Policy Content 
Our Service is committed to providing a child safe environment where every child is safe, respected, valued, included and supported to develop and reach their full potential.

We recognise that all children have the right to be safe, to be treated with dignity and respect, to be listened to, and to have their views and concerns taken seriously. Children will be supported to participate in decisions that affect them in ways that are appropriate to their age, developmental stage, communication abilities and individual circumstances.

Our Service recognises that children communicate in different ways. For babies and young children who may not yet be able to clearly express their concerns verbally, educators will remain attentive to changes in behaviour, emotional wellbeing, interactions and other indicators that may suggest a child is experiencing distress or may be at risk of harm.

Our Service is committed to preventing and responding to child abuse, neglect, exploitation, grooming and all other forms of harm. We promote a culture where child safety and wellbeing is embedded in our leadership, governance, relationships, educational practices, physical and online environments, policies, procedures and everyday decision-making.

Our Service is committed to:

• creating an environment where children feel safe, respected, included, valued and supported;
• listening to children and responding appropriately to their views, concerns and disclosures;
• providing children with age- and developmentally appropriate opportunities to learn about their rights, personal safety and how to seek help;
• recognising that children's behaviour and communication may provide important indicators of their wellbeing and safety;
• recognising and responding appropriately to risks, indicators, disclosures and concerns relating to child abuse, neglect or other forms of harm;
• ensuring educators, staff, volunteers and students understand their responsibilities for protecting children and know how to respond to and report concerns;
• meeting all applicable child protection, mandatory reporting, regulatory notification and other legal obligations;
• ensuring people working with children are appropriately screened, inducted, trained, supervised and supported to uphold child safety;
• maintaining safe physical, emotional, social and online environments for children;
• promoting respectful relationships between children, educators, staff, families and the wider Service community;
• respecting and responding to the diverse needs, cultures, abilities, identities and circumstances of children and families;
• supporting the cultural safety of Aboriginal and Torres Strait Islander children;
• providing accessible, child-focused processes for raising concerns and making complaints;
• working in partnership with families to promote children's safety, wellbeing and participation;
• responding promptly and appropriately to allegations, disclosures and concerns about children's safety and wellbeing;
• protecting the privacy and confidentiality of information while meeting legal requirements relating to information sharing and reporting; and
• regularly reviewing and improving our child safety policies, procedures and practices.

Our Service does not tolerate child abuse, neglect, exploitation, grooming, inappropriate behaviour or any other conduct that places a child at risk of harm.

All concerns about the safety or wellbeing of a child will be taken seriously and responded to in a manner that prioritises the child's safety, dignity, wellbeing and best interests.

Children are not required to prove, investigate or justify their concerns before they are listened to, believed and supported. Educators and staff will respond to concerns in a calm, respectful and appropriate manner and will follow the Service's child protection and reporting procedures.

The Service recognises that creating a child safe environment requires more than responding to incidents after harm has occurred. We are committed to identifying and reducing risks before harm occurs, creating a culture where children are heard and respected, supporting educators and staff to understand their responsibilities, and continually improving our child safety practices.

Child safety is embedded throughout the Service's governance, policies, procedures, educational practices, relationships, physical and online environments, and decision-making.

This Policy is informed by the National Principles for Child Safe Organisations and the requirements of the National Quality Framework (NQF). The National Principles provide a nationally consistent framework for organisations to develop cultures that promote child safety and wellbeing.

The Service recognises that protecting children and promoting their safety and wellbeing is a shared responsibility. Management, educators, staff, volunteers, students and all other persons working within the Service are responsible for contributing to a safe, respectful and inclusive environment where children are protected from harm and supported to feel safe, valued, heard and respected.

Respectful Relationships and Understanding Children's Emotions

At all times, management, educators, staff, volunteers and students will treat children with respect, dignity, patience and understanding. Interactions with children will be warm, responsive and appropriate to each child's age, development, communication abilities and individual needs.

Our Service recognises that:

• children experience a wide range of emotions and their feelings are real, meaningful and deserving of acknowledgement and respect;
• young children rely on responsive adults to help them understand, express and regulate their emotions;
• the way adults respond to children's emotions and behaviour can have a significant impact on a child's sense of safety, trust, confidence and wellbeing;
• children develop an understanding of their bodies, emotions and personal boundaries through positive, respectful relationships with the adults who care for them;
• children should be supported to recognise and communicate when they feel uncomfortable, unsafe, worried or unsure, using communication that is appropriate to their age and developmental stage;
• educators will respond to children's emotional needs in a calm, supportive and non-judgemental manner, rather than shaming, dismissing or punishing children for expressing emotions; and
• children will be supported to develop age-appropriate skills to recognise emotions, seek help, communicate their needs and respond to situations that make them feel unsafe or uncomfortable.

Educators will provide children with opportunities to develop confidence, resilience and an understanding of their personal boundaries while ensuring that responsibility for keeping children safe always remains with the adults responsible for their care and protection.

National Principles for Child Safe Organisations

Our Service is committed to implementing the National Principles for Child Safe Organisations. The National Principles provide the foundation for our approach to creating and maintaining a child safe environment and are reflected throughout our policies, procedures, practices, relationships and decision-making.

The Service will ensure that the following principles guide our approach to child safety and wellbeing:

National Principle 1: Child safety and wellbeing is embedded in organisational leadership, governance and culture
Child safety and wellbeing is a shared priority and is embedded in the Service's leadership, governance, policies, procedures, practices and everyday culture.

National Principle 2: Children and young people are informed about their rights, participate in decisions affecting them and are taken seriously
Children are supported to understand their rights, express their views and have their concerns taken seriously in ways that are appropriate to their age, development and communication abilities.

National Principle 3: Families and communities are informed and involved in promoting child safety and wellbeing
Families are welcomed, informed and encouraged to participate in promoting and strengthening child safety and wellbeing within the Service.

National Principle 4: Equity is upheld and diverse needs respected in policy and practice
The Service promotes equity and inclusion and respects the diverse cultural, linguistic, social, family, developmental and individual circumstances of every child and family.

National Principle 5: People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice
The Service takes reasonable steps to ensure that educators, staff, volunteers, students and other people working with children are suitable, appropriately screened, inducted, trained, supervised and supported to uphold child safety and wellbeing.

National Principle 6: Processes to respond to complaints and concerns are child focused
The Service provides accessible and child-focused processes for children, families, educators and others to raise concerns or make complaints. Concerns and complaints are taken seriously and responded to promptly, respectfully and appropriately.

National Principle 7: Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training
Educators, staff, volunteers and students are provided with appropriate information, training and support to understand their child safety responsibilities and respond appropriately to concerns about children's safety and wellbeing.

National Principle 8: Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed
The Service maintains safe, welcoming and inclusive physical and online environments and actively identifies and manages risks that may affect children's safety and wellbeing.

National Principle 9: Implementation of the National Principles for Child Safe Organisations is regularly reviewed and improved
The Service regularly reviews its child safety policies, procedures and practices, identifies opportunities for improvement and takes action to strengthen child safety and wellbeing.

National Principle 10: Policies and procedures document how the organisation is safe for children and young people
The Service's policies and procedures clearly communicate our commitment to child safety and outline the responsibilities, practices and processes used to protect and promote the safety and wellbeing of children.

Quality Area 2 – Children's Health and Safety

Related NQS Areas

Child safety and wellbeing is also supported through other areas of the NQS, including:

• Quality Area 1 – Educational Program and Practice, through children's agency, participation and inclusion;
• Quality Area 5 – Relationships with Children, through respectful and responsive relationships that support children's wellbeing and sense of security; and
• Quality Area 6 – Collaborative Partnerships with Families and Communities, through respectful partnerships with families and the sharing of information that supports children's safety and wellbeing.

Purpose

The purpose of this Policy is to ensure that the Service provides a safe, supportive and child-centred environment where every child is protected from abuse, neglect, exploitation, grooming and other forms of harm.

The Service is committed to identifying and managing risks to children's safety and wellbeing and to responding appropriately to concerns, disclosures, incidents and indicators of harm.

All management, educators, staff, volunteers and students have a responsibility to contribute to the protection of children and to understand and fulfil their child safety and protection responsibilities. The Service will ensure that appropriate procedures, training, supervision and support are provided to enable people working with children to respond appropriately to concerns about a child's safety or wellbeing.

The Service will:

• promote the safety, wellbeing, dignity and best interests of every child;
• identify, assess and manage risks that may affect children's safety and wellbeing;
• support children to feel safe, respected, valued, included and heard;
• provide children with age- and developmentally appropriate opportunities to express their views and concerns;
• recognise and respond appropriately to signs, indicators, disclosures and concerns relating to abuse, neglect or other harm;
• ensure concerns about children's safety and wellbeing are taken seriously and responded to promptly and appropriately;
• meet applicable child protection, mandatory reporting, regulatory notification and other legal obligations; and
• continually review and improve our child safety practices, policies and procedures.

The Service is committed to acting in the best interests of each child and supporting every child to develop and reach their potential in a secure, inclusive and child safe environment.

Scope

This Policy applies to all children enrolled at the Service and all persons who interact with or have responsibilities for children at the Service, including:

• Approved Provider, management and leadership;
• educators and other employees;
• casual and agency staff;
• volunteers;
• students and trainees;
• contractors and external service providers;
• families and parents/guardians;
• visitors and other persons attending the Service; and
• any other person who may have contact with children while at the Service or undertaking activities on behalf of the Service.

All persons covered by this Policy are expected to support the Service's commitment to child safety and wellbeing and to comply with the responsibilities, standards of conduct and procedures relevant to their role.

The Policy applies to children's interactions and experiences within the Service and during Service-related activities, excursions, events and other activities where the Service has a responsibility for children's safety and wellbeing, including relevant online environments.

What is Child Abuse and Neglect?

Child abuse and neglect refers to any act, omission or pattern of behaviour that causes harm to a child, or places a child at risk of harm, and may affect their physical health, emotional wellbeing, psychological development, safety or overall development.

Child abuse and neglect can occur as a single incident or through repeated incidents over time. Harm may be caused intentionally or may result from a failure to provide appropriate care, protection or supervision.

In Western Australia, child abuse and neglect are generally recognised as including physical abuse, sexual abuse, emotional abuse and neglect. Other forms of harm, including grooming, exploitation and exposure to family and domestic violence, may also place children at risk of harm. Identifying child abuse and neglect  Age group 0 to 5 years | Commissioner for Children and Young People WA 

The Service recognises that children may experience harm in different ways and that signs and indicators can vary depending on the child's age, developmental stage, circumstances and individual characteristics.

Indicators of Abuse and Neglect

There are a range of physical, behavioural, emotional and developmental signs that may indicate that a child is experiencing abuse or neglect.

The presence of one indicator does not necessarily mean that abuse or neglect has occurred. However, a single indicator may be significant and should not be dismissed. Indicators should be considered in the context of the child's circumstances, behaviour, development and any other information available.

Children may display signs of stress or changes in behaviour for many different reasons. Educators and staff should remain alert to changes or patterns and respond appropriately when they have a concern about a child's safety or wellbeing.

For babies and young children who may not yet be able to communicate their experiences verbally, changes in behaviour, emotional responses, physical presentation, development, interactions or routines may be particularly important.

General indicators of possible abuse or neglect may include:

• unexplained injuries, bruises, burns, welts or other physical marks;
• injuries where the explanation provided does not appear consistent with the injury;
• an unusual or significant delay in seeking medical treatment for an injury;
• a child indicating that someone has hurt them;
• a child expressing fear or concern about a particular person or situation;
• significant or unexplained changes in behaviour or emotional wellbeing;
• a child becoming unusually withdrawn, fearful, anxious, aggressive or distressed;
• significant changes in sleeping, eating, toileting or other behaviours;
• developmental changes or regression that are unusual for the child;
• a child displaying behaviour or knowledge that is not consistent with their age or developmental stage; or
• a disclosure or concern raised by the child, family member, another person or professional. 

Physical Abuse

Physical abuse occurs when a child is severely and/or persistently hurt or injured by an adult or caregiver or is placed at risk of physical injury. Identifying child abuse and neglect 

Examples may include:

• hitting, punching or kicking;
• shaking or forcefully handling a child;
• burning or scalding;
• excessive or inappropriate physical punishment;
• attempting to suffocate a child; or
• any other physical behaviour that causes or may cause injury.

Possible indicators of physical abuse may include:

• unexplained bruises, burns, welts or other injuries;
• broken bones or other unexplained injuries;
• an explanation for an injury that is vague or inconsistent;
• repeated injuries;
• a child appearing unusually frightened of a particular adult;
• wearing clothing that appears inappropriate for the weather in an attempt to conceal injuries; or
• an unusual delay in seeking medical attention following an injury.

The Service recognises that shaking a baby can cause serious and potentially life-threatening injury. Under no circumstances is shaking, hitting or any other form of physical punishment acceptable.

Sexual Abuse

Sexual abuse occurs when a child is exposed to or involved in sexual activity that is inappropriate to their age and developmental level. It may involve situations where a child is exploited, threatened, coerced, bribed or manipulated. Identifying child abuse and neglect 

Examples may include:

• exposing a child to pornography or sexual material;
• exposing a child to sexual acts;
• inappropriate sexual touching or contact;
• sexual exploitation;
• grooming a child for sexual purposes;
• using online communication to facilitate sexual exploitation or abuse; or
• any sexual activity involving a child.

Possible indicators of sexual abuse may include:

• sexualised behaviour that is not appropriate for the child's age or developmental stage;
• sexualised language, drawings, play or knowledge that is unusual for the child's age;
• unexplained fear or distress associated with a particular person or situation;
• pain, bleeding, swelling or injury to the genital area;
• sudden changes in behaviour;
• nightmares, anxiety or unexplained fears;
• regression in behaviour, such as increased clinginess, bedwetting or soiling; or
• a child making a disclosure or attempting to communicate that something inappropriate has occurred.

Emotional Abuse

Emotional abuse occurs when an adult repeatedly treats or speaks to a child in ways that harm, or have the potential to harm, the child's emotional wellbeing and development. Identifying child abuse and neglect 

Examples may include:

• constantly putting a child down;
• humiliating, shaming or belittling a child;
• continually rejecting or ignoring a child;
• withholding appropriate affection, support or guidance;
• threatening or intimidating a child;
• exposing a child to family and domestic violence;
• threatening to harm people, pets or property that are important to the child; or
• persistently making a child feel unsafe, unwanted or worthless.

Possible indicators of emotional abuse may include:

• being unusually fearful, withdrawn or anxious;
• extreme changes in behaviour;
• appearing persistently distressed;
• difficulty forming or maintaining relationships;
• low self-esteem or feelings of worthlessness;
• delayed emotional development; or
• appearing excessively fearful of making mistakes or upsetting adults.

Psychological Abuse

Psychological abuse involves repeated behaviours that significantly affect a child's sense of identity, self-worth, emotional wellbeing, relationships or psychological development.

Examples may include:

• persistent belittling, shaming or humiliation;
• repeatedly calling a child names or making derogatory comments;
• threatening or intimidating a child;
• deliberately isolating a child;
• consistently ignoring or rejecting a child's emotional needs; or
• exposing a child to behaviour that causes significant fear or emotional distress.

Possible indicators may include:

• appearing persistently anxious or fearful;
• low self-esteem or feelings of worthlessness;
• withdrawal from relationships or activities;
• significant difficulties with emotional regulation;
• difficulty concentrating or engaging;
• developmental or behavioural regression; or
• significant changes in behaviour or emotional wellbeing.

Neglect

Neglect occurs when a child's basic physical, emotional, developmental or safety needs are not adequately met by the adults responsible for their care, to the extent that the child is harmed or placed at risk of harm. Neglect may be acute, episodic or ongoing. Identifying child abuse and neglect 

Examples may include:

• inadequate supervision;
• failing to provide adequate food, shelter or clothing;
• failing to obtain necessary medical attention;
• persistent poor hygiene that places the child at risk;
• failing to provide appropriate care or protection;
• failing to meet a child's emotional needs; or
• failing to protect a child from known or significant risks.

Possible indicators of neglect may include:

• untreated injuries, illness, sores or severe nappy rash;
• persistent poor hygiene;
• consistently inadequate clothing or food;
• frequent hunger or fatigue;
• repeated lack of appropriate supervision;
• involvement in serious preventable accidents;
• developmental concerns or delays that are not explained by an underlying medical or developmental condition;
• significant emotional or behavioural changes; or
• a pattern of unmet physical, emotional or developmental needs.
   

Grooming and Exploitation

Grooming involves behaviours used to build trust, establish a relationship or gain access to a child for the purpose of facilitating abuse or exploitation.

Grooming may be subtle and can occur over time. It may involve:

• giving a child inappropriate gifts or special attention;
• creating secrecy between an adult and child;
• inappropriate physical contact or boundary violations;
• attempting to isolate a child from protective adults;
• communicating with a child in inappropriate ways; or
• gradually normalising inappropriate behaviour.

The Service recognises that grooming can occur in person or through online environments and is committed to identifying and responding to behaviours that may place children at risk.

Exposure to Family and Domestic Violence

Exposure to family and domestic violence can have a significant impact on a child's safety, wellbeing and development.

Children may be affected by witnessing, hearing or otherwise experiencing violence, threats, intimidation, coercive control or other abusive behaviour within their family or household.

Educators and staff will remain alert to concerns about a child's safety and wellbeing and will respond in accordance with the Service's child protection and reporting procedures.

Important

The indicators listed above are guidance only and are not intended to be used as a checklist or to diagnose abuse or neglect.

A child may display one or more indicators for many different reasons. However, concerns must always be taken seriously. Educators and staff are not expected to investigate or determine whether abuse has occurred. Their responsibility is to recognise concerns, respond appropriately, document relevant information and follow the Service's child protection and reporting procedures.

Where there is an immediate concern for a child's safety, the appropriate emergency or child protection reporting pathway must be followed. In WA, life-threatening concerns should be reported to Police on 000. Concerns about a child's safety or wellbeing can be reported to the Department of Communities Central Intake Team on 1800 273 889. Mandatory reporters have additional legal obligations to report reasonable beliefs of child sexual abuse to the Department of Communities Mandatory Reporting Service.  Child Protection Concerns for the safety or wellbeing of a child or young person 

Definitions

Mandatory Reporting

Mandatory reporting is a legal requirement for certain people to report a reasonable belief of child sexual abuse to the Department of Communities.

In Western Australia, mandatory reporting of child sexual abuse is governed by the Children and Community Services Act 2004.

Since 1 November 2024, early childhood workers in Western Australia are mandatory reporters. An early childhood worker who forms a reasonable belief, in the course of their work, that a child has been the subject of sexual abuse has a legal obligation to make a mandatory report.

Mandatory reporting is an individual legal responsibility. A mandatory reporter must ensure that any required report is made and must not rely solely on another person to make the report on their behalf.

Mandatory Reporters in Western Australia

Mandatory reporters in Western Australia include:

• early childhood workers;
• doctors;
• nurses;
• midwives;
• teachers, including TAFE lecturers;
• police officers;
• psychologists;
• school counsellors;
• boarding supervisors;
• ministers of religion;
• out-of-home care workers;
• youth justice workers;
• Department of Communities officers; and
• assessors appointed under section 125A of the Children and Community Services Act 2004.

For the purposes of this Service, educators and other workers who meet the definition of an early childhood worker are mandatory reporters and are expected to understand and comply with their legal responsibilities. 

Hannah Sutherland-Smith, Perth Service Director, is the Service's designated contact for supporting mandatory reporting and child protection processes at the Perth Service.

In Hannah's absence, or where an educator or staff member would prefer to speak with an alternative person regarding mandatory reporting or child protection concerns, Paige Liakishev is available to provide support and guidance.

Fremantle Service

Ashlee Jarvis is the Service's designated contact for supporting mandatory reporting and child protection processes at the Fremantle Service.

Educators and staff are encouraged to seek guidance and support from the designated contact when they have concerns about a child's safety or wellbeing or require assistance to understand the appropriate reporting process.

The designated contact provides support and guidance only and does not replace the individual legal responsibility of a mandatory reporter.

Where a mandatory reporter forms a reasonable belief that a child has been sexually abused, the mandatory reporter must ensure that the required report is made in accordance with Western Australian legislation. Staff must not delay making a required report while waiting for Hannah, Paige, Ashlee, management or another person to become available.

The Service will ensure that educators and staff have access to current information, training and resources relating to mandatory reporting and child protection.

Mandatory reporting relates specifically to child sexual abuse. Concerns about other forms of abuse, neglect or harm must also be taken seriously and responded to in accordance with the Service's child protection procedures and applicable reporting requirements.

Any person may report concerns about a child's safety or wellbeing to the Department of Communities, even where the concern does not meet the threshold for a mandatory report.

Notification of Physical or Sexual Abuse

The Approved Provider must notify the Regulatory Authority within 24 hours of becoming aware of any incident or allegation that physical or sexual abuse of a child has occurred or is occurring while the child is being educated and cared for by the Service.

This notification requirement applies to both incidents and allegations of physical or sexual abuse. Other notification requirements under the Education and Care Services National Law (WA) and Education and Care Services National Law Regulations (WA) continue to apply in accordance with the relevant timeframes.

Educators and staff must immediately notify the appropriate person within the Service of any incident, allegation or concern relating to the physical or sexual abuse of a child so that the Service can respond appropriately and meet its regulatory reporting obligations.

Working with Children Check

The Working with Children (WWC) Check is a compulsory screening requirement for people engaging in child-related work in Western Australia, unless an exemption applies. The WWC Check is administered by the WA Department of Communities' Working with Children Screening Unit and forms an important part of the Service's child safe recruitment and employment practices.

A WWC Check assesses whether a person poses an unacceptable risk to children. The assessment considers relevant information, including criminal history and other information relevant to the person's suitability to engage in child-related work. WWC Card holders are also subject to ongoing monitoring.

A WWC Card is generally valid for three years. The Service will monitor the WWC status and expiry dates of relevant employees, volunteers, students and other persons required to hold a WWC Check.

Recruitment and Commencement

The Service will ensure that all new employees who are required to hold a WWC Check have lodged their WWC application before commencing employment.

Evidence of the WWC application, such as the application receipt, must be provided to the Service and retained in accordance with the Service's record-keeping requirements.

The Service will verify the WWC status of employees and other relevant persons and will ensure that any person who is prohibited from child-related work is not permitted to undertake child-related duties.

Service Safeguarding Requirement

As an additional child safety measure, any new employee who has applied for a WWC Check but has not yet received their WWC Card will not be permitted to undertake nappy changing duties until their WWC Card has been received and verified by the Service.

During this period, the employee may undertake other duties appropriate to their role, subject to the Service's supervision, induction and risk-management requirements.

The Service may apply additional supervision or restrictions where considered necessary to support the safety and wellbeing of children.

WWC Card Verification and Monitoring

The Service will maintain appropriate records of WWC Cards, application receipts and expiry dates for relevant workers.

Where an employee, volunteer or student already holds a WWC Card from previous child-related work, the Service will complete any required registration or verification processes with the Working with Children Screening Unit.

WWC Card holders are subject to ongoing monitoring. If new information indicates that a person may pose an unacceptable risk to children, their WWC status may be reassessed and their clearance may be cancelled or restricted.

The Service will take appropriate action if it becomes aware that a person's WWC status has changed or that they are no longer permitted to engage in child-related work.

The Service recognises that a WWC Check is one part of a broader child safe recruitment and safeguarding approach. WWC screening is supported by appropriate recruitment processes, reference checks, induction, supervision, training, professional conduct expectations and ongoing performance management.

The Service will ensure that WWC requirements are maintained in accordance with current Western Australian legislation and guidance.

Changes to WWC Details and Employment

WWC Card holders and applicants are required to notify the Working with Children Screening Unit of relevant changes to their personal details or child-related work status as soon as practicable after the change occurs.

This includes notifying the WWC Screening Unit when commencing child-related employment with a new employer, ceasing child-related employment, or deciding not to commence child-related employment with a proposed employer.

WWC Card holders and applicants must notify the Working with Children Screening Unit of relevant changes to their details or child-related work circumstances as required by the Working with Children (Screening) Act 2004 and current WWC Screening Unit requirements. Where a person commences child-related work with a new employer, the required change in particulars must be notified to the WWC Screening Unit within the required timeframe.  factsheet_app02_change_in_particulars_updating_of_details_0.pdf  Working with Children (Screening) Act 2004 - [03-p0-00].pdf 

The Service will also complete the required Register Card Holders process for employees, volunteers and students who already hold a current WWC Card and commence child-related work with the Service. The Service will also update its records when a registered person ceases child-related work with the Service. Employee Registration 

Employees are responsible for keeping their WWC information current, while the Service is responsible for completing the required employer registration and record-keeping processes.

Implementation

The Service is committed to maintaining a strong culture of child safety and wellbeing and does not tolerate child abuse, neglect, exploitation, grooming, inappropriate behaviour or any other conduct that places a child at risk of harm.

Educators, staff, volunteers and students have an important role in protecting children and recognising concerns that may affect their safety, health, wellbeing or development.

The Service will ensure that child protection responsibilities are embedded into everyday practice, including recruitment, induction, supervision, professional conduct, education and care practices, risk management, reporting and ongoing professional development.

All educators and staff will receive appropriate child protection and child safety information and training relevant to their role. Mandatory reporters will maintain current knowledge of their legal responsibilities and reporting requirements.

The Service will provide child protection and mandatory reporting training in accordance with applicable legislation, regulatory requirements and the Service's training requirements. The Service will also support educators and staff to maintain their knowledge through ongoing professional development and refresher training.

The Approved Provider, management and relevant Responsible Persons will ensure that the Service's child protection practices remain current and are implemented consistently across the Service.

The Approved Provider and Management will ensure:

• all educators, staff, volunteers and students are provided with information about the Service's Child Safety and Protection Policy as part of their induction;
• educators and staff understand their responsibilities for maintaining a child safe environment and responding to concerns about children's safety and wellbeing;
• educators and staff who are mandatory reporters understand their legal obligations to report reasonable beliefs of child sexual abuse;
• educators and staff are aware of the indicators of child abuse, neglect, grooming, exploitation and other forms of harm;
• educators and staff receive appropriate child protection and mandatory reporting training and professional development;
• training records are maintained and monitored by the Service;
• all required Working with Children Checks are obtained, verified and monitored in accordance with WA legislation and the Service's Working with Children Check requirements;
• appropriate recruitment, screening, reference checking, induction and supervision processes are implemented to support child safety;
• educators and staff are provided with clear procedures for responding to disclosures, concerns, allegations and incidents involving children;
• professional standards and codes of conduct are communicated to all educators, staff, volunteers and students;
• educators, staff, volunteers and students understand appropriate professional boundaries and behaviours when working with children;
• relevant legislation, regulations, standards, policies, procedures and child protection resources are accessible to educators and staff;
• concerns, disclosures, allegations and incidents relating to child safety are documented and records are maintained securely and confidentially in accordance with the Service's Privacy and Confidentiality Policy;
• children and families are provided with accessible information about how concerns and complaints can be raised;
• child protection concerns are responded to promptly and appropriately, with the safety and best interests of the child being the primary consideration;
• appropriate support is provided to children, families and educators following a child protection concern or incident, where appropriate;
• the Service meets all applicable notification and reporting requirements to the Department of Communities and the Regulatory Authority;
• the Regulatory Authority is notified through the National Quality Agenda Information Technology System (NQA ITS) within the required timeframe of any incident or allegation involving the physical or sexual abuse of a child that occurs, or is alleged to have occurred, while the child is being educated and cared for by the Service; and
• child protection policies, procedures and practices are regularly reviewed and improved.

Mandatory Reporting

Early childhood workers in Western Australia are mandatory reporters of child sexual abuse. Where a mandatory reporter forms a reasonable belief, in the course of their work, that a child has been the subject of sexual abuse, they must make a mandatory report to the Department of Communities in accordance with the Mandatory reporting of child sexual abuse expanded to better protect children mandatory_reporting_early_childhood_workers_info_sheet.pdf 

The Service will ensure mandatory reporters have access to appropriate training, information and resources to understand their legal responsibilities.

Mandatory reporting is an individual legal responsibility. Staff must not delay a required report while waiting for management, Hannah or another person to become available.

Concerns relating to other forms of abuse, neglect or harm must also be taken seriously and responded to in accordance with the Service's child protection procedures and applicable reporting requirements.

Any person who has concerns about a child's safety or wellbeing may contact the Department of Communities, regardless of whether they are a mandatory reporter. Child Protection 

Regulatory Authority Notifications

The Approved Provider is responsible for ensuring that the Regulatory Authority is notified of reportable incidents and allegations within the required legislative timeframes.

Where physical or sexual abuse of a child has occurred, or is alleged to have occurred, while the child is being educated and cared for by the Service, the required notification must be made to the Regulatory Authority within 24 hours of the incident or allegation, or within 24 hours of the Approved Provider becoming aware of it, as applicable. Education and Care Regulatory Unit – latest updates and changes to legislation  Education and Care Services National Amendment Regulations 2025 - [00-00-00].pdf 

This regulatory notification requirement is separate from mandatory reporting to the Department of Communities. Where both obligations apply, the Service will ensure that each required notification or report is made through the appropriate pathway.

Responding to Concerns, Disclosures and Suspected Harm

All educators, staff, volunteers and students have a responsibility to respond appropriately when they become aware of a concern about a child's safety or wellbeing.

The Service will prioritise the immediate safety and wellbeing of the child and will respond to concerns in a calm, respectful and child-focused manner.

When a Concern is Identified

Where an educator or staff member has a concern about a child's safety or wellbeing, they must:

• take the concern seriously;
• consider the child's immediate safety and take appropriate action;
• document relevant observations and information as soon as practicable;
• follow the Service's child protection and reporting procedures;
• notify the appropriate person within the Service where required;
• make any required report to the Department of Communities or other relevant authority;
• provide only factual and relevant information when making a report; and
• maintain confidentiality and only share information with people who have a legitimate role in responding to the concern.

Educators and staff must not investigate allegations of abuse or neglect themselves. Their role is to recognise concerns, respond appropriately, document relevant information and follow the required reporting pathway.

If a child is in immediate danger or requires urgent assistance, 000 must be contacted. Educators and staff should only intervene directly where it is safe and appropriate to do so.

Responding to a Disclosure

A disclosure occurs when a child or another person communicates information indicating that a child has experienced, or may be experiencing, abuse, neglect or another form of harm.

When a child makes a disclosure, educators and staff will:

• remain calm and give the child their full attention;
• listen without expressing shock, disbelief or judgement;
• allow the child to use their own words and take their time;
• reassure the child that they have done the right thing by telling someone;
• acknowledge the child's feelings and take what they say seriously;
• avoid asking unnecessary or leading questions;
• only ask questions necessary to clarify immediate safety concerns or determine the appropriate reporting pathway;
• never promise to keep the disclosure a secret;
• explain honestly, in an age-appropriate way, that the information may need to be shared with people who can help keep them safe;
• explain what will happen next where it is appropriate to do so;
• take immediate action where the child is at risk of further harm; and
• follow the Service's reporting and documentation procedures.

Educators and staff must not confront an alleged perpetrator, attempt to investigate the allegation, or attempt to mediate between the child and the person alleged to have caused harm.

Documenting Concerns and Disclosures

Where a concern, disclosure, allegation or incident relating to a child's safety or wellbeing is identified, educators and staff must make a factual and accurate record as soon as practicable.

Records should include, where relevant:

• the child's name and relevant identifying information;
• the date, time and location of the concern, incident or disclosure;
• factual observations of the child's presentation, behaviour or injuries;
• the words used by the child or person making the disclosure, recorded as accurately as possible;
• relevant questions asked by the educator and the responses provided;
• information provided by parents or carers that is relevant to the concern;
• the name and position of the person receiving the information;
• the date and time the concern was reported;
• who the concern was reported to;
• any action taken in response; and
• the name and signature of the person making the record.

Records must be objective, factual, non-judgemental and free from assumptions or personal opinions.

Educators and staff must not alter, destroy or remove records relating to a child protection concern.

All child protection records will be handled securely and confidentially in accordance with the Service's privacy, confidentiality and record-keeping requirements.

Making a Mandatory Report

If a child is in immediate danger or there is an immediate threat to their safety, health or wellbeing, contact WA Police on 000. I’m worried about a child or young person Report a crime or incident to WA Police Force 

Where an early childhood worker or other mandatory reporter forms a belief on reasonable grounds, in the course of their work, that a child has been or is being sexually abused, they must make a mandatory report to the Department of Communities' Mandatory Reporting Service. Mandatory Reporting of Child Sexual Abuse in WA | Western Australian Government  mandatory_reporting_early_childhood_workers_info_sheet.pdf 

Mandatory reports can be made to the Mandatory Reporting Service:

• Telephone: 1800 708 704
• Online: through the Department of Communities' Mandatory Reporting Online Form.

The Mandatory Reporting Service is available 24 hours a day, 7 days a week. A mandatory report may be made orally or in writing. Where a report is made orally, it must be followed by a written report as soon as practicable, ideally within 24 hours. Mandatory Reporting of Child Sexual Abuse in WA | Western Australian Government 

When making a report, the mandatory reporter should provide as much relevant information as is available, including:

• details about the child and family;
• the reason for the concern;
• what the child has said or what has been observed;
• any immediate safety concerns or risks;
• information about any support currently available to the child or family;
• any action already taken to protect the child; and
• the reporter's contact details so that the Department or WA Police can obtain further information if required.

Educators and staff are not required to investigate or prove that abuse has occurred before making a report. The responsibility of the mandatory reporter is to form a reasonable belief and make the required report.

If an educator is unsure whether a concern meets the mandatory reporting threshold, they may seek advice from the Mandatory Reporting Service on 1800 708 704. Seeking advice does not remove the mandatory reporter's legal responsibility where the reporting threshold has been met. 

Failure by a mandatory reporter to make a required report is an offence and may result in a fine of up to $6,000.  

Confidentiality, Information Sharing and Protection of Reporters

The Service recognises that information relating to child protection concerns, disclosures, allegations and reports is sensitive and must be handled carefully.

Information about a child protection concern will only be shared with people who are authorised or have a legitimate need to know the information, or where disclosure is required or permitted by law.

Educators and staff must maintain confidentiality and must not discuss allegations, disclosures or reports with other staff members, families, children, visitors or members of the community unless they are authorised to do so.

Where an allegation or concern relates to a particular person, educators and staff must not inform, confront or question the person who is the subject of the allegation unless directed or authorised to do so by management or the relevant authorities. This is important to protect the child, preserve the integrity of any investigation and minimise the risk of further harm or retaliation.

Confidentiality does not prevent information from being shared where this is necessary to protect a child or another person from harm or where sharing is required or authorised by law.

Protection of Reporters

The Service recognises that people who make child protection reports in good faith have legal protections under the Children and Community Services Act 2004.

A person who makes, or proposes to make, a report in good faith is protected from certain civil, criminal and professional consequences arising from making the report. The identity of a reporter is also protected by law, subject to limited exceptions.

Educators and staff will not be subjected to disadvantage, retaliation, intimidation or disciplinary action by the Service for raising a genuine child safety concern or making a report in good faith.

The Service will support educators and staff who raise child protection concerns and will take appropriate action if a person attempts to intimidate, discourage or retaliate against someone for making a genuine report.

Information Sharing

The Service recognises that sharing relevant information may be necessary to protect children and promote their safety and wellbeing.

Information may be shared without parental or carer consent where permitted or required by law, including where sharing the information is necessary to:

• protect a child from abuse, neglect or other harm;
• reduce or prevent a serious risk to a child's safety or wellbeing;
• protect another person from harm;
• respond to family and domestic violence;
• support a child protection assessment or investigation;
• comply with mandatory reporting or other legal reporting obligations; or
• comply with a request from an authorised government agency, police or other relevant authority.

Where information is shared, educators and staff will provide only information that is relevant, necessary and appropriate for the purpose of protecting the child or responding to the concern.

Breach of Child Safety and Protection Policy

All educators, staff, volunteers and students have a responsibility to follow this Policy and the Service's child safety procedures.

A breach of this Policy may occur when a person:

• fails to follow a required child safety, protection or reporting procedure;
• fails to take reasonable action in response to a concern about a child's safety or wellbeing;
• engages in behaviour that is inconsistent with the Service's Code of Conduct or child safe expectations;
• breaches professional boundaries with a child;
• fails to maintain required confidentiality;
• fails to make a required report or deliberately prevents another person from making a report;
• provides false, misleading or deliberately incomplete information about a child safety concern; or
• engages in conduct that places a child at risk of harm.

A breach will be taken seriously and will be managed in a manner that prioritises the safety and wellbeing of children.

Responding to a Breach

Where a potential breach is identified, the Service will:

• take immediate steps to ensure the safety and wellbeing of any child who may be affected;
• document relevant information and concerns;
• provide the person involved with an appropriate opportunity to respond, where appropriate;
• assess the circumstances and determine the appropriate response;
• maintain confidentiality and only share information with those who have a legitimate need to know;
• make any required notification or report to the Regulatory Authority, Department of Communities, WA Police or another relevant authority; and
• take appropriate employment, disciplinary or other action where required.

Where a concern involves an allegation of child abuse, neglect, grooming, inappropriate conduct or another serious child safety matter, the Service will not conduct its own investigation where doing so may interfere with an external investigation or place a child at further risk. The matter will be managed in accordance with the Service's procedures and any directions provided by the relevant authorities.

Possible Outcomes

Depending on the nature, seriousness and circumstances of the breach, outcomes may include:

• additional guidance or clarification of child safety expectations;
• increased supervision or support;
• additional training or professional development;
• review of relevant practices or procedures;
• performance management;
• disciplinary action, where appropriate;
• changes to duties or responsibilities;
• suspension or termination of employment or engagement, where appropriate; and/or
• referral or notification to the relevant regulatory or government authority.

Where a breach identifies a weakness in the Service's systems or procedures, the Service will review and improve those systems to reduce the likelihood of the issue occurring again.

Educating Children About Personal Safety and Protective Behaviours

The Service recognises that children from infancy to six years of age have different developmental, communication and learning needs. Protective behaviours and personal safety concepts will therefore be introduced in ways that are age-appropriate, developmentally appropriate, culturally responsive and accessible to each child.

Through the educational program and everyday interactions, educators will support children to:

• develop an understanding that their body belongs to them and that they have a right to feel safe;
• recognise and communicate their feelings, needs and boundaries in ways appropriate to their age and abilities;
• understand that it is okay to say "no", move away or seek help when something makes them feel unsafe or uncomfortable;
• understand that trusted adults are available to listen to them and help keep them safe;
• identify adults they can go to for help and support;
• develop confidence to communicate when something does not feel right;
• understand, at an age-appropriate level, appropriate and inappropriate behaviours and physical contact;
• understand that some parts of their body are private and that their privacy and personal boundaries should be respected;
• understand that they should tell a trusted adult if something worries, frightens or confuses them;
• understand that they will be listened to and taken seriously when they communicate a concern;
• develop an age-appropriate understanding that they should not be asked to keep secrets that make them feel worried, uncomfortable or unsafe;
• learn that they can continue to seek help from another trusted adult if they are not listened to the first time; and
• develop the confidence, skills and language to seek assistance when they need it.

For babies, toddlers and children who communicate non-verbally or have additional communication needs, educators will pay close attention to behavioural and non-verbal communication, including changes in behaviour, body language, facial expressions, gestures and other signs that may indicate discomfort, distress or a need for help.

Educators will respond respectfully to children's attempts to communicate and will support children to develop communication methods that enable them to express their needs, preferences, boundaries and concerns.

The Service will ensure that protective behaviours are embedded naturally into the educational program and everyday routines rather than presented only as a specific lesson or activity.

Educators will ensure that discussions and experiences relating to personal safety are delivered sensitively and do not create unnecessary fear or anxiety for children.

Resources

The Service will use current, reputable child safety and child protection resources to support educators in recognising indicators of abuse and neglect and developing children's protective behaviours.

Relevant resources may include information published by:

• Government of Western Australia – Department of Communities
• Government of Western Australia – Department of Education
• National Association for Prevention of Child Abuse and Neglect (NAPCAN)
• Australian Human Rights Commission – Child Safe Organisations

Resources will be reviewed periodically to ensure that information and links remain current and appropriate.

References and Related Legislation

This Policy should be read in conjunction with the following legislation, standards, frameworks, codes and guidance relevant to child safety and protection in Western Australian education and care services.

Legislation and Regulatory Frameworks

• Children and Community Services Act 2004 (WA)
• Education and Care Services National Law (as applied in Western Australia)
• Education and Care Services National Regulations (as applicable in Western Australia)
• Working with Children (Screening) Act 2004 (WA)
• Freedom of Information Act 1992 (WA), where applicable
• Other applicable Western Australian and Australian legislation relating to child safety, privacy, information sharing, mandatory reporting and the protection of children.

National Frameworks and Standards

• National Principles for Child Safe Organisations
• National Quality Standard (NQS), particularly Quality Area 2 – Children's Health and Safety
• Belonging, Being & Becoming: The Early Years Learning Framework for Australia (EYLF V2.0)
• Australian Children's Education and Care Quality Authority (ACECQA) – guidance, resources and regulatory information
• Early Childhood Australia (ECA) Code of Ethics

Western Australian Guidance and Resources

• Government of Western Australia – Department of Communities: Child protection and mandatory reporting information and resources
• Government of Western Australia – Working with Children Screening Unit: Working with Children Check information and guidance
• Commissioner for Children and Young People WA: Child Safe Organisations resources and guidance
• National Association for Prevention of Child Abuse and Neglect (NAPCAN): child safety and protective behaviours resources
• Other current resources issued by relevant government departments, regulatory authorities and recognised child safety organisations.

The Service will ensure that this Policy is reviewed regularly and updated when relevant legislation, regulations, standards, guidance or child safety requirements change.