Supervision and team culture: Safeguarding trust through shared responsibility

A recent concern raised by a parent about communication and consent has renewed sector-wide focus on the critical role of supervision in early learning. The incident has prompted services to reflect on how effective team collaboration, strong communication, and robust child-safe practices support children’s safety, family trust, and professional accountability across all levels of practice.

 

Families place significant trust in early childhood education and care (ECEC) services trusting that educators will make thoughtful, respectful decisions that reflect children’s needs and family preferences.

 

This trust is sustained not just through individual actions, but through team culture,  a shared commitment to safety, transparency, and speaking up when needed.

 

Supervision: A shared and active responsibility

 

Effective supervision is never a one-person task. It’s a coordinated, team-based effort that includes:

 

• Intentional positioning
• Continuous scanning and listening
• Anticipating risks and responding promptly
• Maintaining proximity and presence
• Communicating clearly with other educators

 

As detailed in Queensland’s Active Supervision video and guide, this approach supports both safety and learning, enabling children to explore with confidence, while ensuring educators remain vigilant and ready to intervene when needed.

 

Early Childhood Australia’s short film What does supervision look like? offers further insight, highlighting how everyday supervision is woven through relationships, routines, and teamwork. It affirms that high-quality supervision is visible, intentional and inclusive.

 

Active supervision in practice

 

ACECQA’s Active supervision in 6 steps poster reminds services that adequate supervision goes beyond meeting minimum ratio requirements. It highlights that proactive, planned supervision by trained educators and teachers is essential for both safety and learning. The resource sets out six clear strategies to guide daily practice, supporting teams to work intentionally and collaboratively to create safe, responsive environments.

 

Further guidance on supervision

 

For services seeking more detailed strategies, ACECQA provides information sheets on Active supervision: Ensuring safety and promoting learning, a practical guide that expands on how supervision supports both children’s wellbeing and quality learning outcomes. The guide explores how educators can remain attentive and responsive, while also fostering environments where children are free to explore and develop with confidence.

 

Supervision through a child safe lens

 

ACECQA’s Providing a Child Safe Environment guidelines make clear that supervision and child safety are deeply connected.

 

A child safe organisation is one where:

 

• All staff take responsibility for safety
• There is a culture of openness, inclusion and respect
• Policies and procedures are actively followed and understood
• Children’s dignity is upheld in every decision and interaction

 

Leadership responsibilities and enabling environments

 

Approved providers and persons with management control have a critical responsibility to ensure that supervision is supported by appropriate staffing, environments, and resourcing. 

 

Under the National Law and Regulations, this includes maintaining adequate educator-to-child ratios, employing qualified staff, and providing access to age-appropriate and safe equipment. 

 

Creating a culture of safe and effective supervision requires investment in workforce capability, supportive physical spaces, and a commitment to child-centred practice at every level of leadership.

 

A national guide for supervision decisions

 

To help services assess the adequacy of supervision, ACECQA provides visual tools including factors to consider when planning for adequate supervision tool, a nationally consistent decision-making tool that prompts educators to ask:

 

• Reasonable – Would another educator with similar experience make the same decision?
• Adequate – Is supervision appropriate for the number, age and needs of children present?
• Maintainable over time – Can the level of supervision be sustained throughout the routine or activity?

 

This supports educators to reflect on both planning and judgement,  supporting safe practice that is intentional and informed.

 

Building strong supervision practices

 

To strengthen supervision and team culture, services may consider:

 

• Regular review of supervision plans for all environments
• Real-time supervision coaching and peer feedback
• Policy refreshers on personal care and family consent
• Creating space in team meetings for reflective discussion
• Embedding supervision expectations into induction and mentoring

 

When incidents arise,  whether confirmed or alleged, services can use them as catalysts for growth, supporting open dialogue and reviewing what systems are in place to prevent future issues.

 

The foundational role of supervision, communication and team accountability in supporting children’s safety and fostering family trust.

 

Supervision is not simply about observation. It reflects a service’s values, how educators work together, how decisions are made, and how children are supported to thrive in environments where they are known, respected and safe.

 

By embracing supervision frameworks, modelling child safe behaviours, and fostering collaborative team culture, services can uphold the expectations of the National Quality Framework and honour the trust families place in their care every day.