Standard 2.2: Safety

Each child is protected.

How Standard 2.2 contributes to quality education and care

Children have a fundamental right to be protected and kept safe when they attend an education and care service. Unsafe settings and situations can negatively impact on children’s physical health and wellbeing, which in turn can negatively affect their experiences, learning and wellbeing in the present and throughout their lives.

Through a widening network of secure relationships, children develop confidence and feel respected and valued. A strong sense of wellbeing promotes children’s confidence and optimism, which maximises their learning and development (Early Years Learning Framework, p. 30; Framework for School Age Care, p. 29).

Questions to guide reflection on practice for Standard 2.2 (for all services)

Protecting each child

  • How do we identify potential supervision risks in the service?
  • How do we plan to ensure that all areas used by children are effectively supervised, including when children are participating in high-risk activities or varying their activities?
  • How do we plan to manage supervision of small groups of children who may need to be in a different space from the main group, such as children who sleep for longer periods than others at different times, children who take longer to finish mealtimes or children who want to engage in quiet, solo activities away from other groups of children?
  • How do we identify, assess, manage and record hazards and potential risks for children, such as potentially dangerous products, plants, objects and animals at the service, and how often do we do this?
  • How do we ensure children are alerted to safety issues and encouraged to develop the skills to assess and manage risks to their own safety?
  • How do we ensure that all equipment and materials used in the service meet relevant safety standards, including bedding and sun protection resources and equipment?
  • How do we conduct risk assessments for potential excursions and plan for children’s safety during excursions?
  • How do we conduct risk assessments for potential transportation of children and plan for children’s safety during transportation provided or arranged by the service?
  • How do we identify which emergency procedures and specific action plans are required for our service and how often do we practise these? What recognised authorities are consulted in the development of these plans?
  • How do we maintain an awareness of the people who have contact with children at the service and/or who collect children from the service?
  • How do we keep up to date with current legislation in our state or territory in relation to child protection, and ensure that all staff understand how to report their concerns about child protection issues?
Family day care
  • How do we discuss and manage supervision risks associated with working in isolation?
  • How do we discuss and manage transport arrangements, including supervision and safety considerations (for example, child safety in educators’ vehicles and safe fitting of car seats)?
School age children
  • How do we keep up to date with current information on travelling safely, such as bus travel and bike safety?