Author Archives: Jennifer Scafidas

Exceeding the NQS BEST tips

Demonstrating Exceeding Practice in Online Safety and Child Protection

Posted on by Jennifer Scafidas

Safer Internet Day offers early childhood education and care services more than an opportunity to acknowledge a date on the calendar — it invites us to pause, reflect, and strengthen how we protect children in an increasingly digital world. In 2026, this day aligned deeply with the strengthened child safety expectations across the National Quality Framework, particularly the updated Element 2.2.3 (Child Safety and Protection) and Element 7.1.2 (Management Systems).

In early childhood, online safety is not about children independently navigating technology. It is about protective behaviours, trusted relationships, respectful and ethical practices, and the systems adults put in place to keep children safe. Every conversation, every consent check before taking a photo, and every clear procedure sends children a powerful message: you are safe, you are listened to, and adults will protect you.

Services that meaningfully embedded Safer Internet Day into everyday practice demonstrated to assessors that child safety was intentional, deeply embedded, and continuously strengthened over time — not reactive, tokenistic, or limited to compliance.

This article explains how services demonstrated Exceeding practice through Safer Internet Day, sharing practical programming ideas and Quality Improvement Plan (QIP) write-ups across each Quality Area, aligned with the three Exceeding themes, to support services in building a strong, genuine and sustainable child safe culture.

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Exceeding the NQS BEST tips

Earning Exceeding Rating Through Culturally Safe, Inclusive Approaches 

Posted on by Jennifer Scafidas

Across Australia, 26 January carries many meanings. For some it is Australia Day. For First Nations peoples, it is also known as Survival Day and Invasion Day—a reminder of loss, resilience, strength, culture and Country.

In early childhood education and care (ECEC), our role is not to choose one meaning, but to honour the diverse identities of children, families, staff, and communities. This means acknowledging truth, celebrating Aboriginal and Torres Strait Islander cultures, and ensuring that children grow with respect, empathy, and cultural safety.

On 27 January, the Yabun Festival—Australia’s largest one-day celebration of Aboriginal and Torres Strait Islander cultures—provides a joyful, strengths-based opportunity to highlight music, dance, history, art, storytelling, and community pride. Yabun reminds us that First Nations cultures are not only ancient, but thriving and growing.

When approached with reflection, sensitivity, and genuine partnership, these dates help services strengthen relationships, build cultural competence, and embed reconciliation meaningfully and respectfully.

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Childcare Compliance

What Changed in NQS 7.1.2 Management Systems — Practical Guide to What Services Must Do Now

Posted on by Jennifer Scafidas

In January 2026, further significant changes came into effect under the National Quality Standard, with Element 7.1.2 – Management Systems strengthened to clearly embed child safety as a governance and leadership responsibility. Systems are in place to manage risk and enable the effective management and operation of a quality service, included now is the phrase ‘that is child safe’.
These changes confirm that child safety must be intentionally designed, governed, monitored and continuously improved through management systems — not left to informal practices or individual judgement.
With the Guide to the National Quality Standard now spanning 692 pages, it is neither practical nor necessary for busy educators and leaders to digest every detail. What matters most is understanding what has changed, what assessors are now looking for, and what services need to do differently in practice.
BEST Childcare Consulting was proud to be part of the consultation group for the new national child protection training, providing sector-informed input into how these requirements translate into real, workable practice for early childhood services
This article provides a clear, assessment-ready breakdown of the strengthened wording in Element 7.1.2, translating each requirement into:
• practical actions services can implement immediately, and
• targeted training options to strengthen practice and evidence.

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Childcare Compliance

What Changed in NQS 2.2.3 Child Safety and Protection — Practical Guide to What Services Must Do Now

Posted on by Jennifer Scafidas

In January 2026, significant changes came into effect under the National Quality Standard, with the most prominent and far-reaching update occurring in Element 2.2.3 – Child Safety and Protection. These changes reflect a stronger national commitment to child safe cultures, clearer accountability for adults, and more explicit expectations around how services identify, prevent and respond to harm.

With the Guide to the National Quality Standard now spanning 692 pages, it is neither practical nor necessary for busy educators and leaders to digest every detail. What matters most is understanding what has changed, what assessors are now looking for, and what services need to do differently in practice.

BEST Childcare Consulting was proud to be part of the consultation group for the new national child protection training, providing sector-informed input into how these requirements translate into real, workable practice for early childhood services.

This article provides a clear, assessment-ready breakdown of the exact new and strengthened wording in Element 2.2.3, with each phrase explained through:

practical actions services can implement immediately, and

guidance on where to access appropriate training, if required.

At the core of these changes is a clear expectation that services maintain a consolidated, intentional approach to child safety training, where all educators, staff, relief educators, students and volunteers complete the National Child Safety Training as a baseline, supported by WA-specific mandatory reporting obligations and ongoing learning in protective behaviours, online safety, trauma-informed practice and cultural safety.

This summary is designed to help services move beyond compliance — and confidently demonstrate embedded, consistent and Exceeding-level practice under the upd

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Exceeding the NQS BEST tips

Creating a Sense of Belonging: Welcoming New Children to Childcare

Posted on by Jennifer Scafidas

Welcoming a new child into an early childhood education and care service is a moment of deep responsibility and privilege. Behind every enrolment is a child taking a brave step into the unknown, and a family placing enormous trust in the hands of educators they may only just be getting to know. Those first days and weeks matter — they shape how safe a child feels, how confident they become, and whether they believe this new place truly belongs to them.

For families, this transition is often layered with pride, hope, emotion, and uncertainty. For children, it is felt through the smallest moments — a warm greeting at the door, a familiar routine, a calm voice that says, “You are safe here.” When educators respond with empathy, intention, and consistency, they do far more than ease separation anxiety. They build secure attachments, nurture emotional wellbeing, and establish respectful partnerships that last long beyond the settling-in period.

When welcoming practices are thoughtfully planned and genuinely embedded into everyday routines and service culture, they become a powerful marker of quality. They reflect who we are, what we value, and how deeply we honour children and families. These practices not only support smooth transitions — they set the foundation for high-quality pedagogy and Exceeding-level practice across the National Quality Standard.

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Exceeding the NQS BEST tips

How Childcare Gets Children Ready for Transition to Big School

Posted on by Jennifer Scafidas

Starting “big school” is one of the most profound transitions in a child’s early life — a moment filled with excitement, uncertainty, and enormous growth. It is also one of the most meaningful responsibilities we hold as early childhood professionals. Long before a child walks through a school gate for the first time, their sense of confidence, belonging, and readiness has been shaped by the relationships, routines, and experiences they have known in early learning.

In Western Australia, true school readiness is not about worksheets, early academics, or asking children to grow up too fast. It is about nurturing secure, capable, and curious learners who feel emotionally safe, confident in themselves, and ready to engage with the world around them. When children feel supported and understood, they are far more prepared to embrace change and new challenges.

Early learning services play a critical role in this transition — whether children attend Kindergarten at a school or remain in long day care — by intentionally embedding foundational skills through play, strong relationships, and everyday routines. These experiences, built steadily over time, create the foundations for lifelong learning.

This article explains how schooling works in Western Australia, what Kindergarten and Pre-Primary actually mean for families, and how services can intentionally program for school readiness while demonstrating genuine, Exceeding-level practice under the National Quality Standard.

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Exceeding the NQS BEST tips

How Childcare Supports Children to Transition to the Next Room 

Posted on by Jennifer Scafidas

Transitions within early childhood education are not small moments — they are defining ones. For a young child, moving to a new room represents growth, change, and a shift in relationships that can feel both exciting and uncertain. How these moments are experienced shapes a child’s sense of belonging, confidence, and trust in learning environments.

For young children, changing rooms means new educators, new peers, new expectations, and new routines. It is exciting — and it can also feel uncertain. How educators hold this transition can shape a child’s confidence, sense of belonging, and trust in learning spaces for years to come.

High-quality early learning services approach room transitions with intention, respect, and heart — recognising that every transition is both a learning opportunity and an emotional experience.

Room transitions and “graduations” are not simply operational decisions — they are deeply emotional and developmental experiences for young children. When transition practices are intentionally embedded within the educational program, children are more likely to feel secure, valued, and supported as they move into the next stage of their learning journey. Thoughtfully planned transitions honour children’s relationships, celebrate growth, and strengthen partnerships with families, reflecting high-quality, child-centred practice in early childhood education and care.

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Exceeding the NQS BEST tips

Saying Goodbye to Children Who Have Grown Up With Us as Part of Our Childcare Family

Posted on by Jennifer Scafidas

Saying goodbye to children who have been part of a service for many years is one of the most meaningful — and emotional — moments in early childhood education and care. These are the children who took their first steps in familiar rooms, formed their earliest friendships in well-loved playgrounds, and built their sense of identity within a trusted learning community. They may leave taller, more confident, and ready for the next stage, but the connections formed remain deeply significant.

For educators, these transitions carry pride, gratitude, and a quiet sense of loss. Children leave not because the relationship ends, but because it has done its work well. They move forward with the security, resilience, and confidence nurtured through years of consistent care, responsive teaching, and meaningful relationships.

At its heart, a respectful goodbye is as important as a thoughtful welcome. How services support children and families during long-term transitions reflects the quality of relationships, emotional wellbeing practices, and service culture. When farewells are intentional and child-centred, they honour the shared journey, strengthen partnerships with families, and reinforce each child’s enduring sense of belonging.

This BEST article explores meaningful programming approaches and Quality Improvement Plan practices that support children, families, and educators through long-term goodbyes with care, dignity, and purpose — ensuring every farewell is a celebration of growth, connection, and readiness for what comes next.

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Exceeding the NQS BEST tips

Welcoming Children Back to Childcare After the Christmas Break

Posted on by Jennifer Scafidas

The return to childcare after the Christmas and New Year break can be a tender, emotional, and sometimes unpredictable time—for children, families and educators. For many children, returning to childcare after the Christmas break can feel overwhelming. Routines have changed, family time has been intense or comforting, expectations feel unfamiliar again, and emotions can sit close to the surface. Some children return full of stories and excitement, while others return quietly, missing home, siblings, or the slower pace of the holidays.

At BEST Childcare Consulting, we believe January is not about rushing children back into structure, productivity, or “normal.” It is about reconnection.

This is a time to soften expectations, slow the pace, and prioritise what matters most — emotional safety, belonging, joy, and relationships. When children feel safe, seen, and regulated, learning naturally follows.

This article and accompanying QIP write-up reflect a conscious decision to treat January as a leisure-inspired, relationship-centred month, supporting children’s social and emotional wellbeing while also protecting educator wellbeing during a high-emotion transition period.

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Educational Programming

How to Talk to Children Under 5 About the Bondi Beach Shootings in Australia

Posted on by Jennifer Scafidas

When something frightening happens in the world, it doesn’t stay on the news — it enters our homes, our workplaces, and our hearts. The recent events in Bondi have deeply shaken many adults, and even when we try to protect them, our youngest children feel it too.

Babies and young children do not understand headlines or details, but they are highly attuned to the emotions of the adults around them. They sense changes in tone, body language, routines, and emotional energy. When adults feel distressed, children often feel unsettled — even without words being spoken.

In early childhood education and at home, our role is not to explain tragedy, but to hold safety, calm, and connection. This article has been created to gently support educators and families in responding to children under five with reassurance, age-appropriate language, emotional safety, and compassion — while also recognising the importance of caring for ourselves as adults.

There are no perfect words in moments like these. What matters most is presence, predictability, and love.

On 14 December 2025, a mass shooting occurred at Bondi Beach in Sydney during a Hanukkah celebration, resulting in multiple deaths and injuries. Authorities have classified it as a terrorist attack with antisemitic motives and are continuing investigations.  

For adults, this is deeply upsetting — and young children can sense this distress even if they don’t understand the details. What they need most right now is reassurance, safety, and simplified, truthful communication.

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