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National Quality Framework Quality Assessment and Regulation Division May 2013.

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Presentation on theme: "National Quality Framework Quality Assessment and Regulation Division May 2013."— Presentation transcript:

1 National Quality Framework Quality Assessment and Regulation Division May 2013

2 Overview of today’s presentation  National Quality Framework update  Outcomes of assessment and rating process in Victoria.  Maintaining compliance with the National Law and National Regulations.  Requirements coming into effect on 1 January 2014.

3  Objectives and principles  National Quality Standard  Evaluation of assessment and rating process  Publication of service ratings and registers  Information to be displayed at education and care services premises National Quality Framework update

4  The early years are the foundation for a child’s learning and development and it is absolutely vital that children receive the best possible education and care. (Minister for Children and Early Childhood Development Wendy Lovell)  Victorian Government has invested $22.6 million between 2010 and 2013 to support the provision of high quality education and care services so that educational and developmental outcomes for all Victorian children are maximised  Funding in this budget will included initiatives to - provide better buildings - ensure a better qualified workforce for Victoria’s youngest children - ensure children with a disability or development delay are given the best chance of reaching their potential and leading fulfilling lives. Victoria’s commitment

5 Objectives of the National Quality Framework  To ensure the safety, health and wellbeing of children attending education and care services.  To improve the educational and developmental outcomes for children attending education and care services.  To promote continuous improvement in the provision of quality education and care services.  To establish a system of national integration and shared responsibility between jurisdictions and the Commonwealth.  To improve public knowledge, and access to information, about the quality of education and care services.  To reduce the regulatory and administrative burden for education and care services by enabling information to be shared between jurisdictions and the Commonwealth.

6 Principles of the National Quality Framework  The rights and best interests of the child are paramount.  Children are successful, competent and capable learners.  Equity, inclusion and diversity underpin the Framework.  Australia’s Aboriginal and Torres Strait Islander cultures are valued.  The role of parents and families is respected and supported.  Best practice is expected in the provision of education and care services.

7 National Quality Standard  The National Quality Standard is divided into 7 quality areas: 1.Educational program and practice 2.Children’s health and safety 3.Physical environment 4.Staffing arrangements 5.Relationships with children 6.Collaborative partnerships with families and communities 7.Leadership and service management  The quality areas are further divided into 18 standards. Under each standard sit elements that describe the outcomes that contribute to the standard being achieved (58 elements in total).  Services must meet each element of the National Quality Standard in order to receive a rating of Meeting National Quality Standard.

8 What is assessed during an assessment and rating visit?  Education and care services operating under the National Quality Framework are assessed and rated against the requirements of the National Quality Standard and the National Law and National Regulations.  The Assessment and Rating Instrument sets out the requirements of the National Quality Standard and relevant regulatory requirements for each quality area.  Monitoring and compliance activities, including unannounced visits, continue to focus on the minimum standards for education and care services required by the National Law and National Regulations.

9 Evaluation of assessment and rating process  A national evaluation of the assessment and rating process was undertaken by the Australian Council for Educational Research (ACER).  The evaluation concluded that: - the assessment and rating process is a valid and reliable measure of service quality as implemented nationally - the majority of services and authorised officers found the assessment and rating process to be a positive experience.  In December 2012 the Standing Council of School Education and Early Childhood (SCSEEC) considered the ACER report. SCSEEC decided that ratings and registers be published as soon as possible.  The ACER report is available at

10 Publication of ratings and display of information  The rating for each quality area and overall rating for each service are available on the My Child website and the ACECQA website For services not yet assessed the rating is Provisional Rating – Not Yet Assessed.www.mychild.gov.auwww.acecqa.gov.au  Services that have received their final ratings are required to display the ratings for each quality area and overall rating (notice of rating) at the education and care service premises (including all family day care residences, venues and offices).  Until their first assessment and rating process is complete services not yet assessed are required to display a notice of provisional rating and, if applicable, the previous accreditation by the National Child Care Accreditation Council. The Department has sent a notice of provisional rating to all services not yet assessed under the National Quality Framework.

11 Publication of registers  The following registers are published on the ACECQA website: - register of approved education and care services - register of approved providers - register of certified supervisors.  The register of approved education and care services includes details of service ratings and any conditions that apply to the service.  All services have standard conditions.  Conditions are also used by the Department to require services to take additional action in order to provide a service in a way that ensures the safety, health and wellbeing of children being educated and cared for (e.g. requiring services listed on the Department’s Bushfire At-Risk Register to close on a declared Code Red day).

12 Publication of information  The Department has published on its website the link to the register of approved Victorian education and care services.  The Department also publishes: - a register of services operating under the Victorian children’s services legislation - a range of enforcement actions.  Information about enforcement actions published on the Department’s website may include information about conditions or other amendments to service approvals, compliance notices, prosecutions, enforceable undertakings and suspension and cancellation of approvals and certificates, among other matters.

13 When will services be assessed?  It is expected that all education and care services will be assessed and rated under the National Quality Framework by  Newly approved and transferred services will have an assessment and rating visit after operating for a period of 12 months. Significant Improvement Required The Regulatory Authority is working with the service to address relevant issues immediately Working Towards National Quality Standard Generally every 1 to 2 years Meeting National Quality Standard Generally every 2 years Exceeding National Quality Standard Generally every 3 years Excellent Rating (Awarded by ACECQA) Generally every 3 years

14 Outcomes of assessment and rating in Victoria  Ratings achieved by services (by quality area and overall)  Continuous improvement  Communicating about ratings in the community

15 Outcomes of assessment and rating in Victoria  Over 650 services have received their final assessment reports and ratings.  Approximately 70 per cent of services assessed and rated in Victoria have achieved an overall rating of either Meeting National Quality Standard or Exceeding National Quality Standard. - Meeting National Quality Standard (around 50 per cent) - Exceeding National Quality Standard (around 20 per cent) - Working Towards National Quality Standard (around 30 per cent)  Victoria is performing well against the average ratings nationally. About 55 per cent of services nationally have been rated as either Meeting National Quality Standard or Exceeding National Quality Standard with 45 per cent rated as Working Towards National Quality Standard.

16 Overall ratings: Victorian education and care services

17 Overall ratings by service type

18 Outcomes of assessment and rating  These results indicate that the National Quality Standard recognises existing service quality and sets a high standard of quality that services can realistically achieve.  Education and care services performing well across a number of quality areas may receive an overall rating of Working Towards National Quality Standard. The result reflects that services are being assessed against a new and more challenging set of requirements, particularly in the areas of educational program and practice and service leadership.  Services are generally performing well in Quality Area 2 Children’s Health and Safety and Quality Area 4 Staffing Arrangements.

19 Final ratings by quality area (all services)

20 Standard 1.2 Element – Each child’s learning and development is assessed as part of an ongoing cycle of planning, documentation and evaluation.  How does the service include all educators in planning the program to be delivered to children?  How does the evaluation of the program delivered inform future planning?  How does your service observe and record children’s learning and behaviour to inform their educational program and practice?  How effective are processes used to capture and record information about children’s strengths, interests, relationships and learning over a period of time?  What type of recordings of children’s learning is required, given their needs and the amount of time they spend within the service setting?

21 Standard 1.2 (cont/d) Element Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Reflection is central to reflective practice: “… looking back on experiences in a way that informs practice in the midst of practice, and/ or making informed decisions about what to do, when to do it, and why it should be done.” (Jay 2003 in Perry 2004, Teaching practice for early childhood)  How does your service continuously monitor and review their practice to guide planning?  How is critical reflection, assessment and evaluation incorporated as an ongoing process in your service?  Are there opportunities made available for educators to reflect on the program’s successes and areas that can be extended or changed?

22 Quality Area Sustainable practices are embedded in service operations  How are sustainability practices - such as recycling, use of recycled resources, energy efficiency and water conservation - embedded in daily routines and practices?  Is the service’s environmental strategy being consistently implemented?  How is the service promoting sustainability? Children are supported to become environmentally responsible and show respect for the environment  How are children supported to explore relationships with other living and non- living things and observe, notice and respond to change?  How are children encouraged to increase their knowledge of and respect for natural and constructed environments?  How do children develop an awareness of the impact of human activity on environments and the interdependence of living things?

23 Standard 5.2 Element – Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflict.  Are children listened to when they express needs?  How do we enable children to form and maintain positive relationships with others?  Does the service use appropriate behaviour guidance to support children to regulate their own behaviour so they do not always rely on adults to guide their behaviour?  Is inclusive, fair, empathetic and co-operative behaviour modelled by staff and educators in the service?  Do educators encourage positive behaviours by showing appreciation for appropriate behaviour, building on children’s strengths and achievements?  The National Law specifically outlines that no child being educated and cared for by the approved service is subjected to any form of corporal punishment or any discipline that is unreasonable in the circumstances (section 166).

24 Quality Area 7: Leadership and Service Management Educational leader (element 7.1.4, regulation 118)  How does the educational leader influence the educational program and practice across the service?  How does the educational leader support discussion and reflective practice in the service?  How is the educational leader role managed and supported within the service in order to lead the development of the curriculum and clear goals and expectations for teaching and learning? Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.  What processes are in place to ensure each educator, co-ordinator and staff member receives ongoing feedback about their performance?  How do performance processes identify strengths and areas for development, and strategies for how these may be addressed?

25 Review of ratings  Following an assessment and rating visit, the approved provider will receive an assessment and rating report, the rating for each standard, quality area and an overall rating. The approved provider then has the opportunity to discuss the report, provide comment and request that the report is amended if necessary.  The approved provider has 14 days after the rating is considered to be final to ask for a review of the rating by the Department. If the approved provider still wishes to review the rating, they may apply to ACECQA for a second review.  A review may only be undertaken in relation to practice, policies and procedures in place at the time of the assessment and rating visit.  Applications for a review by the Department or ACECQA should be made using the application forms available at the ACECQA website:ACECQA - Application for Review of Ratings by Regulatory Authority (Service Rating) Form (SA11) - Application for Second Tier Review Form.

26  Exceeding National Quality Standard is the highest rating that can be awarded by the Department, and represents a significantly higher standard than the rating of Meeting National Quality Standard.  This rating is achieved if a service is rated as Exceeding National Quality Standard for all quality areas or for 4 or more quality areas (with at least two among the following): - Educational program and practice - Relationships with children - Collaborative partnerships with families and communities - Leadership and service management, and - a Meeting National Quality Standard rating is achieved for each other quality area.  If the service educates and cares for children who are in the year 2 years before grade 1 of school, an Exceeding National Quality Standard rating may only be given for quality area 1 if the service either provides a preschool program or has a documented arrangement with another service to provide a preschool program and informs parents of this arrangement. Exceeding National Quality Standard rating

27 Recognising outstanding practice in education and care  Services rated as Exceeding National Quality Standard may apply to ACECQA for the rating of Excellent. Services rated as Excellent promote exceptional education and care, demonstrate sector leadership and are committed to continually improving. Further information about applying for the Excellent rating are available on the ACECQA website  The Victorian Education Excellence Awards acknowledge the important contributions made by primary and secondary teachers, school principals, business managers, school support staff and early childhood teachers in improving learning outcomes for Victorian children and young people. Further information is available from  The Early Years Awards recognise outstanding achievements by those in the Early Childhood Sector. The awards celebrate exceptional programs, services and partnerships that improve the health, learning, development and wellbeing of Victorian children from 0 to 8 years and their families. Further information is available from

28 Continuous improvement  The National Quality Framework promotes continuous improvement in the quality of education and care and other aspects of each education and care service.  The assessment and rating process represents a point-in-time assessment of the performance of the service against the requirements of the National Quality Standard. The intention of the process is to assess and rate the usual practice of the service.  Assessment reports provide services with a focus for continuous improvement and should inform the ongoing development of quality improvement plans. Quality improvement plans must be reviewed at least annually and should identify specific improvements for the service.  It is a good practice to include a self assessment against the National Quality Standard and the National Law and National Regulations as part of the regular review of quality improvement plans.

29 Engaging families in the assessment and rating process  Engaging families in all stages of the quality improvement planning and assessment and rating processes supports families to understand and contribute to the service philosophy and the areas identified by the service for continuous improvement.  Once the assessment and rating process is complete, the overall service rating and rating for each quality area are likely to be of interest to families and the community.  Discussing the outcomes for each quality area is a good strategy for communicating about ratings, drawing attention to areas where the service is performing strongly and areas identified for continuous improvement.

30 Communicating about ratings in the community  ACECQA are distributing posters and postcards to all education and care services to assist them to communicate with families about the assessment and rating process.

31 Maintaining compliance with the National Law and National Regulations

32 Nominated supervisors and responsible persons  Each service must have a nominated supervisor in place at all times (does not have to be physically present when the service is operating). The nominated supervisor is responsible for the day- to-day management of the education and care service.  For centre-based services, a responsible person must be present at all times that the service is educating and caring for children. This person may be: - an approved provider - person with management or control - a nominated supervisor - a certified supervisor. The name and position of the responsible person in charge of the service at any given time must be displayed so that it is easily visible from the main entrance of the service.

33 Family day care staffing requirements  Family day care services must ensure that: - an approved provider or person with management or control; or - a nominated supervisor; or - a certified supervisor. is available to educators including being contactable by phone at all times that children are being educated and cared for.

34 Working with children checks: centre- based services  Approved providers must read (or ensure the nominated supervisor or person in day-to-day charge of the service) has read a person’s current working with children check before they are engaged as an educator (regulation 358).  A staff record must be kept that includes, among other information, the identifying number of the current working with children check and expiry date of that notice for all staff members (regulation 147(d)).  Currency of working with children checks should be checked regularly at

35 Criminal history requirements: family day care  The approved provider, nominated supervisor or person in day to day charge of the education and care service must, prior to engaging or registering a family day care educator: - read and consider a person’s current criminal history record check issued not more than 6 months before the date of the engagement; and - read a person’s current working with children (regulation 358).  Requirements relating to criminal history also apply for approved providers, nominated supervisors, certified supervisors, co-ordinators, family day care educators, family day care educator assistants and residents. The fact sheet Criminal History Requirements – Family Day Care provides detailed information about these requirements.Criminal History Requirements – Family Day Care  Currency of Working with Children Checks should be checked regularly at

36 Residents aged 18 years and over at a family day care residence  The approved provider of a family day care service must take reasonable steps to ensure that a person aged 18 years and over who resides at a family day care residence is a fit and proper person to be in the company of children.  In assessing each person as fit and proper an approved provider must consider one of the following: - a criminal history record check issued not more than 6 months before it is considered; or - a current working with children check; or - a current teacher registration (regulation 163).  A person whose usual place of residence is a family day care residence is to be considered as residing in the residence regardless of whether that person is present when education and care is being provided.

37 Risk assessments: family day care  The approved provider of a family day care service must conduct an assessment (including a risk assessment) of each residence and approved family day care venue of the service to ensure that the health, safety and wellbeing of children being educated and cared for by the service are protected.  The risk assessment must be conducted: - before education and care is provided to children at the residence or venue as part of the service; and - at least annually.

38 Risk assessments: excursions  A risk assessment for excursions must consider: - the proposed route and destination for the excursion - any water hazards and risks associated with water based activities - the method of transport - the number of adults and children involved in the excursion - the number of educators or other responsible adults appropriate to provide supervision and whether any specialised skills are required to ensure children’s safety - the proposed activities - the likely length of time of the excursion - the items that should be taken on the excursion (regulation 101). Regular Outings  A risk assessment must be completed prior to the first regular outing.  A risk assessment is not required for each outing if a risk assessment has previously been completed and the circumstances of the outing have not changed(regulation 100(4)). Authorisations for regular outings must be obtained at least once every 12 months.

39 First aid, anaphylaxis and asthma management training  At least one educator who holds the following qualifications must be in attendance at any place where children are being educated and cared for by the service, and must be immediately available in an emergency, at all times: - at least one educator who holds approved first aid qualification - at least one educator who has undertaken approved anaphylaxis management training - at least one educator who has undertaken approved emergency asthma management training (regulation 136(1)).  Where children are being educated and cared for on a school site the educator may be in attendance and immediately available.  Each family day care educator and family day care assistant must have undertaken the above training.

40 Requirements coming into effect on 1 January 2014

41 Early childhood teachers: centre-based services (children preschool age and under)  Requirements to ensure access to an early childhood qualified teacher working with the service or have an early childhood teacher in attendance at the service apply from 1 January 2014 (regulations ).  Requirements apply to centre-based education and care services educating and caring for children preschool age and under, and vary according to the number of children.

42 Early childhood teachers: 1 January 2014  Between 2014 and 1 January 2016 persons may be taken to be early childhood teachers if they provide evidence that they are actively working towards an early childhood teaching qualification and: - have completed at least 50 per cent of the course; or - hold an approved diploma level education and care qualification (regulation 242).

43 Ratios  Children from birth to less than 36 months: 1 educator to 4 children (regulations 123(1)(a)) and 357).  Children preschool age or under who are aged 36 months or over: 1 educator to 15 children (regulation 360).  Ratios are calculated considering all the children being educated and cared for by the service. Qualifications  At least 50 per cent of required educators must have (or be actively working towards) at least an approved diploma level education and care qualification (regulation 126(1)(a)).  All other educators who are required to meet the relevant educator to child ratios for the service must have, or be actively working towards, at least an approved certificate III level education and care qualification (regulation 126(1)(b)).  Educators who are not required to meet the educator to child ratios (i.e. are ‘above the ratios’) are not required to hold the above qualifications. Ratios and qualifications: children preschool age and under

44 Ratios and qualifications: children over preschool age Ratios  1 educator to 15 children (regulation 355).  Ratios are calculated considering all the children being educated and cared for by the service. Qualifications  At least 50 per cent of the educators required to meet the educator to child ratios must hold, or be enrolled and studying for, at least an approved diploma level qualification for educators working with children over preschool age in Victoria (regulation 356(2)).  All other educators required to meet the educator to child ratios must hold or be actively working towards, at least an approved certificate III level qualification for educators working with children over preschool age for Victoria, or commence obtaining such a qualification within 6 months of commencing to educate or care for children (regulation 356(3)).  Educators who are not required to meet the educator to child ratios (i.e. are ‘above the ratios’) are not required to hold the above qualifications.

45 Certificate III level educators: 1 January 2014  The requirement to hold an approved certificate III level qualification does not apply to educators who completed professional development in lieu of minimum training (regulations 364 and 366).  Educators who do not hold an approved qualification can be counted towards the ratios at a centre-based service until 31 December 2015 if they: - have been continuously employed as an educator in an education and care service or a children's service for at least 15 years up to 1 January 2012; and - are employed by the same approved provider as they were immediately before 1 January 2012 (regulation 240).

46 Waivers  If a service cannot meet a requirement of the National Regulations and/or National Quality Standard, the approved provider may apply for a waiver from the requirement.  Waivers are generally considered where the approved provider can demonstrate genuine difficulty in meeting the relevant requirements. All possible ways to meet the requirements should be explored prior to making an application.  Applications are considered by the Department with respect to all relevant circumstances of the service. An application fee of $100 applies.  Further information is available in the Waiver fact sheet series at

47 DEECD website

48 Resources for Victorian education and care services  Information for Victorian education and care services is available on the Department’s website: - Fact sheets, including: Fact sheets - Educator to child ratios and qualifications Educator to child ratios and qualifications - Mixed age groups Mixed age groups - Assessment and rating fact sheet series Assessment and rating fact sheet series - Waiver fact sheet series Waiver fact sheet series - Supervision Supervision - Excursions and regular outings Excursions and regular outings - Serious incidents and complaints Serious incidents and complaints - Frequently asked questions Frequently asked questions - Newsletters Newsletters - Educator to child ratio calculator Educator to child ratio calculator - Presentations. Presentations  Follow the Department on

49 ACECQA website

50 Resources for all education and care services  Information about the National Quality Framework is available on the ACECQA website at - National Law and National Regulations - Guide to Assessment and Rating for Services - Assessment and Rating Instrument - Guide to the National Law and National Regulations - Guide to the National Quality Standard - Fact sheets

51 Regulatory Authority in Victoria Department of Education and Early Childhood Development Quality Assessment and Regulation Division Ph


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