SSO Reporting ⋆ Traxion Training

These instructions must be followed by the student, the 3rd Party Observer and the Assessor when assessing the student in these units. Instructions are as follows:

Student
1. Set a date for this observation with the Observer and ensure that the observation instructions are clear and well understood. If these are tasks you’ve completed previously in the workplace, then speak to your workplace supervisor about when this was. Dates can be retrospective (eg. You can put dates across the last few weeks when you were working and completing these tasks).
2. Hand the Observation Checklist, along with this entire assessment booklet and ensure that the workplace supervisor understands the requirements of these workplace tasks.
3. The workplace supervisor should confirm that he/she agrees to participate in the evidence gathering process and will ask any questions about the process or confirm with the student as he/she demonstrates the skills required.
4. Observer the student completing the tasks as outlined throughout the observation form and mark observations as per the checklist.
5. This observation is to occur on more than one occasion and where possible in a variety of different situations
Third Party/Workplace Supervisor
1. Ensure you understand what you need to observe (as listed on the following chart) and the amount of times you need to observe it (eg. if there is space to provide two dates and initials, then it must be observed on two different occasions);
2. Speak with the student if they have concerns about demonstrating the skills, if the student doesn’t feel prepared, please encourage them to speak with their trainer/assessor and complete the observation at a later date;
3. When you are signing, initialing and dating, you are stating that you have observed the student to demonstrate these skills, by observing them complete the set tasks, to a standard which would be considered appropriate in your workplace;
4. Please ensure that you, the student and the assessor has signed the following ‘Third Party Evidence Agreement’ prior to undertaking this observation;
5. The completed observation will be considered by the assessor as supplementary evidence, to support their overall assessment judgement of the student’s competency overall.
Student Name*
First Last
Third party observer statement
- I have received clear instructions about the evidence collection process and my role with regard to evidence collection.
I understand:
- the type of evidence that should be collected and reported on
- the amount of evidence I need to collect
- type and the quantity of evidence to be collected and reported on
- the number of performances I should observe
- the questions I might ask to collect knowledge evidence
- the time frames/performance standards applicable to the participant's work
The assessor, the participant and I have communicated and agreed on:
- the tasks to be observed
- the environment in which the work tasks will be performed
- the period over which evidence collection will take place
- a meeting schedule
- I am able to regularly and consistently observe the participant's work performance
Participant statement
- I have received clear instructions about the third-party observation, the evidence collection process and the roles of the assessor and the third party.
- I understand what will be required of me and I understand the required performance standards.
Observation/Task
CHCSS00074 Child Protection

During the demonstration or observation of skills, did the student:
- 1. Implemented child protection services to support the protection of children and young people. Be able to identify children at risk and respond appropriately and timely in accordance to organisational policies and procedures as well as legislative requirements.
  Such as observations of the student being able to identify the signs of crisis or risk, or the factors which can demonstrate a situation of risk to a child. Be able to report these cases promptly. Understand and respect confidentiality
- 2. Followed organisational reporting guidelines to document indications of possible risk of harm.
  Such as observations of the student completing all risk/crisis forms regarding any indicators of harm and providing these in a timely manner to the relevant manager. This must be done in a way which is conducive with State and Commonwealth regulatory guidelines (such as the Child Protection Act) Report indications of possible risk of harm, including being able to accurately and promptly record circumstances around risk of harm, and in accordance with state legislation
- 3. Followed the codes of ethics and nurturing practices when supporting protection of children and young people. Know when to check in with supervisor e.g. seeking help and support from supervisor or Director when necessary.
  Such as observations of the student speaking kindly and respectfully to children and helping them feel safe and secure in the environment they are in.
- 4. Evidence that policies and procedures are followed when supporting the protection of children and young people.
  Such as observations of the student complying with Child Protection and Duty of Care policies promoting the safety of children.
- 5. Used appropriate communication strategies to gather information from children and young people.
  Such as being respectful, following privacy policies, demonstrating active listening skills, addressed culturally and linguistic issues.
- 6. Identified and responded to indicators of children or young people at risk of harm and abuse on at least three separate occasions
  Such as speaking with the supervisor in respect to a child that may not have sufficient food, or is withdrawn etc.
- 7. Reported risk-of-harm indicators
  Such as speaking with the supervisor in respect to a child that may not have sufficient food, or is withdrawn etc. Appropriate follow up is completed (where required), for instance, completing an incident report and notifying child safety.
- 8. Sought support from supervisor for issues of ethical concern
  Such as speaking with your supervisor about any concerns you might be unsure about in respect to a family and the level of care they are providing to their child.
- 9. Worked collaboratively with at least two families
  This might include talking with families about the needs of the children you are supporting to meet the children’s best interests (I.e. introducing new activities that meet their individual needs).
- 10. Performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work in a licensed care service
Observer’s Comments
(place comments regarding the student’s overall performance either here, or in the individual sections above, or both – comments could include examples of tasks performed and/or conversations had with the student to determine their knowledge and capacity to perform these tasks to a standard, as expected in the workplace)
I declare that I am in a position to make a valid comment on the student’s performance because I am a:*
- Supervisor/Line Manager
- Senior Colleague
- Assessor
I understand and agree to all of the above statements.
Third Party Name*
First Last
Third Party Contact Number*
Third Party Email*
Qualification Held by Third Party*
(e.g. Diploma of Community Services)
Third Party Signature*
Send a copy of this form to
Send a copy of this form to
Name
This field is for validation purposes and should be left unchanged.

Traxion: Training Courses

See our courses

Education

Early Childhood Education

Community Care

Aged Care