Assessment and Rating
Centre Support’s Step-By-Step Guide to
centresupport.com.au
What is the
ASSESSMENT
assessor
CASE STUDIES
How to write
looking for?
the best QIP
How can I prepare
my team for the
assessor’s visit?
How can I
get my report
changed?
How do I get my team ready for NQS assessment?
How can I prepare for the assessor? What is the assessor looking for on the day?
What do I do when I receive my draft report? What if I disagree with the report?
How far have you come under the National Quality Framework? What have you achieved with the National Quality
Standard and the Early Years Learning Framework and what are you still working on? Are these achievements and plans
truly reflected in your Quality Improvement Plan, and are you confident to respond to your draft report from the assessor?
We’ve put together these tips to answer all of your questions and provide you all the information that you need based on
the experiences of our 3,500 customers.
There have been some truly wonderful stories of services going through the process and we’ll discuss these
at length throughout this Guidebook. There are, however, some shocking stories. We need to have an honest
conversation about the lack of consistency across Australia.
This Guidebook starts the conversation so you can be prepared for the unfortunate event that your rating isn’t fair or
accurate. We’ll walk you through the process, step-by-step, so you know how to prepare, how to be empowered and
how to be 100% confident in what you do. That way you can ensure that you have a fair and accurate rating report that
truly represents your wonderful achievements.
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In the following pages we provide an example of two services assessed on the same day by two different assessors. The
services were roughly the same size and each had a Nominated Supervisor with a teaching degree and years of
experience. In our opinion both centres were nearly at the same level.
Please remember
Before reading any further, please remember that the national Regulatory Authority, ACECQA, has said 90 percent of
LDC services achieved ‘high quality’ in the former NCAC/QIAS system. Most of those centres will get a rating of ‘working
towards’ or ‘meeting’ under the NQS, therefore you may need to change and improve your practices by 80-90%
compared with what you were doing in the past.
If you are still doing what you were doing when the NCAC was around, expect a rating of ‘working towards’. The
government has raised the bar with the NQF, NQS and EYLF/MTOP.
Here are the steps to follow that we discuss in
more detail in this Guide:
1
Prepare for the Assessor
Preparation is vital so you can be
Ensure your whole team is confident to talk to the assessor. 100% confident on the day.
2
Submit Your Quality Improvement Plan
The best QIPs are honest and written by all educators.
You’ll receive six weeks’ notice
to submit your QIP.
3
Assessor Visits Your Service
Celebrate all of the wonderful achievements of your team.
Approximately 6 weeks after
your QIP is submitted.
4
Draft Report Received
The draft report can be changed with input from your
service.
Approximately 2-3 weeks after
your assessor visits.
5
Respond to Draft Report
Send comments and evidence to the state/territory
Regulatory Authority.
Within 10 working days of
receiving your Draft Report.
6
Apply for First Tier Review
See enclosed table to see if you need to apply with your
state/territory Regulatory Authority.
Within 14 days (includes
weekends) of the approved
provider receiving notice of the
final rating.
7
Apply for Second Tier Review
See enclosed table to see if you need to apply with
ACECQA.
Within 14 days (includes
weekends) of receiving the
decision.
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Step 1: Prepare for the Assessor
First Centre
Assessment One
Second Centre
Assessment Two
Before the assessment
o Nominated Supervisor and all educators rehearsed by
pretending to be the assessor. One educator would
go around to each room and pretend to be the
assessor conducting the assessment. They used
ACECQA’s National Quality Standard Assessment
and Rating Instrument.
Before the assessment
o Nominated Supervisor and all educators rehearsed by
pretending to be the assessor. One educator would
go around to each room and pretend to be the
assessor conducting the assessment. They used
ACECQA’s National Quality Standard Assessment
and Rating Instrument. The educators knew that
practice would help them overcome their
nervousness. They were able to build their confidence
so they were ready for the assessor.
o NQS Element Cards (left) developed by Centre
Support were used throughout the service to display.
The idea behind the cards was to give educators
confidence when talking to the assessor as the
educators expressed feelings of nervousness.
o The educators placed the cards (left) in areas relevant
to the element and practised talking about how they
were meeting the element. When the Nominated
Supervisor welcomed the assessor to her centre, she
showed the assessor the cards and said, “These
cards are for us as we are nervous and it helps us to
remember what we have done for the element. My
educators have placed them in areas that are relevant
to the element, so when you are asking my educators
questions please allow them to be near the element
card as it will jog their memory”. The assessor kept
repeating, “You are so organised”.
o Whilst the assessor and Nominated Supervisor were
in the office, the assessor asked questions and the
Nominated Supervisor was able to quickly retrieve
folders and documents to answer as the element
cards guided the Nominated Supervisor quickly and
efficiently. The cards were a huge success for this
centre. As a Nominated Supervisor you may like to try
using the element cards with your educators.
Please remember
Some Nominated Supervisors who were assessed under the old NCAC tell us that “we’re going to wait and see how we
will go under the National Quality Framework”. 90% of services under the NCAC’s QIAS system achieved ‘High Quality’.
Regulatory Authorities have made it very clear that they’ve raised the bar with the National Quality Framework, so this
won’t be the case anymore for your service.
Instead of waiting and ‘seeing how you’ll go under the new system’, why don’t you get started now so there’s no mad
last minute rush. Slow and steady wins the race. The services that achieve the highest ratings work step-by-step, weekby-week. Centre Support can help you take the stress out of the NQF.
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Step 2: Submit Your Quality Improvement Plan
First Centre
Assessment One
Second Centre
Assessment Two
Writing the QIP
o All of the educators were involved in building the QIP,
not just the Nominated Supervisor.
o The QIP was built each week so it truly reflected the
service’s commitment to continuous improvement.
o There is not a minimum or maximum number of
pages required. The centre submitted 43 pages.
Writing the QIP
o All of the educators were involved in building the QIP,
not just the Nominated Supervisor.
o The QIP was built each week so it truly reflected the
service’s commitment to continuous improvement.
o There is not a minimum or maximum number of
pages required. The centre submitted 67 pages.
Please remember
Centre Support has read 100s of QIPs. In the best QIPs we see, educators are really honest and critically reflect on how
they believe they’re going with the NQF. They celebrate their successes and outline strategies for further improvement.
The best centres always engage in honest critical reflection.
Having a detailed and honest QIP will be useful later in the assessment and rating process. You can refer back to the
evidence of what you’ve achieved.

The best QIPs are honest, detailed and written by all educators.
QIP Samples
Average QIP
xx
Standard/
element
What
outcome or
goal do we
seek?
Priority
(L/M/H)
5.2.2
Each child is M
supported to
manage their
own
behaviour,
respond
appropriately
to the
behaviour of
others and
communicate
effectively to
resolve
conflicts.
How will we get
this outcome?
(Steps)
Success measure
By when?
Progress notes
Role modeling,
using strategies
for behaviour
guidance.
Children in each of
the rooms are settled.
July 2013 New rules were developed with
the children in each room.
Why is it only an ‘Average QIP’?
o
o
o
o
The QIP does not go into any detail.
The QIP does not describe how and why the educators worked on the NQS Element.
There’s no follow-up to describe how the new rules in the rooms went.
There’s no community or family links.
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Great QIP from Kids Resort ELC in Point Cook, Victoria

Standard/
element
What
outcome or
goal do we
seek?
Priority
(L/M/H)
How will we get
this outcome?
(Steps)
Success measure
By when?
Progress notes
5.2.2
For
educators to
be kept up to
date with
information
on behaviour
management
to ensure
children are
being
responded to
in an
appropriate
manner by
educators.
M
Annual PD
session on
behaviour
management will
ensure educators
are up to date
with the latest
information on
how to handle
children with
difficult
behaviours and
how to assist
children in
managing their
own behaviour.
Educators and
children will be
happier working
together
collaboratively to
encourage positive
behaviour and
eliminate undesirable
behaviours.
30
October
2013
24/8/2012: Have been working
closely with some team members
in developing their skills to assist
them in dealing with difficult
situations and dealing with
difficult behaviours. This seems
to be helping the children and
staff in room 5 especially are
feeling a lot more settled.
Management are building
stronger relationships with
educators and are seeking their
assistance to identify children
that may be struggling with
behaviour or developmental
issues, we are then able to
provide additional assistance
through various support
agencies.
28/3/2013: Feedback from
educators, in relation to biting as
a difficult behaviour. The
educators watch for triggers of
any children that engage in
biting regularly and attempt to
work out the underlying cause in
order to stop the behaviour
occurring.
May 2013: Communication with
support agency is helping out
with educators that are having
problems with behaviour in the
rooms. Speaking to support
agency about ways to approach
parents when letting them know
they may need more help.
Why is it a ‘Great QIP’?
o
o
o
o
o
o
The QIP honestly identifies the issues.
Reading the progress notes gives you confidence that the service is committed to continuous improvement.
Their processes are clearly identified and evaluated.
The QIP identifies why the service is working on particular elements.
There’s a clear process of follow-ups.
There are links to the community and families.
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Step 3: Assessor Visits Your Service
First Centre
Assessment One
Second Centre
Assessment Two
During the assessment
o Assessor was warm and friendly
o Assessor only asked some questions of the
educators and their practices.
o The educators tried to show the assessor material for
the assessment and the assessor said, "No I won't be
looking at that, I'll be able to see just by observing".
During the assessment
o Assessor was warm and friendly
o The assessor said to all educators from the beginning
"It is your assessment and you need to show me
what you want to show me, I may then ask further
questions.
o The assessor left by say "I'm putting your report
together on Friday so if there is anything I'm not sure
of I will call you or email for more info and if you feel
you need to send an example of things we might
have missed please forward them .
o Nominated Supervisor gave the assessor a folder with
a few extra examples they may have missed showing
during the assessment visit.
After the assessment
No contact from the assessor.
After the assessment
The assessor and Nominated Supervisor emailed back
and forth with further documents. A few phone calls were
made to clarify some points after the visit.
Please remember
The assessor has 5 or 6 hours to collect all of evidence to assess your centre. There will be practices and process that
the assessor will not be able to see on the day due to the limited time of assessment.
On the other hand, you have had at least 12 months to prepare for your assessment visit. Your evidence can easily
outweigh the assessors report if you have been working on the NQS week-by-week, step-by-step. Be confident on the
day of the assessment but remember that you can submit evidence that was missed on the day.

Celebrate your successes and be 100% confident. It’s your assessment,
your team and your service – not the assessor’s.
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Step 4: Draft Report Received
First Centre
Assessment One
Second Centre
Assessment Two
Draft report received
Draft report received
1 x Quality Area marked ‘exceeding’
3 x Quality Areas marked ‘meeting’
3 x Quality Areas marked ‘not meeting’
Overall rating proposed: ‘working towards’.
A couple of NQS Elements marked ‘exceeding’
The other elements ‘meeting’
Overall rating proposing: ‘meeting’
Nominated Supervisor’s thoughts after receiving the Draft
Report.
Nominated Supervisor thoughts after receiving the Draft
Report.
Nominated Supervisor was disappointed. The centre had
the evidence to show the assessor to prove they were at
least meeting all the QAs except for QA3.
Over the moon, happy and thought the process was fair
and transparent. The centre valued the report and the
educators are now all fired up to go for ‘exceeding’ next
time the assessor visits.
Angry at the ‘working towards’ rating because the
assessor refused to look at what they had. The assessor
turned the visit into her own interpretation of what was
required and what she was looking for.
Please remember
You cannot expect the assessor to know what they are looking at in your centre. Every centre is different and you need to
be on the front foot and show how and why you do things for your particular centre. You know your centre inside and
out. The assessor is a stranger and in most cases you have never seen them before, so how could you expect a stranger
to see how good you are at a surface level. You need to take control of your assessment, take the time and show them
exactly what level you need to be rated at.
The NQS is outcome based and you can meet the outcome any way YOU and YOUR centre wants. The worst question
you can ask "what is the assessor looking for?" Why? It is not the assessors’ centre, it is your centre, your families, your
community and your children and you adjust your practices to suit them, not the assessor.
You are absolutely brilliant at what you do, but when it comes to selling all the great things you do during your
assessment visit you fall down, become nervous and unsure in how amazing you are. Why?

Draft Reports can be changed. Submit your evidence within 14 days.
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Step 5: Respond to Draft Report
First Centre
Assessment One
Second Centre
Assessment Two
What can they do now?
What can they do now?
Respond to Draft Report with further evidence backing up
why they want the rating changed.
Accept the Draft Report and allow it to be finalised
without any changes. The educators can celebrate their
amazing achievement and move onto how they will reach
‘exceeding’ next time.
Centre Support has developed a great tool that has many
centres having their ratings changed at this point of the
review process.
Please remember
YOU MUST SUBMIT COPIES OF EVIDENCE AT THIS POINT. For example, if you mention that you complete Critical
Reflections, submit copies and samples. The evidence comes in handy down the track (First and Second Tier Reviews).
Some services have been told by the Regulatory Authority in their state/territory that they’re unable to submit evidence
when they respond to the draft report. The National Regulations are silent on this issue. It’s up to you to decide what you
need to submit. We very strongly encourage you to submit the evidence. After all, if the evidence was available on the day
of the site visit, but was overlooked by the assessor, it is only fair that you submit it so it can be considered as a part of
your final report.

You can submit evidence when you comment on the Draft Report.
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Step 6: First Tier Review
First Centre
Assessment One
If the rating isn't changed between the Draft Report and the Final Report, go to First Tier Review.
Please go to the First Tier Review, but don't expect things to be changed in all regions within the states/territories.
Some states are great, like Victoria.
But remember... if your rating is changed here be pleasantly surprised. As mentioned above, however, please don't
expect things to be changed here. The same department (but different people) are reviewing your First Tier Review.
Is the First Tier Review truly independent of the original assessor? Imagine the person on the next desk in your
workplace telling you that you are incompetent at your job by changing a report that you wrote... Now that would
create great workplace harmony wouldn't it?
Please remember
Unfortunately, there is a consistency problem with the wonderful new NQS. The NQS has brought together all of the
states/territories, different departments, and different regions. Teething problems are evident.
Centre Support has assisted centres moving from a ‘working towards’ rating to a higher rating, even a centre that
received exceeding for all QAs. Centre Support assisted centres to write and format their evidence based on how they
used and adjusted Centre Support's resources and Weekly Tasks at their centre.
You need to follow the process and so does your Regulatory Authority conducting the NQS assessment and review of
your assessment. Following this process gives you an opportunity to clarify anything that was missed by the assessors.

First Tier Review is not final. The next step is the Second Tier Review
with ACECQA.
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Step 7: Second Tier Review
First Centre
Assessment One
If the rating isn't changed, go to the Second Tier Review.
The Second Tier Review is conducted by ACECQA. Your local state or territory Regulatory Authority does not conduct
the review.
At this point forget the former NCAC reviews. You need to provide a clear briefing document with appendix of evidence
for ACECQA’s review panel.
There are no page limits. If that document needs to be 120 pages, it can be 120 pages. Some customers have been
told by their state or territory Regulatory Authority not to provide evidence. This is not true. How can ACECQA review
the rating without seeing the evidence? It’s crucial to submit samples.
ACECQA can only make a decision based upon YOUR evidence that is submitted for the review and the assessor’s
report that is submitted. This is why Centre Support confidently encourages centres to follow the process and go all
the way to the Second Tier Review when you are not happy with your assessment results.
The reports that are coming back from ACECQA in the Second Tier Review are fantastic. They are professional, very
well written, transparent, fair and thorough. You can understand exactly how and why their decisions have been made.
Please remember
The assessor has 5-6 hours to collect evidence to assess your centre. There will be practices and processes that the
assessor will not be able to see on the day due to the limited time allocated for the assessment.
You have had at least 12 months to prepare for your assessment visit. Your evidence can easily outweigh the assessors
report if you have been working on the NQS week-by-week, step-by-step with Centre Support.
The assessor must submit their hand written notes to ACECQA as a part of the Second Tier Review. You will get to see
these notes. ACECQA shares all of the evidence with each party involved. Imagine 5-6 hours worth of handwritten notes
versus at least 12 months of your hard work and all of the evidence and documentation to prove it.
In one of the Second Tier Review reports we’ve read, ACECQA recommended that the centre be reassessed entirely by
the state Regulatory Authority. Why? The assessor’s evidence was so poorly gathered and was too limited.

ACECQA are completely independent of the assessors. They need to
see your evidence and the assessor’s to make their decision.
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Case Studies: The Good, the Bad and the Ugly
The Good
If the assessor misses something on the day, there’s a clear process to provide
evidence
“We are very proud and delighted to let you know that Beacon Street Children’s Centre has received an EXCEEDING
NQS rating.
We had to submit our QIP by 24 December 2012 and our assessment date was set for Wednesday 6 February. The day
went very smoothly, however we did feel it was a bit rushed. It is very difficult for any one person to see/experience ALL
aspects of the program in 8 hrs.
We are a 2 room/37 place centre and so we only had the 8 hours to share so much. Very little time was spent talking to
our Educators discussing their program/curriculum although all Educators were asked various aspects of our Policies.
The Educators were quite relaxed about the whole process due to the fantastic resources and weekly tasks we receive
from Centre Support. The Educators were confident in answering any questions and their interactions with the children
and communication with each other. I believe this is a direct result of the weekly tasks and Professional communication
from Centre Support.
Our Assessor spent very little time looking at paperwork or documentation which we believe was reflected in our Draft
Assessment. We were disappointed in the draft assessment (QA 1 Meeting, QA2 Meeting, QA3 Meeting, QA4
EXCEEDING, QA5 EXCEEDING QA6 Meeting, QA7 Meeting) and so sought advice from Centre Support.
[Centre Support] were very supportive and while they felt (as we did) that the report was good, we all believed that had
ALL the evidence been considered on the day then we would have received a higher rating.
We put together a document together addressing each element (34) that we believed should have been rated higher,
reiterating aspects of our QIP, learning stories, menu, excursions, etc. When the final assessment came back the
response to our document was made in just 2 lines.
Once again we were disappointed as we believed that AGAIN not ALL aspects of our practises, process and procedure
were being considered. At this stage we had a conference call with our regional office, which was not beneficial and
then we had the opportunity to speak to Madeleine Smith (Executive Director, Quality Assessment and Regulation
Division (as Delegate for the Secretary).
She advised us that at the next step in the review process meant that our documentation would not be read again at
Regional level but would be sent onto head office in the city. This was indeed a prompt process and finished with a
positive outcome for the Service.
The next step is First Tier review... [Centre Support] again encouraged us to raise our concerns, focusing on the
process, not attacking anyone. We proceeded to write supporting documentation stating why we felt the need to apply
for the First Tier Review.
This meant another document addressing our concerns with the process and the inability of ONE person being able to
see all aspects/processes/procedures etc in 8 hours as well as talking to and observing Educators and their
interactions. When you submit the 1st Tier Review it does not go to your local office. This step of the process goes into
the State office and ALL documentation is read by an independent person who has had NO interaction with the centre
or their journey through the process thus far.
On the 23rd May we received our letter informing us of our new assessment rating assessment ( QA 1 EXCEEDING,
QA2 EXCEEDING, QA3 Meeting, QA4 EXCEEDING, QA5 EXCEEDING QA6 EXCEEDING, QA7 EXCEEDING,)
It has been a long process BUT very well worthwhile. We are VERY proud of our team and thank them for all their hard
work which we now believe is truly reflected in our Assessment and rating. Thank you also to Centre Support for all your
hard work in preparing all the tasks and paperwork each week and also your encouragement to challenge the process.”
Veronica, Jillian and the Team at Beacon Street Children’s Centre in Vermont South, Victoria
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The Bad
If the assessor is wrong, follow the process to have the decision reviewed
“In October 2012, our service underwent the first assessment and rating under the NQS. We received our feedback in
December 2012 and were extremely proud of our achievement EXCEEDING in 6 out of 7 Quality Areas. We were
marked as Working Towards in QA 2 because the ACO had marked our practice as NOT MET for Element 2.3.2 [Every
reasonable precaution is taken to protect children from harm and any hazard likely to cause injury].
We were disgusted and absolutely mortified that our rating reflected that we were not taking every precaution to protect
children based on the assessor’s opinion that we were not protecting children by using a microwave to heat baby
bottles. Our decision to heat bottles in this way was not a matter we took lightly.
After a detailed risk assessment and analysis of possible ways to heat bottles (in an area that was previously approved
by the DEC for the purpose of an infant’s area) we undertook research into the best possible way we could protect
children.
We considered that the bottle warmers were not an option in this environment due to the high possibility of scalding and
electrocution. We had adopted a detailed procedure which was embedded into our practice supervised by senior
educators which was our safest option. The ACO told the Nominated Supervisor that “it had to stop".
The Nominated Supervisor queried this opinion - this was a regulation? She told the Nominated Supervisor it was an
instruction from her manager and that it said so in Staying Healthy.
Although this was the case we met Element 2.3.2 because we had protected the children from a greater risk. Therefore
we challenged our draft with hours and hours of our time drafting written evidence backing up our practices as meeting
the Element and writing to the area manager and state manager for the DEC.
After a month or so the Element was changed from ‘not met’ to ‘met’ and we now met every element, bringing our
rating to EXCEEDING in every area with an overall rating changed from Working Towards to EXCEEDING.
It is important that you challenge any aspect of your draft rating to ensure that your rating reflects the standard of your
practice and service. There’s a clear process for you to follow, and the assessors have to follow it, too.”
Merindah Children’s Centre in Wallsend NSW
The Ugly
If your assessor does not act professionally, ask them to leave
Lani's House A Home of Early Learning in Kiama NSW had to call the NSW Police Force due to the behaviour of the
NSW Regulatory Authority’s Assessment and Compliance Officer (ACO).
The ACO was so aggressive, threatening, rude and unprofessional that the Nominated Supervisor called the Police. The
Police contact the Regional Manager to discuss the behaviour of the ACO and advised that the Police informed Lani’s
House to call 000 if the ACO arrived.
As an employer, you are also bound by other legislation including the need to maintain a healthy and safe working
environment free from discrimination or harassment.
The service wrote a letter to the Regulatory Authority stating that if the ACO attends any of their services again, in any
capacity, he will be refused entry.
Educators are entitled to carry out their duties without the threat or intimidation of this officer.
The service also asked that for future compliance checks, the Regulatory Authority assign an alternative officer. In the
event that the ACO attends the service, they will initiate proceedings to have him restrained.
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Additionally, the service now implements are policy (checked by two legal experts) that requires the Nominated
Supervisor to film the entire visit by any assessor at their service. In implementing this policy the officer must not be
hindered in exercising their duty under the Education and Care Services National Law or Regulation.
It’s also important to ensure the assessor is aware of the policy.
If in any case an assessors acts in a way which exceeds their authority or behaves in an intimidating, harassing and
bullying manner, the Approved Provider or Nominated Supervisor will respectfully request that this conduct cease.
If an assessor demands that no record is made of his or her visit or specifically objects to electronic visual and sound
recording of the visit, the assessor should be asked to state under what power he or she makes that objection.
If the answer is that he or she considers it to be obstruction and an offence under 207, assessor should be advised that
you have legal advice to the contrary and continue to make a record from a respectful distance.
Lani's House A Home of Early Learning in Kiama NSW
Need help?
We recognise that all Nominated Supervisors need help.
We’re here to take the stress out of the NQF.
As a Nominated Supervisor we understand the pressure you feel as a leader of your
team. Educational Leaders also feel this pressure as many of us haven’t been through
the new NQF assessment and rating process yet. There’s no need to go through the
process alone. Centre Support has the expertise, knowledge and proven track record to
ensure you receive the highest and fairest rating for your team.
Contact us today if you’d like information on how you can be 100% confident before,
during and after your assessment and rating visit from your assessor. Visit our website
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W | www.centresupport.com.au F | 1800 308 029 E | admin@centresupport.com.au M | PO Box 3378, Bangor NSW 2234 T | 1800 440 102 P a g e | 13
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