📒Sleep, Rest and Relaxation Policy (QA2)

National Quality Standard (NQS) - Quality Area 2: Children's Health and Safety

Implementation

Our service defines 'rest' as a period of children resting their mind and body, have solitude, calmness or time for tranquillity, and can include a child being safe sleep in our Environment. Ensure you are considering the busy and energetic nature of children's day and room environment, we feel that it is important for children to participate in a sleep or quiet/rest period during the day in order for their bodies to rest, and to support their regulation. Effective rest strategies are important factors in ensuring children feel secure and safe in an Early Childhood Environment. This will be the room Educators responsibility to ensure they are gathering the correct sleep/rest needs, requirement the child requires, with following the correct policies and procedures. 

Our service will consult with families ongoing about their child's individual needs, ensuring everyone is aware of the different values, needs and parenting beliefs they have. This will be in collaboration with Educators, Child's displayed needs and Families with ensure the Child safe standards and the rights of the child are being met respectfully. 

 Management will ensure:

• Reasonable steps to ensure that children's needs are being met by giving them the opportunity to rest, having regard to the ages, developmental stages and individual needs of each child.
• There are adequate numbers of bedding available to children that meet Australian Standards.
• The area for rest is well ventilated, has natural lighting and calming music/medication in the background.
• Educators are Safely supervising children whilst they rest their bodies in the sleep room and within the room environment itself at all times (this is in the cot room and in the room where children are resting and sleeping). 
• Sleep checks are to be done at least every 5minutes, even through there are Educators in the room supervising, they need to be frequent and of a high standard, as per your service’s policy and procedures. In all cases, safe sleep practices and regular physical checks must continue to be implemented
  https://www.acecqa.gov.au/resources/supporting-materials/infosheet/safe-sleep-and-rest-practices 
• When Educators are setting up the beds there is a respectable gap in between beds and that they are 'top and tailed'.
• Educators are mentored and supported with understanding of the Child safe standards and how they support children's sleep and rest times.

Please also refer to the Risk assessment:
Sleep and Rest Risk Assessment Template

Sleep and Rest Risk Assessment Template

 A Nominated Supervisor/ Responsible Person will:

• Take reasonable steps to ensure that children's needs are being met by giving them the opportunity to rest, having regard to the ages, developmental stages and individual needs of each child.
• Ensure that when children rest, they do so laying in a way the will minimise cross-infection, have children laying 'head to toe' procedure method.
• Ensure educators are trained and have the correct understanding on a safe sleep and rest time; 'Red nose' and are provided with the correct information and guidelines from ACECQA https://www.acecqa.gov.au/resources/supporting-materials/infosheet/safe-sleep-and-rest-practices#Best 

Red Nose Safe Sleep Recommendations from training to ensure Educators are: 

Educators will:

• Consult with families about children's rest needs and document the parents needs of the child's required sleep/rest routine. 
• Educators will be sensitive and respectful to each child's needs, so that rest times are a positive experience. 
• Ensure that beds/mattresses are clean and in good repair. If not communicate that to Leadership.
• Ensure Beds are wiped over with warm water and neutral detergent or vinegar between each use
• Ensure that bed linen is clean and in good repair.
• Ensure when putting beds back, if there is bedding, 2 different bedding's cannot be facing each other. 
• Ensure Bed Linen is used by an individual child and will be washed before use by another child.
• Arrange children's beds to allow easy access for children and staff.
• Create a relaxing environment for children to rest by playing relaxation music, reading stories, cultural reflection, turning off lights and ensuring children are comfortably clothed.
• The environment is tranquil and calm for both educators and children. 
• Sit near children encouraging them to relax and listen to music.
• Ensure physical checks on all sleeping children are completed at 5 min intervals, recorded on Playground. 
• Ensure there is an educator physically present in the sleep/ cot space/room at all times children are sleeping.
• Ensure there are no items in the cot that could pose a suffocation/ strangulation risk to the child, as per Red Nose recommendations

Child safe standards 2.
Child safety and wellbeing is embedded in organisational leadership, governance and culture.

2.5 Risk management strategies focus on preventing, identifying and mitigating risks to children and young people. 
Child safe standards 4.
Families and communities are informed and involved in promoting child safety and wellbeing.

4.1 Families participate in decisions affecting their child.

Child safe standards 9.
Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.

9.3 Risk management plans consider risks posed by organisational setting, activities and the physical environment.

Child safe standards 10.
Implementation of the Child Safe Standards is regularly reviewed and improved.

10.1 The organisation regularly reviews, evaluates and improves child safe practices.

Remember that children do not need to be "patted" to sleep if they done need it, you need to ask for consent if the child doesn't not ask you " Would you like me to sit next to you while you sleep"? "Would you like me to pat you to sleep"?. By providing a quiet, tranquil environment, children will choose to sleep if their body needs it.

• Maintain adequate supervision and maintain educator ratios throughout the rest time period.
• Assess each child's circumstances and current health to determine whether higher supervision levels and checks may be required.
• Communicate with families about their child's rest time and the service policy regarding the rest time period.
• Respect family preferences regarding rest and consider these daily while ensuring children feel safe and secure in the environment. Conversations with families may be necessary to remind families that children will neither be forced to rest nor prevented from resting.
• Encourage children to dress appropriately for the room temperature when resting. Lighter clothing is preferable, with children encouraged to remove shoes, jumpers, jackets and bulky clothing.
• Monitor the room temperature to ensure maximum comfort for the children.
• Encourage children to rest their bodies and minds for 30 minutes. If children are awake after this time, they will be provided with quiet activities for the duration of rest time.
• Ensure that children who do not wish to sleep are provided with alternative quiet activities and experiences, while those children who do wish to sleep are allowed to do so, without being disrupted. If a child requests a rest, or if they are showing clear signs of tiredness, regardless of the time of day, there should be a comfortable, safe area available for them to rest (if required).
• Avoid using settling and rest practices as a behaviour guidance strategy because children can begin to relate the sleep and rest environment, which should be calm and secure, as a disciplinary setting.
• If a family has asked you to try for a minimum of time to put the child/baby to sleep even if they begin to cry, you need to ensure this is communicated to all and recorded on their profile for educators to see.  

Safe sleep for children of all ages.

• Children should sleep and rest with their face uncovered.

• Ensure physical checks on all sleeping children are completed at 5 min intervals, recorded on Playground. 

• A quiet place should be designated for rest and sleep, away from interactive groups. If designated for rest, the space should allow for a calm play experience.

• Children’s sleep and rest environments should be free from cigarette or tobacco smoke.

• Sleep and rest environments and equipment should be safe and free from hazards.

• Supervision planning and the placement of educators across a service should ensure educators are able to adequately supervise sleeping and resting children.

• Educators should closely monitor sleeping and resting children and the sleep and rest environments. This involves checking/inspecting sleeping children at regular intervals, and ensuring they are always within sight and hearing distance of sleeping and resting children so that they can assess a child’s breathing and the colour of their skin. Service providers should consider the risk for each individual child, and tailor Sleep and Rest Policies and Procedures (including the frequency of checks/inspections of children) to reflect the levels of risk identified for children at the service. Factors to be considered include the age of the child, medical conditions, individual needs and history of health and/or sleep issues.

Safe sleep for Babies.

• Babies should be placed on their back to sleep when first being settled. Once a baby has been observed to repeatedly roll from back to front and back again on their own, they can be left to find their own preferred sleep or rest position (this is usually around 5–6 months of age). Babies aged younger than 5–6 months, and who have not been observed to repeatedly roll from back to front and back again on their own, should be re-positioned onto their back when they roll onto their front or side.
• If a medical condition exists that prevents a baby from being placed on their back, the alternative practice should be confirmed in writing with the service, by the child’s medical practitioner.
• Babies over four months of age can generally turn over in a cot. When a baby is placed to sleep, educators should check that any bedding is tucked in secure and is not loose. Babies of this age may be placed in a safe baby sleeping bag (i.e. with fitted neck and arm holes, but no hood).At no time should a baby’s face or head be covered (i.e. with linen). To prevent a baby from wriggling down under bed linen, they should be positioned with their feet at the bottom of the cot.
• Ensure physical checks on all sleeping children are completed at 5 min intervals, recorded on Playground. 
• If a baby is wrapped when sleeping, consider the baby’s stage of development. Leave their arms free once the startle reflex disappears at around three months of age, and discontinue the use of a wrap when the baby can roll from back to tummy to back again (usually four to six months of age). 
• If being used, a dummy should be offered for all sleep periods for children under one.
• For older children, the use of dummies should be informed by parental choices.
• Babies or young children should not be moved out of a cot into a bed too early; they should also not be kept in a cot for too long. When a young child is observed attempting to climb out of a cot, and looking like they might succeed, it is time to move them out of a cot. This usually occurs when a toddler is between 2 and 3 ½ years of age, but could be as early as 18 months

• Do not re-insert once the infant is asleep.
• Do not force the infant to use a pacifier/dummy.
• The pacifier/dummy should not be held in place with a face washer/cloth/toy. These pose a suffocation risk.
• Do not sleep the infant with pacifiers/dummies that attach to their clothing/around their necks due to strangulation risks.

Swaddling 

• Swaddling is an effective method of settling babies and helping them stay asleep. Swaddling should be assessed according to their developmental stage;
• 0 – 3 months; arms should be swaddled tightly with a looser swaddle around their hips
• Around 3 months; keep arms unwrapped (as their startle reflex starts to reduce) and swaddle from shoulder height down. It is essential to stop wrapping babies when they begin to roll. Babies can be slept in a sleep safe sleeping bag (one with fitted neck and arm holes and no hood).

Cots

• Where possible, all cots should remain flat. There has been no evidence to suggest that cot elevation for babies with reflux (GOR) has any benefit in reducing symptoms and does not outweigh the risk of SUDI.
• Infants and babies should be slept with their feet at the end of the bed, sleeping towards the end of the cot.
• Make sure the infant’s head and face remain uncovered during sleep. An infant should NOT be put to sleep with a hat as this poses a risk for suffocation. As an inpatient if a baby requires a hat to maintain temperature consistently, reconsider the suitability of the baby being in an open cot, as a hat is a SUDI risk and should be able to sleep without one at home, maintaining temperature within normal ranges.
• Blankets should be firmly tucked in to the sides of the cot and to the height of the chest of the baby.
• There should be no toys, pillows or bumpers in the cot.

Music and noise during sleep time preparation

Educators, staff and management have a shared duty of care to ensure children are provided with a high level of safety when sleeping and resting. Educators and staff must ensure that the physical environment is safe and conducive to sleep. This means providing quiet, well-ventilated and comfortable sleeping spaces. Educators and staff must be mindful that Babies and children can get overstimulated when they around too much noise or activity during sleep time preparation.