Section 1: Introduction

Program Title: CHCPRT001: Identify and respond to children and young people at risk

• The attitudes and values participants have and the impact of these when considering whether behaviour is abusive and/or neglectful
• The definitions and context for what constitutes abuse and neglect of children
• A child-focused approach and the impact of this when considering the abuse and neglect of children
• The legislative context in Australia for reporting abuse and neglect including the responsibilities and ethical obligations of individuals
• The importance of collaborative practices in responding to the abuse and neglect of children

Learning Objectives

By satisfactorily completing this topic it is expected that you will be able to:

• Identify children and young people at risk of abuse or neglect by observing indicators, asking open and non-leading questions, being aware of protective issues and using child protection policy and procedures where appropriate
• Respond to disclosure and indicators of abuse, neglect, or harm, in accordance with state legislative responsibilities and the service policies and procedures
• Routinely employ child-focused work practices to uphold the rights of the child and encourage them to participate in age-appropriate decision making
• Employ communication and information gathering techniques with children and young people in accordance with current recognised practice
• Ensure decisions and actions taken are within own level of responsibility, work role, state legislation and service policies and procedures
• Understand the role of trauma and trauma-informed care in early childhood education and care- no covered and no questions added

Entry Competencies/Pre-Requisites

There are no entry level competencies or pre-requisites for the training as part of the Australian Quality Training Framework. Individual agencies can determine as part of their overall training plan whether this work-specific training is required as a pre- requisite. Unit/s of competency covered in this Program:  CHCPRT001 – Identify and respond to children and young people at risk. Qualification/s relevant to this unit: This unit comes from the Community Services Training Package (CHC21) and is nominally judged to be at the Australian Qualification Framework Level 4. It applies to a broad range of occupations involved in delivering services to children including community services, health, policing, juvenile justice, recreation, family services, education, religious services and mental health. This unit may form an elective from a wide range of qualifications within the Community Services Training Package. Check with your Trainer for further information.

Assessment Strategy

The assessment is designed to confirm participants’ understanding of the knowledge and practices that support child-safe environments and the reporting of abuse and neglect. The three assessments consist of a series of:

• short written answers
• true and false questions
• Using the Keep Them Safe website

The assessment strategy has been designed to meet the requirements of the Australian Quality Training Framework is linked to elements from the unit of competency; CHCPRT001 Identify and respond to children and young people at risk.

Key Messages

• Anger commonly arises in groups when the issue of child abuse is
• It is common and understandable that people experience a range of emotions including anger when a group comes together to discuss the issues of
• Anger can happen however it is inappropriate to project anger on to other members of the Be aware of this.
• If discussing cases from workplace, ensure use of other names to respect client information, and also out of respect for other
• 1 in 3 people have encountered abuse – either of themselves or of someone they know – and it is important to remember this in group
• Participants may have been exposed to some form of child abuse or neglect and therefore may disclose this during the course of this For this reason, it is important that the group agrees to confidentiality concerning personal issues discussed at any point during this training.
• This training looks at Child-Safe Environments from a number of levels:
  • Individual – personal perspectives, values and attitudes, and reasons we may discount our views at times
  • The responsibilities of organisations we are a part of
  • The broad perspective of community responsibility to children – works through to the individual’s legal responsibility to children and personal response within the broad

Safety Statements

• Ensure personal stories and experiences add to the learning Respect the confidential nature of these personal stories.
• Be responsible for your own emotional health and reactions, in particular
• Acknowledge that we come to training not just as workers, but as parents and we were all once children
• Recognise the value of hearing all points of view – and agreeing to
• The focus of this training is not on the perpetrators of abuse and neglect, but on children and it is vital to maintain a child

Key Messages

• Anger commonly arises in groups when the issue of child abuse is
• It is common and understandable that people experience a range of emotions including anger when a group comes together to discuss the issues of
• Anger can happen however it is inappropriate to project anger on to other members of the Be aware of this.
• If discussing cases from workplace, ensure use of other names to respect client information, and also out of respect for other
• 1 in 3 people have encountered abuse – either of themselves or of someone they know – and it is important to remember this in group
• Participants may have been exposed to some form of child abuse or neglect and therefore may disclose this during the course of this For this reason, it is important that the group agrees to confidentiality concerning personal issues discussed at any point during this training.
• This training looks at Child-Safe Environments from a number of levels:
  • Individual – personal perspectives, values and attitudes, and reasons we may discount our views at times
  • The responsibilities of organisations we are a part of
  • The broad perspective of community responsibility to children – works through to the individual’s legal responsibility to children and personal response within the broad

Aims of the Program

• Be aware of how values, attitudes and experiences impact on our understanding of child abuse and neglect, and how we respond to these
• Recognise the importance of maintaining a child focus and perspective when considering the possibility of child abuse and
• Be able to identify a range of indicators concerning child abuse and
• Understand the concept of Child-Safe Environments, the shared responsibility for caring for all children and recognising and supporting those who are
• Fully understand the legal responsibility to notify disclosure or suspicion on reasonable

Knowledge of the key principles of reporting to the Child Protection Hotline 132 111 (24 hours/7 days) or e-reporting

Why are we here? Rationale for the Program.

Child abuse happens every day in our community and the effects of child abuse can be deep and long lasting. Children have rights.

The Children and Young Persons (Care and Protection) Act 1998 requires certain individuals to report suspicion of child abuse and/or neglect.

The protection of children requires a holistic approach and is a whole of community responsibility.

National Framework for Protecting Australia’s Children

In line with Australia’s obligations to the UN Convention on the Rights of the Child, the framework is underpinned by the following:

• All children have a right to grow up in an environment free from neglect and
• Children and families have a right to participate in decisions affecting them.
• Improving the safety and well-being of children is primarily the responsibility of their families, who should be supported by their communities and
• Children’s rights are upheld by systems and

www.ohchr.org

https://www.ohchr.org/en/instruments-mechanisms/instruments/convention-rights-child

Under the National Regulations (s 168), children’s services must have policies and procedures in relation to providing a child safe environment, including the promotion of a culture of child safety and well-being and the safe use of online environments. They must also have policies and procedures for dealing with complaints, including how they provide a child focused complaint handling system and manage a complaint that alleges a child is exhibiting harmful sexual behaviours.

Child protection and child safe policies and procedures must include, for example:

• A Statement of Commitment to Child Safety
• Practices and principles for keeping children safe, both in the physical and online environment
• Code of Conduct which includes practices protecting children from harm
• Recruitment, Selection and Training Procedures to ensure and promote children’s safety
• Procedures for managing incidents, disclosures and suspicions of harm, abuse and neglect
• Procedures for reporting and documenting incidents, disclosures and suspicions of Harm, Abuse and Neglect
• Procedures for managing breaches of policies and procedures
• Risk Management plans and processes
• Communication strategies to ensure families, employees, volunteers and children are aware of child safe policies and procedures.

The policies must require all employees who believe on reasonable grounds (see above) that a child has been harmed, or is at risk of significant harm, to report abuse and neglect to Child Protection in line with documented reporting procedure.

The policies must also ensure there are training and governance practices that ensure all employees understand the current child protection law, the indicators of harm, abuse and neglect, their role and responsibilities to keep children safe, and can confidently take the required action. These practices will include regular training in child protection, and ensuring all employees and visitors have clear/not prohibited Working with Children Checks (unless exempt under the law.)

Individual trauma results from an event, series of events or set of circumstances that is experienced by an individual as physically or emotionally harmful or life threatening and that has lasting adverse effects on the individual’s functioning and mental, physical, social, emotional or spiritual wellbeing. This includes trauma resulting from harm, abuse and neglect, or the risk of harm, abuse and neglect.

Traumatic events experienced early in life can be extremely damaging to the developing brain. Research suggests exposure to adverse, potentially traumatic events in childhood is not uncommon. A 2015 study found childhood trauma affected an estimated five million Australian adults. Multiple studies have reported negative effects associated with experiencing trauma across all parts of life. Mental ill-health, physical illness, social and relational difficulties, and poor academic and employment outcomes have all been linked to previous traumatic experiences.

It’s been proposed that trauma-informed care requires implementation of the following four key assumptions (the four “R”s):

• Realisation – at all levels of organisation or system about trauma and its impacts on individuals, families and communities
• Recognition – of the signs of trauma
• Response – program, organisation or system responds by applying the principles of a trauma-informed approach (see below)
• Resist re-traumatisation – of staff and children.

Source: Trauma-informed care in child/family welfare services: AIFS February 2016

9 Principles of Trauma Informed Care suggested by the Australian Childhood Foundation are:

1. Trauma significantly alters baseline physiological arousal levels in children.

Children are likely to benefit from environments of care which pay attention to their mood, focus on adjusting their sensory stimulation to help them stay physically present feel safe to connect with others, and engage predictable strategies from carers that reduce reactivity and minimise volatile responses.

2. Trauma reduces cortical capacity to regulate subcortical activation in children.

Carers may benefit from understanding that traumatised children are likely to find it difficult to utilise reasoning and logic to modify their behaviour or reactions.

3. Trauma disrupts memory functioning in children.

Children are likely to benefit from strategies which support stressed memory systems, including the introduction of visual and mnemonic cues to prompt short term memory rehearsal and recall, repetition of episodic and narrative structures and the establishment of routines to structure behavioural rehearsal. In addition, children’s ability to generalise learning from one setting to another is also hampered by memory difficulties.

4. Trauma disconnects children from relational resources that can mitigate its effects.
   Traumatised children require opportunities to experience attachment relationships which offer consistency, nurture and predictability.
5. Trauma restricts the attentional capacity of children.
   Children may benefit from care environments which enable them to engage in experiences which redirect their attention away from past trauma-oriented activation to the here and now.
6. Trauma based behaviour is functional at the time in which it develops as a response to threat.
   Carers can be supported to understand the purpose and meaning of trauma-based behaviour in children, helping to shift their interpretations away from blame to greater acknowledgement of the ongoing impact of children’s abuse experiences.
7. Trauma limits children’s response flexibility and adaptability to change.
   Traumatised children may get ‘stuck’ due to constant trauma triggers, and so enact patterns of defensive behaviour that make sense in the light of their initial trauma(s) but may not seem obvious to those around them. It is important for carers to understand, that while in these triggered states, children have little capacity to reshape their responses without the intentional resourcing of adults in their immediate care environment.
8. Trauma undermines identity formation in children.
   Children are likely to benefit from reinforcement by carers and others for examples of qualities that denote positive sense of self and resource personal agency.
9. Trauma diminishes social skills and isolates children from peers.
   Children with trauma backgrounds need support to engage positively with peers in social situations.

Keep ‘the 4 R’s’ and the’ 9 Principles’ in mind while reading the rest of the information in this Booklet.

Overview:

Under the Education and Care Services National Regulations, an approved provider must ensure that policies and procedures are in place for providing a child safe environment (regulation 168) and take reasonable steps to ensure those policies and procedures are followed (regulation 170).

Child-Safe Environments focuses on the view of ‘shared responsibility’ for the care and protection of the child/young person. It is an unrealistic expectation that one agency can assist all children/young people. It is about all parties involved and relies on inter- agency collaboration.

Developing Child Safe practices and policies

All children have the right to experience quality education and care in a safe and healthy environment, be it physical, emotional or social. Your policy should provide a clear set of guidelines to ensure:

• the promotion of a culture of child safety and wellbeing within the service
• children at the service are provided with a safe environment at all times, which extends to online environments
• approved providers, nominated supervisors, educators and other staff at a service meet their legislative obligations to prevent harm and hazard towards children
• there is timely and effective identification of, and response to, children who may be at risk of or who are experiencing abuse or neglect.

Considerations for supervision

Children of different ages and abilities will require different levels of supervision, privacy, and autonomy. Generally, the younger the children are, the greater the need for an adult to be close by to support and assist them. For young children, adequate supervision may involve children remaining near the adult who is supervising them. Supervision of infants and toddlers who are sleeping is ensured when educators can see and hear them. For older children, it is important to balance the need for close supervision with respect for their age and developing independence.

Services for school age children may also need to consider:

• the location of children’s toilets and how children will be supervised when visiting and returning from the toilets
• supervision during the transition between school and the outside school hours care (OSHC) service
• supervision of children’s transportation to and from the OSHC service.

Note that supervision is facilitated by the physical design and maintenance of the premises (regulation 115), the supervision practices of educators (section 165), and educator ratios (regulations 122-124).

Also be mindful that the Providing a child safe environment policy and procedures are closely aligned with most of your policies, especially your Excursions policy and procedures, as children’s health and safety are paramount – Sourced ACECQA- Policy Guidelines

Key Messages

Working with Children checks for all employees and volunteers

Policies and Procedures on appropriate conduct of children and adults within organisation Voice of the Child – avenues for children to be heard safely; input into the service

Note:

1. Much can be done prior to making a notification on an individual and organisational level
2. Interagency collaboration is crucial to successful outcomes with families

Interagency collaboration:

Reviews into Child Protection – particularly Robyn Layton QC report in 2004 (and also in Mulligan Inquiry) highlighted that in many child deaths multiple agencies had been involved with a family. All had snippets of information that concerned them, but  as no one talked to each other, no one understood the full magnitude of what was occurring in this home until the children were already dead.  So – it’s crucial to ensure families are not falling through the gaps in service delivery.

Early Intervention = Divert, Avert, Revert away from Statutory Response

Child-Safe Environments focuses on the view of ‘shared responsibility’ for the care and protection of the child/young person. It is an unrealistic expectation that one agency can assist all children/young people. It is about all parties involved and relies on inter- agency collaboration.

Indicators of Abuse

There are many indicators of harm, abuse and neglect of children, and harmful sexual behaviour in children. Behavioural or physical signs which assist in recognising harm to children are known as indicators. The following is a guide only. One indicator on its own may not imply abuse or neglect. However, a single indicator can be as important as the presence of several indicators. Each indicator needs to be considered in the context of other indicators and the child’s circumstances. A child’s behaviour is likely to be affected if he/she is under stress. There can be many causes of stress and it is important to find out specifically what is causing the stress. Abuse and neglect can be single incidents or ongoing, and may be intentional or unintentional.

If there is a suspicion:

• Remain alert to any warning signs or indicators (see list above)
• Pay close attention to changes in the child’s behaviour, ideas, feelings and words
• Make written notes of observations in a non-judgemental and accurate manner, and manage in line with our Privacy and Confidentiality Policy
• Record details of any conversation with other people (e.g., a parent who explains why a noticeable mark is on a child)
• Assure a child that they can come to talk when they need to, and listen to them and believe them when they do
• Document the suspicion as soon as possible so the details are accurately captured
• Not try to investigate or mediate the matter yourself
• Interviews should only be conducted by the nominated supervisor/approved provider and under instruction from the Police or Child Protection Helpline. Interviews can be traumatising for a child so we must try to limit them
• Follow our Procedure for making a report
• Ensure the management and storage of records complies with our Privacy and Confidentiality Policy and Record Keeping and Retention Policy
• Wait for Police/Child Protection Helpline advice before continuing with investigations
• Manage risks to children/adults at our service such pending the outcome of any investigations, e.g.:
  • Stand down the subject of an allegation or conviction
  • Restricting the subject’s access to children or only allowing them to have supervised access
  • Restricting their access to sensitive computer systems, files or facilities.

Threshold for disclosures or suspicions of harm, abuse or neglect

There may be circumstances where there is concern for a child’s welfare, but it does not reach the threshold to be considered a disclosure or suspicion of harm, abuse or neglect.

In these cases, and if the family consents, educators will connect families to external support services (see Procedure for making a report page 28)

Key Messages

• What they are, where they come from and how they may influence our belief of what is abusive to
• Participants need to be able to examine and understand their values and attitudes towards child abuse and neglect, in order to consider how these may impact on their decision-making process when determining if a child is at risk of
• To increase participants’ understanding of the difference between an adult-focus as opposed to a child-focus, and the importance of maintaining a child-focus when making an initial assessment concerning the risk of harm to

Child Focus

• If a person has a child focus they will start by asking what the effect is on the child/ren now, in the short term and in the long term.
• When making a decision as to whether a situation is abusive or neglectful we need a strong child

A child focus enables people to make a decision as to ‘Is the situation child abuse or neglect?’ more easily and should be their first thought process. The strategies for intervention need to take the adult focus into account as this is where the change needs to occur.

Adult Intent

• If an adult focus is maintained when trying to determine whether a situation is abusive for children there is a tendency to look for issues of

For example, considering whether the carer meant to hurt the child, or to other issues such as poverty or unemployment. Whilst such issues are important when determining how to work with the family they do not help in identifying abuse.

Example – Scenario 1:

Scenario 1: Lani

Lani arrived at childcare today very upset and showed the childcare worker welts on her arm. She said she had been naughty   and Mummy had hit her with “the belt”. She said she was frightened and Mummy didn’t often get that mad. Lani’s mother has a new baby at home and has suffered with depression in the past.

Discounting Child Abuse

Lily and Zaide

18-month-old twins found in a family home dead from starvation.

Their bodies were found in their cots by their 11-year-old sister in suburban Brisbane.

They weighed 3.99kg (8.8lbs).

Neighbours said one of the older siblings once arrived naked on the doorstep and asked to be taken in to live with them.

Daniel Valerio

2 years old.

Beaten and bruised to such an extent that his babysitter made him a child’s version of a boxer’s head-guard. Seen by 21 professionals in course of his life.

Report made by an electrician visiting the home who rang police.

Key Messages

It is fact that children die as a result of abuse and neglect.

In many cases these children do not live in isolation from their community. They are sighted frequently by neighbours, friends of the family, extended family, educational facilities and professional and social organisations

The Rule of Optimism refers to situations where mandated notifiers observe, witness or suspect children or young people are in abusive or neglectful environments and distract themselves by finding any positive, strength or possibility. Rather than actually observing in a child focused way, the distraction allows them to feel comfortable in not doing anything, or in concentrating on other elements of the situation rather than on the abuse or neglect for what it is. The end result of this is that children ‘fall through the gaps’ of the system and are ‘missed’ and don’t receive service.

In the case of Daniel Valerio there had been involvement with over 20 different professionals in his short lifetime however they had all allowed themselves to choose to become distracted with how happy he looked, how much he loved his Mum, etc. This meant that none of them took any or enough action to intervene in his life and that he sadly died at the hands of the parents/caregivers. Victoria introduced a mandate to notify, as a result of Daniel’s and other children’s deaths, in 1993.

In many coronial inquiries the rule of optimism has been viewed as a contributing factor in the deaths of children. Professionals and others have allowed themselves to find any positive, strength or possibility as a way of making them feel comfortable within themselves and justifying not taking action or intervening. The rule of optimism can be reflected in interagency collaboration when professionals choose to focus on other issues – the adult’s intent, the surrounding circumstances of the child’s life etc, rather than focusing on the child and what is happening for them. They therefore can justify in their own minds not notifying    and not doing more to intervene in the child’s life. This can be used to justify not collaborating, not sharing information etc.

Existence

I think there is no problem.

At this level one does not accept that child abuse or neglect exists.

Statements that children lie about sexual abuse often reflect a refusal by the adult to accept that these problems exist.

Significance

The problem is not very serious.

At this level one accepts that child abuse and neglect exist, but refuses to accept that they are very serious problems. Statements about them only happening in certain ‘types of families’ etc are often attempts to discount the problem, to see it as something that affects a limited group of people and certainly not anyone in one’s own circle.

Statements about abuse and neglect being harmless to children also deny the significance of the problems. Refusing to see these problems as significant is another level of resistance that may be used to justify inaction.

Solvability

There is nothing that can be done.

The significance of the problem is acknowledged, but is seen as too overwhelming to tackle. It is out of society’s control. Believing there is no solution to a problem justifies the refusal to even attempt to find one. The problem ends up in the “too hard basket”.

Self

I can’t do anything – that’s for the experts.

At this level one accepts that child abuse and neglect exist, that it is a significant problem and that it may be solved. However, the individual does not wish to be involved or is unable to see how one person can make a difference.

Child protection is not seen as a personal responsibility but instead is that of governments and experts. This level resists personal investment.

Being involved in a situation where children disclose abuse, or where one suspects that children have been or are experiencing abuse, can be stressful.

It is important that participants have the opportunity to consider the likely emotional effect that this will have on them as individuals, and how this may impact both on their responses and how the child/ren may be feeling.

Consider the different emotions that children may be feeling as they disclose, or are attempting to disclose, an incident of abuse or neglect. What would influence a child to disclose such an incident and what may stop a child from disclosing abuse and/or neglect.

Disclosure

• Safe environment
• Trust/rapport
• Respect
• Understanding
• Not stopping the child/ren
• Not judging the child/ren
• Believing the child/ren
• Listening
• Not displaying shock or disgust
• Reinforcing that abuse and/or neglect is not the victims’ fault
• Reinforcing that the child/ren has/have done the right thing by sharing the information

Blocking the Disclosure

• Literally stopping the child (statements like “I can’t hear this”, “I am not the person to tell”)
• Threatening to punish the perpetrator
• Interrogating the child

The overriding criteria to all of this is that Mandated Notifiers must focus on the child/ren in the first instance, remembering  that all action must be in the best interests of the child/ren and that the safety of the child/ren is the paramount consideration.

To hear a disclosure by a child who has been physically or emotionally harmed can trigger strong emotional reactions and can evoke intense feelings. Feelings such as shock, revulsion, disbelief, anger, fear, protectiveness and sadness can be overwhelming.

To express such feelings to a child who is disclosing abuse and while they are immersed in their own feelings of guilt, powerlessness, confusion and fear, may make the child hesitant to disclose any further details and reinforce their sense of helplessness.

It is important to remain calm and avoid expressing strong feelings either verbally or non-verbally while the child discloses. Notifiers should be aware of their feelings, and control these while with the child.

It is important to take children seriously when they disclose to avoid the possibility of subjecting them to further trauma.

The Notifier’s role in responding to the child/ren who is/are suspected of being abused is to provide emotional and practical support.

When children disclose abuse, the following general principles apply:

• They need to be taken seriously
• They have the right to support, help and protection
• During disclosure the child/ren will be experiencing a

Approaching child/ren who may be being abused

The Mandated Notifier’s role is not to investigate or to prove that the abuse has occurred. Rather, they are simply required by law to report any suspicion on reasonable grounds that a child has been or is being abused. In establishing whether a suspicion is on reasonable grounds, talking with the child may be the immediate response.

The child may be reluctant to talk with anyone initially, due to:

• Fear of being hurt by the abuser
• Belief that the abuser will go to jail
• Fear that something bad will happen to her/him, such as being removed from home
• Loyalty to the abuser and family no matter how bad the situation may be
• Feelings that the abuse is deserved
• A belief that their situation is normal

1. Avoid repeating questions as children may believe this means they have given you the wrong answer the first
2. Where appropriate, ask children questions using their own terminology and language
3. Avoid asking questions involving time as younger children have different perceptions of
4. Do not follow every question with another question, instead comment or ask the child to elaborate on what they have
5. Avoid asking the child “do you understand”? Instead ask the child to repeat what you have said or
6. When talking to children allow them to ask you questions and share whatever they like about themselves or their Children enjoy having a sense of control over what they will be doing or saying (Michelle Aldridge and Joanne Wood (1998) ‘Interviewing Children, a Guide for Practitioners’).
7. Avoid interrupting the child
8. Do not make promises you can’t keep
9. Don’t doubt the child
10. Don’t tell them they are being silly
11. Don’t display shock or disgust
12. Listen carefully
13. Show empathy and understanding
14. Reinforce that they have done the right thing in telling you
15. Reinforce the abuse is not their fault

Leading Questions and Comments

Leading questions and comments are inappropriate when dealing with disclosures of abuse and/or neglect by child/ren. They often label the child/ren’s feelings, may threaten their sense of privacy or put words in their mouth. Often, responses are limited to “yes” or “no”.

Another problem is that leading questions or comments tend to give direction to children, like providing a hint at how you expect them to respond.

Leading questions or comments often include assumptions about what may have happened and so don’t allow the child/ren to describe what has taken place in their own words. This type of questioning or commenting is not helpful, as the court will consider the child/ren’s evidence to be tainted or spoiled.

Research shows that children provide more accurate information when they are freely narrating, rather than being asked direct questions. If children avoid an issue, it may be necessary to try a different approach.

Child Protection Reporting Abuse and Neglect Procedure

Maintain the privacy and confidentiality of the child and family, and of employees with unproven allegations against them, at all times.

Document as soon as possible including:

• time, date and place of disclosure or suspicion
• own observations
• details of any conversations including quotes where relevant or possible
• details of disclosure or suspected abuse
• any actions taken
• date of report and signature

A report will be made using the following procedure preferably on the same day there is a disclosure or suspicion of significant harm, and no later than 24 hours

after the disclosure or suspicion.

The Approved Provider, Nominated Supervisor, employees and volunteers will:

1. Consider whether disclosure or suspicion needs to be reported to Police

• contact the police on 000 if there is an immediate danger to a child and intervene immediately if it is safe to do so
• contact the police where the child has been or may be the victim of a criminal offence (including where a child is at risk of significant harm outside the family)
• get clear guidance from Police about who will tell child’s parents/guardians about the disclosure and who can give ongoing support

2. Consider whether the disclosure or suspicion must be reported to Child Protection

• use the online Mandatory Reporter Guide which is available on the ChildStory Reporter website to help make decisions about whether there is a risk of significant harm. The Guide covers physical abuse, neglect (supervision, physical shelter/environment, food, medical care, mental health care, education), sexual abuse, problematic sexual behaviour, psychological harm, relinquishing care and carer concerns to do with substance abuse, mental health, and domestic violence).
• make a report by phone to the Child Protection hotline on 132 111 (available 24 hours/7 days a week). eReporting is available for non-urgent notifications at ChildStory Reporter website
• make the report with the assistance or support of the Nominated Supervisor. If the Nominated Supervisor does not follow through and make the report, employees and volunteers will make the report
• get clear guidance from the person answering about who will tell child’s parents/guardians of the disclosure and who can give ongoing support

3. Consider whether referral is needed to family services or exchange of information required with other specified organisations/people

• exchange information with referral agencies or other allowable organisations/people as outlined above heading ‘Exchanging Information’ in Child Protection Policy if you reasonably believe this may help other specified organisations/people to ensure the safety, welfare or wellbeing of children.
• Contact details for family referral services are available in the resources section of the ChildStory Reporter website (Also Infoxchange Service Seeker is an extensive health, welfare and community services directory.)
  • Where possible obtain family consent before making referrals. Advise families relevant information about the child and family will be provided, and they may provide feedback or complaints about the care they’re receiving or the disclosure of information. Document discussions and outcomes with families, and keep them informed
  • Ensure confidentiality of employees’ personal information eg do not include in referrals

4. Consider whether you must notify ECEC Regulatory Authority and other Authorities

• notify the Regulator within 24 hours through the online NQA ITS portal about any incident/allegation, including any suspected or alleged incident, of child abuse that has occurred at the service. This includes any physical or sexual abuse that has occurred or is occurring while the child is at the service.

Reportable conduct – employees and volunteers

Refer Fact Sheets from Office of Children’s Guardian for detailed information about Reportable Conduct Scheme. https://ocg.nsw.gov.au/

• Approved Provider notifies the Children’s Guardian within 7 business days of receiving a report or becoming aware of reportable allegations/convictions under the Reportable Conduct Scheme using the 7-day notification form available on the Office of the Children’s Guardian website https://www.ocg.nsw.gov.au/ and take action to protect children.
• Investigate allegation of reportable conduct as soon as possible after completing investigation plan
• Take action to protect children following investigation and provide report of findings and action taken to the Children’s Guardian within 30 calendar days.