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Spotlight on QA2 & 3

Checklists and quality

How do indoor/outdoor hazard checklists improve the quality of a service? Why are they necessary? What does best practice look like?

Key resources

Resources that will be helpful for you along your journey.

DOWNLOAD UN Convention of the Rights of the Child

Each child is protected

This Guide to the National Quality Framework (p 166) states: "Children have a fundamental right to be protected and kept safe when they attend an education and care service. Unsafe settings and situations can negatively impact on children’s physical health and wellbeing, which in turn can negatively affect their experiences, learning and wellbeing in the present and throughout their lives."

In the points of reflection for standard 2.2, we are asked to consider the following:

  • How do we identify potential supervision risks in the service?
  • How do we identify, assess, manage and record hazards and potential risks for children, such as potentially dangerous products, plants, objects and animals at the service, and how often do we do this?
  • How do we ensure children are alerted to safety issues and encouraged to develop the skills to assess and manage risks to their own safety?
  • How do we ensure that all equipment and materials used in the service meet relevant safety standards, including bedding and sun protection resources and equipment?

In the points of reflection for standard 3.1, we are asked to consider the following:

  • What processes are in place to monitor the cleanliness and safety of the premises, furniture and equipment?
  • How do we ensure that children are safe entering and leaving the service?

These considerations highlight the importance of safety procedures in a high quality service. Once such method is through safety checklists.

Daily safety checklists

The advocacy of children’s dignity and rights is the foundation from which we operate as early years practitioners. It forms the foundation of both the Early Childhood Australia (ECA) Code of Ethics and the Early Years Learning Framework (EYLF) which guide both best practice and understanding of quality education and care for children. The revised ECA Code of Ethics encourages early childhood professionals to reflect about their ethical responsibilities, not only towards children but also their families and the communities in which they belong.

In addition, the EYLF advocates that early childhood practitioners must uphold all children’s rights to have their cultures, identities, abilities and strengths acknowledged and valued, and respond to the complexity of children’s and families’ lives (EYLF, p.13). The National Quality Standard (element 1.1.2) promotes that this forms the foundation of the program. Through this, we endeavour to provide children with the skills and knowledge to become confident and active members of society.

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