POLICY CONTENT

QUALITY AREA 5: Relationships with Children

5.1	Relationships between educators and children	Respectful and equitable relationships are maintained with each child.
5.1.1	Positive educator to child interactions	Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
5.1.2	Dignity and rights of the child	The dignity and rights of every child are maintained.

QUALITY AREA 6: Collaborative Partnerships with Families and Communities

6.1	Supportive relationships with families	Respectful relationships with families are developed and maintained and families are supported in their parenting role.
6.2	Collaborative partnerships	Collaborative partnerships enhance children’s inclusion, learning and wellbeing.
6.2.2	Access and participation	Effective partnerships support children's access, inclusion and participation in the program.

 

PURPOSE 

Our School is committed in creating a supportive working environment for all employees and adhere to anti-discrimination practices for all children and families, free from bias. We recognise that family responsibilities are of the utmost importance and having your child attend the School where you work is time efficient and provides flexibility and convenience. However, having your child attend the School may also present its own unique set of challenges and concerns for various stakeholders, including other parents and school staff. It is therefore paramount, that clear communication and collaboration with management and employees is maintained to ensure a positive and successful workplace for educators and their child/ren. In order to balance work and family commitments, we support the enrolment of our employees’ children within our School. This includes all family relationships including biological children, adopted and fostered children, stepchildren, nieces and/or nephews.   
 
We aim to have clear and defined roles for staff and educators to ensure we are maintaining a fair and equitable school for all children, staff and employees.  

SCOPE

This policy applies to children, families, staff and management of the School.  

IMPLEMENTATION

In order to support work and family responsibilities, management will accept employees enrolling their children at the School under the following conditions. 

Management/Nominated Supervisor/Responsible Person will ensure:  

• a family-friendly arrangement is negotiated with the educator/parent to ensure compliance with our Code of Conduct and other school policies 
• document the family-friendly arrangement to ensure the employee has a clear understanding of the provisions available within the School and how this will be reviewed to ensure best practice 
• a safe work environment is provided to the employee and child, free of bullying and discrimination  
• the enrolment continues to allow the School to meet operational requirements regarding age and ratios (for example, if a school is approved for 29 children, they will not exceed this licensing requirement. If a child is 2 years of age and the school is approved for 3-5-year-old’s only, the child will not be enrolled at the school as this will constitute a breach of licensing) 
• the educator/parent provides all required documentation for enrolment as per Enrolment Policy 
• the School promotes a family-friendly working environment 
• all children are treated equally and fairly 
• no special provisions are made for the child of an employee that would not be available to other enrolled children 
• the educator/parent responds to their own child’s behaviour and the behaviour of other children in a fair and consistent way 
• that the educator and child are not placed in the same room/group (where possible) 
• educators maintain their professionalism towards the educator and child  
• the educator/parent does not become a distraction for the child or other children, as this can cause a lack of focus or behaviour problems 
• the educator/parent is aware that there could be potential stress from conflicting demands between family, work and other responsibilities and to support the employee and child when possible 
• at predetermined dates a review is conducted to assess the effectiveness and suitability of the child and parent being at the School together 

Educators will:

• maintain their professional boundaries  
• be open and honest when discussing the child’s development with the educator/parent  
• be respectful towards the educator and child  
• collaborate and seek guidance from the parent as per normal circumstances 
• treat the child equally and fairly 
• ensure there is no bias shown to the child of an employee at the school 
• adhere to all mandatory reporting requirements (child protection, reportable conduct scheme) 
• raise any concerns with management. 

SOURCE

Australian Children’s Education & Care Quality Authority. (2014).  
Australian Government Department of Education, Skills and Employment. (2009) Belonging, Being and Becoming: The Early Years Learning Framework for Australia. 
Australian Government Department of Education, Skills and Employment. (2011). My Time, Our Place: Framework for School Age Care in Australia. 
Early Childhood Australia Code of Ethics. (2016). 
Guide to the Education and Care Services National Law and the Education and Care Services National Regulations. (2017). 
Guide to the National Quality Standard. (2017). (Amended 2020). 
Revised National Quality Standard. (2018).