WIXLIB

ConceptDescriptorQA4Staffing arrangements4.1Staffing arrangementsStaffing arrangements enhance children's learning and development.4.1.1Organisation of educatorsThe organisation of educators across the service supports children's learning anddevelopment.4.1.2Continuity of staffEvery effort is made for children to experience continuity of educators at theservice.4.2ProfessionalismManagement, educators and staff are collaborative, respectful and ethical.4.2.1Professional collaborationManagement, educators and staff work with mutual respect and collaboratively,and challenge and learn from each other, recognising each other’s strengths andskills.4.2.2Professional standardsProfessional standards guide practice, interactions and relationships.QA5Relationships with children5.1Relationships between educators Respectful and equitable relationships are maintained with each child.and children5.1.1Positive educator to childinteractionsResponsive and meaningful interactions build trusting relationships which engageand support each child to feel secure, confident and included.5.1.2Dignity and rights of the childThe dignity and rights of every child are maintained.5.2Relationships between childrenEach child is supported to build and maintain sensitive and responsive relationships.5.2.1Collaborative learningChildren are supported to collaborate, learn from and help each other.5.2.2Self-regulationEach child is supported to regulate their own behaviour, respond appropriately tothe behaviour of others and communicate effectively to resolve conflicts.QA6Collaborative partnerships with families and communities6.1Supportive relationships withfamiliesRespectful relationships with families are developed and maintained and familiesare supported in their parenting role.6.1.1Engagement with the serviceFamilies are supported from enrolment to be involved in the service and contributeto service decisions.6.1.2Parent views are respectedThe expertise, culture, values and beliefs of families are respected and familiesshare in decision-making about their child’s learning and wellbeing.6.1.3Families are supportedCurrent information is available to families about the service and relevantcommunity services and resources to support parenting and family wellbeing.6.2Collaborative partnershipsCollaborative partnerships enhance children’s inclusion, learning and wellbeing.6.2.1TransitionsContinuity of learning and transitions for each child are supported by sharinginformation and clarifying responsibilities.6.2.2Access and participationEffective partnerships support children's access, inclusion and participation in theprogram.6.2.3Community engagementThe service builds relationships and engages with its community.QA7Governance and Leadership7.1GovernanceGovernance supports the operation of a quality service.7.1.1Service philosophy and purposeA statement of philosophy guides all aspects of the service’s operations.7.1.2Management systemsSystems are in place to manage risk and enable the effective management andoperation of a quality service.7.1.3Roles and responsibilitiesRoles and responsibilities are clearly defined, and understood, and support effectivedecision making and operation of the service.7.2LeadershipEffective leadership builds and promotes a positive organisational culture andprofessional learning community.7.2.1Continuous improvementThere is an effective self-assessment and quality improvement process in place.7.2.2Educational leadershipThe educational leader is supported and leads the development andimplementation of the educational program and assessment and planning cycle.7.2.3Development of professionalsEducators, co-ordinators and staff members’ performance is regularly evaluatedand individual plans are in place to support learning and development.National Quality Standard and Operational Requirements Guide to the National Quality Standard93

GUIDE TO THENATIONAL QUALITYSTANDARDA revised National Quality Standard will be introduced 1 February 2018.This chapter explains the revised National Quality Standard, includesquestions to prompt education and care providers and services to reflect ontheir quality practice and provides guidance to assist services and assessors toconsider whether a service is Exceeding the National Quality Standard.All information in this chapter applies 1 February 2018.94National Quality Standard and Operational Requirements Guide to the National Quality Standard

QUALITY AREA 1EDUCATIONAL PROGRAM ANDPRACTICEOverviewThe National Quality Standard is linked to two national approved learning frameworksthat recognise children learn from birth. These are: Belonging, Being and Becoming: The Early Years Learning Framework forAustralia (‘Early Years Learning Framework’) My Time, Our Place: Framework for School Age Care in Australia(‘Framework for School Age Care’).The approved learning frameworks guide: the development of programs that promote children’s learning anddevelopment the pedagogical practices of educators a planned and reflective approach to assessment and planning for each child.A quality educational program views children as capable and competent learners whohave agency and learn best through a play-based program. The learning frameworksalso acknowledge the importance of intentionally including opportunities for childrento progress towards the learning outcomes (for more information about learningoutcomes, see element 1.1.1.Educational program and practiceIn all settings, the approved provider, nominated supervisor and educational leaderare responsible for ensuring that programs for all children are based on an approvedlearning framework and delivered in accordance with that framework.Quality Area 1Quality Area 1 of the National Quality Standard focuses on ensuring that theeducational program and practice of educators are child-centred, stimulating andmaximise opportunities for enhancing and extending each child’s learning anddevelopment. It recognises that a quality program that builds on children’s individualknowledge, strengths, ideas, culture, abilities and interests is likely to have long termbenefits for children and for the broader society.Play provides a context for learning through which children organise and make senseof their social worlds as they engage actively with people, objects and representations[Early Years Learning Framework, p. 6].Play-based learning: provides opportunities for children to learn as they discover, create, improvise,test theories and imagine enables expressions of personality and uniqueness promotes positive learning dispositions, such as curiosity and creativity enables children to make connections between prior experiences and newlearning assists children to develop relationships and conceptsNational Quality Standard and Operational Requirements Guide to the National Quality Standard95

supports a sense of wellbeing and promotes a valuing of diversity [Early YearsLearning Framework, p. 9].In school age care services, the educational program reflects an understanding ofmiddle childhood. The program supports learning through play and leisure wheneducators act with intentionality to nurture the development of life skills andensure that the program complements children’s experiences, opportunities andrelationships at school, at home and in the community.Quality Area 1In all services, educators draw on their pedagogy, knowledge of individualchildren, the approved learning frameworks, the National Quality Standard andthe underpinning law and regulations when designing contextual programs andconsidering practices they will use. With their knowledge of the children and familiesusing the service, and the community in which they are located, educators makeinformed decisions about how to meet the standards.Educators take a planned and reflective approach to implementing the educationalprogram by using an assessment and planning cycle and engaging with criticalreflection to improve the program and practice. Educators share the program withfamilies and ensure families are informed of their child’s learning and developmentprogress.Services facilitate children’s learning and development through play by providing:Educational program and practice educators with whom children can form attachments educators who use a range of intentional practices and interactions toencourage children’s problem solving and thinking skills welcoming and inclusive learning environments that are flexible, responsive,and foster children’s agency and engagement with the natural and builtworlds access to a range of resources that children can use in a variety of ways toenrich and extend their play uninterrupted and prolonged periods of time to follow their interests.Standards, elements and conceptsQuality Area 1 has three standards that focus on the educational program,educational practice, and assessment and planning for each child’s learning anddevelopment. These standards are crucial to delivering quality outcomes for childrenunder the National Quality Framework because: an educational program that is based on an approved learning framework, ischild-centred and maximises learning opportunities strongly contributes tochildren’s development as competent and engaged learners intentional teaching in early childhood settings (and intentionality in schoolage settings) is a recognised approach to facilitate each child’s learning anddevelopment responsive teaching values, scaffolds and extends each child’s strengths,skills, knowledge, interests and ideas, and child directed learning promoteschildren’s agency critical reflection informs the assessment and planning cycle and drives96National Quality Standard and Operational Requirements Guide to the National Quality Standard

improvement in program and practice, resulting in continuous enhancementsto children’s learning families who are informed about the program and their child’s progress arebetter equipped to engage with the service and collaboratively make decisionsthat strengthen their child’s learning, development and wellbeing.ConceptEducational program and practice1.1ProgramThe educational program enhances each child’s learning anddevelopment.1.1.1Approved learningframeworkCurriculum decision-making contributes to each child’slearning and development outcomes in relation to theiridentity, connection with community, wellbeing, confidence aslearners and effectiveness as communicators.1.1.2Child-centredEach child’s current knowledge, strengths, ideas, culture,abilities and interests are the foundation of the program.1.1.3Program learningopportunitiesAll aspects of the program, including routines, are organised inways that maximise opportunities for each child’s learning.1.2PracticeEducators facilitate and extend each child’s learning anddevelopment.1.2.1Intentional teachingEducators are deliberate, purposeful, and thoughtful in theirdecisions and actions.1.2.2Responsive teaching andscaffoldingEducators respond to children’s ideas and play and extendchildren’s learning through open-ended questions, interactionsand feedback.1.2.3Child directed learningEach child's agency is promoted, enabling them to makechoices and decisions that influence events and their world.1.3Assessment andplanningEducators and co-ordinators take a planned and reflectiveapproach to implementing the program for each child.1.3.1Assessment andplanning cycleEach child’s learning and development is assessed or evaluatedas part of an ongoing cycle of observation, analysing learning,documentation, planning, implementation and reflection.1.3.2Critical reflectionCritical reflection on children’s learning and development, bothas individuals and in groups, drives program planning andimplementation.1.3.3Information for familiesFamilies are informed about the program and their child'sprogress.National Quality Standard and Operational Requirements Guide to the National Quality StandardQuality Area 1QA1DescriptorEducational program and practiceStandard/Elements97

STANDARD 1.1PROGRAMTHE EDUCATIONAL PROGRAM ENHANCES EACH CHILD’S LEARNING ANDDEVELOPMENT.How standard 1.1 contributes to quality education and careProgramStandard 1.1Quality educational programs use an approved learning framework to guidecurriculum decision-making and facilitate a shared understanding of children’slearning and development. This enables everyone involved in the service to sharetheir perspectives, understanding of, and support for quality education andcare practices.With support from the approved provider and nominated supervisor, the educationalleader collaborates with educators in designing an educational program that enableseducators to work with children and families to achieve optimal learning anddevelopmental outcomes for children.With guidance from the educational leader, educators: use an approved learning framework to underpin their everyday practice.The framework guides interactions with children and families and providesthe basis for educators’ pedagogical decision-making, including theexperiences that are planned for children and the teaching and learning thatoccurs develop the educational program based on their knowledge of eachchild so that the interactions, experiences, routines and events that eachchild engages in are relevant to them, respectful of their background andrecognise and build on their current strengths, abilities and interests ensure that the interactions, experiences, routines and events included in theeducational program maximise opportunities for children’s learning.Questions to guide reflection on practice for standard 1.1(for all services)Educational program How do we develop our understanding of the approved learning frameworkthat we use in our service to foster learning outcomes for all children? How do we support all children to progress towards the learning outcomes? How do we learn about each child’s knowledge, strengths, ideas, culture,abilities and interests? How do we make decisions about children’s daily experiences and routines,and who is involved in making these decisions? How do we use the learning outcomes to guide our goals and subsequentplanning for individual children and groups of children? How do we plan and implement educational programs that are relevant and98National Quality Standard and Operational Requirements Guide to the National Quality Standard

engaging for children? How do we ensure that experiences and routines are child-centred rather thanadult-directed or clock-driven? How do we support every child’s participation in the program? What experiences do we provide for children to work independently andcollaboratively? How do we use conversations and interactions with children to make routinetimes enjoyable and meaningful learning opportunities? How do we develop a shared understanding of the learning outcomes andtheir importance to families? How do we apply our knowledge of learning and development, and thecontent of the learning framework to this age group? How do we incorporate learning outcomes into leisure opportunities and theeveryday experiences we provide?school agechildren How do we provide problem-solving, inquiry and challenge based learningexperiences for children to support their prior learning? How do we provide a differentiated curriculum that supports children’s varyingcapabilities, learning styles and interests? How do we incorporate the learning outcomes into everyday activities thatchildren experience in the residence?family day careStandard 1.1 How do we ensure that children develop strong attachments and a sense ofbelonging in our service?Programbirth to three What other activities or experiences can be incorporated into our program toensure a range of learning opportunities for all children?National Quality Standard and Operational Requirements Guide to the National Quality Standard99

ELEMENT 1.1.1APPROVED LEARNINGFRAMEWORKCURRICULUM DECISION-MAKING CONTRIBUTES TO EACH CHILD’S LEARNING ANDDEVELOPMENT OUTCOMES IN RELATION TO THEIR IDENTITY, CONNECTION WITHCOMMUNITY, WELLBEING, CONFIDENCE AS LEARNERS AND EFFECTIVENESS ASCOMMUNICATORS.Approved learning frameworkElement 1.1.1Related National Law and National RegulationsNational Law &RegulationsSection 51(1)(b) Conditions on service approval (educational and developmentalneeds of children)Section 168 Offence relating to required programsSection 323 Approved learning frameworkRegulation 73 Educational programRegulation 74 Documenting of child assessments or evaluations for delivery ofeducational programGeneral transitional and saving provisionsRegulation 254 Declared approved learning frameworksWhat element 1.1.1 aims to achieveAn approved learning framework guides the development of the curriculum at aneducation and care service and supports curriculum decision-making as an ongoingcycle of observation, analysing learning, documentation, planning, implementationand reflection. Curriculum decision-making is guided by the principles, practicesand learning outcomes of the approved learning framework. This involves educatorsdrawing on their pedagogy and their in-depth knowledge and understanding of eachchild.The educational leader and educators use an approved learning framework and theservice philosophy to consider the service’s approach to learning, development andwellbeing, and the way in which these guide everyday practice and development ofthe education program.Approved learning frameworkThe Early Years Learning Framework and the Framework for School Age Care (andother jurisdiction-approved learning frameworks) include principles, practices andlearning outcomes that guide educational leaders and educators in their curriculumdecision-making, and assist them in planning, delivering and evaluating qualityprograms in early and middle childhood settings.A learning outcome is a skill, knowledge or disposition that educators can activelypromote in collaboration with children and families. The Early Years LearningFramework and the Framework for School Age Care [Early Years LearningFramework, p. 8; Framework for School Age Care, p. 6] promote five learning outcomes100National Quality Standard and Operational Requirements Guide to the National Quality Standard

that are designed to capture the integrated and complex learning and development ofall children. These are:1. Children have a strong sense of identity2. Children are connected with and contribute to their world3. Children have a strong sense of wellbeing4. Children are confident and involved learners5. Children are effective communicatorsThe learning outcomes are broad and observable. They acknowledge that childrenlearn in a variety of ways and vary in their strengths, [Early Years Learning Framework,p. 19; Framework for School Age Care,

92 National Quality Standard and Operational Requirements Guide to the National Quality Standard National Quality Standard and Operational Requirements Guide to the National Quality Standard REVISED NATIONAL QUALITY STANDARD from 1 Feb 2018 Concept Descriptor QA1 Educational program and practice 1.1 Program The educational program enhances each child's learning and development.