When assessing whether you comply with HS112

 Questions we are likely to ask

• What animals, if any, are at the service and where are they kept?
• What measures are in place to ensure safe and hygienic practices are followed after handling animals?
• How do you safely restrain the animals?

 We are likely to look at, measure or count

• Look at any animals you have in your service.
• Look at the hygiene of animal habitats.

 We are likely to request

The hash symbol # indicates that we might ask for a report from the National Public Health Service, under Regulation 55 of the Education (Early Childhood Services) Regulations 2008. This report will help us understand if you are implementing safe and hygienic practices.

The tools below are here to support you. You do not have to use them. You can use other tools or methods that work better for your service.

Further information is available in the publication 'Caring for animals: a guide for teachers, early childhood educators and students' on the Tāhūrangi website.

Caring for animals in the classroom – New Zealand Curriculum – Tāhūrangi

The Ministry of Health has illness guidelines for early learning services.

Illness guidelines – Ministry of Health

Safe and hygienic practices are essential when animals are present at the service to protect the health and wellbeing of children, adults and the animals themselves. 

These practices help prevent the spread of germs and disease, reduce the risk of injury, and makes sure interactions with animals are positive.

Doing more than the minimum can shape better outcomes for children. Here are some ideas or examples you might like to consider.

Safe ways to include animals in learning activities

You can develop a policy or clear procedures for managing animals at the service. These could include:

• maintaining animal living conditions to a high standard of cleanliness
• storing animal food so that it is separated and clearly distinguishable from human food
• managing animals during special events such as pet visits, pet days, farm visits, or educational demonstrations
• depending on the type of animal, you may need a plan in place to manage unexpected situations, such as a child experiencing an allergic reaction.

It is useful for adults providing education and care to be trained to recognise signs of distress or aggression in animals and know how to respond appropriately.

You may consider the needs of all children and families, including those with allergies, phobias, or disabilities.

Therapy animals and guide dogs

Therapy animals may be certified by recognised organisations to confirm they are safe, well-trained, and suitable for interaction with children in an early learning environment. 

Certification means the animal’s behaviour, health, and temperament meet standards that support safe and positive experiences for children.

If a sight-impaired person has a guide dog, you must accommodate the dog respectfully and safely. Make sure it does not pose a risk to children or interfere with food areas.

Caring for animals at your service 

Animals at your service should be appropriately housed.  This includes using leads, pens, or enclosures appropriate to the species. Consider shade, food, water access, and noise levels.

You may consider having animals’ health status verified by a licensed veterinarian, including:

• up-to-date vaccinations
• that it is free from communicable diseases
• it has an appropriate temperament for an early learning setting.