Elements and Performance Criteria

The Range Statement explains the scope and context of the unit of competency allowing for differences between workplaces. The scope of variables chosen for training and assessment requirements will depend on the particular work situation.

Environments may be assessed for safety in relation to
Hazards
Noise
Pollution
Fences
Buildings
Grounds

Relevant criteria for assessing environments may include:
Regulations
Policies of organisation
Industry standards eg. QA and IS principles
Occupational health and safety guidelines

Criteria for assessing safety of environments may include:
Legislation and regulatory requirements
Safety criteria developed by service
Own judgement and experience

A plan to meet the emotional needs of people involved in an accident or emergency may include:
Reassurance/comfort
Counselling
"debriefing"

Areas where close/additional supervision may be required include:
Hazards eg. Water
Specified equipment
Areas without fences
Toilets

Plan for supervision may include:
Limit setting for children
Deployment of workers
Programming
Separating different aged children
Placement of equipment
Staff/child ratio

Limits and guidelines related to supervision may include:
Out of bounds areas
Rules for safe play

Additional supervision may be required for:
Excursions
Boisterous activities eg. Touch football
Swimming
Younger children
Children with additional needs eg. ADD

Supervision strategies on excursions include:
Head counts
Developing and maintaining group norms that foster safety

Procedures for responding to sick children may include:
One to one care
Separation from other children
Contacting parents
Requesting parent to take child home

Government agencies which may need to be consulted/notified include:
Work Cover, if worker situation
Public Health Unit

Guidelines for reporting may include:
Public Health guidelines eg. A number of cases, time frame for reporting
Organisational guidelines eg. Who is to write and set report

Procedures for safety in travel may include:
Regulations are followed eg. Children are appropriately restrained
Restraints are effectively installed
Behaviour guidelines and limits for children during travel

Supervision of travel and care practices may be monitored by:
Observation
Discussion with worker

The Evidence Guide identifies the critical aspects of assessment, and the essential knowledge and skills to be demonstrated to confirm competency in this unit. The Evidence Guide is an integral part of the assessment of competency and it should be read carefully in conjunction with the Range Statement, elements and performance criteria.
Critical aspects of assessment:
Applying a thorough understanding of dangers and hazards for specific age groups and demonstrated ability to make informed and appropriate decisions under pressure to ensure the safety of children, including in the home environment

Assessors are recommended to particularly look for:

Observes personal hygiene to prevent cross infection eg. Handwashing
Models safe behaviours and hygiene practices
Risk identification in environments
Risk reduction strategies in that environment
Risk minimisation strategies in response to specific incidents
Ways of supervising appropriate to the age of the child
Supervision systems eg. An area/ a group of children/ floater
Violence protocols
Addressing issues in planning supervision according to the ages of children -

For 5 to 12 year olds:

Absences of children booked in need to be investigated
Older children may be able to assist in responding to an incident if directed clearly and supported to do so
Developing children's capacity to monitor their own safety
Developing children's capacity to develop strategies with staff
Assessment of additional supervision requirements for a child due to -

Child's disability:

Level of risk taking behaviour
Age/stage of development of child
Child's level of competence in the activity selected
Child's level of responsibility
Child's familiarity with environment/equipment/materials

Interdependent assessment of units:
Competence in CHCCN4B Respond to illness accidents and emergencies is a prerequisite for this unit

Essential knowledge:
Up to date knowledge of regulations on safety, health and hygiene
Potential hazards to children, including traffic and the spread of infectious diseases and cross infection
Strategies to minimise the spread of infectious diseases
Developmental stage appropriate toys and equipment
Legal requirements for supervision including worker - child ratios
Food preparation, cooking and storage of food -> temperatures
Child protection policy of service
State/territory requirements about abuse and reporting process
Common childhood illnesses recognition, management strategies
Incident records
Indicators of different types of child abuse
Organisation procedures
Driving skills - car or bus
Strategies for developing responsible behaviour by children in cars and buses
Organisational standards, policies and procedures

Essential skills:
Driving skills - car or bus
Strategies for developing responsible behaviour by children in cars and buses
Decision making under pressure

Resource implications:
Assessment requires access to a range of opportunities defined in the Range Statement.

This includes:

A childcare workplace
Access to children's services, resources and equipment
Access to the local environment

Consistency in performance:
Consistency in performance is best assessed for a range of age groups, a range of conditions and over a number of assessment situations

Context of assessment:
This unit is best assessed in the workplace or in a realistic simulated workplace setting under the normal range of workplace conditions