We stay alert, responsive, and connected to every child, every moment. We have an extra educator above the required ratio in every room.
At Dubbo Early Learning Centre, supervision is never passive. It’s intentional, active, and adapted to our environment, our children, and what’s happening each day. Our educators use thoughtful supervision practices to keep children safe, supported, and confident to explore.
Supervision That Matches Our Environment
We design our supervision strategies to suit the unique layout of our centre. This includes using mirrors to monitor hard-to-see spots, adjusting activity zones to keep open sightlines, and considering outdoor hazards like snakes or nearby roads. During seasonal changes, like spring when trees become dense with leaves, we assess risks such as low visibility or climbing dangers. Our team works with children to identify these areas and talk about how to stay safe.
Attuned to Each Child’s Needs
Some children need more support than others, and we adjust supervision accordingly. If a child is impulsive or experiencing emotional challenges, educators stay nearby to guide their play and help them navigate social situations safely. Children with additional needs, medical conditions, or recovering from illness receive extra attention to ensure their comfort and inclusion. Our team knows the children well and responds to their individual behaviours with care and consistency.
Adapting to Changes and Risks
We are always adjusting our supervision based on what’s happening in the day. During renovations, for example, we created temporary barriers and re-routed activity areas so children stayed safe while still being engaged. If group sizes increase, we add educators and adjust ratios. For activities like water play or climbing, we increase the level of supervision. And during transitions—like moving between rooms or indoor/outdoor spaces—we strategically place educators to guide and support every child.
Working With Families and Community
Families help shape how we supervise. Through conversations, we learn which children need more help during drop-off, or when they feel most vulnerable. Based on this input, we’ve adjusted our drop-off zones, created quiet zones for overwhelmed children, and supported smoother transitions. We also work with local authorities and safety professionals to keep our risk assessments current and relevant.
Supervision That Evolves With Reflection
Our team reflects often on how we supervise. We ask questions like: Is this routine working for everyone? Are we responding quickly enough? Are there any blind spots or new risks? These reflections have led us to move equipment, revise walking routes, and trial new supervision roles during group activities. We document these changes and regularly review what’s working well.