Core Values

1. Protecting children from harm and ensuring their health, safety and wellbeing
2. Developing partnerships with families
3. Developing trusting, meaningful relationships with children
4. Developing relationships with people, groups and organisations in the community
5. Working together as a team
6. Presenting a professional image
7. Understanding and implementing the Regulations, NQS, policies, procedures and learning framework
8. Understanding both Qualified and Legal Ethics that puts the child's best interests at the center of decision making.

Strategic Responsibilities to Support Core Values
- Teaching, coaching and assessing educators and trainees in core values
- Mentoring educators to improve their skills and practice
- Setting clear goals and monitoring their progress
- Prioritising activities to meet deadlines
- Providing clear instruction to educators and trainees
- Modeling quality practices e.g. educational, professional relationships and interactions
- Respecting the diverse skills, abilities and interests of all educators
- Implementing culture of continuous improvement
- Leading reflective practice

Tactical Responsibilities to Support Core Values
- 1. Protecting children from harm and ensuring their health, safety and wellbeing
- Recognising the indicators of abuse and neglect and notifying Child Protection Services or the Police in line with our reporting procedure
- Managing a disclosure of harm of suspicion of harm in line with our Child Protection Risk Management Strategy
- Advising the Centre Manager of any information which could adversely affect your Working with Children Check




- Reporting breaches of the Child Protection Risk Management Strategy to the Centre Manager
- Providing parenting information to families and information about family support services
- Implementing Medical Management and Risk Minimisation Plans for children with diagnosed health issues
- Administering authorised medication in line with medication procedure
- Following infection control procedures to minimise spread of disease
- Maintaining ratios and supervising children at all times
- Eliminating or minimising risks as a priority
- Meeting children's needs for sleep and rest, as well as their hygiene needs
- Promoting a healthy and sustainable lifestyle
- Implementing practices which promote participation and inclusion

- 2. Developing partnerships with families
- Developing a professional and trusting relationship with families including always greeting parents by name as soon as enter the room
- Talking with families about their jobs or hobbies, how their day's been, what their child learnt, who they played with, their child's activities and interests outside the service, what's happening at the family home etc
- Leading reflections eg about how families may feel and what they may think of our actions and practices, how better to promote their child's learning




- Presenting learning documentation like art, photos, learning stories and the daily program in a beautiful and inviting manner
- Sharing information with families and encouraging them to share information about their child, home routines and daily lives
- 3. Developing trusting, meaningful relationships with children
- Making children feel, safe, secure and supported eg by explaining what we're doing, where we're going, and being aware of their feelings and needs
- Focusing on getting to know parents and families so they feel comfortable sharing information that supports their child's learning and development
- Including information families have shared in the daily curriculum and conversations and interactions with children
- Listening to children, asking for their ideas and suggestions, talking with them using open ended questions and giving warm and loving responses and non-verbal cues
- Providing regular opportunities for children to engage in collaborative learning
- Sharing individual strengths, hobbies, interests etc so these can be used to strengthen and enrich the curriculum.
- 4. Developing relationships with people, groups and organisations in the community
- Developing existing links educators or families have with the community which may benefit children's learning eg excursion, incursions, learning activities based on children's or families' links with community eg through sport, music, culture, work, hobbies, services
- Connecting families with community services which support parenting and children's health and wellbeing

- 5. Working together as a team

📌 Room Leader (Vermont)
🏢 Wattle Planet Early Learning Centre Vermont South
📍 Vermont