Exceeding NQS in Quality Area 2: Incident and emergency management (Element 2.2.2)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 2: Element 2.2.2

Based on the information provided from the ACECQA website, here are the practical steps your service can take to achieve an Exceeding NQS rating in Element 2.2.2: Incident and Emergency Management:

Element 2.2.2: Incident and Emergency Management

Objective: Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practiced, and implemented.

Steps to Achieve Exceeding NQS Rating:

1. Embedded in Service Operations (Theme 1):

• Ensure that emergency procedures are displayed prominently throughout the premises.
• Ensure that all educators, including nominated supervisors, coordinators, and other staff, have ready access to an operating telephone or similar means of communication.
• Display emergency telephone numbers near all telephones.
• Ensure that service staff can easily access emergency equipment, such as fire extinguishers and fire blankets.
• Regularly practice emergency drills with children and staff.
• Provide training for all staff in the use of emergency equipment.

2. Informed by Critical Reflection (Theme 2):

• Reflect on and evaluate the effectiveness of current emergency procedures and plans.
• Maintain records of emergency drills and critically evaluate their outcomes to identify areas for improvement.
• Continuously update and improve procedures based on feedback from drills, incidents, and reflections.
• Ensure that all educators engage in regular discussions and reflections on the service’s emergency procedures and plans.

3. Shaped by Meaningful Engagement with Families and/or the Community (Theme 3):

• Actively communicate with families about the service’s emergency procedures and plans to manage incidents.
• Seek feedback from families and the community on the service’s emergency procedures and plans.
• Develop written communication strategies to keep families informed about any updates or changes to emergency procedures.
• Engage with local emergency services and relevant authorities to ensure that the service’s emergency plans are aligned with best practices and community expectations.

Additional Considerations:

• Develop written emergency and evacuation procedures that include specific instructions for various emergencies, such as bushfires in bushfire-prone areas or medical emergencies like asthma attacks or anaphylactic reactions.
• Maintain a current, portable record of children’s emergency contacts that can be carried by educators during emergencies or evacuations.
• Ensure that emergency equipment is tested regularly as recommended by recognized authorities.

By following these steps and ensuring that your practices align with the three Exceeding themes, your service will be well-positioned to achieve an Exceeding NQS rating in Element 2.2.2. Remember, continuous reflection, engagement with families and the community, and consistent implementation of best practices are key to maintaining and enhancing the quality of your service.

An Example Monthly Schedule

Ready to implement these practical steps in your service? Using the constraints of 4 hours per week to work on improvements, we’ve created an example schedule below.

Given the educator has 4 hours per week, which totals to 16 hours a month, here’s a suggested monthly schedule to work on improving their service based on the steps provided:

Week 1: Initial Assessment and Planning (4 hours)

1. Hour 1: Review the current state of emergency procedures and plans.
2. Hour 2: Conduct a self-assessment using the ACECQA guidelines to identify areas of improvement.
3. Hour 3: Prioritize areas of improvement based on the self-assessment.
4. Hour 4: Develop a detailed action plan for the month, allocating specific tasks to each week.

Week 2: Engagement and Communication (4 hours)

1. Hour 1: Draft a communication to families about the current emergency procedures, seeking their feedback.
2. Hour 2: Engage with local emergency services to understand best practices and any community-specific concerns.
3. Hour 3: Review feedback from families and note down key areas of concern or suggestions.
4. Hour 4: Update the emergency procedures based on the feedback received.

Week 3: Training and Equipment Check (4 hours)

1. Hour 1: Organize a training session for the use of emergency equipment. If external trainers are required, this hour can be used for coordination.
2. Hour 2: Conduct the training session (this can be a short session focusing on one key piece of equipment or procedure).
3. Hour 3: Review and test emergency equipment, ensuring everything is in working order.
4. Hour 4: Update or create a portable record of children’s emergency contacts.

Week 4: Reflection and Practice (4 hours)

1. Hour 1: Organize a mock emergency drill for the service.
2. Hour 2: Conduct the mock drill.
3. Hour 3: Reflect on the outcomes of the drill, identifying areas that went well and areas that need improvement.
4. Hour 4: Update the emergency procedures based on the outcomes of the drill and plan for the next month.

By the end of the month, the educator would have engaged with families, liaised with local emergency services, conducted training, tested equipment, practiced emergency procedures, and reflected on areas of improvement. This systematic approach ensures that the educator makes the most of their limited time each week, leading to tangible improvements in the service’s emergency preparedness.

Reflective Questions

Reflective questions are essential for deepening understanding and improving practices. For Element 2.2.1, which focuses on supervision, here’s an exhaustive list of reflective questions to guide reflection:

Understanding and Awareness:

1. What do I understand by effective supervision in the context of my service?
2. How do I perceive my role and responsibilities in ensuring effective supervision?
3. How does my understanding of supervision align with the National Quality Standard?

Current Practices:

1. How do I currently supervise children during different activities?
2. Are there times or situations where I feel supervision is more challenging? Why?
3. How do I ensure that all children, including those with additional needs, are effectively supervised?
4. What strategies do I use to maintain focus and avoid distractions while supervising?

Collaboration and Teamwork:

1. How do I collaborate with other educators to ensure continuous supervision?
2. Are there communication strategies in place among the team to support effective supervision?
3. How do we handle transitions or shifts to ensure children are always supervised?

Training and Development:

1. What training have I received related to supervision, and how has it influenced my practices?
2. Are there areas in supervision where I feel I need further training or support?

Feedback and Improvement:

1. How do I seek feedback on my supervisory practices from colleagues, families, and children?
2. Are there recent incidents or near-misses that highlighted areas of improvement in supervision?
3. How have I acted upon feedback or incidents to improve my supervision practices?

Engagement with Families and Community:

1. How do I communicate the importance of effective supervision to families?
2. Are there community resources or experts I can engage with to enhance my understanding and practices related to supervision?

Personal Reflection:

1. Are there personal biases or beliefs that influence my supervisory practices?
2. How do I handle situations when I feel overwhelmed or distracted while supervising?
3. How do I ensure I remain vigilant and proactive in my supervisory role?

Future Planning:

1. What goals have I set for myself to improve my supervisory practices in the coming months?
2. Are there tools, resources, or strategies I plan to explore to enhance supervision?
3. How do I plan to stay updated with best practices and guidelines related to supervision?

Broader Perspective:

1. How does effective supervision contribute to the overall well-being and safety of children in our service?
2. How does our service’s philosophy and values align with our supervisory practices?

Using these reflective questions, educators can critically analyze their supervisory practices, identify areas of strength and improvement, and plan for continuous professional development.

Learning from ACEQA case studies

Let’s break down the practical steps taken by services in each case study to achieve Exceeding NQS standards in Element 2.2.2, along with the reasons, tips, and estimated implementation time.

Case Study 1: Preschool/Kindergarten Service in a Remote Location

1. Develop Detailed Emergency Procedures
   • Reason: The service’s unique location presented challenges that required non-traditional solutions.
   • Tips: Engage with local emergency organizations, families, and other stakeholders to understand the specific risks and challenges.
   • Estimated Time: 10-15 hours (initial setup, followed by periodic reviews).
2. Regular Staff Training on Emergency Management
   • Reason: Ensures all educators understand their roles and responsibilities.
   • Tips: Incorporate training as part of staff induction and offer annual refresher courses.
   • Estimated Time: 2-3 hours per training session.
3. Regular Emergency Drills with Reflection
   • Reason: Familiarizes children and educators with procedures and identifies areas of improvement.
   • Tips: Schedule drills regularly, increase frequency during high-risk seasons, and document reflections.
   • Estimated Time: 1-2 hours per drill, including reflection.
4. Engage Families in Emergency Procedures
   • Reason: Ensures families are informed and can provide feedback.
   • Tips: Discuss procedures during enrollment, provide regular updates, and seek feedback.
   • Estimated Time: 2-3 hours for initial discussions and periodic updates.
5. Use Teaching Resources to Educate Children
   • Reason: Helps children understand emergency procedures and reduces distress during real emergencies.
   • Tips: Use storybooks, puppets, and other resources to discuss and practice procedures.
   • Estimated Time: 3-4 hours for creating resources and discussions.

Case Study 2: Outside School Hours Care (OSHC) Service

1. Involve Children in Planning and Evaluating Emergency Procedures
   • Reason: Recognizes children’s competence and capabilities.
   • Tips: Encourage children to provide feedback after drills and incorporate their suggestions.
   • Estimated Time: 2-3 hours per feedback session.
2. Implement Suggestions from Children
   • Reason: Addresses specific needs identified by children, such as a portable emergency first aid kit.
   • Tips: Act on feedback promptly and document changes in the Quality Improvement Plan (QIP).
   • Estimated Time: 2-3 hours for implementation and documentation.
3. Provide First Aid Training for Children
   • Reason: Equips children with essential skills and knowledge.
   • Tips: Collaborate with local experts or organizations to provide training.
   • Estimated Time: 4-5 hours per training session.
4. Engage in Risk-Benefit Assessments for Projects
   • Reason: Ensures safety while promoting learning opportunities.
   • Tips: Involve children, educators, and families in the assessment process.
   • Estimated Time: 3-4 hours per assessment.
5. Collaborate with Local Community
   • Reason: Strengthens community ties and shares resources.
   • Tips: Engage with local organizations, such as men’s sheds, for collaborative projects.
   • Estimated Time: 4-5 hours for initial collaboration and planning.

These steps, when implemented effectively, can significantly contribute to achieving an Exceeding NQS rating in Element 2.2.2. The estimated times are approximations and can vary based on the specific context and resources of each service.