Module 1 safety first ppt v. 17.03.14

Unit Description
• This unit describes the skills and knowledge required to
implement and monitor work place health and safety (WHS)
policies, procedures and work practices as part of a small
work team.
• This unit applies to workers who have a key role in
maintaining WHS in an organisation, including duty of care for
other workers.
© Copyright CTA CHC50213 & CHC50113 MODULE 1, V: 5.12.13

Early childhood education and care
• The first 5 years of a child’s
life set the base for the
child’s health, growth,
development and happiness
over the years to come.
• This is why early childhood
experts focus on the quality
of early childhood
education and care services.

The National Quality Framework
• In January 2012 the National
Quality Framework was
implemented across Australia
as a single reform or common
policy in early childhood
education.
• It provides a “standard” of
quality that all education and
care services e.g. long day
care, family day care,
preschool, outside school
hours care services etc. are
required to attain.

The National Quality Framework includes:

The National Quality Standard
• The NQF sets minimum
standards for quality, called The
National Quality Standard (NQS).
• The NQS has seven “Quality
Areas”.
• Early childhood education and
care providers are assessed by
ACECQA against each Quality
Area and then given an overall
rating.

NQS Quality Areas
1. Educational program and
practice
2. Children’s health and safety
3. Physical environment
4. Staffing arrangements
5. Relationships with children
6. Collaborative partnerships with
families and communities
7. Leadership and service
management
More information about the National Quality
Framework and National Quality Standard is
available on the Australian Children’s Education
and Care Quality Authority website
www.acecqa.gov.au

Quality Area 2: Children’s Health and
Safety
© Copyright CTA CHC50213 &
CHC50113 MODULE 1, Version Date:
7.12.13
Standard 2.1 Each child’s health is promoted
Element 2.1.2 Each child’s health needs are supported
Element 2.1.2 Each child’s comfort is provided for an there are appropriate opportunities to meet each child’s need for sleep, rest
and relaxation
Element 2.1.3 Effective hygiene practices are promoted and implemented
Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with
recognised guidelines
Standard 2.2 Healthy eating and physical activity are embedded into the program for children
Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child
Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child
Standard 2.3 Each child is protected
Element 2.3.1 Children are adequately supervised at all times
Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause harm
Element 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities,
practised and implemented
Element 2.3.4 Educators, coordinators and staff members are aware of their roles and responsibilities to respond to every child at
risk of abuse or neglect

Related Sections of the National Law &
National Regulations
Standard/Element National Law Section and National Regulations
2.1.2, 2.3.1, 2.3.2 Section 165 Offence to inadequately supervise children
2.3.2 Section 167 Offence relating to protection of children from harm and hazards
2.1.3, 2.1.4, 2.2.1 Regulation 77 Health, hygiene and safe food practices
2.2.1 Regulation 78 Food and beverages
2.2.1 Regulation 79 Service providing food and beverages
2.2.1 Regulation 80 Weekly menu
2.1.2 Regulation 81 Sleep and Rest
2.3.2 Regulation 82 Tobacco, drug and alcohol free environment
2.3.2 Regulation 83 Staff members and family day care educators not to be affected by
alcohol or drugs
2.3.4 Regulation 84 Awareness of child protection laws
2.1.4, 2.3.3, 2.3.4 Regulation 85 Notification injury, trauma, and illness policies and procedures
7.12.13

2.1.4, 2.3.3, 2.3.4 Regulation 86 Notifications to parent of incident, injury, trauma and illness
2.1.4, 2.3.3, 2.3.4 Regulation 87 Incident, injury, trauma and illness record
2.1.4 Regulation 88 Infectious diseases
2.1.4 Regulation 89 First Aid kits
2.1.1, 2.1.4, 2.3.2 Regulation 90 Medical conditions policy
2.1.1, 2.1.4, 2.3.2 Regulation 91 Medical conditions policy to be provided to parents
2.1.1, 2.1.4 Regulation 92 Medication record
2.1.1, 2.1.4 Regulation 93 Administration of medication
2.1.1, 2.1.4 Regulation 94 Exception to authorisation requirement – anaphylaxis or asthma
emergency
2.1.1, 2.1.4 Regulation 95 Procedure for administration of medication
2.1.1, 2.1.4 Regulation 96 Self administration of medication
7.12.13

2.3.3 Regulation 97 Emergency and evacuation procedures
2.3.3 Regulation 98 Telephone or other communication equipment
2.3.2 Regulation 99 Children leaving the education and care premises
2.3.1, 2.3.2 Regulation 100 Risk assessment must be conducted before an excursion
2.3.1, 2.3.2 Regulation 101 Conduct of risk assessment for excursion
2.3.1, 2.3.2 Regulation 102 Authorisation for excursions
7.12.13

The Early Years Learning Framework
• The Early Years Learning
Framework (EYLF) has been
developed by the Australian and
state and territory governments
with input from the early
childhood sector.
• It is a key component of the NQF
and has been incorporated in the
NQS to support consistent and
quality early childhood education
and care across Australia.

The Early Years Learning Framework cont.
• EYLF helps early childhood
education and care providers
achieve acceptable quality
standards in their areas of
service.
• EYLF beneficiaries are also
young children up to 5 years of
age as they experience
learning during their initial
years and through their
transition to school.

The Early Years Learning Framework cont.
• The theme of EYLF is
“Belonging, being and
becoming”
– Experiencing belonging – knowing
where and with whom you belong
– is integral to human existence.
– Childhood is a time to “be”, to
seek and make meaning of the
world.
– Becoming reflects the changes
that occur in early years as young
children learn and grow. It means
learning to participate fully and
actively in society.

What is WHS?
• Work place health and safety
(WHS) is concerned with
protecting the safety, health
and welfare of employees,
visitors and clients.
• WHS deals with both safety at
the workplace i.e. to reduce or
minimise injury or disease,
and with the health and
wellbeing of clients,
employees and other visitors.

Aim of Work Place Health and Safety
The aim of the Work Place Health
and Safety Legislation is for
employers and employees of an
organisation to maintain a safe and
healthy workplace environment.
Early childhood education and care
settings need to provide a safe and
healthy environment which meets
the physical, emotional, and mental
needs of the children, families and
educators.
CHC50113 MODULE 1, V: 5.12.13
Discussion: Consider
where you are right now.
Are there any risks
around you? Existing or
potential. What harm
could these risks cause?
Which one do you think is
the biggest risk?

State/Territory WHS Authorities
• In 2009, the Model Work Health
and Safety Bill endorsed common
or “harmonised” legislation across
Australia.
• This legislation included a model
WHS Act, regulations, Codes of
Practice and a national compliance
and enforcement policy.
• At present State and Territories are
at different phases of
implementation.
CHC50113 MODULE 1, V: 5.12.13
Harmonisation means national uniformity
of the WHS legislative framework. This
legislative framework is complimented by a
nationally consistent approach to
compliance and enforcement of policies.

Informing About Child’s Health Needs
Effective communication helps families and educators to build a
trusting partnership and develop honest and respectful
relationships.
When families and staff have a genuine interest in one another,
people are able to be open about their thoughts and feelings.
When families communicate effectively, this allows early
childhood educators to understand what is happening at home or
how they would like their children’s behaviour managed in the
service.
Discussion: How do you find out about individual children’s health requirements and routines?
How do we communicate with families in an early childhood setting?

Early childhood education and care services have a duty of care to
each child to ensure they are healthy and safe at all times. This means
that we have an obligation to support every child to ensure they
receive high standards of care.
Some of the ways we can ensure this is to:
• Ensure that all children working with each child are aware of their
particular health needs
• Undertake specific training in health management
• Develop clear procedures for managing children’s health needs and
allergies
• Have open communication strategies in place
Can we think of any other ways we are able to do this?
CHC50113 MODULE 1, V: 5.12.13
Duty of Care

Ensuring a Child Safe Environment
• Having a child safe environment
means:
– to also take into account the safety and
protection of the Aboriginal and Torres
Strait Islander children
– to also offer specialised interventions
and a higher level of care for children
with special needs or disabilities
• To sum up, each child’s abilities and
needs should be carefully and
individually assessed in consultation
with family members.
CHC50113 MODULE 1, V: 5.12.13

Why Group Size is Important
• Large groups of children are
quite simply not easy to
manage!
• Limiting the group to a
smaller, more manageable size
makes it convenient to
observe how children and
adults interact together.
• Perhaps most importantly –
when part of small groups,
children feel safer, more
secure and cared for.
CHC50113 MODULE 1, V: 5.12.13

Minimising Risk for Children
• A risk is anything that can cause harm or loss to a child.
• In the context of creating safe environments for children, to
minimise risks means to identify and assess risks and to take
steps to prevent harm to children because of the action or
inaction of another person e.g. an employee, volunteer, or
another child.
CHC50113 MODULE 1, V: 5.12.13

Minimising Risk for Children cont.
• Strategies to minimise risk:
– need to be well-understood by everyone in organisation
– need to take account of the increased level of risk associated with the
specific nature of some activities
– need to take account of the vulnerability of particular groups e.g. the
age and maturity level of children or if working with children with
special needs
CHC50113 MODULE 1, V: 5.12.13

Risk Analysis of Toys and Equipment
• Toy safety means to ensure that
toys are safe for use by children.
• A child hazard that could arise
from playing with toys may often
not be due to faulty design; usage
and chance also result in
incidents.
• This is why toy manufacturers
often display information about
the intended age of children.
CHC50113 MODULE 1, V: 5.12.13

Risk analysis of Toys and Equipment cont.
• Toy manufacturers are required to
run tests and risk assessments for
toys before making them available
in the market.
• It is important to be aware of the
most common risks and hazards
associated with toys.
• The solution is not in barring
children from playing with toys!
5.6 Check toys and equipment are safe for children
and safe to use in their proposed area
CHC50113 MODULE 1, V: 5.12.13

Risks Involved with the Use of Toys
• Physical risks:
– include choking hazards from small
or broken parts, burns or electrical
hazards from battery or electricity
based toys, or strangulation from
wire, string or cord-based toys or
parts.
• Chemical risks:
– include any unintended chemical
ingestion or contact from the toys
that children play with e.g. teething
and mouthing behaviour in infants
and toddlers.
CHC50113 MODULE 1, V: 5.12.13

Risk Management Compliance
Risk management compliance ensures the safety and care of all who attend an
early childhood and education care setting. This is achieved by early childhood
educators ensuring:
• The correct child to staff ratios are adhered to at all times
• The regulations will be followed
• Proper supervision is observed at all times
• The needs of the children must come first
• The early childhood education and care setting has guidelines on hygiene and
these are implemented
• Playgrounds are checked regularly for hazards
• All children and educators are aware of the relevant evacuation procedures
• Maintaining a high standard of cleanliness within the setting
CHC50113 MODULE 1, V: 5.12.13

Assessing Risk in 4 Steps
1. Identifying hazards
– Have a look around you.
– Ask your co-workers. Perhaps
they’ve seen something you
missed, or maybe they know of
something you don’t.
– Consider your own personal
safety needs. You may face
hazards that other people
haven’t even considered.
– Familiarise yourself with the
organisation’s policies and
procedures on safety.
– Make a checklist.
CHC50113 MODULE 1, V: 5.12.13

Assessing Risk in 4 Steps cont.
2. Applying controls
– Eliminate the hazard
– Substitute hazard for a less
hazardous one
– Isolate people from the hazard
– Engineer new designs
(equipment, safety features)
– Administration controls (training,
supervision, policies, procedures)
– Use PPE (protective gear)
CHC50113 MODULE 1, V: 5.12.13

Assessing Risk in 4 Steps cont.
3. Reviewing effect
– Once a hazard has been
identified and dealt with, we
need to assess how well those
measures have worked.
4. Assessing risks
– We must continually ask
ourselves what new risks we
face, which old risks we still
need to deal with, and whether
there are any risks that we
haven’t considered.
CHC50113 MODULE 1, V: 5.12.13

Monitor and Review
Risk management is an ongoing process similar to the programming cycle. Risks must be
systematically monitored and management strategies reviewed to ensure that they continue to
be effective and contribute to a safe and healthy work environment.
Documentation
To help monitor the effectiveness of risk management strategies and controls, early childhood
education and care settings need to keep some systematic records.
The following records (at a minimum) should be maintained:
• Workplace Health and Safety Audits
• Accident/Incident/Injury Reports
• Worksheets/checklists used to identify hazards
• Risk assessment and control measures implemented
• Maintenance records for buildings and equipment
• Electrical tagging details
• Fire equipment audits
• Evacuation drills
• Professional development by staff relating to work health and safety
CHC50113 MODULE 1, V: 5.12.13

Steps in Assessing Risk for Excursions
• Provide parents with details of the
excursion
• Ensure that parents have submitted a
written consent for their child to be
included
• Identify the number of adult
supervisors, including helping parents
• Prepare a supervision plan with
details of the excursion site, any high
risk activities, presence of animals,
location of bathroom and nappy
change facilities etc.
• Inform educators about supervision
arrangements and their duties
• Review and evaluate the
effectiveness of the supervision plan
• Ensure quality engagement with
children
• Arrange appropriate and safe means
of transport
• Identify any water hazards or water
activities involved
• Estimate the approximate duration of
the excursion
Complete excursion risk management
template activity.
CHC50113 MODULE 1, V: 5.12.13

Setting up “Risk Controls”
• As a measure of risk control
organisations designate staff
for handling safety issues and
hazards.
• The designated staff is
required to be able to:
– describe the hazard and how it
may cause injury or illness
– identify relevant laws, standards
and guidelines
– prepare an action plan to
identify, assess and control the
hazard
CHC50113 MODULE 1, V: 5.12.13

Hierarchy of Risk Control
• The hierarchy of risk control
(from Safe Work Australia
Work Health And Safety –
Risks Code of Practice) is the
ranking of ways to control
risks, ranked from the highest
level of protection and
reliability to the lowest.
• Level 1 controls
– Eliminate hazards
– Substitute the hazard with
something safer
– Isolate the hazard from people
– Use engineering controls
– Use administrative controls
– Use personal protective
equipment (PPE)
CHC50113 MODULE 1, V: 5.12.13

What To Do In An Emergency?
• Despite reducing risks in the child
care environment, there will be
times when emergencies occur.
• Emergencies include gas leaks,
choking, motor vehicle or
playground accidents, chronic
illnesses and childhood disease.
• Emergency procedures therefore
need to be displayed prominently
across the service centre.
CHC50113 MODULE 1, V: 5.12.13

What To Do In An Emergency? cont.
• Emergency procedures may
include:
– Phone numbers of emergency
medical services.
– Transportation to an emergency
facility.
– Notification of parents.
– Where to meet if the child care
setting is evacuated.
– Plans for an adult to care for the
children while a caregiver stays
with injured children. This
includes escorting children to
emergency medical care.
CHC50113 MODULE 1, V: 5.12.13

Six most Hazardous Task’s in Early
Childhood
The six most common hazardous tasks in the children’s services sector:
1. Lifting children in/out of cots and highchairs or on/off change tables - Bending, twisting and
reaching to lift children due to the design, placement or characteristics of cots, highchairs or
change tables.
2. Working at low levels - Awkward postures, tripping or falling due to sitting on children’s
furniture or the floor.
3. Moving equipment - Lifting, moving, carrying, pushing or pulling heavy or awkward indoor and
outdoor play equipment.
4. Storing supplies and equipment - Tripping, falling or being hit by falling objects due to
overcrowded or poorly designed storage areas. Bending, lifting, twisting and using high or
unexpected force to move heavy or awkward objects.
5. Using office areas - Awkward body postures due to poorly designed, cluttered or inappropriate
office areas. Tripping, falling or being hit by falling objects due to poorly designed office areas.
6. Maintaining indoor and outdoor areas - Falling from height while standing
on chairs and tables to display artwork. Tripping or falling over toys or on poorly
maintained, uneven or wet floor surfaces.
CHC50113 MODULE 1, V: 5.12.13

Common Workplace Hazards
• A hazard is a source of
potential harm or a situation
that could cause or lead to
harm to people or property.
• We can categorise work
hazards as:
– Physical
– Chemical
– Biological
– Mechanical
– Psychological
CHC50113 MODULE 1, V: 5.12.13
Discussion: How do we maintain
acceptable levels of hygiene while
minimising the use of toxic
products?

Potential Hazards to Children
• Some common child hazards
involving small toys include:
– Choking on broken pieces or
small parts of the toy
– Ingestion of magnetic toys
– Toy vehicle incidents involving
batteries and chemical
substances
– Cuts by sharp parts of the toy
CHC50113 MODULE 1, V: 5.12.13

How Do We Identify Hazards?
• Define the hazard
– The tasks involved in working
with children will dictate the
type of hazards that may occur in
a typical child care environment.
• Ask other staff members
– Staff members carry out a
number of work-tasks every day
and are therefore well-aware of
the risks involved with their
respective duties.
CHC50113 MODULE 1, V: 5.12.13

How do we identify hazards? cont.
• Job safety check
– It is useful to assess each step of
daily tasks for possible hazards.
• Analyse injury history
– This can be done by asking staff
members, monitoring first aid
reports or any compensation
claims that may be on record.
• Conduct safety audits
– Audits include observations of
employee working habits doing a
variety of job tasks.
CHC50113 MODULE 1, V: 5.12.13

Identifying Hazards in the Work Place
There are probably many things that you are already doing that will help you identify
some of the major hazards in your workplace.
A few examples include:
• Daily safety checks of your indoor and outdoor environment and your equipment.
• Common patterns that emerge from your accident/incident and illness forms to
identify a common risk indicator for developing a plan of action to minimise
occurrences.
• Knowledge of illnesses and infections prevalent in your local area.
• Regular safety audits tailored to your service.
• Your hazard reporting procedure for educators and families.
• Your food safety plan.
• Your infection control policy and procedures
CHC50113 MODULE 1, V: 5.12.13

Cleaning Routines
Each early childhood educator is rostered to perform cleaning duties for the health and safety of the children
and to ensure the presentation of the Centre is of a high standard.
The Director is responsible for developing the cleaning roster and monitoring performance. Cleaning
schedules will be developed based on “Staying Healthy in Child Care Guidelines".
The health and hygiene policies and Operations Manual provides information about maintaining a healthy,
hygienic and safe environment for children and educators to prevent the spread of disease. All early childhood
educators are responsible for ensuring the environment is clean and hygienic. The settings comprehensive
hygiene policy covers all areas of hygiene including educating children and the educators about hygiene
practices.
Make a schedule that suggests the cleaning required on a daily basis within an early childhood education and
care setting for the 2 – 3 yrs. room.
CHC50113 MODULE 1, V: 5.12.13

Sanitation and Hygiene Procedures
• Proper sanitation is crucially
important in child care
settings.
• Children touch and put in their
mouths everything they can
get their hands on – especially
toys.
• Toys frequently trade hands –
and germs – with other
children, and therefore
keeping them clean is
important.
CHC50113 MODULE 1, V: 5.12.13

Arranging Equipment and Furniture
Appropriately
• The environment should be
arranged to assure “smooth
traffic flow” i.e. provide
children room to move around
without bumping into one
another.
• When children are able to
move smoothly through the
room, they feel less confined
and the chances of them
tripping and falling over is
minimised.
CHC50113 MODULE 1, V: 5.12.13

Incidents and Injuries
If a child is injured within an early childhood education and
care setting, service providers need to follow the procedures
outlined. Report the incident to the nominated supervisor
(director), immediately. Ensure that the child is kept under
close supervision until the parent/guardian collects the child.
Serious incidents that happen within the education and care
setting need to be recorded on the incident/accident and
illness report.
Discussion: How do we ensure the environment is organised to balance supervision and the school age
children’s need for privacy and autonomy?
CHC50113 MODULE 1, V: 5.12.13

Reporting Serious Incidents
• Notifiable or serious incidents
may include:
– the death of a person
– a “serious injury or illness”, or
– a dangerous incident arising out of
work
• If a notifiable incident occurs:
– immediately report the incident to
a regulator
– provide written notification to a
regulator if this is required
– preserve the incident site until an
inspector arrives
CHC50113 MODULE 1, V: 5.12.13
Classroom Activity: Go to www.acecqa.gov.au
and download the form you would use to fill in
where there is an injury on the service premises.
Complete the form using a fictional situation.

Immunisation in Early Childhood
Immunisation records are a necessary requirement for all early
childhood educators and therefore are to also accompany the
completed educators profile.
It is a recommendation that at early childhood educators, review
their immunisation status with their Doctor and follow a
recommended vaccination programme.
• Influenza
• Whooping cough
• Measles, mumps and rubella
• Chickenpox
• Hepatitis A
CHC50113 MODULE 1, V: 5.12.13
Discussion: How do we keep up to date
about current child and adult
immunisation?

Exclusion in Early Childhood
Educators and staff in the early childhood education and care service your child
attends work hard to limit the spread of disease and prevent illness in the care service.
Parents are sometimes asked to keep their child at home (called ‘exclusion’) in the
event of illness or disease within the care service. The aim of exclusion is to reduce the
spread of infectious diseases in the care service. The less contact there is between
people who have an infectious disease and people who are at risk of catching the
disease, the less chance the disease has of spreading. By excluding one ill child, many
other children (and staff) can be protected from becoming ill.
The need for exclusion and the length of time a child is excluded depends on:
how easily the infection can spread
how long the child is likely to be infectious
how severe the disease can be
How do we communicate with families if there is an outbreak of an infectious illness? How do we ensure
families are informed about and follow the service’s policy and guidelines for the exclusion of ill children?
CHC50113 MODULE 1, V: 5.12.13

Notifiable Diseases
• A notifiable disease is any disease
that is required by law to be
reported to government authorities.
• The Communicable Diseases
Network Australia has prepared a
list of diseases that is notified
nationally and is available at:
• http://www.health.gov.au/internet/
main/publishing.nsf/Content/cdna-
casedefinitions.htm
CHC50113 MODULE 1, V: 5.12.13

Procedures for Notifiable Diseases
• Isolate the infected child from
other children.
• Ensure the child is comfortable and
appropriately supervised.
• Contact the child’s parents or
nominated emergency contact.
• Inform the contact of the child’s
condition and ask for a parent or
other authorised person to pick the
child up as quickly as possible.
CHC50113 MODULE 1, V: 5.12.13

Procedures for Notifiable Diseases cont.
• Inform the child’s parents or
guardian in the child’s home
language.
• Inform all families and
educators of the presence of
an infectious disease.
• Ensure that all bedding, towels
and clothing used by the child
is disinfected. Wash these
items separately and if
possible air-dry them in the
sun.
CHC50113 MODULE 1, V: 5.12.13

Procedures for notifiable diseases cont.
• Ensure all toys used by the
infected child are disinfected.
• Ensure all eating utensils used
by the child are separated and
sterilised.
• Ensure confidentiality of any
personal health related
information obtained by the
service and educators in
relation to any child or their
family.
CHC50113 MODULE 1, V: 5.12.13
Discussion: Refer to legislative
requirements in your state or
territory that affect you, list five
different illnesses that are
notifiable.

Children’s Requirement for Sleep and Rest
As sleep and rest times are generally a
significant aspect of babies and young
children’s routines, it is essential that we
understand and implement safe sleeping
practices. All children are encouraged to
rest for a minimum of 20 minutes, but no
child is forced to sleep. Rest periods for
young children, routines and
environments also need to be flexible
enough to support children who do not
require sleep and those who seek rest
and relaxation throughout the day.
Quiet activities are provided for children
who do not sleep.
CHC50113 MODULE 1, V: 5.12.13

Environments that Promote Rest and Sleep
• A good sleeping environment
helps children meet their
essential requirement for rest
and sleep.
• Creating a suitable
environment means taking
into account the amount of
light, the temperature and the
amount of noise in the room.
CHC50113 MODULE 1, V: 5.12.13

Environments that Promote Rest and Sleep
cont.
• Bright lights emulate day-time
and communicate to the body
that it is time to be awake, while
dim lights signal the body it is
time to sleep.
• Room temperature should
essentially be neither too hot
nor too cold. The room should
be well ventilated.
• Childen’s sleeping area should
be located away from the
“traffic center” of the service or
home.
CHC50113 MODULE 1, V: 5.12.13

SIDS
Each year sudden infant death syndrome (SIDS) and
fatal sleep accidents claim the lives of many babies as a
result of unsafe sleeping practices that could have been
avoided. SIDS has developed a resource kit that
provides practical information to assist services develop
sleeping practices and policies that meet the best
national practice guidelines.
Discussion: Lets look at SIDS Resource Kit and now complete the Safe Baby Sleep
Practice Activity.
CHC50113 MODULE 1, V: 5.12.13

Childhood illnesses and appropriate
responses
• Allergies
– Animal fur or dander, mould,
dust mites, pollen, insect bites
and certain foods such as nuts,
eggs, seafood and dairy products
• Most allergies can be managed
by having the child avoid
allergens.
• Treatment with antihistamines
and topical skin treatments
may be suggested by doctors.
CHC50113 MODULE 1, V: 5.12.13

Allergy and Allergens
• An allergy is a natural reaction
of the human immune system
to substances in the
environment called allergens.
• Allergens take the form of dust
mites, pet fur, insect bites or
sting, pollen, and sometimes
even food or medicine.
CHC50113 MODULE 1, V: 5.12.13

Allergy and Allergens cont.
• For many of us allergens are
quite harmless – however
those with a genetic or
inherited tendency to react to
allergens may present with
“allergic inflammation” e.g.
redness or swelling when
exposed to allergens.
• This may cause symptoms in
the nose or eyes, skin or lungs.
CHC50113 MODULE 1, V: 5.12.13

CHC50113 MODULE 1, V: 5.12.13

Symptoms of Allergies in Children
• They seem to always have a
cold.
• Their nose is continually stuffy
or running and they seem to
sneeze a lot.
• The mucus that drains from
their nose is clear and thin.
• Their eyes are itchy, red, and
watery
• They breathe mostly through
the mouth.
• The skin under their eyes
might look dark purple or blue.
• They may have a persistent dry
cough.
• Their skin is irritated or broken
out in an itchy, red rash.
Can you think of any other
symptoms children may show?
CHC50113 MODULE 1, V: 5.12.13

The 4 Symptoms of Allergy
• The Australasian Society of Clinical Immunology and
Allergy (ASCIA) has identified 4 specific symptoms of
allergy:
CHC50113 MODULE 1, V: 5.12.13
Nose, eyes,
sinuses
and throat
Lungs and
chest
Stomach
and bowel
Skin

What is Anaphylaxis?
• Anaphylaxis is a whole-body
allergic reaction to a chemical
that has become an allergen.
• This is a medical emergency
because the symptoms of
anaphylaxis – such as difficulty in
breathing and severe swelling –
can be life threatening!
• It may occur within seconds of
exposure to something a
person is allergic to.
CHC50113 MODULE 1, V: 5.12.13

What Causes Anaphylaxis?
• Some of the more frequent
allergens that cause
anaphylaxis are peanuts,
shellfish, insect stings and
drugs.
• Less common causes include
the use of latex, some
medications used in
anesthesia, and exercise.
• Anaphylaxis triggered by
exercise may vary from person
to person.
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Symptoms of Anaphylaxis
• Skin reactions, including hives
along with itching, and flushed or
pale skin
• The sensation of a lump in the
throat
• Constriction of the airways and a
swollen tongue or throat, which
can cause wheezing and trouble
breathing
• A weak and rapid pulse
• Nausea, vomiting or diarrhea
• Dizziness or fainting
CHC50113 MODULE 1, V: 5.12.13

Using an Adrenalin Auto Injector for
Anaphylaxis
• Adrenaline is the first line
emergency treatment for
anaphylaxis and must be used
promptly.
• It works within minutes to
reduce throat swelling, open
up the airways and maintain
blood pressure.
• Delaying adrenaline may result
in deterioration or death of
the individual experiencing
anaphylaxis.
CHC50113 MODULE 1, V: 5.12.13

Using an Adrenalin Auto Injector for
Anaphylaxis cont.
• Adrenaline autoinjectors are
automatic injectors that
contain a single, fixed dose of
adrenaline.
• They are designed for use
particularly by those who are
not medically trained.
• In Australia and New Zealand,
there are two brands of
adrenaline autoinjectors:
EpiPen® and Anapen® 300
CHC50113 MODULE 1, V: 5.12.13

How to use EpiPen®
CHC50113 MODULE 1, V: 5.12.13
Form fist around EpiPen® and pull off BLUE
SAFETY RELEASE.
Place ORANGE end against outer mid-thigh (with
or without clothing).
PUSH DOWN HARD until a click is heard or felt
and hold in place for 10 seconds.
REMOVE EpiPen®. Massage injection site for 10
seconds

How to use Anapen®
CHC50113 MODULE 1, V: 5.12.13
Pull off black needle shield. Pull off grey safety cap from red button.
Place needle end firmly against outer
mid-thigh at 90o angle (with or without
clothing).
Press red button so it clicks and hold for 10
seconds. Remove Anapen® and do not touch
needle. Massage injection site for 10 seconds.

What is Asthma?
• Asthma is a disorder caused by
inflammation in the airways that
lead to the lungs.
• This inflammation causes airways
to tighten and narrow, which
blocks air from flowing freely into
the lungs, making it hard to
breathe.
• Childhood asthma can be
triggered by a cold or other
respiratory infection
CHC50113 MODULE 1, V: 5.12.13

Symptoms of Asthma
• Frequent coughing
• A whistling or wheezing sound
when exhaling
• Shortness of breath
• Chest congestion or tightness
• Chest pain, particularly in
younger children
• Trouble sleeping caused by
shortness of breath, coughing
or wheezing
• Bouts of coughing or wheezing
that get worse with a
respiratory infection, such as a
cold or the flu
• Delayed recovery after a
respiratory infection
• Trouble breathing that may
limit play or exercise
• Fatigue, which can be caused
by poor sleep
CHC50113 MODULE 1, V: 5.12.13

How to Prevent an Asthma Attack
• A doctor may prescribe drugs
known as controllers
commonly used to prevent
asthma attacks.
• Controllers include inhaled
steroids that help reduce
inflammation and prevent
wheezing fits.
• Again a nebuliser or MDI may
be used to administer the
steroid.
CHC50113 MODULE 1, V: 5.12.13

How to Prevent an Asthma Attack
• Minimise the child’s exposure
to dust. Cover the mattress,
remove carpeting and plush
toys from the room, use blinds
instead of fabric drapes, and
wash the bedding in hot water.
• Avoid cigarette smoke as it
irritates the lungs.
• Be wary of air pollution as it
irritates the lungs and causes
breathing problems.
• Avoid using a fireplace or
wood stove. The smoke may
irritate the child’s respiratory
system.
• To the possible extent, keep
family pets outside of the
living area.
• Keep the indoors humidity
level between 35 and 50
percent in order to stop the
growth of mold – a common
allergen.
CHC50113 MODULE 1, V: 5.12.13

Dealing with an Asthma Attack
• Quick relievers or rescue
inhalers are used to stop an
asthma attack.
• These fast-acting medications
relieve the spasms in the
airway, making breathing
easier.
• Quick-reliever drugs are
administered using either a
nebuliser machine or a
metered-dose inhaler (MDI).
CHC50113 MODULE 1, V: 5.12.13

• A nebuliser is an electric or
battery-powered machine that
turns liquid medicine into a
mist that a child can breathe
into his lungs through a mask.
• Nebulised breathing
treatments usually take about
ten minutes.
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• An MDI is a small aerosol can that
is inserted into a long tube called a
holding chamber or “spacer”,
which has a small mask attached to
it.
• The prescribed medicine is sprayed
into the holding chamber and then
inhaled by the child who breathes
through the mask.
• This type of breathing treatment
can be given in less than a minute.
CHC50113 MODULE 1, V: 5.12.13

Medication Management Plan
A parent of the child must provide a medical management plan for the child. This medical
management plan must be followed in the event of an incident relating to the child's specific
health care need, allergy or relevant medical condition (regulation 90(1)(c)(i) and (ii)).
Best practice is that the child’s registered medical practitioner is consulted by parents in the
development of the medical management plan and that the advice from the medical practitioner
is documented in the medical management plan. The medical management plan should detail the
following:
• details of the specific health care need, allergy or relevant medical condition including the
severity of the condition
• any current medication prescribed for the child
• the response required from the service in relation to the emergence of symptoms
• any medication required to be administered in an emergency
• the response required if the child does not respond to initial treatment
• when to call an ambulance for assistance.
Now lets complete a medication management plan in relation to a child with anaphylaxis.
CHC50113 MODULE 1, V: 5.12.13

Children’s Medication Requirements
Each early childhood education and care setting will have their own Administration of Medication
Policy that you will need to follow. Ensure medication is not left in the children’s bags or lockers.
Keep all medications in the designated area out of the reach of the children. A medication form
is provided in the rooms Sign in – sign out folder for parents to write down their child’s
medication details. Parents must write the following details on the medication form each day
their child attends the Centre:
• Parents authorisation
• Dosage to be administered
• Time dosage is to administered
NOTE: Medication must not be administered to a child by a service provider if the parent has
forgotten, (on the day) to enter the above details on their child’s medication sheet. If the parent
has forgotten, the service provider must contact the parent immediately to obtain the medication
details and consent.
How do we ensure that the service adopts the best practices in relation to the administration of medication for
children? What arrangements do we need to make for older children (school aged children) to be able to
administer their own medication?
CHC50113 MODULE 1, V: 5.12.13

Administration of Paracetamol
Written permission to administer panadol is usually obtained
from parents when completing the enrolment form for their
child. To ensure permission has been granted, educators must
check the permission to administer Panadol section on the
enrolment form when reception gives them the enrolment form
to peruse before children begin care at the centre.
CHC50113 MODULE 1, V: 5.12.13

Child Protection
Early childhood educators have an obligation to monitor the health and
wellbeing of all children in their care. Child abuse or neglect impairs a child’s
physical and emotional health and development.
To provide a safe environment for our children, educators must watch for any
behavioural signs indicating abuse or neglect including, physical, emotional,
psychological or sexual abuse.
In turn, educators have a legal responsibility to report any suspected or
known child abuse or report any suspicion of non-accidental physical injury to
children and/or sexual abuse of children. In a case of suspected abuse, the
interests and dignity of the child must be respected.
CHC50113 MODULE 1, V: 5.12.13

Susie’s Story
• Susie is a 5 year old girl who is
experiencing maltreatment at
home.
• Susie lives with her mother.
Her father works far away and
visits only once a week.
• Susie doesn’t get to meet her
father too often. He visits very
late at night, but when he
does, she hears her mother
arguing with him rather loudly.
CHC50113 MODULE 1, V: 5.12.13

Susie’s Story cont.
• During the week Susie’s
mother often screams at her,
calls her degrading names, and
threatens to kill her when
Susie misbehaves.
• Susie doesn’t talk in class
anymore. She doesn't have
any friends in her
neighborhood, and she has
lost a lot of weight.
CHC50113 MODULE 1, V: 5.12.13

Consequences of Child Maltreatment
• Increased risk for adverse
health effects and chronic
diseases e.g. heart disease,
cancer, chronic lung disease,
liver disease, obesity, high
blood pressure and high
cholesterol
• Hyperactivity and sleep
disturbances
• Increased risk for smoking,
alcoholism and drug abuse
• Likely to use illicit drugs
• Likely to experience problems
such as delinquency, teen
pregnancy and low academic
achievement
• Lack of ability to establish and
maintain healthy intimate
relationships in adulthood
CHC50113 MODULE 1, V: 5.12.13

Child Health and Safety in the Context of
Electrical Safety
• Educators and parents should
create awareness among
children about electricity and
how to be safe around it by:
– Demonstrating
– Informing and warning about
serious hazards particularly
involving water and electrical
appliances
– Discussing electrical safety over
family meetings
CHC50113 MODULE 1, V: 5.12.13

Basic Home Fire Safety
• Here are some sources that
may lead to the start or
spreading of a fire:
– Open flames e.g. candles,
fireplaces, barbecues, heaters,
welding equipment.
– Cigarettes, cigars, smoking pipes,
match sticks etc.
– Electrical appliances that
generate heat and may overheat
or ignite.
– Ovens, heaters, electric blankets,
refrigerators, television sets, DVD
players or laptops.
CHC50113 MODULE 1, V: 5.12.13

Smoke Alarms
• Smoke alarms help save lives.
• A functional smoke alarm
increases our chances of
escaping a fire incident by
providing early warning of the
fire.
• The two options for installing a
smoke alarm are:
– Battery-powered smoke alarm
– Smoke alarms connected to 240
volt mains power
CHC50113 MODULE 1, V: 5.12.13

Smoke Alarms cont.
• Ideal smoke alarm placement
locations may include:
– outside bedroom or sleeping area
– outside the room where the primary
carer sleeps
– inside the bedroom, if sleeping with
the door closed
– between kitchen/living areas and
bedroom
– in a common hallway that connects
bedrooms
– at separate ends of the house if
sleeping areas exist in both areas
CHC50113 MODULE 1, V: 5.12.13

Smoke Alarms cont.
• Smoke alarm maintenance
should be conducted on a
regular basis. This includes:
– Changing the battery at least
once every year
– Testing the smoke alarm at least
once a month
– Cleaning the alarm at least once
in six months
– Replacing a smoke alarm that has
out-lived its service life

Organisational Standards, Policies and
Procedures
• Individuals and organisations
dealing in child education and
care services are required to
comply with the National
Framework for Protecting
Australia’s Children.
• All organisational policies
should be aligned to the core
outcomes of the Framework –
these outcomes are:
1. Children live in safe and supportive
families and communities.
2. Children and families access adequate
support to promote safety and intervene
early.
3. Risk factors for child abuse and neglect
are addressed.
4. Children who have been abused or
neglected receive the support and care
they need for their safety and wellbeing.
5. Indigenous children are supported and
safe in their families and communities.
6. Child sexual abuse and exploitation is
prevented and survivors receive
adequate support.
CHC50113 MODULE 1, V: 5.12.13

Rights and Responsibilities of a PCBU
• A PCBU is a “person conducting a
business or undertaking”.
• When we say PCBU we are really
referring to the legal entity
conducting the business.
• The PCBU has the primary duty of
care for workplace health and
safety and must ensure the health
and safety of workers, customers
and visitors by minimising risks at
the workplace.
CHC50113 MODULE 1, V: 5.12.13

Rights and Responsibilities of a PCBU cont.
• A worker is someone who
carries out work for a PCBU
e.g. employee, labour hire
staff, volunteer, apprentice,
work experience student,
contractor etc.
• A worker must take
reasonable care for their own
safety at work and ensure that
they do not adversely affect
the health and safety of
others.
CHC50113 MODULE 1, V: 5.12.13

Rights and Responsibilities of Employers
and Employees
Employers can include: not for profit organisations,
private companies, community organisations,
franchises, local governments or any other business
that has management control of the workplace.
Their fundamental responsibility is to provide a safe
and healthy work environment. They must: protect
the health and safety of workers and anyone else
affected by workplace activities including children,
families, contractors and visitors identify and control
workplace health and safety risks for all people in the
workplace including staff, children, families,
contractors and visitors consult with employees on
matters that affect their health, safety and welfare;
and provide adequate training and supervision for all
employees to work safely.
Everyone working in your education and care setting
has a work health and safety responsibility and this
includes contractors or agency staff.
Employees must:
• carry out their work in a way that does not put
their own health and safety, at risk, or that of others
in the workplace
• identify and report potential workplace hazards
• report all work-related injuries
• implement service’s policies and procedures; and
• participate in workplace consultation about health
and safety matters
CHC50113 MODULE 1, V: 5.12.13

List of WHS Policies and Procedures
All early childhood education and care services should have a policy on work place health and safety,
and on matters that affect children's safety. Some work place health and safety matters to consider
are:
• Emergency planning * Ergonomics
• Critical incident management * Ladder safety and working at heights
• First Aid * Harassment and bullying
• Accident and incident reporting * Plant safety
• Workplace inspections * Workplace stress
• Hazard identification and control * Preventive maintenance
• Chemical and hazardous substances * Security
• Electrical safety * Slips, trips and falls
• Environmental Issues * technology safety issues
• Kitchen safety * Vehicles and Transport
• Manual Handling * Injury management
• Personal Safety
CHC50113 MODULE 1, V: 5.12.13

Emergency Procedures at the Workplace
• Workplace emergencies can
include:
– Serious injury incidents
– Events requiring evacuation
– Fires and explosions
– Hazardous substance spills
– Explosion and bomb alerts
– Security emergencies, such as
armed robberies, intruders and
disturbed persons
– Internal emergencies, such as loss
of power or water supply and
structural collapse
– Natural disasters
CHC50113 MODULE 1, V: 5.12.13

Emergency Procedures at the Workplace
cont.
• Staff members are to follow
emergency procedures as per
organisational procedure.
• Designated staff members
should be prepared to take
initial action to control or
confine the emergency.
• Those responding to
emergencies should only
provide assistance to the
extent of their personal
limitations!
CHC50113 MODULE 1, V: 5.12.13

Consultation
Effective consultation occurs when information on matters which may affect
health, safety and welfare is shared with employees. They must be given the
opportunity to express their views and opinions so that these can be taken
into account when decisions are made about work health and safety. In most
Australian jurisdictions, consultation is a legal requirement, so it is important
to establish mechanisms which suit the workplace and comply with current
legal requirements.
Example of consultation and communication processes:
*Notice boards *Intranet * Emails
*Daily discussion * Staff meetings * Memos
*WHS Committee *WHS Representatives
CHC50113 MODULE 1, V: 5.12.13

Staff Training
Early childhood educators receive ongoing training in the workplace through their day
to day learning and activities, although WHS should be a part of the overall early
childhood service training program.
WHS Training should be included in:
• Any induction training undertaken at the service
• Ongoing supervision and management training
WHS training includes:
• On the job training facilitated by co-workers, supervisors, managers or employers.
• Instruction on WHS responsibilities and daily practices.
• Specific hazard training
• Work procedures and skill training
• Emergency procedure training
• First aid training
• WHS representative training
CHC50113 MODULE 1, V: 5.12.13

Cytomegalovirus (CMV)
• Wash hands regularly, especially after contact
with urine and saliva and after removing
disposable gloves.
• Use disposable gloves (e.g. latex or vinyl) for
activities that involve contact with urine and
saliva.
• Cover cuts with water resistant dressings.
• Provide information to workers about CMV risks
during pregnancy and work practices to reduce
the risk of infection.
• Regularly clean surfaces and items that are
soiled with urine and saliva, including nappy
change mats, potties and toys.
• Implement hygienic nappy changing and
toileting practices
• Instruct workers to inform their employer if they
are pregnant or expect to become pregnant.
• Advise workers to discuss CMV risks with their
doctor if pregnant or planning to become
pregnant soon.
• Consider relocating workers who are pregnant
or who expect to become pregnant to care for
children aged over two years of age.
CHC50113 MODULE 1: Health and
Safety Tips for Educators Version Date:

Conclusion
The aim of the Workplace Health and Safety legislation
is for employers and employees of an organisation to
maintain a safe and healthy workplace environment.
Early childhood education and care settings provide a
safe and healthy environment which meets the
physical, emotional, and mental needs of the children,
families and educators.
CHC50113 MODULE 1, V: 5.12.13

CHCECE002 - Ensure the Health and Safety
of Children
Elements and Performance Criteria:
1. Support each child’s health needs
1.1 - Communicate with families about children’s
health needs
1.2 - Maintain confidentiality in relation to children’s
individual health needs
1.3 - Assist others to implement appropriate
practices when administering medication
1.4 - Check written authorisation form to administer
medication from the parent or guardian
1.5 - Check the medication does not exceed its use
by date, is supplied in its original packaging and
displays the child’s name
1.6 - Store medication appropriately
2. Provide opportunities to meet each child’s need
for sleep, rest and relaxation.
2.1 - Ensure sleep and rest practices are consistent
with approved standards and meet children’s
individual needs
2.2 – Provide appropriate quiet play activities for
children who do not sleep or rest
2.3 – Respect children’s needs for privacy during
toileting and dressing and undressing times
2.4 – Ensure children’s and families individual
clothing needs and preferences are met, to promote
children’s comfort, safety and protection within the
scope of the service requirements for children’s
health and safety
2.5 – Share information about individual children’s
rest and sleep with families as appropriate
CHC50113 MODULE 1, V: 5.12.13

of Children cont.
3. Implement effective hygiene and health practices
3.1 – Consistently implement hygiene practices that
reflect advice from relevant health authorities
3.2 – Support children to learn personal hygiene
practices
3.3 – Implement the service health and hygiene
policy and procedures consistently
3.4 – Ensure that services cleanliness is consistently
maintained
3.5 – Observe and respond to signs of illness and
injury in children and systematically record and share
information with families
3.6 – Consistently implement the service policies for
the exclusion of ill children
3.7 – Discuss health and hygiene issues with children
4. Supervise children to ensure safety
4.1 – Supervise children by ensuring all are in sight or
hearing distance at all times
4.2 – Adjust levels of supervision depending upon
the area of the service and the skill, age mix,
dynamics and size of the group of children, and the
level of risk involved in activities
4.3 – Exchange information about supervision with
colleagues to ensure adequate supervision at all
times
CHC50113 MODULE 1, V: 5.12.13

of Children Cont.
5. Minimise Risk
5.1 – Assist in the implementation of safety checks and the
monitoring of buildings, equipment, and the general
environment
5.2 – Consistently implement policy and procedures regarding
the use and storage and labelling of dangerous products
5.3 – Follow service procedures for the safe collection of each
child, ensuring they are released to authorised persons
5.4 – Assist in the supervision of every person who enters the
service premises where children are present
5.5 – Discuss sun safety with children and implement
appropriate measure to protect children from over exposure
to ultra violet radiation
5.6 – Check toys and equipment are safe for children and safe
to use in their proposed area
5.7 – Remove any hazards immediately or secure the area to
prevent children accessing the hazard
6. Contribute to the ongoing management of allergies
6.1 – Identify and recognise signs, symptoms and key
characteristics of allergies and anaphylaxis
6.2 – Apply organisational risk management strategies for
children with severe allergies
6.3 – Follow Organisational policies and legislative
requirements in relation to medication for anaphylaxis
7. Contribute to the ongoing management of asthma
7.1 – Identify signs, symptoms and triggers of asthma
7.2 – Identify children who have an asthma management plan
and follow that plan
7.3 – Follow organisational policies and legislative
requirements in relation to medication for asthma
CHC50113 MODULE 1, V: 5.12.13

HLTWHS003 – Maintain Work Health and
Safety
1. Contribute to workplace procedures for
identifying hazards an controlling risks
1.1 – Identify existing and potential hazards and
record them according to workplace procedures
1.2 – Contribute to the development of strategies for
implementing risk controls in line with workplace
procedures and policies
1.3 – Implement risk controls in line with the
hierarchy of risk control and workplace and
legislative requirements
1.4 Identify and report issues with risk controls,
including residual risk, in line with workplace and
2. Implement policies and procedures into work
team processes
2.1 – Regularly provide information about WHS
policies and procedures to the work team
2.2 – Provide information about identified hazards
and the outcome of risk assessment and risk controls
to the work team
2.3 – Monitor housekeeping practices to ensure that
WHS policies and procedures are followed
2.4 – Maintain WHS incident records in the work
area according to workplace procedures and
CHC50113 MODULE 1, V: 5.12.13

HLTWHS003 – Maintain Work Health and
Safety Cont.
3. Support consultation, cooperation and
communication
3.1 – Support workplace consultative
procedures by encouraging work team
participation in consultation activities
3.2 – Report health and safety issues in line
with workplace procedures and legislative
requirements
3.3 – Encourage and assist work team
members to contribute to WHS
CHC50113 MODULE 1, V: 5.12.13

CHCECE016 - Establish and Maintain a Safe
& Healthy Environment for Children
1. Support Each Child’s Health Needs
1.1 – Discuss individual children’s health
requirements and routines with families at
enrolment an then on a regular basis
1.2 – Ensure that any concerns or questions
about a child’s health needs are conveyed to
their family
1.3 – Consult with relevant authorities to
ensure that health information is current
1.4 – Ensure that individual medical
management plans for children with specific
health care need are in place and readily
available at the service
2. Provide for each child’s comfort
2.1 – Ensure that groupings of children are
configured to provide for each child’s comfort
and to minimise the risk of overcrowding
2.2 – Make sure physical spaces are available
for children to engage in rest and quiet
activities
2.3 – Offer a range of active and restful
experiences to children and support them to
make appropriate decisions regarding
participation
CHC50113 MODULE 1, V: 5.12.13

CHCECE016 - Establish and Maintain a Safe
& Healthy Environment for Children Cont.
3. Promote and Implement Effective Hygiene
Practices.
3.1 – Ensure that the service accesses
information on current hygiene practices
3.2 – Maintain written procedures and
schedules to ensure a regular regime of
washing toys and equipment
3.3 – Provide families with information and
support that helps them to follow service’s
hygiene procedures
3.4 – Ensure that information about correct
hand washing procedures are displayed in
relevant areas of the service
4. Take steps to control the spread of infectious
diseases
4.1 – Configure groupings of children to minimise the
risk of illness and injuries
4.2 – Source information about recognised health
and safety guidelines
4.3 – Ensure that service procedures are followed, in
relation to notifying families of illness or injuries that
affect children while in education and care
4.4 – Advise families and public health authorities
where necessary of cases of infectious diseases at
the service and provide them with relevant
information
4.5 – Ensure current records of children’s
immunisation status are up to date and a procedure
is in place to maintain the currency
4.6 – Provide information to families and educators
about child and adult immunisation
recommendations
CHC50113 MODULE 1, V: 5.12.13

CHCECE016 -Establish and Maintain a Safe
5. Ensure adequate supervision of children
5.1 – Arrange equipment, furniture and
activities to ensure effective supervision while
also allowing children to access private and
quiet spaces
5.2 – Ensure new or relief educators are
informed of supervision arrangements and of
what they are required to do in relation to
supervising children
5.3 – Undertake risk assessment for each
excursion including implications for
supervision
6. Take precaution to protect children from harm
6.1 – Ensure safety checks are consistently implemented and
action is taken as a result of the checks
6.2 – Check risk minimisation plans are in place for children
enrolled at the service who have a specific health care need,
allergy or relevant medial condition
6.3 – Ensure simple warning signs are located where
potentially dangerous products are stored
6.4 – Confirm safety of any drinks, food and cooking utensils
and appliances used as part of the program
6.5 – Ensure that basic training and testing on how to move
and fit car seats, restraints and booster seats is available to all
educators
6.6 – Keep records of pest vermin inspections and/or
eradications
6.7 – Develop and maintain a written process for monitoring
who enters and leaves the premises at all times
6.8 – Provide detailed information to families regarding any
excursions being undertaken
CHC50113 MODULE 1, V: 5.12.13

CHCECE016 -Establish and Maintain a Safe
7. Develop plans to effectively manage incidents and
emergencies
7.1 – Ensure emergency procedures are displayed prominently
throughout the premises
7.2 – Make certain that all educators have ready access to a
phone or similar means of communication
7.3 – Ensure emergency numbers are located near telephones
7.4 – Communicate information to families about the service’s
emergency procedures and incident management plans
7.5 – Discuss and practice emergency drills with children,
educators and any other people on the premises
7.6 – Ensure that emergency equipment is available and
tested and staff are trained in the use of it
7.7 – Maintain a portable record of children’s emergency
contacts in case of emergencies
CHC50113 MODULE 1, V: 5.12.13

Module 1 safety first ppt v. 17.03.14

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