Service
details

Service name

Service approval number

Honey Bee Family
Day Care

SE – 400001948

Primary contact at service

HAMED HAMED

Physical
location of service

Physical location contact
details

Street:
326 FINDON ST
Suburb:
KIDMAN PARK
State/territory:
SOUTH AUSTRALIA
Postcode:
5025

Telephone:
08 8353 7031
Mobile:
0431407239
Fax:

Email:

Approved
Provider

Nominated
Supervisor

Primary
contact: HAMED HAMED AND WEAL OMER
Telephone:
8353 7031
Mobile:
0431407239
Fax:

Email:
[email protected]

Name:
HAMED EBTIHAJ
Telephone:
8353 7031
Mobile:

Fax:

Email:

Postal
address (if different to physical location of service)

Street:

Suburb:

State/territory:

Postcode:

Operating hours

For each day of
the week this service is open, indicate the times of the day when education and
care is provided.
For centre-based
services, this does not include non-contact hours for staff. Please nominate
the scheduled opening and closing times using 24 hour clock (e.g. 07:30 to
18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10)
if different. Round times to the nearest quarter of an hour.
If the service
is open for two sessions per day, please indicate the opening and closing times
for both sessions.
For family day care services or multi-site
services, please provide the operating hours of the service office.

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Opening
time

9am

9am

9am

9am

9am

Close

Close

Closing
time

5pm

5pm

5pm

5pm

5pm

Close

Close

Additional information about your service
The
following information will assist the Regulatory Authority to plan the
assessment visit.

Provide additional
information about your service—parking, school holiday dates, pupil-free days
etc.
Honey Bee Family Day
Care Scheme is located at Findon Rd with own parking available for parents
and educators on front and back of the building. Also private off street car
parking. We cater for early every day of the year

How are the children
grouped at your service?
Our service is license
for 60 educators and each educator allow to have 7 children with maximum of 4
children who are preschool age or under.
We operate in a family
group setting we also offer long day care and we have vocational care and
before and after school care.

Write the name and
position of person(s) responsible for submitting this Quality Improvement
Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’)
Nominated Supervisor,
EbtihajHamed

For family day care
services, indicate the number of educators currently registered in the
service and attach a list of the educators and their addresses.

No. of educators 30

Service statement of philosophy
Please insert
your service’s statement of philosophy here.

Service Philosophy
Vision
Quality Education and
Care outcomes for children every day and for every child.
Purpose
To be a leader in
delivering a high quality early childhood education and care service to
benefit all of our stakeholders including children, families, educators and
staff and wider community.
We do this by:
–
The rights and best interest of the child first
–
Offering an individual approach and maintaining high
standards for education and care
–
Adhering to the principle of equity, inclusion and
diversity as per the National Law
–
Prioritising children’s growth and development through
secure, nurturing relationships and sharing high expectations for children’s
learning
–
Regularly undertaking reflection on practice and seeking
high quality professional development
–
Through vigorous and continuous quality improvement plans
–
Respecting and supporting families as children’s primary
teachers
–
Valuing Australian Aboriginal and Torres Straits Islanders
are valued and respected
Values
Honey Bee Family Day
Care values respectful relationships, honesty, inclusive practices and
ethical decision making.
We achieve this by our
commitment to:
–
Building relationships based on compassion, understanding
and prioritising face to face interactions, active listening and honest
communication
–
Collaborative decision making through advisory and
management committees
–
A progressive attitude and up to date knowledge of the
industry
–
Advocating for children, educators, families and staff
–
Ensuring that our communication respects and reflects
diverse practices, values and beliefs
–
Including perspectives of Aboriginal and Torres Strait
Islander peoples and the many other cultures represented in our community
Aims
To provide quality
affordable, safe, home based care in a supportive environment in which
children, parents, educators, co-ordination unit staff and licensee enjoy
trust and show respect for each other, thus enabling all to achieve their
potential as contributing members of a caring society.
Objectives
–
To provide quality, affordable, safe home based care.
–
To provide a service, which reflects the diverse nature of
our society and meets the individual needs of children and their families
–
To operate an education and care service which is
supportive of both families and educators
–
To provide a flexible service that can offer full time,
part time, weekend, shift work, casual, and emergency care, and before and
after school care when possible.
–
To promote understanding, tolerance and mutual respect for
all service participants through communication, education and training.
–
To involve users and the local community in the planning,
management and integration of the Service.
–
To promote co-operation between the Service and other
community agencies by the creation of useful networks.

Quality Area 1: Educational program
and practice
This
quality area of theNational Quality
Standard focuses on ensuring that the educational program and
practice is stimulating and engaging and
enhances children’s learning and development. In school age care services, the programnurtures the
development of life skills and complements children’s experiences,
opportunities and relationships at school, at home and in the community.
Quality Area 1: Standards and elements

Standard 1.1

An approved learning framework informs the
development of a curriculum that enhances each child’s learning and
development.

Element
1.1.1

Curriculum
decision making contributes to each child’s learning and development outcomes
in relation to their identity, connection with community, wellbeing,
confidence as learners and effectiveness as communicators.

Element
1.1.2

Each
child’s current knowledge, ideas, culture, abilities and interests are the
foundation of the program.

Element
1.1.3

The
program, including routines, is organised in ways that maximise opportunities
for each child’s learning.

Element
1.1.4

The
documentation about each child’s program and progress is available to
families.

Element
1.1.5

Every
child is supported to participate in the program.

Element
1.1.6

Each
child’s agency is promoted, enabling them to make choices and decisions and
influence events and their world.

Standard 1.2

Educators and co-ordinators are focused,
active and reflective in designing and delivering the program for each child.

Element
1.2.1

Each
child’s learning and development is assessed as part of an ongoing cycle of
planning, documenting and evaluation.

Element
1.2.2

Educators
respond to children’s ideas and play and use intentional teaching to scaffold
and extend each child’s learning.

Element
1.2.3

Critical
reflection on children’s learning and development, both as individuals and in
groups, is regularly used to implement the program.

Quality Area 1: Related sections of the National Law and
National Regulations

Standard/element

National Law
(section) and National Regulations (regulation)

1.1

section 168 Offence relating to
required programs

1.1

section 323 Approved learning
framework

1.1

regulation 73 Educational
programs

1.1

regulation 75 Information
about the educational program to be kept available

1.1

regulation 76 Information
about educational program to be given to parents

1.2

regulation 74 Documenting
of child assessments or evaluations for delivery of educational program

Quality Improvement Plan
for QA1
Summary of strengths for QA1

Strengths

As small service with a stable and committed group of educators, we
have been able to establish and maintain strong connection with children in
care and their families working to ensure that we respect.
Our coordinators and educators work to provide health and safe
environment for children.
Our Program meet and implement the five outcomes.
Each child’s planned activities documented in family observation
book.
Must educators are bilingual.
Our polices implement all the element stander strategies.

Key improvements
sought for QA1

Standard/element 1.1.1

Curriculum decision making contributes to each child’s
learning and development outcomes in relation to their identity, connection
with community, wellbeing, confidence as learners and effectiveness as
communicators.

Identified
issue

Educators
need more support with programming, observation and planning.
Programing
and planning need to be reviewed across the service.

Standard/element 1.2.1

Each
child’s learning and development is assessed as part of an ongoing cycle of
planning, documenting and evaluation.

Identified
issue

All
educators to provide in oral language inquiry

Standard/element 1.1.4

The
documentation about each child’s program and progress is available to
families.

Identified
issue

Programing
should be displayed on the wall to families to see

Standard/element 1.2

Educators
and co-ordinators are focused, active and reflective in designing and
delivering the program for each child.

Identified issue

2014- 2015 will be a time for
big change in our curriculum and how we will document children’s learning

Standard/element 1.2.3

Critical
reflection on children’s learning and development, both as individuals and in
groups, is regularly used to implement the program.

Identified issue

To constantly include assessment
of learning with all documentation especially for group.

Improvement Plan

Standard/
element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure

By when?

Progress notes

1.1.1

Review of
current Programming and plan

M

All educators terms to review
their programing and planning

Effective programming and
panning

Term 3

1.2

Review our
current documentation and include new evaluating

M

Sharing of process at staff
meeting

Site programming element
documented

Term 3

1.2.3

Documentation
to include and assessment of learning or PLOD Possible Line of development

M

Group training include
purposeful learning and to reflect EYLF assessment including
Linking to outcomes
Linking to NQS
Evaluation

Continue training documentation
Seek Feedback from Families
Project based learning

Terms 4 and ongoing for 2016

1.1.4

Establish
new fortnightly or monthly programming that meet the learning program along
with leaning outcomes

H

Coordinators establish new
programming that educators can display on wall to make it easy for parent to
access it

Displaying children’s learning
in an aesthetically and supportive way

Term 3 and ongoing for 2016

Quality Area 2: Children’s
health and safety
This quality area of the National Quality Standard
focuses on safeguarding and promoting children’s health and safety.
Quality Area 2: Standards and
elements

Standard 2.1

Each child’s health is promoted.

Element
2.1.1

Each
child’s health needs are supported.

Element
2.1.2

Each
child’s comfort is provided for and 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 in 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 injury.

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,
co-ordinators and staff members are aware of their roles and responsibilities
to respond to every child at risk of abuse or neglect.

Quality Area 2: Related sections of the National Law and
National Regulations

Standard/element

National Law
(section) and National Regulations (regulation)

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 law

2.1.4,
2.3.3, 2.3.4

regulation 85 Incident,
injury, trauma and illness policies and procedures

2.1.4,
2.3.3, 2.3.4

regulation 86 Notification
to parents 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

Standard/element

National
Law (section) and National Regulations (regulation)

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

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

regulation100 Risk
assessment must be conducted before 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

Related
requirements

2.3.3

regulation 160 Child enrolment records to be
kept by approved provider and family day care educator

2.1.1, 2.3.2, 2.3.3

regulation 161 Authorisations to be kept in
enrolment record

2.1.1,
2.1.4, 2.3.2, 2.3.3

regulation 162 Health
information to be kept in enrolment record

2.1.1,
2.1.3, 2.1.4, 2.2.1, 2.3

regulation 168 Education
and care service must have policies and procedures

2.1.3,
2.2.1, 2.3

regulation 168(2)(a) Policies and procedures are required
in relation to health and safety, including matters relating to:
(i) nutrition, food and
beverages, dietary requirements; and
(ii) sun protection; and
(iii) water safety, including
safety during any waterbased activities; and
(iv) the administration of first
aid

2.1.4,
2.3.3

regulation 168(2)(b) Policies and procedures are required
in relation to incident, injury, trauma and illness procedures complying with
regulation 85

2.1.4

regulation 168(2)(c) Policies
and procedures are required in relation to dealing with infectious diseases,
including procedures
complying with regulation 88

2.1.1,
2.3.3

regulation 168(2)(d) Policies
and procedures are required in relation to dealing with medical conditions
in children, including the matters set out in
regulation 90

2.3.3

regulation 168(2)(e) Policies and procedures are required
in relation to emergency and evacuation, including the matters set out in regulation
97

2.3.2

regulation 168(2)(g) Policies and procedures are required
in relation to excursions, including procedures complying with regulations100
-102

2.3

regulation 168(2)(h) Policies and procedures are required
in relation to providing a child-safe environment

2.1.1,
2.1.4, 2.3.3, 2.3.4

regulation 177 Prescribed
enrolment and other documents to be kept by approved provider:
(1)(b) an incident, injury,
trauma and illness record as set out in regulation 87
(1)(c) a medication record as set
out in regulation 92

2.1.1,
2.1.4, 2.3.3, 2.3.4

regulation 178 Prescribed enrolment and other
documents to be kept by family day care educator:
(1)(b) an incident, injury,
trauma and illness record as set out in regulation 87
(1)(c) a
medication record as set out in regulation 92

Quality Improvement Plan for Q2
Summary of strengths for
QA2

Strengths

All educators should have a
valid certificate and requirement in
order to be an approved educators in Honey Bee Families day Care these
certificates and requirement includes:
1. Have approved Fist Aid
Certificate
2. An approve asthma and anphy
3. Criminal history check letter
4. Chid safe environment
certificate
5. Insurance
6. Medical certificate
Physical activities recorded on
child/family individual plan book.
All educators are familiar with
accident and incident record sheet.
All educators are working to
maintain effective hygiene practices.
Educators use safe and clean
toys for children to play with.
Educators are aware pf
obligation under current child protection law.
All educators completing daily
check list every day of their business operational.
Coordinators inspection done
monthly for each educators.
A copy of immunization record is
required before child start attending the care.
Any educator who is providing
meal in her/his service is registeredwith relevant council.
As must of our educators are not
approved to provide meal for children. Parents encourage to provide health
option and ask to limit some foods.

Key improvements sought for QA2

Standard/element 2.1.1

Each child’s health needs are supported

Identified
issue

Should
review and support educators with individual child action plans, medication
report to be provided to parents

Standard/element
2.1.2

Each child’s comfort is provided for and there are appropriate
opportunities to meet each child’s need for sleep, rest and comfort The
program including routines, is organised in ways that maximise each child’s
learning

Identified
issue

Educators
need support to understand and response to sleep and rest, to have access to
SIDS safe sleeping kits

Standard/element
2.3.2

Every reasonable precaution is taken to protect children from harm
and any hazard likely to cause injury

Identified
issue

Review
risk assessment form and use research to guide risk.

Standard/element

Identified issue

Standard/
element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure

By when?

Progress notes

2.1.1

Make sure
that all educators are aware of individual children’ needs.

M

Try to be closely with families
to complete and update action plans are per policies and procedures
Implement each child action plan

Organize training or workshops
for all educators to be familiar with action plan procedures

Organize Training
Workshops

Ongoing

2.1.2

Make sure
that all children in care are offered relaxing and comfortable area

M

Make sure that the sleep area is
safe.
Soft music during sleep time
All educators should be familiar
with SIDS safe sleeping guide

Information update in in-service
training

Ongoing

2.3.2

Regulation
168

M

Update and add into policies and
procedures.
Develop management plans as
needed

All documentation in regards to
WH&S are practiced and preventive measures are in place

Ongoing

Improvement Plan

Quality
Area 3: Physical environment
This quality area
of theNational
Quality Standard focuses
on thephysical
environment and
ensuring that itis
safe, suitable and provides a rich and diverse range of experiences that
promote children’s learning and development.
Quality Area 3: Standards and
elements

Standard 3.1

The design and location of the premises is
appropriate for the operation of a service.

Element 3.1.1

Outdoor and indoor
spaces, buildings, furniture, equipment, facilities and resources are
suitable for their purpose.

Element 3.1.2

Premises,
furniture and equipment are safe, clean and well maintained.

Element 3.1.3

Facilities are
designed or adapted to ensure access and participation by every child in the
service and to allow flexible use, and interaction between indoor and outdoor
space.

Standard 3.2

The environment is inclusive, promotes competence,
independent exploration and learning through play.

Element 3.2.1

Outdoor and
indoor spaces are designed and organised to engage every child in quality
experiences in both built and natural environments.

Element 3.2.2

Resources,
materials and equipment are sufficient in number, organised in ways that ensure
appropriate and effective implementation of the program and allow for
multiple uses.

Standard 3.3

The service takes an active role in caring for its
environment and contributes to a sustainable future.

Element 3.3.1

Sustainable
practices are embedded in service operations.

Element 3.3.2

Children are
supported to become environmentally responsible and show respect for the
environment.

Quality Area 3: Related sections of
the National Law and National Regulations

Standard/element

National Law (section) and National Regulations
(regulation)

3.1.2

regulation 103 Premises, furniture and equipment to be
safe, clean and in good repair

3.1.1

regulation 104 Fencing and security

3.2.2

regulation 105 Furniture, materials and equipment

3.1.1

regulation 106 Laundry and hygiene facilities

3.1.1

regulation 107 Space requirements—indoor

3.1.1

regulation 108 Space requirements—outdoor space

3.1.1

regulation 109 Toilet and hygiene facilities

3.1.1

regulation 110 Ventilation and natural light

3.1.1

regulation 111 Administrative space

3.1.1

regulation 112 Nappy change facilities

3.2.1

regulation 113 Outdoor space—natural environment

3.1.1

regulation 114 Outdoor space—shade

3.1.3

regulation 115 Premises designed to facilitate
supervision

3.1.2

regulation 116 Assessments of family day care residences
and approved family day care venues

3.1.1

regulation 117 Glass (additional requirement for family
day care

Related requirements

Part 3 of the National Law:
Service Approval

regulation 25 Additional information about
proposed education and care service premises

Regulations 41-45 Service
waiver and temporary waiver

Quality Improvement Plan for QA 3
Summary
of strengths for QA3

Strengths

The Service policies and
procedure is addressed the elements of QA3
The service currently have
flexible program with supports children through indoor to outdoor play.
All children are encourage to
develop and change the indoor space to meet their need.
The service encourage
sustainable practices, recycling of materials, food scraps, water.
All educators are aware of
ventilating their premises daily.

Key improvements sought for QA3

Standard/element
3.1.1

Outdoor and indoor spaces , buildings, furniture, equipment,
facilities and resources’ are suitable for their purpose

Identified
issue

Educators
need store room

Standard/element 3.3.2

Children are supported to become environmentally responsible and show
respect for the environment

Identified
issue

Document
and implement environmental practice with children.

Standard/element

Identified
issue

Standard/element

Identified
issue

Standard/
element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure

By when?

Progress notes

3.1.1

Safe
physical environment

H

Different type of shelving to be
sourced toys and equipment,
Shelving assembled input in
educators premises
Update policies and procedures
Check list to be completed
daily.
Observation

Educators should have store room
or cupboard with safety lock to make
in inaccessible to children

Term 3

3.3.2

Document
and implement environmental practice with children

M

Approve the work to be done and
who to complete the work

Ongoing

Improvement plan

Quality Area 4: Staffing arrangements
This quality area
of theNational
Quality Standard focuses
on the provision of qualified and experienced educators, co-ordinators and
nominated and experienced supervisors who are able to develop warm, respectful
relationships with children, create safe and predictable environments and
encourage children’s active engagement in the learning program.
Quality Area 4: Standards and
elements

Standard
4.1

Staffing
arrangements enhance children’s learning and development and ensure their
safety and wellbeing.

Element 4.1.1

Educator-to-child ratios and qualification
requirements are maintained at all times.

Standard
4.2

Educators,
co-ordinators and staff members are respectful and ethical.

Element 4.2.1

Professional standards guide practice,
interactions and relationships.

Element 4.2.2

Educators, co-ordinators and staff
members work collaboratively and affirm, challenge, support and learn from
each other to further develop their skills, to improve practice and
relationships.

Element 4.2.3

Interactions convey mutual respect,
equity and recognition of each other’s strengths and skills.

Quality Area 4: Related sections of the National Law and
National Regulations

Standard/element

National Law (section) and National Regulations
(regulation)

4.1

regulation 169 Offence
relating to staffing arrangements

4.1

regulation 118 Educational
leader

4.1

regulations 119–120 Age and supervision requirements

4.1

regulations 121–124 Minimum number of educators required

Standard/element

National
Law (section) and National Regulations (regulation)

4.1

regulations 125–128 Educational qualifications for
educators

4.1

regulations 129–135 Requirements for educators who are
early childhood teachers

4.1

regulation 136 First
aid qualifications

4.1

regulations 137–143 Approval and determination of qualifications

4.1

regulation 144 Family
day care educator assistant

4.1

regulations 145–15 Staff and educator records—centre-based
services

4.1

regulation 153 Register
of family day care educators

4.1

regulation 154 Record
of staff, family day care coordinators and family day care educator assistants

Related
requirements

4.1

section 161 Offence to operate education and
care service without nominated supervisor

4.1

section 162 Offence to operate education and care
service unless responsible person is present

4.1

section 163 Offence relating to appointment
or engagement of family day care coordinators

4.1

regulations 46–54 Supervisor certificates

4.2

regulation 55 Quality
improvement plans

4.1

regulation 168(2)(i) Policies and procedures are required
in relation to staffing including a code of conduct for staff members;
determining the responsible
person present at the service and the participation of volunteers and
students on practicum placements.

Quality Improvement Plan for QA4
Summary of strengths for
QA4

Strengths

Child ratios are maintained
All educators have a minimum certificate III in children services
Staff work with Disabilities Coordinator, Speech Pathologists,
Occupational Therapists, Physiotherapists and Psychologists, as and when
required to provide targeted programs for identified Children.
Coordinators regular visit to educators premises. Unannounced visit
every 3 months

Key improvements sought for QA4

Standard/element
4.1.1

Educator-to-child ratios and qualification requirements are
maintained at all times.

Identified
issue

Staff
need to ensure a copy of their relevant qualifications are documented and on
file at the office along with in educators premises

Standard/element
4.2.1

Professional standards guide practice, interactions and relationships

Identified
issue

Educators
need more support to be familiar with NQS requirement

Standard/element

Identified
issue

Standard/element]

Identified
issue

Improvement plan

Standard/
element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure

By when?

Progress notes

4.1.1

To have copies of all educators relevant
qualification on file and have access copy in their premises

H

Inform
educators via letter or phone call requesting a copy of the needed
certificate

All
Staff will provide a copy of their relevant documentations

Ongoing

4.2.1

All EDUCAOTRS
should be involved in contributing the writing of the QIP

M

Review
and update educator profiles to include personal philosophies, training
opportunities

Workshops

Training

Newsletter

Ongoing

Quality
Area 5: Relationships with children
This quality area
of theNational
Quality Standard focuses
on relationships with children being responsive, respectful and promoting children’s
sense of security and belonging. Relationships of this kind free children to
explore the environment and engage in play and learning
Quality Area 5: Standards and
elements

Standard
5.1

Respectful
and equitable relationships are developed and maintained with each child.

Element 5.1.1

Interactions with each child are warm,
responsive and build trusting relationships.

Element 5.1.2

Every child is able to engage with
educators in meaningful, open interactions that support the acquisition of skills
for life and learning.

Element 5.1.3

Each child is supported to feel secure,
confident and included.

Standard
5.2

Each
child is supported to build and maintain sensitive and responsive
relationships with other children and adults.

Element 5.2.1

Each child is supported to work with,
learn from and help others through collaborative learning opportunities.

Element 5.2.2

Each child is supported to manage their
own behaviour, respond appropriately to the behaviour of others and
communicate effectively to resolve conflicts.

Element 5.2.3

The dignity and the rights of every child
are maintained at a

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