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Nappy changing and toileting policy

This policy provides guidance and procedures for nappy changing and supporting children with toileting.

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Early Learning Victoria works with families to support their child’s care needs.

We follow strict hygiene and safety measures for toileting and nappy changing. This helps keep children and staff healthy and safe.

We also promote positive experiences during toileting and nappy changing. This is an important part of learning and can help children become more independent.

1. Scope

This policy applies to children, families, staff, management and visitors of Early Learning Victoria centres. This includes volunteers, students on placement and contractors or labour hire employees of Early Learning Victoria.

2. Policy statement

This policy helps to ensure:

  • staff know the details of the children’s nappy changing and toileting procedures
  • staff maintain hygiene standards
  • staff interactions with children are respectful. This means responding to what children say and do, and thinking about each child’s needs
  • the dignity and rights of each child are always respected
  • all staff are aware of their responsibility to practice ‘line-of-sight’ supervision. That is, making sure that educators who are changing nappies or assisting with toileting can always be seen by another staff member
  • all centres comply with WorkSafe Victoria: Children’s services occupational health and safety compliance kit.

2.1 Requirements

Early Learning Victoria staff must follow strict hygiene practices. This is required under the Education and Care Services National Law Act 2010 and the Education and Care Services National Regulations 2011.

Staff follow these practices to manage the spread of infectious disease. This includes the risk of spreading bodily fluids and communicable diseases. See also the Hygiene and cleaning policy and the Infection control and immunisation policy.

2.2 Background and information

Supporting children’s health, hygiene and safety during nappy changes and toileting is essential.

Educators follow strict nappy changing and toileting procedures. At the same time, they must consider each child’s individual needs.

When changing a nappy, educators need to engage in a positive way with the child, and be respectful. They tell the child what is going to happen. This is a good way to offer consent to very young children and ensure their body autonomy is respected (see also the Positive relationships, interactions and behaviour support policy.)

Educators create strong ties with families. They need to support their parenting choices, values and beliefs. Having the same practices at home and at the centre can help make nappy changing or toileting a positive experience.

Consistent practice and communication between all educators is also very important. Educators must have ‘line-of-sight’ supervision when changing nappies and helping with toileting. (This means that another staff member can see them, without anything blocking their view.) This visibility helps keep children safe from potential abuse.

Educators should closely track how often nappy changing or toileting routines happen and how long they last. They also need to look for any unusual behaviour patterns between an educator and children. They must report any concerns to the nominated supervisor.

Early Learning Victoria staff work with families to know when a child might be ready to start using the toilet. Staff and families can discuss cultural practices and beliefs and how these fit with what happens at the centre. Educators can also encourage families to dress children in clothes that make it easier for them to go to the toilet by themselves. For example, pants with an elastic waist that are easy to pull up and down.

Educators consider how best to record information about nappy changing and toileting. This is designed to share with families and may be different for every child and family.

3. Actions and procedures

3.1 Responsibilities of families

There are a few simple ways families can help. They can:

  • tell centre staff about what their child needs or prefers when having their nappy changed, or when going to the toilet
  • let staff know if creams or medication needs to be used
  • pack plenty of spare clothes for their child.

See also the Administering medication procedure.

3.2 Responsibilities of staff

4. Resources

Legislation and standards

Relevant legislation and standards include:

  • Education and Care Services National Law Act 2010
  • Education and Care Services National Regulations 2011
  • National Quality Standard, Quality area 2: Children’s health and safety
  • Occupational Health and Safety Act 2004
  • Occupational Health and Safety Regulations 2017
  • Administration of medication procedure
  • Child safety and wellbeing policy
  • Hygiene and cleaning policy
  • Infection control and immunisation policy
  • Manual handing policy
  • Positive relationships, interactions and behaviour support policy
  • Supervision of children policy

Definitions

Bacteria: A type of germ with a single cell, not visible to the naked eye. Some bacteria can be beneficial to humans, some can cause disease, and some can do both in some situations.

Communicable disease: A disease that can be transmitted from an infected person or species to a susceptible host, either directly or indirectly.

Disinfectant: A chemical agent that kills germs outside the body (for example, on surfaces).

Hand hygiene: Hand hygiene is one of the most effective ways to reduce the spread of germs. This can be done using soap and water or hand sanitiser.

Infectious disease: A disease that can be spread, for example, by air, water or contact with another person. An infectious disease is designated under Victoria law or by a health authority (however described) as a disease that would require the infected person by excluded from an education and care service (see the Infection control and immunisation policy).

Line-of-sight supervision: This means that staff can see each other without anything blocking their view. So, being able to see another educator through a window or door is adequate. ‘Line of sight’ does not require constant direct eye contact. Instead, it means being able to observe movement and activity. It ensures staff are aware of what the person is doing and can intervene if needed.

Education

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