CHCECE019 slides.pptx

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CHCECE019
Facilitate compliance in an
education and care service

Interpreting the
National Quality
Framework

National Quality Framework
• The National Quality Framework (NQF)
underpins education and care practice
within Australian regulated services.
• Educators need to be able to navigate the
framework and understand applicable
areas.

Aims of the National Quality
Framework
• The NQF aims to:
– improve early childhood learning
environments
– ensure high quality care is provided.

National Quality Framework
• Services are registered through rating and
assessment process.

Components of the NQF
• The NQF consists of a number of
documents:
– National Quality Standard (NQS)
– Education and Care Services National Law
– Belonging, being & becoming – Early Years
Learning Framework for Australia (EYLF)
– My time, our place – Framework for School
Age Care in Australia (MTOP)

National Quality Standard
• The NQS outlines expected best practice.

National Quality Standard quality areas
• The NQS Quality Areas include:
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

Education and Care Services National
Law
• The Education and Care Services National
Law forms the foundation of the NQF.
• It provides a legislation and
assessment/rating system.

Education and Care Services National
Law
• A regulatory authority in each state and
territory takes the role of assessment and
from this assessment rates the service.

Early Years Learning Framework
• The EYLF outlines goals, outcomes,
principles and practices for children aged
0–5 years.
• Overall goals: belonging, being, becoming

Framework for School Age Care in
Australia
• The MTOP outlines goals, outcomes,
principles and practices for children aged
6–12 years.

Relevant policies, codes and legislation
• Other documentation that impacts on the
service includes:
– The United Nations Convention on the Rights
of the Child
– state and territory frameworks
– codes of ethics
– service policies, procedures and position
descriptions.

Relevant legislation
• Legislation that impacts your work as an
educator includes:
– child protection and guardianship legislation
– discrimination and harassment
– work health and safety (WHS)
– privacy
– freedom of information.

Understanding the NQF and its
components
• It is important to understand the NQF,
other frameworks and legislation and
consider how they influence the daily
curriculum.
• Clarify any questions with relevant support
persons.

Assessment and rating process
• The assessment and rating process is
mandatory for registered services.
• The strict procedural format to the process
is undertaken by the regulatory authority
for each state or territory.

• The process is as follows:
– The service is contacted about impending visit
– The service submits a QIP
– The authority nominates a date of visit
– The service is assessed against Quality Areas
of the NQS
– The service is rated
– Required action is taken

Communicating information
• Increase staff awareness of the NQF
through:
– meetings/forums
– electronic presentations
– brainstorming sessions
– emails
– information kits
– posters

Communicating information
• Continued…
– noticeboards
– newsletters
– professional development training
– circles of change
– professional learning program videos
– one-to-one discussions
– graffiti sheets.

SWOT analysis
• Strengths – standards already being
demonstrated strongly in your service
• Weaknesses – standards where change
can be instigated to enhance practices of
the service

SWOT analysis
• Continued…
• Opportunities – areas of potential change
to meet the standards more appropriately
• Threats – actions that threaten the ability
of the service to meet the standards.

Facilitating an
organisation self-
assessment

Organisation self-assessment
• A service should regularly self-assess its
performance in relation to the NQF to:
– ensure its transparency and accountability
– maintain the quality of the service it provides
– collect evidence for the assessment and
rating process.

Identifying information to collect
• Collect a range of information to determine
how well your service is operating,
including:
– documents relating to the NQF
– organisational data
– feedback from parents and children
– staff appraisals
– feedback from community members.

Organisational data
• Organisational data includes:
– business plans
– policies and procedures
– procedural forms
– checklists
– audit reports
– assessment and rating process documents.

Staff performance appraisals
• Read performance appraisals to determine
how well educators carry out
responsibilities in accordance with the
NQF.
• Reflect on improvements that could be
made.

Collecting information
• Collect information and feedback on a
regular, ongoing basis.
• Communicate clearly with stakeholders
about information being collected.

Methods of collecting information
• Methods of collecting information and
feedback include:
– documenting research
– having informal interactions
– participating in discussions
– holding meetings
– taking reviews

Collecting information
• Continued…
– making observations
– holding focus groups
– circulating questionnaires, surveys, feedback
forms
– completing performance appraisals.

Recording information from the self-
assessment process
• Record-keeping should include:
– details of the information
– who provided the feedback
– why the feedback was provided
– the date it was provided
– follow-up action taken.

Making self-assessment results
available
• Self-assessment results should be
provided in an appropriate way, depending
on the intended audience.
• Ensure language is also appropriate.

Discussing self-assessment
• Provide opportunities for discussions to
take place once the results of a self-
assessment have been made available
and take note of any feedback.

Facilitating the
development of a
quality improvement
plan

Self-assessment results
• Self-assessment results are used to
develop a quality improvement plan and to
inform the assessment and rating process.

Quality Improvement Plan (QIP)
The QIP is
developed
Consultation
and review
occurs
Self-
assessment
occurs

Quality Improvement Plan (QIP)
• The QIP is requested by the state or
territory authority when they commence
their assessment and rating process for
the particular service.

The updated
QIP must be
submitted
within six
weeks
The service
receives a
receipt to
say the QIP
has been
received
The
assessment
rating
process is
undertaken
The rating is
finalised
The service
is advised
that the
assessment
and rating
process has
begun

The ACECQA provide QIP template
• ACECQA provides a QIP template that
includes:
– information about the service
– quality of practice including strengths
– key improvements linked to the NQS
– improvement plan.

Collaborating to develop the QIP
• Collaboration can take the form of:
– asking stakeholders questions
– seeing how other services operate
– developing professional improvement
workshops
– attending meetings, conferences or seminars
– working with online tools/child care forums.

Producing a QIP
• Complete a QIP form and complete
documentary evidence to justify plans.

Scheduling collaboration
• Regularly review the QIP to ensure it is
current and is part of the service’s
continuous improvement cycle.

Reviewing the QIP
• To monitor the plan effectively during its
implementation, note:
– how often the QIP should be monitored
– who should monitor the QIP
– how the QIP will be monitored
– when and how the monitoring will take place.

Addressing negative outcomes
• Discuss the situation with stakeholders to
determine if you need to:
– reconsider the goal or steps
– adjust the QIP to address any new information
– use discussion, clarification, professional
development and training to continue the QIP.

Coordinating the
service for a site visit

Coordinating the service for a site visit
• A key responsibility for a supervisor,
educational leader or director is to
coordinate a site for representatives of the
regulating authority during the assessment
and rating process.

When is a site visit?
• The state or territory’s regulatory authority
conducts an assessment of a service
every two to three years depending on the
service’s compliance record.

The role of the assessor
• The role of the assessor involves:
– observing – children, families, educators, staff
members and coordinators within the service
undertaking their usual routines
– discussing – with provider, supervisor,
educational leader, director, educators, and
other staff
– sighting – documentation.

Preparing documentation
• Provide documents as evidence of
compliance including:
– policies and procedures
– observation records
– continuous improvement plans
– photographs
– procedural forms and checklists
– self-assessment records.

Advising stakeholders
• All stakeholders (management, auxiliary
staff, parents) must be informed of the
date and time of the visit, what will happen
and what is expected of them.

During the visit
• The assessor’s objective is to:
– determine whether the service meets the
NQS elements
– determine whether the service meets
regulations
– rate each standard
– rate each quality area and element
– determine the overall rating for the service.

Following an assessment
• After the assessment, the service receives
a report that provides comprehensive
details of the visit and the service rating.
• Results are published on the MyChild
website and displayed in service.

Plan-do-check-act model
• Plan: Establish the objectives of what
needs to be done .
• Do: Undertake the necessary actions
defined in a QIP.
• Check: Collaborate with stakeholders and
check progress or improvement.
• Act: Standardise the changes you have
made.

CHCECE019 slides.pptx

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