Introduction
1. Disciples Church Springfield is committed to providing a child-safe and child- friendly environment for all children and vulnerable participants.
2. This Code of Conduct outlines the expectations of conduct for team members to ensure the protection and flourishing of all participants.
3. Leadership is a position of power and influence over others, which can sometimesbe abused. This Code provides essential guidelines for appropriate conduct when working with children and vulnerable people in a program.
4. Our conduct in ministry ought to flow from our commitment to follow Jesus Christ, who calls us to love others, serve selflessly, and live with integrity. We recognise every person — regardless of age, ability, or background — as being made in the image of God and worthy of dignity, care, and respect.
2. This Code of Conduct outlines the expectations of conduct for team members to ensure the protection and flourishing of all participants.
3. Leadership is a position of power and influence over others, which can sometimesbe abused. This Code provides essential guidelines for appropriate conduct when working with children and vulnerable people in a program.
4. Our conduct in ministry ought to flow from our commitment to follow Jesus Christ, who calls us to love others, serve selflessly, and live with integrity. We recognise every person — regardless of age, ability, or background — as being made in the image of God and worthy of dignity, care, and respect.
Behaviour
What we do as Ministry Teams reflects our values. As we engage with children, youth, families, and fellow team members, we aim to reflect God’s character by exercising wisdom and humility in all we do.
5. Always behave in a way that upholds what we believe about the value and dignity of all people, including the children and vulnerable people in our programs.
6. The ministry team should work together to build and maintain a safe, secure and welcoming environment for all participants in a program.
7. Team members should actively guide an inclusive tone of the program. Lead by example - much can be learned from observation. Model efforts to include those participants who may be harder to engage.
8. Avoid favouritism or special relationships, and even the impression of them.
9. Ensure your actions are observable by others and reflect transparency and integrity.
5. Always behave in a way that upholds what we believe about the value and dignity of all people, including the children and vulnerable people in our programs.
6. The ministry team should work together to build and maintain a safe, secure and welcoming environment for all participants in a program.
7. Team members should actively guide an inclusive tone of the program. Lead by example - much can be learned from observation. Model efforts to include those participants who may be harder to engage.
8. Avoid favouritism or special relationships, and even the impression of them.
9. Ensure your actions are observable by others and reflect transparency and integrity.
Interaction
Respectful and safe interaction with participants is vital. Careful physical boundaries help build trust and protect both children and team members.
10. Treat all participants with respect and be attentive to how your tone and manner may be received.
11. Never be alone with a child. This will include using a buddy system when escorting children to distant or public bathrooms.
12. Do not enter the sleeping quarters of members of the opposite gender unless responding to an emergency.
13. Provide safe, private environments for changing clothes, showering, or toileting.
10. Treat all participants with respect and be attentive to how your tone and manner may be received.
11. Never be alone with a child. This will include using a buddy system when escorting children to distant or public bathrooms.
12. Do not enter the sleeping quarters of members of the opposite gender unless responding to an emergency.
13. Provide safe, private environments for changing clothes, showering, or toileting.
Physical Contact
Many children will seek physical contact as a simple expression of affection and confidence. However, contact between adults and children can be misconstrued and children may not be aware of creating such situations. Generally, open displays of affection initiated by children in the presence of others are acceptable.
14. Do not initiate close physical contact.
15. All people should be allowed to choose the degree of physical contact they have with others, apart from exceptional circumstances and emergencies.
16. Gently redirect any contact so that it remains appropriate and promotes awareness of body safety.
17. Physical contact must always be:
a) appropriate for the situation
b) never for the team member’s benefit
c) consensual
d) open, not secretive, private or hidden
e) appropriate to the child’s age and developmental stage
18. Do not touch children or vulnerable people in areas usually covered by clothing, such as between the neck and the knees. Side hugs and shoulder touches are more appropriate than waist embraces.
19. Physical contact is inappropriate if it could be perceived as threatening, causes embarrassment, or if it does not allow either person to disengage easily.
20. Be aware that consistent contact with the same person may give the impression of favouritism. It is unwise and may result in others competing for attention or moving beyond their bodily comfort zone in order to feel included.
21. Any physical activity that is, or may be construed as, intimate is inappropriate and must be absolutely avoided.
22. On no account must any form of corporal or physical punishment be administered, even in jest.
23. The only appropriate form of physical restraint is to protect children from harm, such as reasonable efforts to stop a fight, or to avoid an accident.
24. What is reasonable and lawful will depend on the circumstances, and appropriate judgement should be used.
14. Do not initiate close physical contact.
15. All people should be allowed to choose the degree of physical contact they have with others, apart from exceptional circumstances and emergencies.
16. Gently redirect any contact so that it remains appropriate and promotes awareness of body safety.
17. Physical contact must always be:
a) appropriate for the situation
b) never for the team member’s benefit
c) consensual
d) open, not secretive, private or hidden
e) appropriate to the child’s age and developmental stage
18. Do not touch children or vulnerable people in areas usually covered by clothing, such as between the neck and the knees. Side hugs and shoulder touches are more appropriate than waist embraces.
19. Physical contact is inappropriate if it could be perceived as threatening, causes embarrassment, or if it does not allow either person to disengage easily.
20. Be aware that consistent contact with the same person may give the impression of favouritism. It is unwise and may result in others competing for attention or moving beyond their bodily comfort zone in order to feel included.
21. Any physical activity that is, or may be construed as, intimate is inappropriate and must be absolutely avoided.
22. On no account must any form of corporal or physical punishment be administered, even in jest.
23. The only appropriate form of physical restraint is to protect children from harm, such as reasonable efforts to stop a fight, or to avoid an accident.
24. What is reasonable and lawful will depend on the circumstances, and appropriate judgement should be used.
Language
Language is powerful – it can affirm dignity or undermine it. Our words should reflect the respect and care we have for those made in God’s image.
25. Speak to people in a respectful and age-appropriate manner. Use language that fosters inclusion and belonging.
26. Do not use negative, sexist, derogatory or belittling language, even as humour. Laughter at the expense of others and private jokes erode a sense of safety and care.
27. It will usually be best to address inappropriate behaviour privately.
28. Where private conversations are necessary, the team member and participant must remain visible to another adult in the group.
29. Never swear or curse.
30. Always require that the Lord’s name be used respectfully.
25. Speak to people in a respectful and age-appropriate manner. Use language that fosters inclusion and belonging.
26. Do not use negative, sexist, derogatory or belittling language, even as humour. Laughter at the expense of others and private jokes erode a sense of safety and care.
27. It will usually be best to address inappropriate behaviour privately.
28. Where private conversations are necessary, the team member and participant must remain visible to another adult in the group.
29. Never swear or curse.
30. Always require that the Lord’s name be used respectfully.
Program Delivery
Children and vulnerable people may not always recognise risk or speak up when uncomfortable. Thoughtful planning and supervision help ensure activities are safe.
31. Design activities with the participants’ safety, capabilities, and inclusion in mind.
32. Avoid games or activities that isolate, embarrass, exploit or amplify physical or intellectual differences.
33. Provide clear boundaries and supervision during all activities.
34. Monitor how activities are received and be ready to change or stop if needed.
35. Collaborate with the ministry team when planning and running more complex or risky activities.
36. Activities or ‘wide games’ that require participants to operate on their own or out of sight of Team Members need to be managed carefully, especially in public places.
37. It is not appropriate for participants to be made to feel stupid or embarrassed. Whilst competitive games or activities can be fun, if they exploit gender, intellectual or physical differences, then they should be avoided.
38. Put in extra planning and support measures when an activity has extra challenges.
31. Design activities with the participants’ safety, capabilities, and inclusion in mind.
32. Avoid games or activities that isolate, embarrass, exploit or amplify physical or intellectual differences.
33. Provide clear boundaries and supervision during all activities.
34. Monitor how activities are received and be ready to change or stop if needed.
35. Collaborate with the ministry team when planning and running more complex or risky activities.
36. Activities or ‘wide games’ that require participants to operate on their own or out of sight of Team Members need to be managed carefully, especially in public places.
37. It is not appropriate for participants to be made to feel stupid or embarrassed. Whilst competitive games or activities can be fun, if they exploit gender, intellectual or physical differences, then they should be avoided.
38. Put in extra planning and support measures when an activity has extra challenges.
Cultural Awareness
Cultural humility and sensitivity help us welcome and honour every child and family. Be aware of how cultural differences may affect communication, behaviour, and participation.
39. Show respect for cultural and family differences, including living circumstances, support and authority structures, and traditions.
40. Allow youth and families the freedom to determine their own engagement with the program. Cultural differences may affect the degree of participation of children and vulnerable people in programs and activities.
41. Do not tolerate language or activities that discriminate on the basis of gender, race, age or ability.
42. Uphold the authority of a child’s parents or guardians.
43. Do not make statements that reflect contempt or ridicule about other traditions.
39. Show respect for cultural and family differences, including living circumstances, support and authority structures, and traditions.
40. Allow youth and families the freedom to determine their own engagement with the program. Cultural differences may affect the degree of participation of children and vulnerable people in programs and activities.
41. Do not tolerate language or activities that discriminate on the basis of gender, race, age or ability.
42. Uphold the authority of a child’s parents or guardians.
43. Do not make statements that reflect contempt or ridicule about other traditions.
Supporting Participants with Additional Needs
People with extra needs may include small children, people with intellectual, mental or physical disabilities, children with behavioural disorders, and the elderly. A positive attitude and a willingness to learn is essential to being inclusive of people with additional needs. Every child has both the potential to learn, and the need to be loved and included.
44. Ensure your attitudes and behaviour are positive and inclusive towards children and people with additional needs, as this will influence how others behave.
45. Consult with parents and caregivers to facilitate each child’s participation in the program. Look for creative ways to include everyone.
46. Proactively plan for extra help. The number of extra Team Members will depend on the needs of the child or vulnerable person and the program’s planned activities. Some children and vulnerable people may require one-on-one assistance.
47. Activities should be structured in a way that accommodates all abilities, with participants' safety, capabilities, and inclusion in mind. Avoid games or activities that isolate, embarrass, exploit or amplify physical or intellectual differences.
48. Be flexible and prepared to modify activities to better suit the needs of the participants if necessary, including providing extra rest or brain breaks.
49. Privacy and respect are particularly important for young children or participants with special needs who may need help with toileting. Consult with parents and caregivers to learn as much as you need about the specific child, as well as
constructive ways to include the participant and maintain their dignity.
50. Encourage all children to participate, play and learn together, and to share responsibilities. Where appropriate, ask the participant what they think or want.
44. Ensure your attitudes and behaviour are positive and inclusive towards children and people with additional needs, as this will influence how others behave.
45. Consult with parents and caregivers to facilitate each child’s participation in the program. Look for creative ways to include everyone.
46. Proactively plan for extra help. The number of extra Team Members will depend on the needs of the child or vulnerable person and the program’s planned activities. Some children and vulnerable people may require one-on-one assistance.
47. Activities should be structured in a way that accommodates all abilities, with participants' safety, capabilities, and inclusion in mind. Avoid games or activities that isolate, embarrass, exploit or amplify physical or intellectual differences.
48. Be flexible and prepared to modify activities to better suit the needs of the participants if necessary, including providing extra rest or brain breaks.
49. Privacy and respect are particularly important for young children or participants with special needs who may need help with toileting. Consult with parents and caregivers to learn as much as you need about the specific child, as well as
constructive ways to include the participant and maintain their dignity.
50. Encourage all children to participate, play and learn together, and to share responsibilities. Where appropriate, ask the participant what they think or want.
Child Safety Ratios
Appropriate leadership ensures safety, supervision, and quality care. Each program must be adequately resourced to meet the needs of its participants.
51. There should always be a minimum of two Team Members present in any Program.
52. Every program must have a safe number of adult Team Members in relation to the number of participants. This will differ according to the activity, age and capacity of the participants. The minimum team to participant ratio for any must be determined by the Team Leader and Coordinator and defined in the Program Plan.
53. Certain activities might require higher ratios of Team Members or First Aid officers. Team Leaders should refer to their training and work through safety plans with the Coordinator as a part of the program’s Permission to Proceed risk assessment.
54. There must always be at least one First Aid officer available to the activity.
51. There should always be a minimum of two Team Members present in any Program.
52. Every program must have a safe number of adult Team Members in relation to the number of participants. This will differ according to the activity, age and capacity of the participants. The minimum team to participant ratio for any must be determined by the Team Leader and Coordinator and defined in the Program Plan.
53. Certain activities might require higher ratios of Team Members or First Aid officers. Team Leaders should refer to their training and work through safety plans with the Coordinator as a part of the program’s Permission to Proceed risk assessment.
54. There must always be at least one First Aid officer available to the activity.
Personal Presentation
Team members are encouraged to present themselves in a way that reflects the values of the church and models respect and care for others.
55. Dress in clothing that is appropriate for the context, and unlikely to make anyone uncomfortable.
56. Avoid drawing attention to physical appearance – whether your own or others’ – and avoid comments that might unintentionally reinforce unhealthy body consciousness or comparisons.
55. Dress in clothing that is appropriate for the context, and unlikely to make anyone uncomfortable.
56. Avoid drawing attention to physical appearance – whether your own or others’ – and avoid comments that might unintentionally reinforce unhealthy body consciousness or comparisons.
Pastoral Boundaries
Team members often build trusted relationships with participants, especially in youth and young adult settings. With that trust comes a responsibility to interact with care and discretion.
57. Do not advise children beyond the scope of teaching Biblical principles.
58. In offering pastoral advice, allow scope for differences of opinions and family values.
59. Refer any serious pastoral questions to parents or Disciples Church Pastors.
60. Refer participants to parents or appropriate professionals if issues arise outside of the program’s scope (e.g. medical, legal, psychological).
57. Do not advise children beyond the scope of teaching Biblical principles.
58. In offering pastoral advice, allow scope for differences of opinions and family values.
59. Refer any serious pastoral questions to parents or Disciples Church Pastors.
60. Refer participants to parents or appropriate professionals if issues arise outside of the program’s scope (e.g. medical, legal, psychological).
Conduct Constituting Abuse
As the Church, we should uphold the highest standards of behaviour and care. Our values should reflect the heart of Jesus. This section outlines unacceptable behaviours that undermine that commitment and may be reportable offences.
61. Abuse can involve neglect, emotional abuse, physical abuse, sexual abuse, domestic violence, and bullying.
62. Inappropriate behaviour can include, but is not limited to:
a) showing favour to one child over others
b) baby-sitting
c) taking photos of a child who is in the care of Disciples Church outside of official duties
d) being alone with a child
e) visiting a child and/or their family at their home
f) arranging to meet a child alone away from the Ministry programg) providing gifts or favours to a child or their family
h) sharing phone numbers with a child except as allowed by Disciples Church’s Privacy Policy for professional purposes and documentation
i) engaging with a child via digital media except as provided by Disciples Church’s Child Safe Online Engagement Policy
Note: While it is understood that such behaviours might occur within the interactions of family, Missional Community Groups (MCGs) and some pre-existing relationships, it is the policy of Disciples Church not to engage with participants in these ways in the context of the church’s ministries.
Any interactions involving participants outside of those ministries must be only within the framework of an established relationship with the parents of the child.
63. The following behaviours can be considered indecent treatment of a child:
a) wearing inappropriate clothing around children
b) showering or dressing or undressing with the door open
c) not respecting the privacy of children when they are using the bathroom or changing
d) using sexual language or gestures
e) sharing details of sexual experiences
f) making written or verbal sexual advances
g) asking children to keep a relationship secret
64. Below are examples of conduct which constitute a criminal offence:
a) obscene exposure
b) having, attempting to have, or facilitating any kind of sexual contact with a child
c) sharing sexual photos or videos or other photos of the child
d) possessing, creating or exposing children to pornography
e) giving goods, money, attention or affection in exchange for sexual activities or images
f) voyeurism
g) sexting
h) grooming offences (as defined by law in most jurisdictions)
61. Abuse can involve neglect, emotional abuse, physical abuse, sexual abuse, domestic violence, and bullying.
62. Inappropriate behaviour can include, but is not limited to:
a) showing favour to one child over others
b) baby-sitting
c) taking photos of a child who is in the care of Disciples Church outside of official duties
d) being alone with a child
e) visiting a child and/or their family at their home
f) arranging to meet a child alone away from the Ministry programg) providing gifts or favours to a child or their family
h) sharing phone numbers with a child except as allowed by Disciples Church’s Privacy Policy for professional purposes and documentation
i) engaging with a child via digital media except as provided by Disciples Church’s Child Safe Online Engagement Policy
Note: While it is understood that such behaviours might occur within the interactions of family, Missional Community Groups (MCGs) and some pre-existing relationships, it is the policy of Disciples Church not to engage with participants in these ways in the context of the church’s ministries.
Any interactions involving participants outside of those ministries must be only within the framework of an established relationship with the parents of the child.
63. The following behaviours can be considered indecent treatment of a child:
a) wearing inappropriate clothing around children
b) showering or dressing or undressing with the door open
c) not respecting the privacy of children when they are using the bathroom or changing
d) using sexual language or gestures
e) sharing details of sexual experiences
f) making written or verbal sexual advances
g) asking children to keep a relationship secret
64. Below are examples of conduct which constitute a criminal offence:
a) obscene exposure
b) having, attempting to have, or facilitating any kind of sexual contact with a child
c) sharing sexual photos or videos or other photos of the child
d) possessing, creating or exposing children to pornography
e) giving goods, money, attention or affection in exchange for sexual activities or images
f) voyeurism
g) sexting
h) grooming offences (as defined by law in most jurisdictions)
Schedule 1
1. This Code of Practice is designed to sit alongside these policies:
- Child Safety Policy
- Child Safe Online Engagement Policy
- Child Safety Reporting and Investigations Policy
- Child Harm and Abuse Response Policy