Early Edition Summer 2013

CHILDCARE QUEENSLAND NEWS - SUMMER 2013

Helping children deal with worry and stress

Meet the Assistant Minister Assistant Minister for Education, Sussan Ley

Understanding reflective practice a means of continuous improvement

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CHILDCARE QUEENSLAND News - Summer 2014

Contents Message from the CQ President

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Message from the CQ Chief Executive Officer

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CQ support charity - ACT for Kids

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Reflective practice

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Festive reflections

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EATSIPEC workshops increase indigenous enrolments

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Profile on Assistant Minister for Education, Sussan Ley

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Button batteries warning

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Embedding Indigenous culture in your service

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What you need to know about workplace bullying

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Childcare Queensland

Selling your service? Here’s 5 tips for sale success

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Location: 11/6 Vanessa Boulevard, Springwood

Helping children deal with worry and stress

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CQ calendar of events 2014

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Mailing: PO Box 137, Springwood QLD 4127

Engaging employees for a productive and sustainable workforce

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Associate member directory

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Telephone: (07) 3808 2366 Fax: (07) 3808 2466 Toll Free: 1300 365 325 (outside Brisbane)

MANAGEMENT COMMITTEE

Web: www.childcareqld.org.au

Executive

Committee Members

Email: info@childcarequeensland.com.au

President Peter Price

Linda Davies

Editor: Maddy Childs

Disclaimer: Articles published in this magazine are published as a service to readers and should not be substituted for specific advice in relation to any issue. While advertising in this magazine is encouraged, Childcare Queensland accepts no responsibility for the contents of the advertisements.

Advertisements are accepted in good faith and liability for advertising content, goods or services supplied is the responsibility of the advertiser.

Vice President John Keast

Majella Fitzsimmons Fiona Haber

Treasurer Jae Fraser

Kerrie Lada

Secretary Debra North

Brent Stokes

CEO Gwynn Bridge

Christine Mayer Prue Turnbull

Childcare Queensland Office General Manager James Blake

Senior Office Administrator Jen Smyth

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Message from the

CQ President

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t this time of year, the words on everybody’s lips are “Merry Christmas & Happy New Year”.

But what have you done as a childcare service owner to ensure your service does have a happy New Year? You and your staff will be happy if you have a high occupancy rate when you return in January, after the Christmas break.

Do you run a vacation care program? If yes, is it just for school-aged children or is it extended to all ages? Why shouldn’t the ‘toddler’ ages also have a vacation care program to get them in the holiday mood leading up to Christmas and until school resumes?

attend. These are just a selection of ideas for marketing your service when you have holiday vacancies.

In anticipation of the usual mass exodus of numbers when school starts, transition your children up to the next room. Do preliminary work with the children on your waiting lists, so that new children starting at the end of January are given a ‘free’ orientation day when your numbers are still down. This is a wonderful time to build goodwill with the community and get your numbers in

I am frequently told by owners and operators that their numbers are down over the Christmas period, yet this is the best time to run special programs to encourage children (and parents) back in to your centre.

Look to your excursion programs, holiday activities, and summer beach and water safety programs, to provide children with that extra bit of excitement that goes hand in hand with holidays.

Perhaps you could bring in children’s entertainers, announcing their visit to build an anticipatory environment, where children want to come to the service; and also encourage their older siblings to attend as well. Service vacancies - caused by children going away on family holidays – would then be filled by other children who would not normally attend your service.

Perhaps you could introduce a ‘special holiday rate’, which may offer parents who have 4 or more days in your service reduced fees. Or you could give a reduction for any ‘additional’ children, to encourage siblings and friends to

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place for the return to school.

The period after Christmas is the time to commence your Australia Day celebrations. The weeks leading up to Australia Day can be filled with games and activities that have an Australian flavour to them. Perhaps you could have a special arrival celebration for children who were not born in Australia.

As the big kids are preparing to move on to primary school, why not create specific school style play? School routines and programs may also be interesting for parents, who are often surprised by the drop in supervision standards, safety and hygiene, for children who move from a childcare environment to a primary school environment.

Transition discussions with parents highlighting these differences, not only

CHILDCARE QUEENSLAND NEWS - Summer 2013

help parents prepare their children for school, but also reiterate the high standards of supervision, safety and care that you provide within your service.

Wave your own flag and perhaps parents will develop a new appreciation of all the things you are doing and have done for their children.

January is also the time when you will have many new parents considering enrolling their child with your service.

Parent orientations are invaluable, to both inform parents of what you do, as well as to allay any concerns or fears they may have about putting their child into day care. We have all been there, and a little extra information and ‘care’ for parents from owners and management will be appreciated.

While numbers are down, take the time to get your service cleaned up and sort and archive your paperwork. This is the time when jobs that staff and management are too busy to complete during the year can be addressed and finalised.

If you have a pro-active plan to address some of the ideas suggested above, then you really will have a merry Christmas and a happy (and high occupancy) New Year.

From all of us at Childcare Queensland, enjoy the festive season and have a wonderful start to 2014.

Peter Price President

Message from the

CQ Chief executive officer

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t certainly is “interesting times” in the early education and care sector as I write.

We have the results of Quarter 3 Assessment and Ratings released

by ACECQA which indicate that around a quarter of the sector has undergone Assessment and Rating.

Childcare Queensland (CQ) and the Australian Childcare Alliance (ACA) are concerned that already we have second assessments occurring for the services who received “Working Towards” on their first visit. As the number of services with this rating is large, our concern is that other services still waiting for their first assessment may do so for up to five years. Members have shown concern and disappointment that they are competing against services who have already received an “excellent” rating, when they are still waiting to be assessed.

ACA has submitted a document to Assistant Minister Ley on the concerns that members have identified on the current A & R process. A Red Tape document has also been submitted. Both of these documents are available on the CQ website in the Member’s area.

All State and Territory ministers on the Standing Council on School Education and Early Childhood (SCSEEC) met on 29 November, 2013 and CQ is hopeful that some of the regulatory burden that has been hindering the sector following the implementation of the National Education and Care Regulations was addressed. Amongst the primary concerns that we submitted are the operational difficulty and exorbitant costs involved with Certified Supervisor Certificates (68,000 issued at $30 per application = $2.04 million dollars), the waivers that will need to be in place for ECTs across Australia by 1 January 2014 and the regulation that stipulates that a new employee must be enrolled in a course of study prior to commencement from 1 January 2014.

The recent announcement of changes to the accepted qualification for an ECT by ACECQA and the Queensland Government will assist to relieve the pressure on services however it is anticipated that regional, rural and remote services will still have difficulty with recruitment. We are concerned that when an ECT leaves a service, the waiver process must be implemented and this will cost $100 per application plus take time to be approved. CQ and ACA will be endeavouring to determine the time of delay and the liability on the service during this period and whether a new waiver will be required should a new employee leave the position after a few weeks.

The Terms of Reference for the Productivity Commission review in the ECEC sector are now available on their website. CQ and ACA are preparing submissions and we will be sending a survey in the very near future for you to forward to families attending your service. It is vital that we gather the information from members and families to inform our submission as this is an opportunity for us to play a part in determining the future of our sector. We urge each of you to put in a submission, it does not need to cover all areas but please have your say on the areas that you are passionate about.

Two issues that we are anticipating determination from the Australian Government are – • The decision on the Early Years Quality Fund (ACA has forwarded correspondence to the Minister with suggestions for two options on the disbursement of this Fund in a fair and equitable manner)

• Lodgement of a Bill in Parliament to freeze the Child Care Rebate until 2017. (We have concern that this will proceed as it was announced in the previous government’s last budget but has not yet passed through Parliament) The Equal Remuneration (ERO) case is proceeding through the Fair Work Commission and our industrial body ACCA is representing our members. CQ has been subpoenaed to appear and we will keep you informed as the case progresses.

At this time of the year in our services we are busy with the usual round of Christmas and end of year activities and looking for a well-deserved break.

We are also fare welling another group of active little learners from our kindergarten groups as they begin their journey into the formal school system.

I am sure we all agree that the Early Years Learning Framework and the Queensland Kindergarten Learning Guidelines have provided the pieces to the puzzle that we had been searching for and as educators, we are more confident and focused on providing an individualised learning environment for the children in our care. All educators should feel proud that they have contributed in such a meaningful way to the future of the children.

From Childcare Queensland and the Australian Childcare Alliance we wish you all a safe and happy Christmas and a prosperous and happy New Year.

Gwynn Bridge Chief Executive Officer

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Seasons Greetings from all of us at Childcare Queensland

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Our office will be closed from 4:30 pm Friday 20 December 2013

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Reopening at 8:00 am Monday 6 January 2014

FUNDING IS AVAILABLE NOW! • Special RPL funding for educators to become qualified in rural and remote areas.

• Funding for traineeships/ apprenticeships throughout QLD We encourage all employers and Nominated Supervisors to call ECTARC to discuss the variety of early childhood training funding that is currently available. Funding is targeting educators in early childhood services that need to achieve a Certificate III in Children’s Services CHC30712 or Diploma of Children’s Services (Early childhood education and care) CHC50908.

Don’t miss out on funding - call Sue Bond on 07 3345 8272 or email qld.ectarc@bigpond.com today!

www.ectarc.com.au 4

CHILDCARE QUEENSLAND NEWS - Summer 2013

Visit www.ectarc.com.au to see the QLD Workshop Calendar and Online Webinar Workshops Calendar

CQ Support Charity -

ACT for Kids

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o support the excellent work of organisations in Queensland who work closely with families and children, Childcare Queensland recently donated $1000 to Act for Kids, a charity working with families and children who have experienced abuse and neglect.

Established in 1988, Act for Kids has grown substantially from when its doors first opened in Brisbane. Act for Kids now offers free services, aimed at preventing and treating child abuse and neglect, from centres in Brisbane, Gold Coast, Cairns, Townsville, West Cape York and Doomadgee. The main goal of the charity is for all Australian children to have the safe and happy childhood they deserve.

Previously known as the Abused Child Trust, Act for Kids was established by a group of health professionals who were alarmed by the growing number of child abuse cases at the time. The charity provides services that span treatment, prevention, education, advocacy and research, to build awareness, helping communities understand the issue of child abuse and neglect, and also to

provide affected families and children with the help and support they need.

The charity celebrated its 25th birthday this year, and will soon open the first Child and Family Centre of Excellence at James Cook University in Townsville.

The Centre aims to positively impact on the lives of children and families in Townsville and North Queensland by providing evidence-based therapy and support services to improve the outcomes and futures for local children, as well as lead the way in national child protection.

Act for Kids was recently invited by the Commissioner from the Queensland Child Protection Commission of Inquiry to provide one-on-one briefings to help shape the future of Queensland’s child protection system.

The charitie’s CEO, Dr Neil Carrington, also recently attended meetings with the Northern Territory and South Australian Governments, to discuss the opportunity for further expansion in the future.

With proven dedication to the welfare of Queensland children, Childcare Queensland believes that the work of Act for Kids is crucial to building community awareness, helping to unpack the misunderstanding around child abuse and neglect, as well as providing excellent help and support services at no cost for Australian children and families.

To learn more about Act for Kids and their services, visit www.actforkids.com.au

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Reflective Practice

Dr Brenda Abbey, Childcare by Design

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he National Quality Standards (NQS) requirement for reflective practice as a means of continuous improvement can only be met if educators understand what reflective practice is and what it involves.

To meet the NQS requirements, educators need to reflect upon their practices as individuals, and as part of their team and service. They are also required to document that reflection.

However, many educators are still unsure what reflective practice really means and what it requires of them.

Clarifying terms The terms evaluation, reflection and reflective practice are often used interchangeably by mistake. They are connected, but have different meanings.

When we evaluate, we assess events, daily occurrences and practices against objective criteria. For example, we might evaluate the way we change a toddler’s nappy against the service’s documented nappy change procedure. Our thoughts, feelings and philosophy are not relevant – only the facts about our practice.

When we reflect, we revisit a situation or event. We think about how it occurred, the context and how we felt about it. Educators document their reflections in a variety of ways, such as reflection sheets and diaries. This documentation provides some of the source material for reflective practice.

Reflective practice requires us to ‘think about our thinking’. It involves reflecting on our current practice, the outcomes, and how we might change our practice for better outcomes. We still examine our practice – objectively and subjectively, as with reflection – but we also look at what informs our practice, and what action is required to improve this practice.

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Reflective practice can lead to changes in knowledge, beliefs, and practices.

Using the earlier nappy change example, we would examine our current nappy change practices and their outcomes for children together with the recommendations of recognised authorities. We would then use all of this information to help us decide whether we need to make changes.

in place to support them. Your system should be: simple, inclusive, regular and documented.

Reflective practice means being:

• Develop a list of reflective questions to cover each of the NQS’s seven quality areas. This could be based upon the reflective questions suggested in the NQS, and/or consist of those developed to meet the specific needs of the service. The list can be used as evidence of reflective practice if the date and method of reflection (i.e. individual, team or service) is recorded against the questions.

• Honest with ourselves about what we do • Open to different ways of working • Willing to change our ways.

To reflect effectively we need to consider: • What questions we will ask • When we will ask them • How often we will ask them • How and where we will document our thinking and responses.

The NQS contains 168 reflective questions to guide our practices. We do not need to respond to all of these questions; however, we do need to demonstrate that we reflect regularly, and that this reflection covers each of the seven quality areas. Many services develop their own questions that relate specifically to their setting, way of operating, or perhaps their philosophy.

Systematic reflective practice One way to demonstrate that educators in your service reflect upon their practices is to have a structured reflective practice system

CHILDCARE QUEENSLAND NEWS - Summer 2013

Service leaders need to: • Communicate and direct educators to the relevant content of the NQS, Early Years Learning Framework (EYLF), and/or My Time, Our Place (MTOP) framework.

• Require educators to reflect upon their practices at least three times per week, and document that reflection.

Remember reflection needs to be on a topic or issue, rather than a general statement such as “We had a good day”.

• Maintain a Service Reflection Diary in which all educators are required to write a brief comment about an issue identified by the nominated supervisor.

• Include reflective practice on the monthly team meeting agenda. This will ensure whole-of-service reflective practice is properly documented in Team Meeting Minutes.

Why is reflective practice so important?

Reflective practice is important because it results in thoughtful decisions that are in the best interests of children and families. Without reflection, it is likely we will continue to use the same practices in the same way, and lose the opportunity for improvement and better outcomes.

In addition to our individual reflection, we need to reflect with members of our room and service upon shared knowledge, skills and practices. Further, we need to reflect upon how well each team meets the requirements of the NQS and learning frameworks, namely EYLF and MTOP, and the kindergarten learning guidelines.

Any areas or shortfalls we identify can be included in our Quality Improvement Plan (QIP). They can also be included in our whole-of-service professional development plan and in the team mentoring arrangements.

Team reflection often identifies individual professional support needs. This information can then form part of our individual educator appraisals and professional support plans, just as the needs identified by our individual reflection do.

The NQS acknowledges us as educators with a professional responsibility to:

• Undertake this reflection as a matter of course, and not wait until being told to do so.

• Accept that reflective practice adds to our underpinning knowledge about what we do and why.

Services need to have a system in place to support regular reflective practice and its documentation. This ensures educators will continue to improve their knowledge, skills and practices, to facilitate the best outcomes for children, families and the service.

• Reflect on individual educator, team and whole-of-service questions across all quality areas.

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Festive Reflections

Pam Maclean, Child’s Play Consultancy Services

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s 2013 draws to a close, pause to reflect on the past year, the challenges faced and overcome, the many joyful moments shared with children, colleagues and families, and meaningful connections made.

Waving a sometimes tearful goodbye to many young children, we send loving thoughts and hopes with them. All the while, a small place in our hearts remains where we tuck away memories to enjoy in the odd quiet moment.

I wonder if, just like the children at this time of year, we were to write a letter to Santa, what might we say? What EYLF-like words and thoughts might we share?

Dear Santa,

for us.

2013 has been a very busy transition year ogical pedag d soun with ers As educators and teach and ct refle ally critic to had have practices, we eing, meet new challenges to our collective wellb of lot e almost all encompassed by a whol and interesting letters – NQF, EYLF, QKLG, NQS more.

cipate As a community, we were able to be, parti vements achie in and celebrate spiritually important ngs. setti hood child during the year in our early with ing learn our of some e shar We would like to you.

sitions We displayed optimistic and inclusive dispo through ing learn as we tried to scaffold children’s coies, nolog tech , texts the intentional use of ing. learn based play and s ience exper constructed and , xivity refle ren’s child ced enhan have We literacy achieved fabulous learning outcomes in ing our ment imple ntly dilige and numeracy whilst m. iculu curr and k ewor learning fram where We created active learning environments e becam children can feel they belong; we

ren’s lovingly attuned and involved, promoting child ing learn erful wond built we as y agenc sense of a Sant say, relationships. We can now proudly ous preci our help to that we have done our best 2013. g durin be can they best the children become

a tearful As Christmas approaches, we will wave ds who frien but cheerful goodbye to some of our ey. We journ al ation will move onwards in their educ t and emen excit the to ard forw will positively look come to eys journ ing learn ed shar of opportunities our light to s dship frien new many with 2014, in way.

So, dear Santa, as we sidle up to festively risk laden tables, (but only after appropriate hands and leted comp been have nts assessme no washed thoroughly many times to ensure ful thank are we r), occu cross contamination can our on ed enjoy have we ings for the many bless ies and learning journey with young children, famil be to vor endea communities. We will rest well, build we as 2014 In humble, grateful and kind. with new relationships and enhance existing ones e to striv will we lives, our in t abou care we those we work erful continue and improve on the wond do so well.

Merry Christmas to everyone. Be safe, happy and healthy and enjoy spending time with those you love if you are able.

Pheww, made it – all 34 EYLF terms have been used in this article, (including Belong, Be and Become). No Christmas cheer for you until you have spotted them.

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EATSIPEC Workshops Increase Indigenous Enrolments

QLD Department of Education, Training & Employment

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orkshops delivered by the Department of Education, Training and Employment to early childhood educators across Queensland, are resulting in increased enrolments of Aboriginal and Torres Strait Islander children in kindergarten.

The Embedding Aboriginal and Torres Strait Islander Perspectives in Early Childhood (EATSIPEC) workshop program guided staff at Regents Park Kindergarten and Child Care Centre to introduce locallybased Aboriginal and Torres Strait Islander initiatives to their centre in a respectful and appropriate manner.

EATSIPEC is a cultural competence support and guidance program aimed at strengthening the capacity of approved kindergarten program providers to effectively engage Indigenous families, and deliver inclusive early childhood education programs to meet the learning needs of Aboriginal and Torres Strait Islander children.

What’s happening at Regents Park Kindergarten and Child Care Centre?

Staff attendance at the program was supported by parents who asked to know more about Aboriginal and Torres Strait Islander culture.

Centre manager, Casandra Bourke, said the centre’s initiatives were both short and long term. A centre open day is planned which aims to be a day of cultural sharing and an Acknowledgement of the Traditional Owners, the Yugerra and Yugambeh people.

The event includes performances by the Nunukul Yugerra Dance Group and a Welcome to Country from a local Elder.

A Crossing Cultures: Hidden Histories information session has been planned to inform staff, parents and the community of their initiatives.

Centre is among other centres which are implementing initiatives as a result of staff attendance at EATSIPEC workshops.

About EATSIPEC Cultural competence support and guidance program, EATSIPEC, began in early 2013 in targeted regional and urban areas of Queensland. Through EATSIPEC, approved kindergarten program providers learn practical strategies to include Aboriginal and Torres Strait Islander perspectives in all aspects of service delivery.

EATSIPEC is presented through a series of three workshops: • Crossing Cultures: Hidden Historyexplaining the EATSIPEC process, its implementation and application • Understanding, appreciating and applying partnerships to your practice, curriculum and pedagogy - an Aboriginal and Torres Strait Islander perspective • Showcasing centres: your journey, sharing and celebrating your stories, learning and experiences and partnerships

The benefits of participating in the workshops include: • Support in meeting the National Quality Standard 6 requirements - collaborative partnerships with families and communities • Receiving cultural competence support and guidance relevant to your local setting

The centre has long term plans to develop and implement a pilot curriculum program which uses the Yugerra and Yugambeh language and cultural practice. It aims to create a program in collaboration with Traditional Owners and Elders, aligned with the Early Years Learning Framework.

• Access to professional development, such as practical teaching and learning strategies, and activities using Aboriginal and Torres Strait Islander knowledge frameworks

Regents Park Kindergarten and Child Care

• Provision of strategies for working in

• Access to an implementation officer and ongoing support from cultural mentors

partnership with Aboriginal and Torres Strait Islander families, communities, and other agencies

Examples of things services are doing include • Flying Aboriginal and Torres Strait Islander flags in the foyer • Including an Acknowledgement of the Traditional Owners in their enrolment packs • Creating an outdoor garden in collaboration with Traditional Owners.

• Working with the Indigenous Language Centre, Gidarjil, to bring an officer to the centre to share local language with the children • Enlisting a father to play the didgeridoo and share his knowledge of the instrument with the children, discussing its sounds, construction and artwork.

• Contacting a local Elder to visit and sing traditional songs and tell stories to the children.

EATSIPEC was adapted for the early childhood sector from the Embedding Aboriginal and Torres Strait Islander Perspectives in Schools (EATSIPS) program, and funded under the National Partnership Agreement on Early Childhood Education.

EATSIPEC contributes to the Queensland Government’s objective of delivering universal access to kindergarten, by supporting an increase in the number of Aboriginal and Torres Strait Islander children participating in kindergarten programs.

For more information on EATSIPEC contact EATSIPEC project manager Danielle Cassidy by email at Danielle.cassidy@dete.gov.au or phone 0418 710 274 or visit the Department’s website www.deta.qld.gov.au/earlychildhood/ service/indigenous-perspectives.html.

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Profile on Assistant Minister for Education,

Sussan Ley

E

ntering into the sphere of politics in 2001 as the Federal Member for Farrer, Sussan Ley was appointed Assistant Minister for Education in 2013 under the Abbott Government.

Childcare Queensland sat down with the Assistant Minister for Education, to learn more about her personal experiences and passion for the industry, and to discuss some of the issues facing the industry today.

Where did you grow up?

I spent my early years growing up in Nigeria and the United Arab Emirates and fell in love with the wind, stars and sand. This is one of the main reasons why I am so attracted to outback Australia and love representing it in my electorate of Farrer in the west of New South Wales.

What experience in your early years remains with you today?

At age 10 I made the daunting journey to boarding school in England. While the separation from my family was difficult at times, I have long-valued the independence and determination this experience taught me. It’s also given me the drive to ensure Australia’s children receive quality care and learning experiences in their early years.

What are your passions and interests? What interests do you have that create peace in your busy life?

My first passion is the outback and delivering better outcomes for communities in areas like childcare, education and health – something that has continued to grow during my time both here in Australia and overseas.

This also ties in with my other love – aviation. Air travel has fascinated me since I was a young child. After gaining my commercial pilot licence at 19, I was

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lucky enough to have served regional communities as both an air traffic controller and an aerial stock-mustering pilot. It also comes in handy to be able to fly around your electorate when visiting constituents, particularly given that I represent about a third of NSW!

a strong voice in government. That has always been my number one priority since I first had the privilege of being elected as the Member of Farrer in 2001.

How would you describe yourself?

My experience in the bush has shown me just how important it is for our children to receive strong educational and learning opportunities from an early age if we’re going to build a stronger and more prosperous future for our nation. As Minister, I am passionate about ensuring we deliver that for all Australians.

It’s never easy to describe yourself, but I will say you’ve got to be strongwilled and persistent to be able to make a difference in politics, and I’m committed to working hard to deliver critical improvements for the childcare and early learning sectors.

I also prefer to get out from behind the desk and meet people to hear their stories and help them with their issues. As Minister, I will continue my commitment to meeting with childcare staff and operators face-to-face and being hands-on with the sector.

What is one thing few people know about you? What is a personal dream you have yet to fulfil?

Learning another language… fluently!

Growing up in different countries has meant that I have a deep interest in learning about other cultures.

I’m therefore always keen to pick up another language to build that knowledge and help bridge gaps between different communities.

Why did you embark on a career in politics?

As someone who has lived, worked and raised a family in rural communities for much of my life, I have seen firsthand the importance of ensuring people have

CHILDCARE QUEENSLAND NEWS - Summer 2013

Why is the childcare sector important to you?

What has surprised you most about working with the childcare sector?

In over 200 visits to a range of different childcare and early learning providers, I have been consistently inspired by the passion and commitment shown by the dedicated staff and operators who deliver these essential services day-in and day-out. They do a fantastic job, which is why the Coalition Government is committed to improving conditions and processes for operators, staff, parents and children alike.

What childcare issues do you feel passionately about?

The childcare and early learning sector is as complex as it is delicate.

As Minister, I want to ensure we deliver the right balance between accessible and affordable care and greater choice, flexibility and high quality education and care.

What priorities does this government have for childcare?

And how will the government address the childcare affordability crisis affecting families?

The reality is that we now live and work in a 24/7 world. The Coalition Government is committed to delivering childcare and early learning policies that meet the needs of modern Australian families. This is reflected in our decision to set the terms of reference for a Productivity Commission Inquiry into improving the flexibility and variety of childcare and early learning options available as one of the Government’s first priorities. The Inquiry will also take in the views of parents and childcare professionals from across the country and I encourage you to have your say via the links page on my website or www.pc.gov. au/projects/inquiry/childcare.

How can the NQF be streamlined to ensure quality without hurting viability?

During my time as Shadow Minister for Childcare and Early Childhood Learning I visited a variety of childcare services and have noticed a very distinct, common theme; that while there was support for the National Quality Framework, it was, in many areas, a significant burden to put into practice. Now that I am fortunate to be the relevant Minister in this area, I want to work with State and Territory Governments to reduce the amount of unnecessary paperwork so that operators can put more focus back into care and education, rather than administration. Vist my webpage at www.sussanley.com

The Coalition understands that our childcare system has to be more responsive to the needs of today’s families. That’s why, as a priority, the Government has asked the Productivity Commission to look into how the childcare system can be made more flexible, affordable and accessible.

The Inquiry will examine a variety of topics, such as the various work and study needs of parents, including shift workers and those in regional, remote and rural communities, as well as the different types of childcare and the specific needs of vulnerable children, childcare costs and subsidies.

As Minister, I am also committed to reducing the burden on childcare operators struggling under the current National Quality Framework arrangements and to reinstating support for occasional care services, particularly in regional and rural areas.

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Button Batteries warning

Button Batteries Warning

In Australia, an estimated 4 children per week present to an emergency department with an injury related to a button battery. Kidsafe Victoria has issued a warning to parents over the dangers posed by button batteries following the death of a four year old Queensland girl.

Where are they?

Button batteries pose a severe and little known risk to children. The batteries are often ‘invisible’ to adults, as many devices come with the batteries already installed.

Below is a list of common items they can be found in: • Remote control devices • Talking and singing books and cards • Calculators • Household electronic devices • Hearing aides • Battery operated toys • Bathroom scales • Cameras • Reading lights • Computer accessories • Flameless candles • Wrist watches Be very careful with Christmas time fast approaching, often gifts for children contain button batteries.

What could happen if they are swallowed?

If swallowed, these coin sized batteries can get stuck in a child’s throat – the chemical reaction between saliva and the battery causes an electrical current which can burn through the oesophagus in as little as two hours, causing severe and life threatening injuries.

What are the symptoms?

There is difficulty in diagnosing a child who has swallowed a button battery, as symptoms of ingestion may be similar to other common childhood illnesses, including coughing, drooling and discomfort.

A swallowed battery may cause no symptoms at all, but if it becomes stuck in the esophagus or stomach, the following symptoms may occur: • Hole in the oesophagus • Abdominal pain • Bloody stools • Nausea • Cardiovascular collapse (shock) • Metallic taste • Vomiting (possibly bloody) • Chest pain • Gastrointestinal inflammation If the child puts the battery up their nose and breathes it further in, the following symptoms may occur: • Breathing problems • Cough • Pneumonia (if the battery goes unnoticed) • Possible complete respiratory failure Kidsafe’s top tips for keeping children safe around batteries: • Examine devices and make sure the battery compartment is secure.

• Keep coin-sized button batteries and devices out of sight and out of reach of small children.

• Dispose of old button batteries immediately.

• If swallowing of a button battery is suspected, go to the emergency room immediately.

• Call the Poisons Information Centre on 13 11 26 for additional treatment information.

• Tell others about this threat and share these steps.

More information on the dangers posed by button batteries can be found at KidSafe, Office of Fair Trading, Product Safety Australia or Australian Battery Controlled education campaign.

14

CHILDCARE QUEENSLAND NEWS - Summer 2013

Embedding

Indigenous culture in your service

John Briggs, Indigenous Consultant & Maddy Childs, Contributor

U

nder the Early Years Learning Framework and the National Quality Standard, services have begun to focus on embedding Indigenous culture and perspective into practice.

However, some confusion still remains about what embedding Indigenous culture and perspective means for services and how it can be effectively achieved.

Embedding Indigenous perspective and culture means regularly making Indigenous business everyone’s business, ensuring Indigenous culture becomes a part of everyday practice rather than occurring around yearly events, such as NAIDOC week.

Embedding Indigenous culture and perspective into services is extremely important, as it creates future pathways for Indigenous inclusion into all levels of society. It helps Indigenous children understand that their culture has a place in our world and also helps them to form their own identities.

These practices help services, educators and children to engage with the Indigenous community through interaction with local Indigenous community members and inclusion support services. It ensures that children gain exposure to the different levels and tiers of Indigenous culture from 0 – 5 and beyond. Educators are encouraged to look at what they can do in their capacity to deliver these outcomes.

Services may encounter obstacles when first attempting to embed Indigenous culture into practice, though it is important to identify the obstacle and move forward.

Obstacles services may encounter: • Getting the terminology right

• Community resources – some services may struggle to engage the local Indigenous community due to a lack of community resources to facilitate contact Services should engage with their local Indigenous community members to gauge the reflective language that the local community uses. It is also important to seek support from professional development organisations who offer inclusion support services.

Though the process can at times be challenging, embedding Indigenous culture into services helps children, families and staff to build relationships within the local community, as well as facilitate ongoing engagement and shared understanding.

If you would like further information on how to embed Indigenous culture in your service, please contact Indigenous consultant John Briggs at didge92@gmail.com, or on 0417 003 565.

Strategies to begin embedding Indigenous culture into your service: • Understand the community profile – undertake research to identify the name of the local Indigenous group and if there are still traditional land owners in the area • Reflection – internal evaluation helps educators and staff to unpack unconscious bias and understand how they personally feel about the subject • Contact the relevant professional development body who offer inclusion support services to have an honest conversation about the process • Have regular conversations with children about acknowledgement of country (welcome to country) – this provides an opportunity to engage with the local community

• Political sensitivities – the sensitivities that the subject naturally attracts and how this is played out in the media creates a lot of considerations for people

• Visually impacting material – material such as posters or pictures of the map of Australia which identifies Aboriginal boundaries

• Confidence of staff or educators in communicating these perspectives and culture

• Activities – looking at Indigenous artwork, listening to music or story telling

15

Announcement from

the Fair Work Ombudsman

Anthony Arndt, Child Care Super

T

he Ombudsman has announced that her office will be targeting Child Care Services from October 2013.*

There will be a particular focus on wages and record keeping, and it will be a national campaign to make sure services are complying with workplace laws. Whilst the Ombudsman is looking to identify and fine any employer who is found to be wilfully negligent, the audits also provide useful feedback and tips to help business owners ensure they comply with the Award.

Superannuation is an important part of your staff’s remuneration. In addition to the Fair Work Australia (FWA) audits, there are a number of super changes coming. Employers will need to review the way they manage their employees’ super and it is important that you understand your obligations.

We Can Help You Child Care Super is nominated in the Children’s Services Award. We have used the feedback provided by FWA to provide guidance to early learning services to help ensure your super processes meet the FWA and Modern Award conditions.

We have a free ‘how to’ guide available at: www.childcaresuper.com.au/ employers/understanding-yourobligations Plus, we can explain the new super changes and provide you with simple tools to help you accommodate them.

If you are interested in a review, please email your details to childcaresuper@guildfinancial.com.au or call 1300 365 899.

We’re here to help.

For information on Child Care Super, including the Product Disclosure Statement please visit childcaresuper.com.au or call the Customer Service Team on 1800 060 215. Guild Trustee Services Pty Limited ABN 84 068 826 728, AFS Licence No. 233815, RSE Licence No. L0000611 as Trustee for Child Care Super (Guild Retirement Fund) Fund Registration No. R1000030, ABN 22 599 554 834. *Press release 25 July 2013 from the Fair Work Ombudsman http://www.fairwork.gov.au/media-centre/media-releases/2013/07/ pages/20130725-national-child-care-campaign.aspx

16

CHILDCARE QUEENSLAND NEWS - Summer 2013

What you need to know

about workplace bullying

Gil Muir, Employer Services

A

ll employees have a right to work in an environment free from workplace bullying and harassment.

As an employer, it is important to ensure that not only are you committed to eliminating and preventing all forms of workplace bullying and behaviour, but also that your employees understand what constitutes this behaviour and adhere to the relevant code of conduct.

Bullying is defined as repeated unreasonable behaviour - directed at an individual or group - which creates a risk to health and safety. Unreasonable behaviour refers to behaviour that is seen to victimise, humiliate, undermine or threaten.

Workplace bullying and harassment can be both intentional and unintentional, provided that the behaviour is repeated or occurs in a pattern of behaviour.

Though a single incident of bullying is not considered to be workplace harassment, it is important to identify and address the incident to prevent future occurrences.

Some examples of workplace bullying are: • Loudly abusing a person • Constant ridicule and humiliation – gestures, sarcasm, criticism and insults • Persistent and unjustified criticism – often about petty, irrelevant or insignificant matters • Offensive messages communicated via platforms such as e-mail or telephone

• Sabotage of an individuals’ work – such as withholding correct information or supplying false information, hiding documents or equipment, refraining from passing on messages or important communication • Maliciously excluding or isolating a person from workplace activities • Spreading gossip or false, malicious rumours about a person The Fair Work Amendment Act introduces new legislation from January 1st, 2014, which allows workers to apply to the Fair Work Commission (FWC) for an order against an individual or group.

Whilst no order can seek monetary compensation, employers may be formally asked to comply with certain requests or procedures, such as: to regularly monitor behaviour or review current workplace bullying policy.

Employers have an obligation to adhere to and enforce the relevant industry code of conduct, or adopt and follow another way that manages risk exposure, takes reasonable precautions and exercises proper risk diligence.

Both employers and employees need to actively comply with the relevant code of conduct by:

• Recording the risk assessment outcomes • Developing and implementing control measures to prevent or control exposure to risks, such as a workplace harassment prevention policy, a complaint handling system, a human resource system, or training and education procedures • Monitoring and reviewing Bullying can ruin lives and destroy workplaces. Childcare providers have a legal obligation to provide a safe environment, not only for children but also for work colleagues and visitors. It is important that employers, supervisors and employees understand they each have a responsibility to step in and stop workplace harassment should they become aware of its presence. It takes guts to deal with it, but it is a team responsibility to say no to workplace bullying and harassment.

Childcare Queensland offers members a workplace bullying & harassment model policy, which can be downloaded from the Childcare Queensland website.

For further information, please contact Employer Services on (07) 3220 3500 to discuss issues relating to workplace bullying and harassment.

• Identifying hazards – indirect signs of workplace harassment and bullying • Assessing the risks – what may increase the chance of workplace harassment

17

Selling your Service?

Here’s 5 tips for sale success

Patrice Sherrie, Bentleys Chartered Accountants & Business Advisors

W

ith record low interest rates and business optimism on the rise, there is a noticeable shift in the levels of buying and selling activity across many markets – particularly in the childcare sector.

If you are considering selling your childcare business, now is a good time to take the next steps to prepare your business for a successful sale. Even if you’re not planning on exiting your business in the short term, looking at your business through a prospective buyer’s eyes can help improve its future potential and ensure that you are in a strong position when you are ready.

Five tips to improve your business’ saleability: 1. Financial fitness The financial fitness of your business will make or break sale negotiations.

Assess your financial fitness by the following: • Are your books and records in good order? Clear and up-to-date records make it easy for purchasers to see the value of your business and gives them confidence in your business acumen • Is your balance sheet ‘clean’? Are all balances reconciled and up to date?

Have you separated out any personal assets, liabilities, income and expenses from those of the business?

• Are your systems ‘due diligence’ ready? Can you extract the information a potential purchaser will need?

Remember, you are selling the future potential of the business, not the past; so keep your eye on the ball while undergoing the sale process. Keep your numbers up across occupancy, fees and staff efficiency, and make sure you are collecting your debtors.

18

2. L ocation, location, location If you are leasing your premises, make sure your lease is in order, up to date and fully documented. Depending on the remaining lease term, you may be able negotiate a new lease now and secure a better market rate with a longer lease term. The longer the lease, the lower the risk for the purchaser.

If you own the premises, make the decision as to whether it will be sold with the business, separately, or if you will retain ownership. As each option has separate implications, make sure you can clearly articulate the situation with the potential purchaser and ensure there is a lease in place.

3. B eauty is in the eye of the purchaser Potential purchasers are likely to ‘check out’ your business several times before making an offer – some may even visit ‘incognito’ to see the operations. Make sure your premises looks its best at all times. This may even produce the flowon effect of generating positive goodwill (and word of mouth) with your current clients.

But don’t stop at the physical premises; make sure that your online presence also demonstrates that you are a professional and successful business.

This includes social media and online advertising.

The MyChild website is also a powerful channel that you can use to your advantage. Keep the information accurate, up to date, and look at the information about other centres in your

CHILDCARE QUEENSLAND NEWS - Summer 2013

area to identify your points of difference.

4. Think before you speak Don’t underestimate the rumour mill.

Keep your plans to sell close to your chest until you are ready to put them into action. When you are ready, make securing your key staff one of your first priorities. Involve them in the process and keep communication with them open – otherwise you risk losing them. The same applies to your families – once the news is out, manage the communications so that they know what is going on.

5. Involve your trusted advisors Talk to your accountant when you first consider selling and certainly before you broker any deal. There are many ways to undertake a sale, so you need to make sure that all of the components are tax effective. Your solicitor is also essential in protecting you from residual liability after you have sold the business.

Use their expertise to make sure that the contract is fair and reasonable.

The successful sale of your business can be influenced by many factors.

Our experience from working with private and not-for-profit childcare providers is that focussing on key aspects will ensure you maximise the value on exit.

Contact Bentley’s Director, Patrice Sherrie on (07) 3222 9610 today for a copy of the Bentley’s “Health Check for Childcare Operators” or to discuss your business.

So

much more

than accountants...

The team at Bentleys have a strong track record working with childcare centre owners and operators.

We offer tax, accounting and advisory expertise that will provide you with the building blocks for success for your business.

Think ahead. Talk to us today.

Contact Patrice Sherrie, Director P: 07 3222 9610 E: PSherrie@bris.bentleys.com.au

bentleys.com.au

45498_1.INDD 1

Childcare Queensland 2014 Diary Order your copy today!

13/09/2013 11:16:55 AM

Save the Date!

The CQ diary makes a great Christmas gift!

Includes:• A4 spiral bound, week to a page opening • State and Territory School Term Dates and Pupil Free days • State and Territory public holidays • Monthly National Quality Standard checklists and reminders • Yearly staff leave planner • National events and activities CQ Member cost $20 per copy + p&h Download an order form from the Support section of our website

www.childcareqld.org.au

or contact the office on 07 3808 2366

Childcare Queensland and Australian Childcare Alliance

National Conference Friday 25 July to Sunday 27 July 2014 Royal Pines Resort Gold Coast Keep a look out for information on how to register in the New Year!

20

CHILDCARE QUEENSLAND NEWS - Summer 2013

Helping children

deal with worry and stress

Dr Beth Saggers (QUT) & Dr Wendi Beamish (Griffith University)

W

orrying and anxiety are some of the biggest mental health problems facing children today.

People often assume children have no worries or nothing to be stressed about.

However, children, like adults, do worry about a range of things. There may be times during periods of stress or change when children worry more intensely about things than usual.

A certain amount of stress is normal, and all children will experience some form of worry in their everyday lives.

Children’s reactions to stress vary and these reactions to stressors are influenced by: • Age and developmental stage • Ability to cope • Length of time experiencing stress • Intensity of worrying The amount and type of support children receive may influence how much worry they experience. For most children, worrying occurs when everyday stressors become too much.

Two key indicators that children are experiencing stress are a change in behaviour or regression of behaviour.

When children experience stress, they change their behaviour and react to the stress by doing things that are not in keeping with their usual repertoire.

Some key indicators that children are worrying about something are excessive emotional displays such as crying or anger, as well as disruptions to sleep, a need for perfectionism, or excessive avoidance of tasks.

Early educators can employ a number of strategies to support young children to manage their worries and stress. Such as: • Fostering a trusting relationship with the child • Ensuring structure, routine and consistency are in place e.g., establishing set routines and rules, but limiting child’s participation in any activity which appears to create concern • Work with the child to identify activities or things that have a calming influence. For example, teach the child to take a deep breath or introduce simple relaxation activities to the group

Teaching children to deal with worry and to stay calm requires coaching them to become competent self-managers and helping them develop a strong sense of self-awareness. Over time, a child’s growing self-awareness progressively fosters self-understanding and selfmanagement of emotions. This builds confidence, self-discipline, adaptability, and resourcefulness. It is these skills that allow children to develop the coping mechanisms they need to manage their worries, stay calm, and deal effectively with everyday stressors.

• Label emotions you think the child is experiencing e.g., “you seem very angry about not getting a turn on the swing.”

• Engage in active listening with the child to facilitate shared understanding of what happened and what they are experiencing.

Prompt their recount with questions such as “What happened first?” and “Then what happened?”

• Pair the child’s recount with the emotions you think they are feeling “That must have made you feel very sad.”

Frydenberg, E., Deans, J., & O’Brien, K. (2012).

Developing everyday coping skills in the early years.

London: Continuum.

Honig, A.S. (2010).

Little kids, big worries: Stress-busting tips for early childhood classrooms.

Baltimore, MD: Paul H. Brookes.

21

CQ Calendar of Events 2014

January Monday 6

September Childcare Queensland Office Reopens

March

Wednesday 3

Early Childhood Educators Day

Monday 8

Member Meetings - Sunshine Coast

Monday 10

Member Meetings - Sunshine Coast

Tuesday 9

Member Meetings - Toowoomba

Tuesday 11

Member Meetings - Gold Coast

Wednesday 10

Member Meetings - Brisbane & AGM

Wednesday 12

Member Meetings - Ipswich

Thursday 11

Member Meetings - Ipswich

Thursday 13

Member Meetings - Toowoomba

Saturday 13

KASS Workshops Series 4 – Cairns

Monday 17

Member Meetings - Brisbane and webinar

Tuesday 16

Member Meetings - Gold Coast and webinar

Wednesday 19

Member Meetings - Cairns and Townsville

Wednesday 17

Member Meetings - Cairns and Townsville

Saturday 22

KASS Workshops Series 3 - Cairns

October

Saturday 29

KASS Workshops Series 3 - Gold Coast

Saturday 11

KASS Workshops Series 4 - Townsville

Wednesday 15

Approved Provider Workshop

Saturday 18

KASS Workshops Series 4 – Gold Coast

Saturday 25

KASS Workshops Series 4 - Sunshine Coast

April Wednesday 23

Approved Provider Workshop

May Saturday 3

KASS Workshops Series 3 - Townsville

November

Saturday 10

KASS Workshops Series 3 - Sunshine Coast

Saturday 1

KASS Workshops Series 4 - Toowoomba

Saturday 17

KASS Workshops Series 3 - Ipswich

Saturday 8

KASS Workshops Series 4 - Ipswich

Saturday 24

KASS Workshops Series 3 - Toowoomba

Monday 10

Member Meetings - Sunshine Coast

Saturday 31

KASS Workshops Series 3 - Brisbane

Tuesday 11

Member Meetings - Toowoomba

Wednesday 12

Member Meetings - Gold Coast

June Monday 16

Member Meetings - Brisbane

Thursday 13

Member Meetings - Ipswich

Tuesday 17

Member Meetings - Gold Coast

Saturday 15

KASS Workshops Series 4 - Brisbane

Wednesday 18

Member Meetings - Ipswich and webinar

Monday 17

Member Meetings - Brisbane and webinar

Thursday 19

Member Meetings - Toowoomba

Wednesday 19

Member Meetings - Cairns and Townsville

Monday 23

Member Meetings - Sunshine Coast

December

Wednesday 25

Member Meetings - Cairns and Townsville

Wednesday 3

CQ Sponsors and Supporters Evening

Friday 19

Childcare Queensland Office Closes

July Fri 25 to Sun 27 Childcare Queensland National Conference

22

CHILDCARE QUEENSLAND NEWS - Summer 2013

engaging employees

for a productive and sustainable workforce

Lili Tran, HR Consultant

A

ttracting and retaining happy, productive employees, can be a challenge.

Implementing employee performance plans, training and development initiatives, and reward and recognition programs, are great ways to decrease staff turnover and facilitate a positive, thriving workplace.

Employee Performance Plans An Employee Performance Plan (EPP) helps employers recognise and value team members, clarify their roles and identify training and development needs.

EPP’s are an effective tool to monitor performance, build stronger working relationships, increase staff morale and productivity, and decrease staff turnover.

Conducting a performance review Generally conducted by supervisors every six to twelve months, effective performance reviews promote mutual commitment to quality performance and improvement. Successful performance plan review discussions: • Link success factors of the performance plan to roles, responsibilities and competencies outlined in the position description • Promote two-way communication – encourage employees to provide feedback and discuss concerns • Give praise and commendations where appropriate • Are tactful and constructive when providing negative feedback • Identify and discuss training and development needs Training & development Training and development is pivotal for the professional and personal growth of employees, and is a key tool for employee satisfaction and retention.

The EPP process provides employees and employers with the opportunity to discuss and agree on performance improvement: sourcing specific training and development courses to satisfy improvement areas, as well as introduce new thinking around contemporary practices.

• Recognition at staff meetings/forums

Training and professional development can include:

It is vital to note the importance of a genuine commitment to any of these processes or programs. Any approaches that are perceived to be insincere or inconsistent, will negatively impact on employee perceptions, morale and commitment, as well as devalue your reputation as an employer.

• Formal qualifications • Skill set development (i.e. short courses) • Personal improvement such as negotiation skills or client service Training and development does not necessarily represent a significant financial contribution. It is important to understand your limitations as an employer - in terms of the investment you wish to make as part of the EPP process - and ensure training is tailored to individual needs.

• Payment for professional development, conference fees or academic fees • Gift certificates • Recognition leave

For more information regarding these processes and programs, please visit Childcare Queensland’s member area and refer to ‘Teachers and long day care – a guide to better human resource practices’.

Reward & recognition programs Reward and recognition programs are designed to make employees feel that not only supervisors, but co-workers and families using the service, appreciate their efforts and accomplishments.

Recognition can be informal: delivered immediately or when appropriate; as well as formal: a structured process of recognising and rewarding employees supported by guiding policy and procedures. Some examples of formal recognition are:

23

Associate

member directory

Accountants Accounts Advantage

Wanda Reynolds

Beenleigh

07 3807 2286

www.accountsadvantage.com.au

Bentleys Chartered Accountants

Patrice Sherrie

Brisbane

07 3222 9777

www.bentleys.com.au

Greg Jardine

Brisbane

07 3229 9322

www.jardinearchitects.com.au

ANZ Business Bank

Lyn Lange

Brisbane

07 3228 3157

www.anz.com

BankWest

Rahul Kothari

Brisbane

07 3004 9756

www.bankwest.com.au

Suncorp Bank

Greg Harnell

Rocklea

0417 791 397

www.suncorpbank.com.au

Benchmark

Lincoln Bridge

Robina Town Centre

07 5562 2711

www.childcare4sale.com.au

Graeme Pettit

Graeme Pettit

Benowa

0421 289 818

sgpettit@hotmail.com

Queensland Childcare Sales

Linda Harley

Pacific Paradise

0488 103 310

www.queenslandchildcaresales.com.au

All Kids Childcare Services Pty Ltd

Lisa Clayton

Murrarie

07 3129 6500

Churches of Christ Care

Cathy Kennedy

Brookfield

07 3327 1681

www.cofcqld.com.au

Eternal Echoes - Visionary Childcare Management

Fiona Alston

Biggera Waters

07 5500 9417

www.eternalechoes.com.au/

EYLFmadeeasy.com.au

Pam Maclean Brenda Abbey

Montville

0412 525 426

www.EYLFmadeeasy.com.au

Giggletree Pty Ltd

Samantha Ahearn

Rothwell

07 3204 7767

www.giggletree.com.au

Guardian Childcare Alliance

Anthony Smith

Spring Hill

07 3832 7933

www.guardianchildcare.com.au

Impressions Childcare Management

Jeanine Scull

Carindale

07 3393 9185

www.icmanagement.com.au

Kids and Adults Learning

Annette Cunado

Northgate

1300 783 880

www.kal.net.au

Maximise Childcare Consultancy

Conny Reardon

Paddington

0438 783 784

www.maximiseconsult.com.au

Total Childcare Solutions

John Wall

Geebung

07 3632 1127

www.totalchildcaresolutions.com.au

NumeroPro

Peta Hagger

Gold Coast

07 5592 5800

www.kidsoftmanagement.com.au

Little Tummy Tucker

Dinah Pherous

Red Hill

07 3217 6649

www.littletummytucker.com.au

Yummies for Little Tummies

Natalie Lawson

Sumner

07 3161 8063

www.yummiesforlittletummies.com.au

Peter Jarrett

West End

07 3230 8500

www.guildgroup.com.au

Giovanni Porta

Geebung

07 3265 3888

www.portalawyers.com.au

Ryan Brough

Newstead

07 3124 5500

www.ezidebit.com.au

Architects/Engineers Jardine Architects Banking Services

Brokers

Consultancy/Management

Food & Nutrition

Insurance Services The Guild Group Legal Porta Lawyers Payment Solutions Ezidebit Pty Ltd

24

CHILDCARE QUEENSLAND NEWS - Summer 2013

Playground Equipment / Surfacing Ausplay Surfacing and Shade

Matt Ware

Wacol

07 3879 4444

www.ausplay.net.au

Gumnut Furniture Pty Ltd

Jeff Burns

Brendale

07 3881 0170

www.gumnutfurniture.com.au

Sure-Play Pty Ltd

Julian Thomas

Rocklea

07 3277 0914

www.sureplay.com.au

Sean Murphy

Morningside

1300 367 770

www.qikkids.com.au

Expect A Star

Ryan Meldrum

Spring Hill

1300 669 653

www.expectastar.com.au

Randstad Education

Angie Wiegand

Brisbane

07 3337 5230

www.randstadeducation.com.au

Childcare Super

Mark Low

Brisbane

0418 199 279

www.childcaresuper.com.au

HESTA Super Fund

Michael Scanlon

Brisbane

07 3112 2332

www.hesta.com.au

QIEC Super

Natalie Fone

Milton

07 3238 1267

www.qiec.com.au

Educational Experience

Tracee Byrne

Newcastle

02 4923 8264

www.edex.com.au

Judius Pty Ltd

Terry Horner

NSW

0413 621 688

www.judius.com.au

Modern Teaching Aids

Natalie Toh

Brookvale

02 9938 0411

www.teaching.com.au

Australian Child Care Career Options (ACCCO)

Narelle Cossettini

Fortitude Valley

07 3257 1972

www.accco.com.au

Australian Institute of Early Childhood Studies

Melissa Miller

Shailer Park

07 3801 3962

www.aiecs.com.au

Charlton Brown

Trevor Ganley

Fortitude Valley

07 3216 0288

www.charltonbrown.com.au

King’s Unitech

Karin Lesage

Burleigh

07 5593 4386

www.education.kings.net.au

Evocca Workplace Training

Paula Brand

Loganholme

07 3827 5300

www.evoccawt.com.au

Maximus Solutions Australia

Traci McGee

Springwood

07 3809 5190

www.maximussolutions.com.au

GD Trivett & Associates Pty Ltd

Darren Trivett

Fortitude Valley

07 3216 1011

www.trivett.net.au

Herron Todd White

Simon Fox

Brisbane

07 3002 0900

www.htw.com.au

Auswide Solar

Robert Carey

Browns Plains

07 3800 1819

www.auswidesolar.com.au

Gold Coast Inclusion Support Agency

Jo Goodwin

Mermaid Beach

07 5595 8999

www.lccq.org.au

Physi Kids

Kayleen Tolley

Cannon Hill

0414 559 997

www.physikids.com

QLECS (Qld Lutheren Early Childhood Services)

Maryann Sword

Milton

07 3511 4079

www.qlecs.org.au

Rochele Painting

Jeremy Festa

Albion

07 3262 8337

www.rochelepainting.com.au

Software / IT Support QK Technologies Pty Ltd - QikKids Staff Recruitment

Superannuation

Toys & Resources

Training Providers

Valuers

Other

25

We’re as passionate about super as you are about children

We’ve been passionate about the super of early childhood educators for 25 years.

Our consistently strong returns, low fees and industry leading insurance mean more people in your sector choose HESTA for their super.

hesta.com.au

Product ratings are provided by SuperRatings and Rainmaker Information, and are only one factor to be considered when making a decision. See superratings.com.au and selectingsuper.com.au for more information.

H.E.S.T. Australia Ltd ABN 66 006 818 695 AFSL No. 235249 Trustee of Health Employees Superannuation Trust Australia (HESTA) ABN 64 971 749 321. Consider a Product Disclosure Statement before making a decision aboutHESTA products, call2013 1800 813 327 or visit hesta.com.au for copies.

CHILDCARE QUEENSLAND NEWS Summer

26