Child safety in physical and online environments

Early childhood services must comply with all the following elements of this standard:

The following risk assessment tools can help you conduct the assessment:

When you conduct the risk assessment, make sure you include:

• all the different types of risks to children that you can think of at your service
• the strategies you already have in place to reduce these risks
• identify any gaps and decide what the service can do to address these gaps.

For all services in Victoria, their policy and procedures must align with the National Model Code for Taking Images or Videos of Children while providing early childhood education and care(opens in a new window) (the National Model Code).

Aligning with the National Model Code means that:

• only service-issued devices can be used to:
  • take images or videos of children while they are being educated and cared for at early childhood services
• services must have strict controls on how these images and videos are stored and retained
• anyone working directly with children in a centre-based service must not have personal devices with them that can:
  • take photos or record images
  • has personal storage and file transfer media
• The only exception to this restriction on the use of personal devices is:
  • for essential purposes, such as the following:
    • excursions
    • emergencies
    • health
    • family needs.
• All exceptions must be authorised in writing in advance (where possible) by the approved provider.

For more information about how the National Model Code and restrictions on the use of personal electronic devices must be implemented by approved providers, refer to Child safe practices for digital technologies and personal electronic devices.

Read more about the National Model Code, watch a short explainer video, access FAQs, posters and other resources at National Model Code.

• Conduct a comprehensive risk assessment of all spaces. Both the service premises and on excursions. Pay attention to high-risk settings such as swimming pools and on transportation.
  • Download ACECQA's Risk assessment and management template for Excursions from Quality Area 2 - Children's health and safety (in the 'Risk Assessment and management tool' tab). The template can be used by both NQF and CS Act services.
• Keep records of risk management activities on file.
• Consider risks arising from child-to-child and adult-to-child interactions.
• Include identified risks and risk management strategies in:
  • staff and volunteer inductions
  • supervision
  • ongoing training of staff and volunteers.
• Consider cultural safety risks. Is your service environment welcoming to:
  • Aboriginal people
  • people from diverse cultural backgrounds?
• Pay attention to the children’s safety, diverse needs and vulnerabilities. Consider any barriers that might prevent children from raising concerns.
• Identify and record the service’s child safety risks in a risk register or similar document.
  • Ensure strategies are in place to manage those risks.
  • For NQF services, add plans or actions to the service’s Quality Improvement Plan (QIP).
• Train staff and relevant volunteers on risk management policies and procedures.
  • For NQF and CS Act services, download ACECQA’s Risk assessment and management tool from Quality Area 2 - Children’s health and safety (in the 'Risk Assessment and management tool' tab). It includes:
    • risk management
    • completing a risk assessment
    • activities to build understanding of risk assessment
    • templates and other resources.

• Develop strategies to adequately supervise dark spaces, stairwells, private spaces, corners, and vehicles. This is important for services operating on school grounds.
• Inform children about off-limit spaces, including out-of-bounds areas, storerooms and staff rooms.
• Avoid activities where one person is alone with a child or children.
• Keep records of any intervention orders and court orders about access. Keep them on the child’s enrolment record.
• Make sure staff know who is authorised to collect children.
• Use observation aids such as windows, concave mirrors, and CCTV. Consider the balance between appropriate visibility and respecting staff and children’s privacy.
• Improve lighting in dark areas.
• Make sure children know how to raise concerns and where to go if they need help.
• Organise professional learning on risk, harm prevention and hazard awareness.
• Review incidents against policies and procedures. Where appropriate, ask children about their experience, and make improvements as needed. This may only be appropriate for school-aged children.

• Inform children and their families about:
  • appropriate use of the service’s technology
  • safety tools
  • how to seek help and report concerns, including cyberbullying and online grooming
  • share your Safe Use of Digital Technologies and Online Environments Policy and procedures.
• Keep up to date with current online safety issues and expert information. Examples include the Office of the e-Safety Commissioner that offers:
  • an early years eSafety program for child under 5 with useful information, resources and checklists
  • an eSafety professional learning course about online safety for early childhood educators, that offers self-paced online modules.
• Promote activities that raise awareness to prevent bullying and violence. For example, the National Day of Action against Bullying and Violence.
• Create a safe environment for people who may be experiencing family violence.
  • Services must align to the MARAM framework over time. Find out more: Information sharing and MARAM reforms.
  • Services must also create an environment where children feel comfortable:
    • talking about family violence experiences, and
    • seeking support (MARAM responsibility 1).
• Ask for children’s permission before taking their photo. They will learn about consent, and to control the use of their image.
• Carefully consider the way your service shares information about children with families. Make sure:
  • the platform keeps children safe, and only allows access to current families
  • online platforms are password protected
  • children still attend the service at the end of each year and remove access to families who have left.

Services educating preschool aged children should start teaching children about online environments. Children will be using service-owned devices at this age.

• all devices should have current and updated cyber security protection and use security settings to lock down content
• children should be closely monitored while they use devices
• consider using play-based online safety activities such as Playing IT Safe developed by the Australian Federal Police and the Alannah & Madeleine Foundation, or other resources developed by recognised authorities
• include information in your Safe Use of Digital Technologies and Online Environments Policy and procedures.

Online safety is different for school aged children attending early childhood services such as OSHC or vacation care.

At this age some children may bring their own device and wish to use it at the service.

• Services must decide if they allow children to use their own devices or not.
• The service must have a Safe Use of Digital Technologies and Online Environments policy and procedures that outlines:
  • how personal devices (or service devices) can be used safely
  • how educators will ensure proper supervision
  • what are the consequences if children breach these policies.
• Help children use the internet and social media in age-appropriate ways. Use resources from the Office of the e-Safety Commissioner such as eSafety Kids.
• Prohibit children from signing up to unauthorised third-party services. Tell this expectation to children, families and the service community.
• Use filtering software on service-based devices.
• Inform children about online safety risks in an age-appropriate way, including:
  • cyberbullying and trolling
  • invasion of privacy or digital surveillance
  • inappropriate sharing of images
  • phishing, harvesting of personal information or data theft
  • identity theft
  • malevolent software (malware)
  • offensive images and messages
  • age-inappropriate online content
  • impersonation/catfishing
  • grooming.
• Encourage families to use parental controls on personal devices.
• Discuss online safety with staff, volunteers, families and children often.
• Tell children to speak toa trusted adult if they see:
  • inappropriate imagery
  • content that upsets them.

• Your staffing policy and procedures must align with the National Model Code for Taking Images or Videos of Children while providing early childhood education and care (the National Model Code).
• Include in your Code of Conduct:
  • use of social media, email, instant messages, SMS and other apps
  • misuse of digital devices and unacceptable behaviour.
• Include in your Child Safety and Wellbeing policy (Child Safe Environment policy) and Safe Use of Digital Technologies and Online Environments policy:
  • use of service-issued devices and personal devices
  • acceptable and non-acceptable online behaviour
  • guidelines for taking, storing and using images and videos of children.
• Outline acceptable use of personal devices by staff and volunteers.
• Review communication protocols once a year. Consider emerging services and technologies, such as disappearing message services.
• Protect children’s privacy. Support them to limit the amount of information they provide online.
• Train staff about information security. Better understanding can reduce the risk of phishing or malware.

• Uphold policies. Report breaches in line with complaints handling processes and the Code of Conduct.
• Make sure there is a clear and easy way to report online issues or concerns for:
  • children
  • families and carers
  • staff, and
  • volunteers.

• Check contractors before they start work. A new contractor presents new risks to children.
  • Request a valid Working with Children Clearance.
  • Give contractors your service Code of Conduct and Child Safety and Wellbeing policy (Child Safe Environment policy).
• Make child safety a feature in legal contracts. The Victorian Government Common Funding Agreement has this as a standard.
• Conduct a Privacy Impact Assessment before you use any software at the service. Make sure it keeps children and families’ personal information safe.

• Check every contractor’s Working with Children Clearance when they first enter the service.
  • Nominate a staff member to collect this information.
  • Keep records of processes followed to check contractors.
• Make sure service providers meet the Child Safe Standards. Include this in the contract.

• Supervise outside contractors at all times when they are on service premises. Unauthorised people on service premises must be under direct supervision. This must be by a staff member.
• If a contractor breaches the service’s Child Safe Standards policy:
  • the contractor cannot work at the service until you resolve the issue
  • tell them that they are not complying and provide an opportunity to fix the problem
  • if the issue is serious, contact the relevant authorities. (ADD LINK)

The two NQF Safety Guides include information and practical guidance:

• NQF Child Safe Culture Guide
• NQF Online Safety Guide.

There are also additional resources:

• NQF Child Safe Culture – Self-assessment and risk assessment tool
• NQF Online Safe Culture – Self-assessment and risk assessment tool
• Child Safety incident response template – Responding to complaints, concerns, allegations and disclosures
• Reporting and Responding Schemes tool.

Download these resources at Child Safety, together with links to additional ACECQA resources about child safety.

The Commission for Children and Young People (CCYP) have information for all types of organisations that must comply with the Child Safe Standards. This includes:

• CCYP | Resources and support for the Child Safe Standards
• CCYP | Translated resources about the Child Safe Standards

Note: information isn't tailored for early childhood services.