Working in a Family Day Care Coordination Unit

Family Day Care (FDC) Services all have a central office known as the Coordination Unit. There are more than 140 Family Day Care Service Coordination Units in metropolitan, rural and remotes regions across Queensland. These Coordination Units are staffed by skilled Early Childhood staff. The size of the service, number of Coordination Unit staff and their tasks within the Service will vary depending upon the number of children accessing the individual Educator Family Day Care Service.
The Family Day Care Service Coordination Units are traditionally situated in their local region. However in rural and
remote areas it is not unusual to see Educators living and operating hundreds of kilometres from the Coordination Unit. This is in recognition of the barriers regional and remote Queenslanders experience in relation to accessing child care and the Family Day Care Services attempt to pick up the child care provision (limited numbers) and support Educators via email, online services, telephone and where possible visit regularly.

Find out if FDC is for you

The primary role of the coordination unit staff is ensuring that Educators provide a inclusive, nurturing and learning
environment for children. They have a responsibility under their Government funding to engage with the National Quality Framework, reflect on the care provided and the learning experiences for children, identify the areas of improvement and work in collaboration with all stakeholders to achieve the quality learning outcomes for all children accessing the Family Day Care Service

Responsibilities in relation to Educators

  • Recruitment of suitable Educators
  • Assessing the Educator’s home to ensure it meets the standards required
  • Interviewing the Educators’ families to ensure they understand the nature of the work that an Educator must
    undertake
  • Induction of Educators
  • Providing Educational Leadership
  • Providing information about, and access to, Professional Development opportunities
  • Providing regular support to educators in the provision of education and care by home visits when children are in care and by other regular means of communication
  • Ensuring the Educator’s home continues to meet the standards
  • Providing leadership in curriculum decision making in relation to planning for children
  • Ensuring all adult members of the Educator’s home including the Educator and regular visitors who have contact with children have a current ‘Working with Children’ Positive Notice (Blue Card)
  • Ensuring the Educator is aware of the legislative requirements in which they must operate
  • Consulting and engaging Educators in Policy review and implementation
  • Working in respectful partnerships with Educators
  • In some FDC Services, making available equipment (Prams, car restraints, etc), Toy Library and Play Sessions.
  • Administering timesheets and paying Child Care Benefit and Child Care Rebate to Educators of behalf of Families.

Responsibilities in relation to Families

  • Conducting interviews with Families to ascertain their education and care needs
  • Referring Families to Educators with vacancies and the capacity to meet their needs
  • Providing support to Families if required, including providing information about other agencies families may need to access (e.g. hearing, speech services etc)
  • Process Timesheets and administer Child Care Benefit and Child Care Rebate on behalf of Families
  • Providing support if Families have concerns about their care arrangement
  • Where possible, providing an alternative care arrangement if the regular Educator is not available
  • Providing opportunities for the Families to feel like they are part of the service
  • Consulting and collaborating on Policy development and implementation
  • Providing information on new requirements, legislation or pending changes that might affect the families and their children.
  • Providing feedback on their children and supporting their child’s learning outcomes
  • Ensuring Educators seek permission from Families before their child is taken out of the principle place of care
  • Undertaking assessments to ensure the environment that the Educator offers is hygienic and safe for children to enter