC Unit of changes to work and home addresses and phone numbers,
doctor and emergency contacts.
Enrolment and Placement Procedure
Introduction
When a parent requires care for their child they must firstly contact the Co-ordination Unit. A child
cannot be accepted into care without an application to the Co-ordination Unit. There are government
guidelines that must be considered when placing children, and a waiting list may also apply. If a
parent specifically wants a particular FDC Educator they may make a request to the Unit but the
waiting list priority will still apply
Placement of Children
A parent enquiry form is completed by a Co-ordination Unit staff member or completed on line by the
parent that outlines care requirements and family expectations. FDC Educators in the area that care
is requested will be sent an SMS. FDC Educators will respond to their Support Officer if they are able
to provide the care. If a vacancy exists, the support officer will provide the FDC Educator with the
names of parent and children, the age of the children, days and hrs required and any other additional
information. An enrolment appointment will be made with FDC staff to ensure essential family
information is accurately recorded.
The parent will be required to provide:
 Home and work details
 Emergency contact details (authorised persons over the age of 18)
 Doctors/specialist details
 Medical/health information of the child.
At the time of enrolment:
 FDC staff will provide relevant information to parents regarding National Standards and
Regulations and service policies, procedures, guidelines and fees.
 Parents will be notified of their responsibility to apply for Child Care Benefit through the Department

of human Services
The selected FDC Educator details are given to the parent/guardians to enable parents to arrange
a meeting in the FDC Educator’s home.
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When referring parents to FDC Educators there are several factors that the co-ordination unit must
take into consideration, including:
 Available vacancies.
 The age and personalities of the child and the ages of children the FDC Educator already has in
care (including the FDC Educators own children).
 The developmental needs of the child and the FDC Educator’s ability to meet these needs. This
ability may be influenced by the FDC Educator’s skills, transportation arrangements, and dynamics
of the care environment.
 The parents transportation situation eg bus travel, walking
 Specific parental requests eg. No pets, no transporting in car.
 Values and philosophies of FDC Educator and family.
Where possible, Co-ordination Unit staff will give parents the names of at least 2 FDC Educators from
which to select.
Choosing a FDC Educator with whom parents and children feel comfortable is most important. Parents
have the right and responsibility to determine that the FDC Educator shares similar values and can
meet the needs of the child. The FDC Educator has the responsibility and the right to decide whether
the child’s needs and the parents’ expectations could be met through the placement. Parents and FDC
Educators are under no obligation to accept any placement.
If you are concerned about being able to work with a parent or a child, let the parent know that you are
no longer available for care. Contact your Support Officer to discuss your reasons so they can support
you in your decision.
There are times when a parent chooses to select another FDC Educator:
 You may have different values and ideas about behaviour management to the parent.
 You may not offer as many learning experiences as the parent would like.
 Your home may not be a place where the parent or child feels particularly comfortable.
 You may not offer the total hours required by the parent
Another FDC Educator may:
 Have children of a similar age in care
 Have a child in care the family knows
 Have fewer children in care, so offer more one to one attention
 Have a larger back yard for children to play in
 Be located closer to school/kindergarten and can walk.
Try to keep an open mind - use critical feedback as the chance to evaluate your work and make
improvements. Remember that you cannot please everyone and that there are some people that you
cannot accommodate. Just as you would like to choose someone special to care for your child so
does a parent. Whilst you may not be that person for some, you will be for others.
If you are consistently not receiving placements, talk to your Support Officer. Parents are not always
honest when they tell you why they haven’t selected you. Your Support Officer may be able to offer
you some advice on how to improve your presentation, technique, or your care environment to enable
you to successfully gain placements.
It is the responsibility of the parent to contact the selected FDC Educator and responsible Support
Officer as to whether care will commence. It is the responsibility of the service to ensure that the FDC
Educator has the relevant family information. A child cannot be accepted into care without a
completed enrolment form. It is also the responsibility of the parent to inform both the FDC Educator
and the service if this information changes or requires updating.
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FDC Educator Portfolio
To assist FDC Educators in placement interviews it is suggested that a portfolio is prepared to share
with parents.
The portfolio (photo album, document folder, loose leaf folder) could include such things as:
 A profile including child care experience, qualifications, philosophy, training undertaken
 Education and Care Program Experiences and activities provided
 General family information
 Photos etc
Placement Interview
The first 30 seconds of contact in any situation are the most important. Most people make an
evaluation or have started to do so during this time when a parent contacts you, keep this in mind. You
have two opportunities to make a good impression:
 The parent will phone to make a time to meet you - ensure that you are friendly and professional
on the phone.

When the parent arrives for the interview = be prepared eg appropriate activities set up for all
children. Try to choose a time that will have minimal interruptions. This is a good opportunity to
present your philosophy, professional development certificates/courses completed.
Points to Remember


Ensure that you are able to observe and supervise children in your care
Try to establish a rapport with the person you are interviewing by introducing yourself and
providing information about yourself, your philosophy, your family, routines etc

The length of time required for an interview will vary depending on the needs of the parent and
child. Some parents are able to make a decision very quickly, whilst others find it more difficult.
Allow time for the parent to ask questions before leaving.
Be prepared to listen
Choose language that the parent can understand.
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Offer to show the parent the areas of your home that the children use when in care including
outdoors.
At the end of the interview, provide the parent with a clear statement of what has been discussed,
agreed upon and future action expected from both parties. eg care start date, confirmed hours
etc.
FDC Educator / Parent / Agreement Form
The child’s needs and the expectations and needs of parents and the FDC Educator should be
documented by using a FDC Educator/parent agreement form. If you can openly discuss and reach
agreement on issues before care starts you are likely to have a more successful placement. This form
is used at the placement interview between both parent and FDC Educator as a guide for discussion,
and as an agreement form once the parent has made the decision to start care. It is suggested that
the FDC Educator returns a copy of the completed form to the service before care commences or at
the latest with the first timesheet. The FDC Educator/parent agreement form is a valuable tool to refer
to in the case of changes to the original agreement or if there are any concerns raised once care has
commenced.
The agreement covers a number of policies, procedures and expectations, including: behaviour
management, the FDC environment, hours of care, transport, play and learning experiences, outings,
fees, administration requirements and medical issues.
A review date should be set after the first two to four weeks of care to ensure that the requirements of
all parties are being met.
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Settling Children into Care
The partnership between families and FDC Educators is based on mutual respect and trust. When
FDC Educators take the lead in initiating communication, empowering families and promoting trust,
they are generally rewarded with strong supportive partnerships that have positive outcomes for
children. Leaving a child is an emotional experience, particularly if it is a first parting. Parents should
try not to feel upset but see this as a step towards their child’s independence and growth.
To develop and maintain a trusting partnership with families: encourage the family to visit a few times
before actually starting care.
Listen to families and encourage them to share their thoughts, ideas, concerns and questions.
 Learn about the child from the families perspective
 Encourage the parent to spend some time with their child initially to settle.
 Reassure the parent if they are feeling anxious.
 Encourage the parent to provide a favourite toy, rug and security object to help the child feel more
comfortable in their new environment.
 Encourage the parent to ring the FDC Educator during the day if needed.
 Encourage the parent to tell the child where they are going and when they will be back in such a
way the child can understand eg using a known routine event - such as “after work” or “after a
nap” - rather than a time which will be harder for children to understand.
 Exchange information about the child’s experience in care.
 Let children have a good look around their new environment and encourage them to ask
questions.
 Show children where the toilet, bathroom and sleeping areas are.
 Point out toys and activities that you know the children are interested in, and encourage them to
have a play.
 Encourage parents to say GOOD BYE, no matter how difficult. Leaving without children knowing
may encourage mistrust making future departures more difficult.
 Encourage the parent to make the departure positive. A smile, positive actions and words tell
children that parents believe they will be happy.
What should parents provide?
For under 2 Year: Nappies
 Bags for soiled disposable nappies
 Creams and Powders
 Towel, Face Washer, Bibs, Baby wipes
 Several Changes of Clothing
 Hat and sunscreen
 Prepared milk formula or cow’s milk if your baby requires several feeds during the day
 Required Medical aids (if applicable)
 A favourite object eg, dummy, bottle, security blanket, teddy. This may be very important to help
children settle into a new environment.
Please discuss management/discarding of nappies (cloth and disposable) with parents. It is not the
responsibility of FDC Educators to wash nappies, however for hygiene purposes nappies should be
emptied and placed in a plastic bag for parents to take home.
For over 2 years:  Extra underpants (especially when toilet training)
 Appropriate footwear. (No thongs)
 Several changes of clothing
 Hat and sun-screen
 A favourite object eg, dummy, bottle, security blanket, teddy.
This may be very important to help children settle into a new environment.
 Medical aids (if applicable)
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
To enable children to participate in the day’s activities, parents are requested to ensure that children
have adequate changes of clothing appropriate for all changes of weather; gum boots & raincoats,
appropriate footwear sandals and shoes (please include for all children, no thongs or crocs), sun hats,
sun screen.
The stronger the relationship between FDC Educator and families the easier it is to bring up sensitive
issues. In situations where the FDC Educator and family are having difficulty Co-ordination Unit staff
can offer support and guidance.
Developing a good relationship with a parent can avoid misunderstandings.
Recommended Emergency Placement Procedure.
Approval is to be sought from the FDC Co-ordinator or FDC Support Officers in the first instance.
If a request is made outside FDC service office hours:
 FDC Educators are to call the FDC emergency out of hours telephone number to make the request.
If voicemail is activated, as the phone may be out of range or off for a valid reason, a message is to
be left outlining the situation. The call will be returned as soon as practicable.
 Should the Co-ordinator be unavailable, the following guidelines can be used by FDC Educators to
assess whether care can be offered.
Emergency care may only be offered under the following circumstances:
 If a parent/guardian is called in to work on an emergency matter.


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If a parent/guardian must travel unexpectedly on an emergency matter.
Illness, accident, hospitalisation, or death of a family member.
In the event of a parent/guardian being taken into police custody.
FDC Educators are to remain within the allowable number of children in care at all times.
Booking Process
 Telephone the administration office on 5272 4805 or 5272 4799 to book into a session. Record the
sessions in your calendar/diary.
 As the service is charged in advance, non attendance without adequate notice (at least 48 hours

prior to the session) will incur the full cost of the session (total cost of the session divided by the
number of participants). An account for payment will be sent, with payment due seven days after
the account has been sent. A receipt will be issued following payment.
If payment is required, it is to be paid prior to the session, unless stated otherwise. Payment dates
will be advised on confirmation slips.
The service funds the majority of professional development sessions (with the exception of First Aid,
CPR Anaphylaxis and Emergency Asthma Management), to provide free professional development to
all FDC Educators. As there is often a waiting list for sessions, notification of non - attendance will
provide an opportunity for FDC Educators on the waiting list to attend. Your co-operation is
appreciated.
The majority of professional development is held at Ariston, unless otherwise indicated. Entry to the
Ariston training room is at the rear of the main building.
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General Information
Support and Supervision
The City of Greater Geelong FDC service will:
 Make unscheduled monitoring and support visits to FDC Educator’s homes,
 Develop and maintain professional working relationships with all FDC Educators, providing
telephone, email & social media contact and additional visits where required,
 Support FDC Educators to ensure that the child care environment meets the individual needs of
children in the areas of child development, health and safety,
 Provide a resource manual to all FDC Educators,
 Provide a Policies and Procedure manual to all FDC educators
 Maintain respectful, open communication with FDC Educators and parents and children,
 Provide appropriate support and resources to FDC Educators,
 Ensure FDC Educators are trained in identifying and managing risks,
 Provide and/or direct training appropriate to the needs of staff and FDC Educators, including
respectful and appropriate behaviour in working with children,
 Document all visits and communication with FDC Educators,
 Act upon any breach (whether reported and/or witnessed) to the FDC Educator’s registration
agreement which encapsulates all documented policies and procedures of the service.
Making the most of Support Visits
Home Visits provide the link between the child, the scheme, the family and the wider community. The
primary purpose of Home Visits is to monitor the quality of care provided and to offer support. FDC
Educators can view their co-ordination unit staff positively; they are there to assist with resources and
will act as a good sounding board. Relationships between coordination staff and FDC Educators need
to convey respect, equity and recognition of the diverse strengths and skills that each brings to the
partnership.
It is important that FDC Educators understand the co-ordination unit staff roles. Their role is to be
proactive; it is not just reactive to difficulties, concerns and issues. The FDC Educator should view coordination unit staff as ‘value adding’ making suggestions for improvements and ways that the FDC
Educator can do things more easily or better.
Co-ordination unit staff and FDC Educators enter into a professional partnership to solve problems
and engage in continuous improvement. Co-ordination unit staff will have skills in coaching, mentoring,
modelling demonstrating and negotiating.
For a relationship to develop based on good rapport and trust both parties must be willing to use clear,
honest and open communication. Co-ordination unit staff and FDC Educators will engage in two way
communication to share information, (including the ‘good things’) and to address issues and solve
problems. The establishment of effective communication practices and procedures between
coordination staff and FDC Educators can be a positive and trusting approach to promoting quality
child care practices. It can facilitate genuine teamwork and encourage positive outcomes for children
and their families
It is extremely important that the relationship between co-ordination unit staff and FDC Educators
remains professional at all times, as over the course of this relationship they will at times need to be
able to give and receive feedback and constructive criticism.
It is usual for co-ordination unit staff to carry out a mixture of both scheduled and unscheduled home
visits. Unscheduled visit are more common but scheduled visits may be requested by the FDC
Educator to discuss a particular issue or co-ordination unit staff may be carrying out a particular task
such as an annual home safety check.
Over time, visits will occur at different times during the week and at different hours of the day. This is
so co-ordination staff can get to know all the children in care. In some schemes visits might take place
out of regular hours so that children who are cared for in the evenings and at week-ends can also be
monitored.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
When co-ordination unit staff visit a FDC Educator they will try to find a balance between interacting
with the FDC Educator and the children and documenting key observations, at the same time as
minimizing the disruption to the daily routine. During a visit FDC Educators should be able to continue
with their work with the children.
FDC Educators will learn to use home visits as an opportunity to reflect on their practice and for
informal learning. They will be able to share information on child development in general and individual
children specifically. They will discuss new developments in, and best quality early childhood
practices.
Co-ordination unit staff will be able to help FDC Educators interpret their observations of children and
plan for the children’s interests and abilities. They can assist FDC Educators with developing
programs and experiences which will reflect the culture and home languages of the children in care.
Co-ordination unit staff can also assist FDC Educators with ways to share information with families,
guide children’s behaviour and develop their own style and method of documentation. In addition, they
will often supply resources including educational reading material such as relevant journal articles,
equipment such as strollers and toys and games. They will introduce you to play sessions and scheme
training sessions for FDC Educators.
When co-ordination unit staff visit with a FDC Educator they undertake to cover the following essential
tasks:
1. Monitor the quality of Care
As the workplace must be kept at the standard of the first assessment this will include checking
the safety and hygiene of the environment. It will also include checking that the children’s nutrition
is adequate and that the behaviour guidance strategies used are appropriate and relevant to the
age and stage of the child. Co-ordination unit staff will also be interested in the quality of the
interactions between the FDC Educator and the children in care and between the children
themselves.
2. Support the FDC Educator in all areas
This will include discussing any issues that might arise between FDC Educators and their families,
community perceptions and connections, individual professional development and administrative
requirements.
3. Observe the Children in Care
Co-ordination unit staff will identify and discuss children’s developmental needs and behaviour
guidance strategies and they will assist with identifying the experiences and opportunities that are
to be offered to children.
4. Discuss issues within the Scheme
This will include items such as placing children, play sessions, excursions, policy development
and review, and professional development to name just a few.
5. Develop and maintain records
This includes not only the FDC Educators administrative, observational and program planning
records but also the recording of home visits.
It is important that home visits are documented. This can be done in a variety of ways. It can be
completed during the visit or later, but it is a good idea if both the FDC Educator and the coordination staff member sign the document indicating that there is agreement about what was
written. FDC Educators should be given a copy of the documentation for their records, if
requested. The documentation of Home Visits acts as a protection for the FDC Educator, is a
record of what is agreed and what needs to be followed up, is a resource for further planning and
can indicate the professional development that needs to take place.
References:
Original Family Day Care Orientation Package 1996. Stonehouse. A., (2004) Dimensions National
Family Day Care Council of Australia.
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Educational and Recreational Programs
Family Day Care environments should encourage children to become successful lifelong learners.
The Early Years Learning and Development Framework for Australia, states:
“Fundamental to the framework is a view of children’s lives as characterised by “Belonging”, “Being”
and “Becoming”. From before birth children are connected to family, community, culture and place.
Their earliest development and learning takes place through these relationships, particularly with
families who are children’s first and most influential educators. As children practice in every day life
they develop interests and construct their own identities and understanding of the world.”
The Victorian Early Years Learning and Development Framework and the Early Years Learning
Framework for Australia have been developed to assist FDC Educators develop quality programs for
children. The Frameworks identify five learning outcomes for children. These include that children:
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Have a strong sense of identity
Are connected with and contribute to their world
Have a strong sense of well being
Are active and involved learners
Are effective communicators
The Education and Care services National Law Act 2010 provides that a FDC Educator must ensure
that a program is delivered to all children being educated and cared for by the service-is based on an
approved learning framework; and
 Is delivered in a manner that accords with the approved learning framework; and
 Is based on the developmental needs, interests and experiences of each child; and
 Is designed to take into account the individual differences of each child.
To ensure that all children have access to equipment and toys required to provide appropriate play
experiences for their individual needs, FDC Educators are encouraged to provide and maintain an
adequate range of materials, equipment and toys that:
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Are developmentally appropriate
Are relevant to the child’s interests, needs and skills
Are culturally appropriate and diverse
Include a variety of open ended materials that cater for children of different ages and different
interests eg wood, recyclable materials, boxes, fabric, sand, water, playdough, finger-painting,
collage, free movement to music etc
Are non-toxic
Are available in sufficient quantities to avoid excessive competition.
Are of a non-violent nature.
Provide a variety of experiences including indoor, outdoor, quiet, messy, cognitive and dramatic
Include regular opportunities for children to explore sound, music and rhythm. Eg: simple home
made musical instruments, music from other cultures. Inclusion of songs, rhymes and finger plays
to stimulate children’s developing language.
Include provision of a variety of books and other reading materials, eg: story books, magazines,
flyers, menus, newspapers, books that explore diversity.
Include provision of writing materials available throughout out the day.
Include books covering a wide range of topics, eg: Children’s behaviour, nutrition, Children’s
activities, diversity, songs etc, music tapes and educational videos are available for borrowing from
the FDC resource library.
Promote Sustainability Practices
All equipment and toys must be maintained in a safe, clean, hygienic condition, including outdoor play
equipment.
See FDC Toy Safety Policy/Procedure
Source - The Early Years Learning Framework for Australia 2009
Victorian Early Years Learning and Development Framework 2009
Education and Care Services National Regulations
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Physical Environment
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Enough space should be provided to ensure children are not crowded, and to allow for both group
and individual play.
The environment is to be arranged to help children to understand space and equipment they can
access and what is off limits.
Materials and equipment should be displayed to invite and engage children. A balance between
orderliness and organisation should be considered.
Materials and equipment should be freely available and accessible to allow for children’s choice.
Ensure outdoor space is inviting and allows for exploration, experimentation.
Source: DEECD - Delivering a children’s program in a family day care service 2010
Interactions and Confidentiality
Parents and FDC Educators are encouraged to work together to ensure the children are receiving the
best possible care in FDC. One of the most important aspects is honest, open and respectful
communication between both parties. Each has a responsibility to respect the other, which can be
achieved by regular informal exchanges of information.
The sharing of information between Parent and FDC Educator is to be non-judgemental, honest and
diplomatic with the privacy of both parties respected.
It is essential that parents and FDC Educators adhere to booked hours to ensure that FDC Educators
do not exceed the limit of children in care. It is imperative that parents are prompt when picking up
their children. Children will expect parents at a certain time each day and may become anxious if
parents are late. FDC Educators also have their own commitments. Parents need to allow time for
unhurried goodbyes.
FDC Educators need to be aware of children’s daily routines and any issues relating to their care.
It is both the FDC Educator’s and parents responsibility to keep each other “up to date” daily with
information relating to the children, eg, the children’s health, whether the children have slept well or
are unhappy for a particular reason.
Caring for children is both satisfying and extremely demanding. A sharing of satisfaction in children’s
progress and a word of praise or appreciation is valued and can lighten the day.
If concerns arise, it is vital to deal with them promptly and sensitively.
Any concerns should first be discussed between FDC Educators and parents at a mutually agreeable
time. Should the concerns be about the children, please ensure that meetings are made when
children are not present.
If FDC Educators or parents feel uneasy about raising concerns with each other, it is important to
speak to FDC Support Officers or the Co-ordinator.
A feedback form is provided to all parents upon enrolment, and parents are encouraged to complete
and send this to the service at any time. Feedback from parents is encouraged and assists the
service to better meet the needs of families.
Refer: FDC communication Policy
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Sleeping Arrangements \ Overnight Care for FDC Children
Effective rest and sleep strategies are important factors in ensuring a child feels secure and safe in
Family Day Care
 Ensure there is a comfortable quiet area for each child to sleep or rest at any time of the day,
regardless of their age
 To promote continuity, regularly discuss individual children’s sleep and rest routines with families
and be aware and respect the different values and parenting beliefs, cultural or otherwise that are
associated with rest.
 Adapt sleep and rest procedures to meet the needs of individual children.
 Quiet experiences are to be provided for children of all ages who do not wish to sleep or rest
during the day.
 Ensure that sleeping and resting children remain within hearing range (audible supervision / baby
monitors etc) and are regularly monitored.
 To minimise any distress or discomfort, ensure the individual needs of children are met when
settling eg comforters or resting aids (including dummies and security blankets
 Follow practices that reduce the risk of SIDS (Sudden Infant Death Syndrome)
 Individual linen must be available for each sleeping child. Store in individual named bags and
launder regularly.
 Electric blankets, hot water bottles or wheat bags are not to be used for children.
 Place cots and beds away from windows, heaters, power points, hanging cords and electrical
appliances
 Cots must comply with the mandatory Australian Standard AS 2172 and be approved for use by a
Support Officer
 Portable folding cots must comply with the Australian Standard AS 2195 and must carry a label to
say so. Additional mattresses must not be added to the portable cot. Support Officers must
approve use
 Top bunks are to be inaccessible to children.
 When children are in care overnight they must be provided with a separate, comfortable bed and
their need for privacy is to be respected.
 Sleeping children sharing the same room shall be either siblings, or have no more than four years
difference in age.
 Children in care overnight or who start early are not permitted to sleep or get into a bed with any
other child or adult.
Source:
ACCC A guide to nursery products Keeping baby safe 2011
FDCQA#Children in Overnight Care
www.sidsandkids.org/sfe-sleeping
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
National Criminal Record Check
The personal safety and well-being of all children officially placed within a Family Day Care service is
of paramount consideration and importance.
All prospective FDC Educators and all other persons aged eighteen years or over who reside at the
Family Day Care home will, as part of the selection process, be asked to undergo a National police
check. A charge applies for all checks undertaken. The following procedure applies.
Administrative Procedure for Police Records Checks:
 When the applicant has been interviewed and assessed as being suitable for the role of FDC
Educator (subject to the completion of a satisfactory police check):
 the applicant, FDC Educator and any resident of the home over 18 years of age will be required to
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complete a “Consent to Check and Release Criminal Record” form, pay and post the form to the
Police Enquiry Service.
The certificate will be posted to the applicant and the applicant is required to present the certificate
to the Co-ordinator FDC. The name, date of issue and reference number will be recorded (as
required by the Education and Care Services National Regulations 2011 ). The certificate will be
returned to the applicant.
The Co-ordinator FDC will manage the assessment process (as outlined under section
“Assessment of Criminal Histories”) for any applicant returning a positive check.
An applicant who may be denied a position because of his/ her police record must be given the
opportunity to discuss the details of the record in a personal interview with the service co-ordinator.
Similarly, if an applicant may be denied a position because of the police record of a family member,
the family member must be given the opportunity to discuss the details of the record in a personal
interview with the service co-ordinator or contact officer.
Assessment of Criminal Histories
Assessment Criteria
An applicant should not be automatically precluded from a position on the basis of having a criminal
record.
When assessing an applicant’s suitability for a position, consideration is to be given to the relevance of
the criminal offence in relation to the position for which the applicant is being considered.
When considering prospective FDC Educators, important factors to consider are:
 Certain matters such as a history of sexual offences, matters of violence, including assaults and
robberies, repeated drug use or dishonesty offences are clearly not acceptable.
 The nature of the offence and the relationship of the offence to the particular position for which the
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applicant is being considered.
The length of time since the offence took place.
Whether the person was convicted or found guilty and placed on a bond.
Whether there is evidence of an extended criminal history.
Number of offences committed. An accumulation of individual minor offences may be sufficient to
warrant rejection. The question to be decided is whether or not the offences are considered to
establish a pattern of behaviour which renders the applicant unsuitable for the position.
Whether the offence was committed as an adult or a juvenile. Offences of a minor nature
committed during youth may be viewed differently than the same offences committed by a person
of mature years. In these instances, consideration should be given to the period of time which has
elapsed since the last offence.
Severity of punishment imposed.
Whether the “offence” is still a crime, ie. has the offence now been decriminalised?
In a limited number of circumstances, there are other factors that may be relevant for consideration.
These may include mitigating or extenuating circumstances which might be revealed in relation to the
offence(s) committed; ie. provocation, peer groups pressure at the time of the offence and the
circumstances in which the offence was committed or effect of alcohol. Mitigating circumstances,
however, may not necessarily always be in favour of the applicant.
Source: Family Day Care Victoria, Victoria Police.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Working with Children Check
(Refer to the FDC Fit and Proper Assessment of Family Day Care Educators and other adults residing in the FDC
Residence Policy)
Address:
Working with Children Check Unit
Department of Justice
GPO Box 1915
Melbourne VIC 3001
1300 652 879
www.justice.vic.gov.au/workingwithchildren
8:30am - 5pm weekdays (excluding public holidays)
Info Line:
Website:
Hours:
Availability for Care
It is a condition of ongoing registration that FDC Educators are available to provide care:
 For a minimum of two children (not including own children)
 For a minimum of three days per week at nine consecutive hours per day (not including weekends)
 For a minimum of twelve months
Confidentiality
Family members/residents will invariably view or hear information regarding families attending FDC.
This information is strictly confidential and cannot be discussed with anyone else.
The FDC Educator may need to discuss certain incidents or concerns with family members to seek
advice or support. This information cannot be discussed with any other persons, other than the coordination unit staff under any circumstances.
The FDC Educator is the primary person responsible for communicating with families about their
children and FDC issues. If an issue arises, family members/ residents should discuss this privately
with the FDC Educator, who will decide how to best deal with the situation.
Meeting New Families
Parents meeting with the FDC Educator for the first time should be encouraged to meet family
members/residents. Successful child care placements depend on both the FDC Educator and
child/ren’s families understanding each others expectations.
Shift Work
Shift workers will need to consider how having FDC children in the home may impact on rest
requirements. A quiet place may be required to relax before going to bed or going to work. It is
important to plan how this can be managed for the benefit of family members/residents and the
children in care.
Complaints Managment
(Refer Dealing with Complaints Policy)
The City of Greater Geelong FDC service will:
 Encourage children, FDC Educators, parents and staff to raise issues as they occur.
 Ensure all allegations are reported to either the designated FDC Support Officer, or Co-ordinator
FDC.
 Ensure all allegations or suspicions of abuse made by children, staff, FDC Educators and parents
are acted upon as soon as practicable and documented.
Source:
Dealing with Complaints policy - Developed by City of Greater Geelong FDC June 2008
Additional recommendations Child Wise Choose with Care®
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Tobacco Smoke, Drug and alcohol Free Environment
During FDC working hours the premises are to be completely smoke, alcohol and drug free.
(Refer to Tobacco smoke drug and alcohol free environment Policy)
Alternative Care Situations
At no time is a child to be:
 Left unattended, or
 Left with a person who is not registered as a City of Greater Geelong FDC
 Left in care at a Recreational or Occasional Care Centre or
 Cared for in a home that is not registered with the City of Greater Geelong FDC service
Permission must be obtained from FDC staff and parents of all children prior to children being cared
for by another City of Greater Geelong FDC Educator.
House Work / Personal Commitments
Housework, (apart from maintaining the home in a hygienic and safe condition) is to be conducted out
of FDC hours.
Personal commitments including leisure/sporting activities, doctor, hairdressing, dentist, and other
appointments are to be made and attended out of FDC hours. Signing children in and out of care,
whilst the child remains with the FDC Educator is not permitted as it compromises the FDC Educator’s
insurance and FDC policy.
24 Hour Care
The FDC Co-ordinator may approve care for up to fourteen 24-hour periods per child per financial
year. This care is primarily provided for work-related care purposes. Approval must be sought from
the FDC Co-ordinator prior to care commencing, and supporting documentation from the employer is
required. 24-hour care is monitored by the service and the Australian Government. If a family
requires more than the fourteen periods, approval must be sought from the Family Assistance Office
(FAO) by the service.
Overnight Care / Weekend Care
This care is primarily provided for work-related care purposes. Approval must be sought from the FDC
Co-ordinator prior to care commencing, and supporting documentation from the employer is required
Sport / Recreation Commitments
Many families have sporting / recreational commitments that they would like their child to attend. If the
commitments occur during FDC hours, parents need to arrange transport to and from these sessions
by someone other than the FDC Educator.
FDC Educators are not permitted to sign the child in and out of FDC to take children to these sessions
and wait, as it is not an appropriate child care environment for other children.
Pools and sporting lessons are inappropriate care environments for children. FDC Educators are
unable to provide a safe, stimulating and learning environment for children whilst a child is taking
swimming or sporting lessons. Teachers are unlikely to accept liability for the child during the lesson,
and in the case of an accident a FDC Educator cannot safely supervise both the child in the lesson
and the other FDC children.
Sustainability (refer to FDC Sustainability Policy)
FDC promotes sustainability through incorporating environmental education and procedures within the
play based educational programs which endeavour to assist children to connect with nature.
The scheme will provide sustainability and environmental information endeavouring to increase the
environmental awareness to our children, families, educators, staff and the local community.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Playgroups
FDC supports Educators to access Playgroups in their local areas.
Playgroups;
 Provide and encourage positive interactions for children in care,
 Provide and encourage interaction and networking between FDC Educators for support and
friendship,
Enhance ideas for program planning,
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 Allow children to develop new skills, and
 Allow children to experience different activities/toys
 Community involvement
FDC Educator / Parent Newsletter
A newsletter is distributed at least three times a year to all parents and FDC Educators, which includes
articles about child care, activities and information regarding the service. FDC Educators and parents
are encouraged to submit articles for the newsletter.
FDC Resource Library
Guidelines for items borrowed from FDC Resource Library
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Equipment is returned strictly on a 2 monthly basis
Equipment is returned washed/cleaned and complete
FDC staff will be informed of any broken or missing items at the time of return
Any broken or missing items/pieces could incur a replacement cost
Failure to meet any of the above requirements may result in cancellation of borrowing
privileges
Prevention of Animal Spread Diseases
Animals can be a source of infection to healthy children. For this reason it is essential to take
adequate measures to avoid any health risks to children from contact with animals or their faeces.
Non-domestic or wild animals:
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Keep Sandpits covered when not in use and clean regularly.
Encourage children not to eat dirt or sand.
Do not allow children to eat whilst playing in a sandpit or in dirt.
Encourage children not to approach animals when they are eating.
Encourage children to stay away from animals that appear to be sick or in pain, as they are more
likely to bite or attack at these times.
Attend to animal bites quickly and seek medical advice if necessary.
Domestic animals:
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Animals must be de-wormed and de-flead regularly according to vet advice.
Animals must have regular veterinary checks and be immediately treated by a vet if they show
signs of illness, pain or irritability.
Prevent children from being licked on the face by animals.
Bird cages must be cleaned regularly, using disposable gloves.
To prevent the dry bird faeces from being inhaled, wet the bottom of the cage prior to cleaning.
Attend to animal bites quickly and seek medical advice if necessary.
Ensure that children wash their hands thoroughly after touching animals.
Pregnant FDC Educators should particularly avoid contact with cat faeces.
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City of Greater Geelong Family Day Care Educator Handbook - January 2013
Some diseases that can be transmitted to humans from animals are:
Disease
How Disease is spread
Animals
Cat scratch
Scratches or bites from infected cat
Cats
Tetanus
Wounds or bites
Any animal
Ringworm
Direct contact with the ringworm
on an animal’s skin
Cats, dogs, rats
Hydatidosis
Infected dog faeces
Dogs & other meat eaters
Toxoplasmosis
Infected cat faeces
(or under-cooked meat)
Cats & livestock
Handling Animals in FDC- Refer to Animal and Domestic Pets Policy
Some Thoughts to Consider
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Rabbits and guinea pigs generally do not enjoy being picked up and carried around; they are
easily frightened by the naturally rambunctious behaviour of children; and they are easily injured.
Educators should be the primary person to pick up the small animals and children should be
shown the appropriate way to hold the animal that will not cause it to be distressed.
Ensure educators carefully supervise children's interaction with animals and assume the primary
responsibility for their care.
Educators will need to teach children how to properly hold a pet.
Young children should not to carry a small animal.
Do not ignore warning signs from the pet such as hissing, growling or running away from you or
your child.
Pets and children both need parenting. Both need to learn how to treat each other. Both need
supervision and limits to their behaviour.
An animal is ultimately the responsibility of the educator not the child.
Refer to Family Day Care animal policy in Policy and Procedure Manual
Source: http://www.cahs-pets.org/
Recruitment, Selection and Screening
To ensure best practice in recruitment of staff and FDC Educators the City of Greater Geelong FDC
service will:
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Interview all staff and FDC Educators, in line with documented selection criteria,
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Conduct police checks every three years on all staff working directly with children, FDC
Educators family members and residents in the FDC Educator’s home over the age of 17.
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Conduct reference checks on all FDC Educators as a part of the screening process.
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Provide an orientation program for all new staff and FDC Educators
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Provide a probationary period of three months during which increased home visits and one to one
support is provided.
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Conduct formal home safety checks prior to registration, and annually, ensuring that FDC
Educators maintain compliance.
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Continually review recruitment, selection and screening procedures in line with best practice,
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Ensure all other components of screening process are completed such as medical check, vehicle
checks, assessment according to selection criteria.
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