Policy Content

Research has shown us that providing high quality intervention to children with diagnosed disabilities, developmental delays or children under assessment not only assists in ensuring the child can participate in everyday activities and family and community life but may substantially reduce the assistance and support required later in life. We also know that children learn best when participating in normal routines and activities with familiar people. Our School therefore welcomes the support of Early Childhood Intervention Practitioners. As a school we refer to our additional needs policy when support is not yet available from an ECIP. Additional Needs Policy

National Quality Standards (NQS)

QUALITY AREA 1: Educational Program and Practice

1.1.1

Approved learning framework

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.

QUALITY AREA 3: Physical Environment

3.1	Design	The design of the facilities is appropriate for the operation of a service.
3.1.1	Fit for purpose	Outdoor and indoor spaces, buildings, fixtures, and fittings are suitable for their purpose, including supporting the access of every child.
3.2.1	Inclusive environment	Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.
3.2.2	Resources support play-based learning	Resources, materials, and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.

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 roles.
6.1.1	Engagement with the service	Families are supported from enrolment to be involved in the service and contribute to service decisions.
6.1.2	Parent views are respected	The expertise, culture, values, and beliefs of families are respected, and families share in decision-making about their child’s learning and wellbeing.
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

We aim to provide an inclusive environment that supports each child to fully participate in the daily routines and activities of the School. This includes putting plans in place that enable us to support children requiring visits from Early Childhood Intervention Practitioners that minimise disruption to the child, other children, and educators. To ensure a child safe environment and our commitment to the Child Safe Standards, any ECIP visiting our service will be made aware of our code of conduct, child-safety policies, including the reportable conduct scheme. 

Scope

This policy applies to children, families, staff, management, and Early Childhood Intervention Practitioners (ECIP) visiting the School. 

Implementation

 The Early Years Learning Framework (EYLF) recognises that ‘...Partnerships involve educators, families, and support professionals working together to explore the learning potential in everyday events, routines, and play so that children with additional needs are provided with daily opportunities to learn from active participation and engagement in these experiences...’ (DEEWR, 2009, p. 12).  

Scheduling Visits

• Visits to a child must be scheduled by the ECIP in negotiation with the School Director/responsible educator
• The ECIP will be advised of the most appropriate times of day to schedule a visit in regard to minimising disruption to the child, the classroom routine, and the School (individual age-appropriate routine of the child is to be considered)
• ECIPs will not be permitted access to the child if they arrive without a scheduled appointment
• When scheduling visits, time must be included for communication between the responsible Educator/Director and the ECIP after and/or before time spent with the child
• If the ECIP has not attended the School on a prior occasion, they will be advised that they must bring a current WWCC and original or certified copies of qualifications

Maintaining Accurate Records of ECIP visits

• Upon arrival, ECIPs must check in using the QR Code
• Upon conclusion of the visit, ECIPs must sign out using the QR Code 
• Prior to the visit, the ECIP will provide the following information:
  • date
  • ECIP's name and contact details
  • scheduled appointment time
  • the company/business the ECIP is representing and their contact details 
  • the purpose of the visit (observation, one-on-one activity etc.), and 
  • the arrival and departure time

Child Protection & Duty of Care

• On the initial ECIP’s visit he/she will provide evidence of a current WWCC, which will be photocopied and placed on file or loaded into Employment Hero 
• The Nominated Supervisor or Responsible Person will ensure the ECIP is made aware of the School’s commitment to the Child Safe Standards and be provided access to the relevant Child Protection and Child Safe Environment Policy
• Qualifications and WWCC documents may either be submitted by the governing agency (prior to ECIP visit) OR in the case of individual therapists (NDIS relevant), therapists to provide relevant documentation. The staff member greeting the ECIP will make a note that these have been sighted and may be required to be loaded into Employment Hero
• Where possible, all interactions with the child will be conducted within the classroom environment 
• At no time will a child be removed from the group: Children must remain within sight of School staff at all times. 

Conclusion of Visit

• At the conclusion of the visit a private space will be provided for the ECIP to have a conversation with the responsible educator/School Director. If a private space is not available, the ECIP and educator/Director will seek out an area where they can conduct the discussion with the appropriate level privacy
• A summary of what has occurred will be provided by the ECIP including observations, outcomes of activities, and strategies to be implemented by School educators 
• To ensure accountability is embedded into the process ‘next moves’ and ‘actionable time-lines’ should be employed

Privacy & Confidentiality

• Discussions/conversations about the child will not take place in front of other children or families
• All records of the visit will be placed in the child’s confidential file in a private cabinet 

Governance

Management/Nominated Supervisor/School Director will ensure:

• all visitors to the School check in using the relevant QR Code 
• all visitors to the School adhere to strict hygiene measures as implemented within the School (handwashing, physical distancing, use of PPE in line with government guidelines) 
• appointments are scheduled with ECIPs with regard to minimising the disruption for the child and the classroom routine 
• at the time of making appointments ECIPs are advised that appointment times are not flexible as relief staff may be required to replace the educator responsible for the child 
• appointment duration allows adequate time for the ECIP to consult with the educator both before and after time spent with the child 
• the ECIP is notified in a timely manner if the child being visited is not in attendance at the School on the nominated visit day 
• that educators in the School receive the appropriate and relevant training required to support children with disabilities and/or developmental delays.

ECIP will ensure:

• they adhere to all hygiene measures implemented within the School including wearing appropriate PPE (in line with government guidelines) 
• all relevant information is shared with the responsible educator 
• a working partnership is maintained with staff, families, and all other ECIPs assigned to the child’s case 
• thoughtful and considered scheduling of appointments are made to minimise disruption to the child’s routine, including
  • the times and duration of booked visits are respectful of the School’s needs 
  • scheduled appointment times and durations are strictly adhered to 
• educators are provided with information and strategies to support the child’s learning and development 
• educators are informed of resources that are available to support the child’s learning and development 
• any required documentation (such as observations) is requested prior to the visit to ensure educators have reasonable time to prepare 
• the School is notified in a timely manner of any cancellation of appointments 
• if running late to an appointment the ECIP will contact the School to ascertain if a later time is practical or if another appointment must be scheduled. 

Educators will ensure:

•  feedback is provided to the ECIP regarding strategies implemented with the child 

• documented observations are provided to the ECIP as requested 

• information is shared with the child’s family [consider if translation of information is required] 

• reasonable consideration is given to the timing of ECIP visits 

• a working partnership is maintained with colleagues, families, and all ECIPs assigned to the child’s case 

• professional development is maintained in order to provide full support for children with disabilities and/or developmental delays.

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