Early Learning Victoria is committed to ensuring every child and family are safe. This includes when arriving or departing as a pedestrian, cyclist or in a vehicle to and from our centres. We also believe it is our responsibility to educate children and families on the importance of road safety, to ensure the health, wellbeing and safety of everyone in the community is protected.
1. Scope
This policy applies to children, families, educators, 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
Early Learning Victoria is committed to ensuring every child and family are safe, including when arriving or departing our centres as a pedestrian, cyclist or in a vehicle. All staff have a responsibility to ensure that road safety is modelled and discussed and that building children’s knowledge and comprehension about road safety forms part of our educational programs. Early Learning Victoria also has a responsibility to make sure carparks, and surrounding areas are safe and accessible ensuring the safety and wellbeing of all children and families attending our centres.
2.1 Requirements
Under the National Quality Standards (NQS), the Education and Care Services National Law Act 2010 (the National Law) and Education and Care Services National Regulations 2011 (the Regulations), services are required to at all times, take reasonable precautions and provide adequate supervision to ensure children are protected from harm and hazards. This includes precautions to ensure children are safe during arrival and departure. Working collaboratively with families to help children become safe and responsible road users also aligns with the practice principles and learning outcomes of the Victorian Early Years Learning and Development Framework.
2.2 Background and information
Road trauma is one of the leading causes of death among Australians and young children are particularly vulnerable because of their small size and the fact that their cognitive and perceptual skills are still developing. Road safety education can help to reduce the risk of serious injury and death in young children by assisting them to develop the appropriate skills and behaviour to keep them safe.
3. Actions and procedures
3.1 Responsibilities of families
Families are responsible for:
- ensuring children are supervised on arrival and departure from the centre
- ensuring children are carried or escorted from vehicles through carparks safely, utilising pedestrian walkways where possible
- ensuring children wear helmets whilst on bikes, scooters or wheeled toys, to and from the centre
- ensuring children are secured in appropriate car seats and restraints, as per VicRoads recommendations, whilst travelling in a vehicle
- ensuring they are fit to drive, licensed and not under the influence of drugs and alcohol
- ensuring that older siblings role model car safety, by wearing seatbelts and entering/exiting vehicles safety
- ensuring that children or older siblings are not left unattended in parked cars at Early Learning Victoria centres.
Research indicates that families also play a crucial role in fostering responsible road behaviours in children through the following actions:
- role modelling: demonstrating safe and responsible road use
- direct teaching: explicitly teaching road safety rules and skills
- communication: discussing road safety regularly, reinforcing positive behaviours
- setting expectations: clearly communicating safety expectations
- supervision and guidance: providing age-appropriate guidance and oversight
- creating safe environments: advocating for safer road conditions within the community.
These efforts not only enhance safety but also empower children to make informed decisions as they grow and become more independent.
Children are responsible for:
- remaining with their family during arrival and departure from the centre
- participating in learning opportunities regarding road safety, road rules and enacting their learnings
- being a good role model.
3.2 Responsibilities of staff
4. Resources
Legislation and standards
- Disability Discrimination Act 1992
- 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
- Public Health and Wellbeing Regulations 2019
- Road Safety Act 1986
- Public Health and Wellbeing Act 2008
Related policies
- Educational program policy
- Drop off and collection of children policy and procedure
Links
- Starting Out Safely: Victoria’s early childhood road safety education program
- Transport Victoria: road safety education resources
Definitions
Families: The National Law defines families as (a) a parent, grandparent, brother, sister, uncle, aunt, or cousin of the child, whether of the whole blood or half-blood and whether that relationship arises by marriage (including a de facto relationship) or by adoption or otherwise; or (b) a relative of the child according to Aboriginal or Torres Strait Islander tradition; or (c) a person with whom the child resides in a family-like relationship; or (d) a person who is recognised in the child's community as having a familial role in respect of the child.
Updated