By BEST Childcare Consulting
Promoting children’s safety October’s Safe Work Month is the perfect time for early childhood services to move beyond routine hazard checklists and transform safety into a shared learning journey. Using the ACECQA Risk Assessment & Management Tool (RAMT) as a guide, educators can model real-time risk assessment and then invite children to join the process — spotting hazards, discussing what might happen, and brainstorming safer choices. This approach builds children’s agency, strengthens their problem-solving skills, and embeds safety as part of the everyday curriculum.
Empowering educators and children side by side demonstrates that safety is not just a compliance task but a living culture within the service. Staff critically reflect on hazards, update policies and procedures, and use staff meetings to analyse incident data and refine supervision practices. At the same time, children engage in meaningful, hands-on activities such as safety walks, sorting safe/unsafe images, and creating collaborative posters that celebrate their learning.
By involving families and local community partners — sharing photos, home activity ideas, and trusted resources from Kidsafe WA, St John WA, and the Raising Children Network — services can extend learning beyond the classroom and foster a consistent safety culture. This whole-of-service approach provides rich evidence for all three Exceeding themes (Embedded Practice, Critical Reflection, and Meaningful Engagement) across all seven Quality Areas, showcasing a genuine commitment to continuous improvement and children’s wellbeing.
Activities with Children Under 5 (in Your Childcare Centre)
These are playful, scaffolded ways to embed the RAMT steps into children’s thinking, using real-world contexts and reputable resources.
- Safety Walk + Hazard Camera
Take small groups around the indoor/outdoor area with clipboards or tablets. Let children photograph or draw things that look unsafe (e.g. loose toys, cords, spills). Later, sort them and discuss “What could happen? What could we do to make it safer?” - Puppet / Toy Scenario Replay
Use puppets or stuffed toys to act out scenarios (e.g. a toy rolling across the floor, a child climbing a shelf). Pause: ask children to predict what might happen, then replay using safer choices. - Safe vs Unsafe Sorting Game
Use picture cards (combining some home/play safety images from Kidsafe or Raising Children) and ask children to sort into “safe” or “not safe” and explain why. - Role Play Helpers & Asking for Help
Model scenarios where children might need help (spill, cut, sunburn). Encourage them to name trusted adults, role-play asking for help, and rotating who is the “helper.” - Collaborative Safety Poster / Safety Wall
Over the month, ask children to draw or take photos of safe behaviours (wearing helmets, walking indoors) or things they think need fixing. Display with captions like “We keep each other safe by …” - Obstacle Course with Safety Steps
Build a simple obstacle course (stepping stones, balance beam, tunnels). Introduce prompts like “walk slowly,” “look ahead,” “use hands for support.” After children complete it, discuss where risks were and what made it safer. - Story Discussion & Remixing
Read a safety-themed book (or from the “Preschoolers: safety” content on Raising Children) and pause to ask “Was that safe? What else could they do?” Then retell or remap the story with safer endings. Raising Children Network - First Aid / Safety Basics Mini-Lesson
Introduce age-appropriate first aid concepts (e.g. applying a bandaid, knowing to call for help). Use diagrams from Raising Children’s CPR & First Aid guides for preschoolers. Raising Children Network - Online Safety Talk & Game
For older toddlers / preschoolers, explore simple internet safety ideas (from Raising Children’s “Online safety for 2–5 years”) such as “if you see something weird, tell an adult.” Role-play what they might do. Raising Children Network
Activities for Educators
These are structured professional conversations and practices to deepen educator understanding, extend the RAMT, and embed safety culture.
- Begin with a RAMT Walkthrough: choose a familiar context (playground, transitions, mealtimes) and together ask: What are we doing? What could go wrong? What controls/changes can we apply?
- Conduct a Hazard Brainstorm + Risk Matrix: staff list observed hazards across environments, rate likelihood/consequence, and choose top 2–3 for action.
- Review Incident / Near Miss Cases: using anonymised reports, discuss what risks existed, how they were managed, and how we might involve children (or preempt) in similar situations.
- Undertake a Policy / Procedure Alignment Check: small groups audit supervision, excursion, or hazard check policies versus actual practice. Propose updates.
- Role-play short safety scenarios (spills, broken toys, climbing furniture) to test rapid decision-making, escalation, and ways to involve children.
- Use a Safety Culture Self-Assessment Tool (or child-safe checklists) to rate your service’s safety culture; identify action areas.
- Create a Staff Safety Pledge Wall: educators write one action commitment for Safe Work Month (e.g. “I will always narrate hazards while cleaning up”) and post it. Revisit in next meeting.
- Schedule Follow-Up Monitoring & Review: assign roles, dates, and mechanisms to check how safety actions are tracked, feedback is given, and risk assessments are updated.
How to Include Families & Communities
- Share children’s work and safety reflections with families (via newsletter, Storypark, foyer display), so families see how safety learning is happening and can mirror it at home.
- Encourage families to contribute safety practices from home—bike helmets, safe play routines, road safety talk—and invite them to send photos or stories for display.
- Provide simple take-home safety conversation starters or games, such as “spot the hazard in your room” or “what would you do if the floor was wet?”
- Leverage community safety experts: invite local agencies (e.g. WA Child Safety Services, Kidsafe WA) to lead short workshops or share protective-behaviours concepts.
- Close the feedback loop: let families know when their suggestions or children’s ideas led to changes in the environment (e.g. repositioned shelves, new safety signage).
QIP write up for Safe Work Month: Teaching Children About Safety
QA1 – Educational Program and Practice
Embedded Practice
- Safety learning is planned intentionally, using the ACECQA RAMT language to scaffold children’s thinking.
- Activities (safety walks, sorting games, puppet scenarios) are linked to EYLF Outcomes (especially Outcome 3: Wellbeing and Outcome 4: Confident and Involved Learners).
- Children’s ideas about risk and safety are added to the program and revisited over time.
Critical Reflection
- Educators discuss how well children are engaging with safety learning and adjust experiences to support confidence, not fear.
- Programming meetings include reflection on whether safety learning is inclusive, age-appropriate, and encourages positive risk-taking.
- Observations of children’s risk behaviours are analysed to inform future planning and supervision strategies.
Meaningful Engagement
- Families are invited to share home safety practices (e.g. bike helmets, kitchen rules) to extend learning across settings.
- Children’s contributions are displayed and celebrated, reinforcing their role in co-constructing the curriculum.
- Community agencies are consulted for accurate, culturally respectful safety information.
QA2 – Children’s Health and Safety
Embedded Practice
- Hazard identification, risk assessment, and safe choices are part of everyday routines.
- Educators model safe behaviour (e.g. walking feet, cleaning spills) and explain why in child-friendly language.
- Risk assessments are updated with children’s voices and reviewed regularly.
Critical Reflection
- Staff meetings analyse incident data and near misses to inform practice.
- Educators reflect on supervision patterns and whether children are effectively supported to identify hazards themselves.
- The team reviews the RAMT each term to keep risk assessment practice consistent and current.
Meaningful Engagement
- Families receive updates about safety learning and can contribute feedback.
- Children’s suggestions for hazard solutions (e.g. “let’s move this shelf”) are shared with families and actioned where possible.
- Local safety organisations (Kidsafe WA, St John) are invited to support learning.
QA3 – Physical Environment
Embedded Practice
- Children actively help identify hazards (e.g. loose mats, blocked exits) during safety walks.
- Environment modifications are made promptly, and children are shown the changes.
- Daily environment checks are a routine practice, with children sometimes assisting.
Critical Reflection
- Educators review whether environments allow for safe challenge and gross-motor risk-taking.
- Team discussions consider layout changes to improve supervision and hazard prevention.
- Photos and plans document before-and-after changes for the QIP.
Meaningful Engagement
- Families are invited to comment on space changes and offer input on safety improvements.
- Children are consulted about furniture placement and play space setup where appropriate.
- Community advice (e.g. from occupational health and safety specialists) informs major changes.
QA4 – Staffing Arrangements
Embedded Practice
- Rosters and room coverage are adjusted to ensure safe supervision during transitions and high-risk times.
- Educators collaborate to monitor hazards and maintain safe ratios across all spaces.
Critical Reflection
- Team meetings review supervision strategies, staff positioning, and communication practices.
- Educators reflect on how consistent language about safety is used across rooms and shifts.
- Incident data is analysed to check if staffing contributed to risk.
Meaningful Engagement
- Staff pledges and shared agreements about safety are visible in the staffroom.
- Educators are encouraged to bring forward ideas to improve supervision or routines.
- Leadership seeks staff input before making roster or policy adjustments.
QA5 – Relationships with Children
Embedded Practice
- Educators listen to children’s concerns about safety and involve them in solutions.
- Small-group activities encourage peer collaboration and shared responsibility for safety.
- Safety language is respectful and encourages confidence rather than fear.
Critical Reflection
- The team reflects on how redirection of unsafe behaviour is framed, focusing on teaching rather than punishment.
- Observations are reviewed to ensure every child feels heard and respected when reporting hazards.
- Reflective practice notes include examples of how children’s social responsibility is developing.
Meaningful Engagement
- Children’s quotes, drawings, and photos are displayed to celebrate their safety leadership.
- Peer-to-peer reminders (e.g. children telling others to use “walking feet”) are acknowledged and encouraged.
- Educators use group time to thank children for helping to keep others safe, reinforcing pro-social behaviour.
QA6 – Collaborative Partnerships with Families and Communities
Embedded Practice
- Families are regularly updated on safety learning and invited to share feedback.
- Displays and newsletters highlight Safe Work Month activities, including photos of children’s involvement.
- Links to Kidsafe WA, Raising Children Network, and St John WA are shared for families to use at home.
Critical Reflection
- Educators discuss which family engagement methods are most effective (QR codes, take-home flyers, foyer displays).
- Family feedback is analysed to inform future safety initiatives.
- Community partnerships are reviewed annually to ensure cultural relevance and effectiveness.
Meaningful Engagement
- Parents are encouraged to share home safety routines and join safety walks if possible.
- Local agencies are invited to run incursion sessions (e.g. fire safety talks).
- Families are thanked and celebrated for contributing to a culture of safety.
QA7 – Governance and Leadership
Embedded Practice
- Policies on supervision, hazard management, and excursions are reviewed and updated during Safe Work Month.
- Safety culture is embedded into leadership communications, staff onboarding, and appraisal processes.
- Safety is a standing agenda item in management and team meetings.
Critical Reflection
- Leadership reviews incident data, regulatory updates, and feedback from staff and families to guide improvement.
- The service benchmarks itself against ACECQA’s Child Safe Standards and WA regulatory guidance.
- Leaders support staff training on risk management and reflective practice.
Meaningful Engagement
- Staff are involved in decision-making about policy updates and environment changes.
- QIP updates are shared with the whole team and with families to ensure transparency.
- Leadership recognises and celebrates team contributions to improving safety culture.
Useful Links for Safe Work Month & Teaching Children Safety
ACECQA Risk Assessment and Management Tool (RAMT – Under 5s) Core tool for guiding educators’ risk thinking and adapting language to use with children.
https://www.acecqa.gov.au/sites/default/files/2021-08/RAMT-ForChildrenUnder5.pdf
ACECQA – National Quality Standard (NQS) Resources, Shows how risk management links to QA2, QA3, QA5, and QA6 for Assessment & Rating
https://www.acecqa.gov.au/nqf/national-quality-standard
Kidsafe WA – Child Injury Prevention Resources, Fact sheets, home and play safety checklists, and printable guides for families
https://www.kidsafewa.com.au/resources/
WorkSafe WA – Safe Work Month Hub, Official Safe Work Month campaign information, posters, and workplace tools.
https://www.commerce.wa.gov.au/worksafe/safe-work-month
St John WA – First Aid for Kids, Programs and resources to teach children how to respond in emergencies.
https://stjohnwa.com.au/firstaid/training/kids-first-aid
Raising Children Network – Safety for Preschoolers, Clear, parent-friendly advice on home, road, and online safety for children under 5.
https://raisingchildren.net.au/preschoolers/safety
Protective Behaviours WA (WA Child Safety Services), Evidence-based program for teaching children personal safety and protective behaviours.
https://wacss.com.au/programs/protective-behaviours/
PB West, Evidence-based program for teaching children personal safety and protective behaviours. https://pbwest.com.au/professional-development/protective-behaviours/
BEST Childcare Consulting
At BEST Childcare Consulting, we believe that building a strong safety culture starts with empowering educators and children to work together. By using the ACECQA RAMT and embedding safety into daily practice, your service is not just meeting compliance — you are creating a community where every child learns how to keep themselves and others safe.
Let’s make October a month where safety becomes second nature, critical reflection drives continuous improvement, and families feel confident that their children are thriving in a safe, supportive environment.
Contact us TODAY.
