Supervision of children policy

Early Learning Victoria has a duty of care for all children who attend its centres. We create safe environments where children can learn, grow and thrive. This includes ensuring that children are always well supervised.

Supervision is not simply about watching children. Our approach to supervision also reflects our values. We work together and make decisions that support children to thrive. At Early Learning Victoria centres, children are well known, respected and safe.

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 guides staff and the approved provider to:

meet duty of care obligations
ensure the safety and wellbeing of all children and staff at all times
use a range of supervision techniques, including active and dynamic supervision
understand their shared legal responsibilities and accountability.

It also sets out the legal requirements of the approved provider under the Education and Care Services National Law Act 2010(opens in a new window) (the National Law) and Education and Care Services National Regulations 2011(opens in a new window) (the Regulations).

2.1 Requirements

In relation to supervision, Early Learning Victoria must:

comply with educator-to-child ratios (only including educators who are working directly with children)
ensure that educators under the age of 18 are never left alone with children
ensure that students on placement or volunteers are never left alone with children
ensure that any unauthorised persons are directly supervised by an educator while at the Early Learning Victoria centre
ensure that all children are always in sight and/or hearing of an educator. This includes during eating, toileting, sleep, rest and transition routines
ensure staff have clear communication methods and written plans for the safe supervision of children.

2.2 Background information

Educator-to-child ratios

In Victoria, the minimum educator-to-child ratios are:

1:4 for children aged birth to 36 months
1:11 for children over 36 months of age to preschool.

The approved provider and nominated supervisor are responsible for ensuring that the centre is staffed to meet these ratios, at a minimum.

Volunteers and students on placement must not be considered in the centre’s educator ratios. They must always be supervised by an educator (see the Visitors, volunteers and students policy).

Duty of care

All centre staff, including volunteers, must manage the risk of harm to children. This includes meeting their duty of care and legal obligations to protect children. They must address risks, preventing injury or harm that is reasonably foreseeable.

Staff must always maintain their duty of care to children. This includes when the child is onsite but not signed into or out of the care of the centre (and the parent or carer is responsible for supervising that child).

Effective supervision techniques

Early Learning Victoria staff use a range of supervision techniques so children are always well supervised.

Effective supervision is a shared responsibility. Teams need to be well coordinated, communicate effectively, combining observation with close engagement.

Educators need to assess and respond to children’s supervision needs. At the same time, they need to interact with children in ways that promote high-quality learning opportunities.

Active supervision

‘Active supervision’ goes beyond just watching children or being present.

It involves actively observing, anticipating risks, responding promptly and intervening when needed. It requires educators to constantly scan, engage and interact with children. The aim is to ensure children’s safety while also supporting their learning and development.

Dynamic supervision

Dynamic supervision goes one step further. It asks educators to also be aware of each other’s location at all times. Staff communicate regularly and use ‘line-of-sight supervision’ to keep children and staff safe and well.

Dynamic supervision is required:

when running an indoor/outdoor program
when running a multi-age group (such as family grouping)
during transition and care routines
during arrival and departure times
at times in the day when there are fewer educators in total across the centre – for example, at the start and end of each day.

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.

Line-of-sight supervision is required when educators are interacting with children in a one-to-one situation. Examples include during nappy changes or toileting, or in program kitchens or other spaces.

Supervision decisions

Early Learning Victoria recommends centres use the ACECQA tool Factors to consider when planning for adequate supervision.

This helps centres check if supervision is:

reasonable – would another educator with similar experience make the same decision?
adequate – is supervision appropriate for the number, ages and needs of children present?
maintainable over time – can the level of supervision be sustained throughout the routine or activity?

Active supervision techniques

Planned positioning to maximise line of sight: Educators position themselves so they can scan the space and observe children. They ensure they are close to children who may need additional support. They also ensure all children can be seen and/or heard at all times.
Knowledge of children: It is important to know each child’s skills, interests, ability to interact with others and developmental stage. This helps educators to supervise children while also supporting them to make their own decisions and gain independence.
Being alert to the surrounding environment: Educators regularly glance around the outdoor and indoor area and listen carefully to the volume and tone of children’s voices. In this way, educators can still supervise children not directly in their view and respond immediately if needed.
Using redirection: It can be useful to 'redirect' children to other areas or activities. This may work when children cannot solve a problem with another child on their own. Or, it can be useful when an educator sensed a child could lose control. Redirection can help ensure the safety or all children. For it to be effective, educators need to know the children in their care well, and any behaviour plans.
Provide close supervision: Educators need to assess any potential risks to children’s health and safety. They may need to intervene, depending on the age and ability of each child. Sometimes, a child needs adult support and reassurance to explore and take appropriate risks.
Planned transitions: Educators pay close attention to children’s movements between different areas or environments. This includes when they use the bathroom.
Routine checks: It is important to count the number of children (‘head counts’) and call out names on the roll regularly. This is part of active supervision and ensures that all children are always accounted for.
Consideration of all children and ages: Educators know the different ages, personalities, behaviours and traits of the children they care for. This helps educators adapt their supervision techniques to suit children’s different needs.
Consistent supervision strategies: Educators take a positive, inclusive approach. They support children to make good choices about how they behave, interact with others and learn.
Actively supervising hygiene practices: Educators supervise children in terms of hygiene, but also model good habits. This includes showing children how to use soap and water to wash their hands, how to use hand sanitiser, and what to do when they cough or sneeze.
Observation and engagement: This means being responsive to children’s supervision needs. It also means engaging in or finding ways to promote their independence and learning.
Communication and collaboration: It is important that staff work together to learn about each child’s needs. This includes how to supervise them in particular situations or environments. It is also important for staff to communicate any changes to supervision with one another. For example, if an educator leaves the space to collect resources, go to the toilet or attend to an individual child.
Health and safety: Children suffering from an illness or injury must be closely supervised. They must be kept safe and comfortable until their parent or carer collects them from the centre.
Clear supervision plans: All staff (including relief staff) must understand supervision plans and procedures.

Risk assessments and supervision plans

Risk assessments are part of comprehensive supervision plans.

Risk assessments are needed for indoor and outdoor spaces. Staff need to check regularly how well a supervision plan is working, and make changes if needed.

Key factors to consider when developing a supervision plan include:

the size of the group using the space
the composition of the group (children’s ages and development levels)
how children in the group tend to learn best
occupancy levels of the centre and staffing rosters/structure
types of learning experiences and activities
environmental factors, such as layout and access to facilities
staff experience and qualifications
likelihood of emergencies and serious incidents and how these will be responded to (for example, centres in bushfire-prone areas).

A detailed risk assessment is needed before excursions. This will decide the number of adults needed for adequate supervision. See also the Excursions, incursions and regular outings policy.

See the Supervision Plan template for further guidance and prompts.

Supervision audits

The nominated supervisor must ensure that a Supervision audit is completed every six months.

The audit checks key practices, policies and procedures to confirm that children are effectively supervised at all times, both indoors and outdoors

The process helps centres understand where they are going well, and what they can improve. It also shows what actions are needed to uphold the safety, wellbeing and engagement of every child in their care.

See the Supervision audit template for further guidance and prompts.

Children accounted for during children’s attendance in the program

Educators must do a roll call 3 times a day.

The first should be during the morning, once all or most children have arrived. The second will be in the early afternoon at about 2pm, and is suggested after rest or relaxation time. The final is at the end of the day when all children have left, usually at about 6pm.

Roll call times may also align with the start or end of an educator’s shift, or with specific routines.

If a child is not accounted for during roll call, the nominated supervisor must be told straight away.

Head counts

It is important to do accurate and consistent head counts at key times in the day.

These regular checks ensure educator-to-child ratios are maintained and that children are adequately supervised.

Key ‘transition points’ can include, but are not limited to:

when children arrive at the centre
when children leave the centre
family grouping
indoor and outdoor play
multi-age programs across the centre
meal times
toileting and bathroom routines
staff shifts beginning or finishing
emergency drills
an emergency or serious incident.

Educators must consistently monitor and account for children throughout the day. In particular, they must note the number of children during key transitions such as staffing changes, mealtimes and outdoor movements.

Kidsoft software remains the primary tool for documenting the number of children. However, other strategies, such as whiteboards or pen-and-paper records, should also be used to support effective supervision.

Using a combination of methods helps to ensure children are consistently accounted for and that practices remain adaptable to each centre’s unique operational flow.

3. Actions and procedures

3.1 Responsibilities of families

Families are responsible for:

informing the centre and providing identification for who is authorised to pick up their child (see Drop off and collection of children policy)
signing their child in and out at the centre and notifying educators when families drop off or pick up their child
supervising their child before signing them in and after signing them out
scheduling discussions with educators at a mutually convenient time to avoid unduly distracting educators from supervision duties
closing all doors and gates when entering or exiting the Early Learning Victoria centre.

3.2 Responsibilities of staff

Educators must:
- understand their child safety responsibilities (as outlined in the Child safety and wellbeing policy and Staff code of conduct)
- know exactly which children they are responsible for supervising
- be aware of potential hazards in the immediate area
- respect children’s rights to privacy and independence when assessing supervision strategies
- be familiar with the layout of the learning environments
- consider the age mix, behaviours and size of the group they are supervising
- identify children with medical conditions who need closer supervision
- assess the risk of the learning experiences and activities
- respond immediately to distressed children or hazardous situations
- follow the Sleep and rest policy and procedure, including the practices for monitoring sleeping children, especially infants and those with medical conditions needing greater supervision
- follow the Nappy changing and toileting policy, including practising line-of-sight supervision.
To meet these expectations, educators must:
- maintain accurate records of attendance and head counts, accounting for all children at all times in the day
- ensure that all children are always in sight or hearing of educators
- ensure that where practical, no child is left alone with an educator
- keep all doors and gates closed while at the Early Learning Victoria centre
- conduct daily safety inspections and supervise children’s arrivals and departures (see the Drop off and collection of children policy)
- use critical reflection to improve supervision practices and risk management
- ensure that supervision plans and strategies are displayed for all educators and families
- position themself to maximise visibility of the area
- avoid standing with their back to children or having long talks with other educators
- practice ‘dynamic supervision’ by telling other staff when they need to leave an area – for example, to get some resources or go to the toilet
- actively engage with children to support their learning while observing and supervising them
- regularly scan the environment, while interacting with individual children or small groups, and list for changes in the volume or tone of children’s voices.
Students on placement or volunteers need to:
- understand their child safety responsibilities (as outlined in the Child safety and wellbeing policy and the Staff code of conduct)
- not put themselves in a position where they are alone with children
- keep doors and gates closed at all times
- consider when to intervene in and redirect children’s play to ensure safety
- find ways to support and enhance children’s learning while respecting their need for uninterrupted play.
The nominated supervisor must:
- respond to any reports, disclosures or breaches of the Child safety and wellbeing policy and the Staff code of conduct
- ensure a minimum of 2 educators are rostered on to open and close the centre
- roster staff and put practices in place to ensure the service always maintains educator-to-child ratios, in line with ELV’s rostering principles
- ensure children being educated and cared for are adequately supervised by being in sight and/or hearing of an educator at all times.
When deciding the number of educators needed for adequate supervision, the nominated supervisor must consider:
- the layout and design of the centre
- any staff emergencies or illnesses
- flexibility to allow children to be in small groups throughout the day. This includes during activities such as playing, relaxing, sleeping or toileting.
The nominated supervisor must also:
- ensure adequate supervision for children with medical conditions, as needed
- ensure that staff and families know and follow this policy
- ensure centre staff complete daily risk assessments, and follow supervision plans and strategies
- ensure that supervision plans and strategies are displayed for families in all rooms and outdoor areas
- evaluate regularly how well the supervision plan works, making changes as needed
- ensure the supervision audit is completed every 6 months (see Supervision audit)
- notify the Regulatory Authority through the NQA IT System within 24 hours of a serious incident, or of any complaints alleging a serious incident has happened at the service, or that the National Law has been breached (see the Incident, injury, trauma and illness policy)
- report notifiable incidents to WorkSafe Victoria (see the Incident, injury, trauma and illness policy)
- notify parents or carers of a serious incident involving their child as soon as possible and within 24 hours
- report and respond to any concerns about educators being too familiar or close to a child or family.
The approved provider must:
- respond to any reports, disclosures or breaches of the Child safety and wellbeing policy and the Staff code of conduct
- ensure ELV policies and procedures are implemented
- address feedback about policies and procedures through regular consultation with nominated supervisors
- design and maintain centres to support effective supervision. As part of this, children’s privacy, rights, dignity and autonomy must be respected
- review and update this policy annually
- ensure all staff know about and follow this policy and its procedures
- oversee risk management. This includes conducting risk assessments, monitoring and evaluating supervision plans and procedures, and making changes as needed
- ensure that any educators under 18 are supervised by qualified staff
- ensure that students, volunteers and visitors are never alone with children
- employ and roster on sufficient qualified staff. This staff must support adequate supervision during learning and play, excursions and transportation
- maintain required educator-to-child ratios and effective supervision strategies
- notify the Regulatory Authority through the NQA IT System within 24 hours of a serious incident, or of any complaints alleging a serious incident at the ELV centre, or that the National Law has been breached (see the Incident, injury, trauma and illness policy).

4. Resources

Legislation and standards

Child Safe Standards
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
Worker Screening Act 2020.

Administering medication procedure
Child safety and wellbeing policy
Drop off and collection of children policy and procedure
Emergency management and evacuation policy
Excursions, incursions and regular outings policy
Incident, injury, trauma and illness policy
Staff code of conduct
Staffing overview policy
Sleep and rest policy and procedure
Toileting and nappy changing policy
Water safety policy.

Resources

Definitions

Adequate supervision: This means all children in all areas of the service are in sight and/or hearing of an educator at all times. This includes during toileting, sleep, rest and transition routines. Services must maintain their legally required educator-to-child ratios at all times.

Active supervision: ‘Active supervision’ goes beyond just watching children or being present. It involves actively observing, anticipating risks, responding promptly and intervening when needed. It requires educators to constantly scan, engage and interact with children. The aim is to ensure children’s safety while also supporting their learning and development.

Authorised: A person who belongs to at least one of the following groups:

a person who holds a current Working with Children Check or Working with Children Card
a guardian of a child who is being educated and cared for by the education and care service
an authorised nominee of a guardian of a child who is being educated and cared for by the education and care service
in the case of an emergency, medical personnel or emergency service personnel
a person who is permitted under the working with children law of a jurisdiction to remain at the education and care service premises without holding a Working with Children Check or a Working with Children Card (National Law).

Duty of care: A legal concept. It refers to the responsibility of all staff in any Victorian early childhood service to take reasonable steps to protect children in their care from harm that is foreseeable.

Dynamic supervision: This goes one step further than active supervision. It asks educators to also be aware of each other’s location at all times. Staff communicate regularly and use ‘line-of-sight supervision’ to keep children and staff safe and well.

Line-of-sight supervision: This means staff can see each other without anything blocking their view. Seeing through a window or door is adequate. Line of sight does not mean constant direct eye contact, but rather the ability to observe movement and activity. It ensures staff are aware of what the person is doing and can intervene if needed.

Serious incident: For the purposes of the definition of serious incident in section 5(1) of the National Law, each of the following is prescribed as a serious incident:

the death of a child:
- while that child is being educated and cared for by an education and care service, or
- following an incident occurring while that child was being educated and cared for by an education and care service
any incident involving serious injury (such as a broken limb) or trauma to a child occurring while that child is being educated and cared for by an education and care service:
- which a reasonable person would consider required urgent medical attention from a registered medical practitioner, or
- for which the child attended, or ought reasonably to have attended, a hospital
any incident involving serious illness of a child occurring while that child is being educated and cared for by an education and care service for which the child attended, or ought reasonably to have attended, a hospital (for instance, for a severe asthma attack, seizure or anaphylaxis reaction)
any emergency which emergency services attended
any circumstance where a child being educated and cared for by an education and care service:
- appears to be missing or cannot be accounted for, or
- appears to have been taken or removed from the education and care service premises in a manner that contravenes these Regulations, or
is mistakenly locked in or locked out of the education and care service premises or any part of the premises.

Unauthorised person: Any person who has not been listed as an authorised nominee on the child’s enrolment form.

5. Authorisations and review

This policy is the responsibility of Early Learning Victoria. Contact: ELV@education.vic.gov.au

It was approved by the CEO, Early Learning Victoria, Department of Education on 2 January 2026.

Early Learning Victoria regularly reviews its policies and procedures. This policy is due for review on 2 January 2028. It may be reviewed earlier if required by changes in legislation or Department of Education policy.

Reviewed by the Director Early Learning ELV and Director Quality ELV.

Education & training

Updated 2 April 2026