National Quality Framework
Department of Education and Early Childhood Development
Quality Assessment and Regulation Division
Stakeholders Meeting
2 April 2014
NQF Implementation
Session 1:
• NQF Reviews
• Amendments to the
National Regulations
• NQF Snapshot Results
• A&R for Victorian
Services
• Group Discussion
COAG 2014 Review
National Quality Framework
The review will be conducted this year to focus on the agreed
objectives and outcomes that include to:
 deliver an integrated and unified system for education and
care
 improve educational and developmental outcomes for
children
 foster a joint system of governance
 improve efficiency and cost effectiveness.
Terms of reference for this review have been drafted and are
yet to be endorsed.
Productivity Commission Inquiry
The commission is undertaking a public inquiry into future options for
childcare and early childhood learning and report on:
•
•
•
•
•
•
The contribution of childcare to workforce participation and child
development
Current and future need for childcare in Australia
The capacity of the childcare system to ensure a satisfactory transition to
schools, in particular for vulnerable or at risk children
Alternative models of care
Options – within existing funding parameters – for improving the
accessibility, flexibility and affordability of childcare for families with
diverse circumstances
The impacts of regulatory changes, including the
implementation of the National Quality Framework
and the childcare sector over the past decade.
Early Years Strategic Plan
The Victorian Government’s Early Years Strategic Plan (20142020) aims to improve outcomes and better support all
Victorian children from pregnancy to eight years with a focus
across three areas:
• Supporting parents and communities to give children a great
start
• Early and sustained support for those who need it most
• All children benefiting from high-quality early learning.
The Plan includes a framework that defines the outcomes that
contribute to Victorian children growing up in a safe
environment and being engaged in stimulating experiences for
children’s learning and development.
www.education.vic.gov.au/about/department/Pages/eystratplan.aspx
ECT & VIT Bill
• A bill regarding amendment to the Education and Training
reform Act 2006 (registration of early childhood teachers)
has been passed by parliament for introduction during 2015.
• The bill provides for registration of an ECT following the
same model at the registration scheme already established
for teachers in school settings.
• ECTs will be able to secure one of three types of registration,
full registration, provisional registration, non-practising
registration.
• An implementation plan to support these changes will be
developed including opportunity for stakeholder
engagement.
NQF Operational Changes
National Regulations
Some further amendments to a range of
operational matters outlined in the regulations
are being considered including:
• early childhood teacher requirements
• fencing and safety glass requirements for
family day care services
• first aid requirements on school sites
• probationary period for certificate III level
educators.
NQF Operational Changes (cont)
Assessment and Rating process
ACECQA is working with all states and territories
to streamline the assessment and rating process.
• Options will be explored to increase the rate at
which services are being assessed without
compromising reliability of the process.
• Jurisdictions are also exploring options for
streamlining while maintaining the integrity of
the process and quality of reports.
NQF Snapshot
The NQF snapshot Q4 2013 was
published in February and is
available on the Australian
Children’s Education and Care
Quality Authority (ACECQA)
website.
These snapshots report on trends
of education and care services,
operating under the NQF
including:
•
services assessed and rated
•
number of services operating
under the NQF
waivers granted by Regulatory
Authorities.
•
www.acecqa.gov.au/national-quality-framework-snapshots
A&R Progress Nationally
Education and Care Services
Nationally
Victoria
14116
3814
4508 (32%)
1324 (35%)
Centre-based care
4319 (32%)
1258 (35%)
Family Day care
616 (25%)
66 (23%)
Services rated Working Towards NQS
1811 (40%)
310 (23%)
Services rated at Meeting NQS
1549 (34%)
635 (48%)
Services rated at Exceeding NQS
1130 (25%)
378 (29%)
Operating under the NQF
Services assessed and rated
By service type
*Note: Due to rounding, individual values may not add to 100% in all cases, and very small numbers
will not be represented in percentages.
* This data was drawn from NQA ITS on 31 December 2013.
Key Messages – NQF Snapshot Q4
 4508 education and care services have received a
quality rating
• Six services rated as ‘Excellent’ by ACECQA
• There is a high level of consistency in ratings between
centre-based (60% Meeting or Exceeding)and family
day care services (54% Meeting or Exceeding NQS).
• Nationally, services were more likely to:
• be rated as Working Towards NQS in QA1, 2, 3
and 7, than in other quality areas
• achieve a rating of Meeting or Exceeding National
Quality Standard in Quality Areas 4, 5 and 6 than
in other quality areas.
Overall Quality Ratings of Services
Significant
improvement
required
Working
Towards
NQS
Meeting NQS
Exceeding NQS
Excellent
Total
ACT
0
77
23
22
0
122
NSW
3
895
578
306
1
1783
NT
0
83
6
11
0
100
QLD
1
253
232
295
2
783
SA
1
71
40
75
3
190
TAS
0
45
11
15
0
71
VIC
1
310
635
378
0
1324
WA
6
77
24
28
0
135
Total
12
1811
1549
1130
6
4508
0%
40%
34%
25%
0%
100%
% of
Quality
Ratings
Note: Due to rounding, individual values may not add to 100% in all cases, and very small numbers will not be represented in
percentages.
Assessment and Rating
As at 31 March 2013 the Department has:
• Commenced over 1650 assessment and rating visits
• This represents over 42% of approved Victorian services
operating under the National Quality Framework
Exceeding Services
The exceeding rating represents services that go beyond the NQS in at
least 4 of the seven quality areas.
Generally these services:
• are able to articulate the uniqueness of what they do, why and
how they do it.
• are able to critically think and reflect about how their program is
developed to meet the needs of their families, children and the
broader community.
• High quality teaching practice is embedded across the program to
extend and maximise each child’s learning.
• Deliberate strategy of continuous improvement and review that
engages, staff, families, children and the broader community.
• Effective leadership and service management.
Exceeding Services Victoria
As at 31 March 2014 the following percentage of services were rated
at exceeding NQS:
• 430 assessed services have been rated Exceeding NQS
• As a percentage, 29% of services have achieved this rating
• 26% of these services have achieved exceeding in all seven quality
areas.
Common Standards - Exceeding
QA5 – Relationships with Children
5.1
Respectful and equitable relationships are developed and maintained with
each child
5.2
Each child is supported to build and maintain sensitive and responsive
relationships with other children and adults
QA1 – Educational Program and Practice
1.1
An approved learning framework informs the development of a curriculum
that enhances each child’s learning and development
1.2
Educators and co-ordinators are focused, active, and reflective in designing
and delivering the program for each child
QA6 – Collaborative Partnerships with Families and Communities
6.1
Respectful, supportive relationships with families are developed and
maintained.
6.3
The service collaborates with other organisations and service providers to
enhance children’s learning and wellbeing
Group Feedback
 What are the areas of your
services operations that you
identify with being exceeding
 What do you see as distinguishing
your exceeding services from
others
2014 DEECD Priorities
• Services yet to have their first assessment
will generally be prioritised over services
due for second assessments.
• Continue compliance visits of services
against the National Legislation.
• Undertake investigations through the
notification process.
Common Elements – Not Met
QA1 – Educational Program and Practice
1.2.2
Educators respond to children’s ideas and play and use intentional
teaching to scaffold and extend each child’s learning.
1.2.3
Critical reflection on children’s learning and development, both as
individuals and in groups, is regularly used to implement the
program
QA3 – Physical Environment
3.3.2
Children are supported to become environmentally responsible and
show respect for the environment
QA7 – Leadership and Service Management
7.1.4
Provision is made to ensure a suitably qualified and experienced
educator or co-ordinator leads the development of the curriculum
and ensures the establishment of clear goals and expectations for
teaching and learning.
Common elements – Kindergarten
QA1 – Educational Program and Practice
1.1.3
The program, including routines, is organised in ways that maximise
opportunities for each child’s learning.
1.1.4
The documentation about each child’s program and progress is
available to families.
QA2 – Children’s Health and Safety
2.3.1
Children are adequately supervised at all times.
QA7 – Leadership and Service Management
7.1.2
The induction of educators, coordinators and staff members is
comprehensive.
7.2.2
The performance of educators, co-ordinators and staff members is
evaluated and individual development plans are in place to support
performance improvement.
Common Elements – Long Day Care
QA1 – Educational Program and Practice
1.1.3
The program, including routines, is organised in ways that maximise
opportunities for each child’s learning
1.1.6
Each child’s agency is promoted, enabling them to make choices and
decisions and influence events in their world.
QA3 – Physical Environment
3.3.1
Sustainable practices are embedded in service operations
QA 4 – Staffing Arrangements
4.1.1
Educator-to-child ratios and qualification requirements are
maintained at all times
QA5 – Relationships with Children
5.2.2
Each child is supporting to manage their own behaviour, respond
appropriately to the behaviour of others and communicate
effectively to resolve conflict.
Common Elements – OSHC
QA1 – Educational Program and Practice
1.1.1
Curriculum decision making contributes to each child’s learning and
development outcomes in relation to their identity, connection with
community, wellbeing, confidence as leaners and effectiveness as
communicators
1.1.4
The documentation about each child’s program and progress is
available to families
QA3 – Physical Environment
3.3.1
Sustainable practices are embedded in service operations
QA7 – Leadership and Service Management
7.2.2
The performance of educators, co-ordinators and staff members is
evaluated and individual development plans are in place to support
performance improvement.
7.3.5
Service practices are based on effectively documented policies and
procedures that are available at the service and reviewed regularly.
Feedback on the A&R Process
• Is this data consistent with what you have experienced or
observed with services.
• What aspects do you think are working well and contribute
most to ongoing quality improvement.
• What aspects are you finding most
challenging about the
implementation of the NQF.
• What do you think services need
most to improve quality outcomes
for children.
Short Break
Operational Requirements
Session 2:
• Qualification requirements
• Programs and practice
• Sustainable practices
• Criminal history
requirements
• Serious incidents
• Managing complaints and
notifying the Department
• Resources and support
Qualification Requirements
A number of qualification requirements for services came into
effect on 1 January 2014, including requirements for:
• Early childhood teachers (centre-based services educating
and caring for children preschool age and under)
• General educator qualifications (centre-based services)
• at least 50 per cent of educators required to meet the relevant
educator to child ratios must have or be actively working
towards an approved diploma level education and care
qualification (school age requirements – enrolled and
studying)
• all other educators are required to meet the relevant educator
to child ratios must have or be actively working towards an
approved certificate III level education and care qualification.
Actively Working Towards –
Certificate III
An educator is actively working towards an approved
certificate III level education and care qualification if the
educator –
• Is enrolled in at least an approved certificate III level education
and care qualification; and
• Provides the approved provider with documentary evidence
from the provider of the course that
• the educator has commenced the course; and
• is making satisfactory progress towards completion of the course;
and
• is meeting the requirements for maintaining the enrolment.
Actively Working Towards –
Diploma Level
An educator is actively working towards an
approved diploma level education and care
qualification if the educator
•
•

holds an approved certificate III level education and care
qualification; or
has completed the units of study in an approved certificate III
level education and care qualification determined by the
National Authority.
For school aged children educator is enrolled and studying in at
least a diploma level qualification
Actively Working Towards – Early
Childhood Teacher
Until 31 December 2015 a person is taken to be
an early childhood teacher if they are actively
working towards an approved early childhood
teaching qualification; and
• Can provide documentary evidence that:
•
•
they hold an approved diploma level qualification; or
have completed at least 50% of the course.
Working towards ECT
qualification
Qualifications
An educator who is actively working towards an approved early
childhood teaching qualification can be counted in the following
qualified ratios:
•
•
less than 30 per cent of the course - Certificate III level educator.
30 per cent of the course or more - Diploma level educator.
Early childhood teacher
A person meets the requirements for an Early Childhood
Teacher if they are actively working towards an early childhood
teaching qualification; and
•
•
have completed 50% of the course; or
holds an approved diploma level education and care qualification.
 Funded programs may have to meet additional requirements.
Waivers
Services may apply for a waiver from some of the
requirements of the National Regulations
•
•
•
•
Includes services having difficulty meeting the transitional
provision for qualifications and early childhood teachers that
came into effect on 1 January 2014
applications consider the circumstances of the applicant and the
current compliance of the service
an application fee applies
generally staffing waivers are granted on a temporary basis (for
no more than 12 months)
Waivers - Victoria
Currently, the Department has granted 109 active waivers:
120
100
80
60
40
20
0
Active waivers
Physical waivers
Staffing Arrangements
• 21 are for physical environment and 88 for staffing arrangements
• 29 waivers granted for staffing arrangements relate to Early
• Childhood Teacher requirements and 8 for approved certificate III
level education and care qualification.
Group Feeback
 Are your services having issues in
meeting the new transitional
requirements?
 Are there aspects of the new
transitional requirements that you
require further clarification on?
Educational Program and Practice
1
EDUCATIONAL PROGRAM AND PRACTICE - The educational program and practice is stimulating, engaging and enhances
children’s learning and development. In services for children over preschool age the program nurtures the
development of life skills and complements children’s experiences, opportunities and relationships at school, at home
and in the community.
1.1
An Approved Learning Framework informs the development of a curriculum that enhances each child’s learning and
development.
1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity,
connection with community, wellbeing, confidence as learners and effectiveness as communicators.
1.1.2 Each child’s current knowledge, ideas, culture abilities and interests are the foundation for the program.
1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.
1.1.4 The documentation about each child’s program and progress is available to families.
1.1.5 Every child is supported to participate in the program.
1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.
1.2
Educators and co-ordinators are focused, active, and reflective in designing and delivering the program for each child.
1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documentation and
evaluation.
1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.
1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to
implement the program.
For the purposes of Quality Area 1 Agency involves being able to make choices and decisions, to influence events and to have an impact on one’s world.
Intentional teaching involves educators being deliberate, purposeful and thoughtful in their decisions and actions. Intentional
teaching is the opposite of teaching by rote or continuing with traditions simply because things have “always” been done that
way.
Scaffold means the educators’ decisions and actions that build on children’s existing knowledge and skills to enhance their
learning.
• Elements 1.1.4 and 1.2.1 sighting documentation major source of evidence
• All other elements observation of the program being delivered will be the
major source of evidence with discussion to provide additional information.
Educational Program and Practice
Planning is making decisions about the program, thinking
ahead of time about individual children, the children as a
group and the program you want to offer, and then
preparing for it.
Planning needs to happen ahead of time and be part of an
ongoing cycle of planning, implementing the plan,
reflecting and evaluating.
Alongside this are ongoing efforts to get to know children
better.
Plans need to be intentional and to link to documentation
of the overall program plan and the information collected
and documented about each child.
Plans should reflect the service’s statement of philosophy.
Educational Program and Practice
Requirements of the National Law
Section 168
Offence relating to required programs
A program must be delivered to all children being educated and cared for by the
service that:
 Is based on an approved learning framework
 Is delivered in a manner that accords with an approved learning framework
 Is based on the development needs, interests and experiences of each child.
Requirements of the National Regulations
Reg 73(2)
An educational program is to contribute to the following outcomes for each child





The child will have a strong sense of identity
The child will be connected with and contribute to his or her world
The child will have a strong sense of wellbeing
The child will be a confident and involved learner
The child will be an effective communicator.
• Observation of the program being delivered will be the major source
of evidence.
Educational Program and Practice
Documentation requirements
Regulation 74
Documenting of child assessments or evaluations for delivery of educational program
For the purposes of the educational program, the following must be documented
 For a child preschool age or under –
 Assessments of the child’s development needs, interests, experiences and
participation in the educational program
 Assessments of the child’s progress against the outcomes of the educational program
Consider
 The period of time that the child is being educated and cared for by the service; and
 How the documentation will be used by the educators at the service; and
 Whether the documentation is prepared in a way that is readily understandable by
educators at the service and parents of the child.
Requirements of the National Regulations
Regulation 75
Information about educational program to be kept available


Information about the contents and operation of the educational program for the
service must be displayed at the education and care service premises at a place
accessible to parents of children being educated and cared for by the service.
A copy of the educational program must be available at the education and care service
premises for inspection on request.
• Documentation will be the major source of evidence.
The Planning Cycle
Educational Program and Practice
Educational program and practice
Planning and documenting the educational program
• A critically important part of the planning process is recording the
plan. This means that planning involves the process of thinking,
reflecting and deciding and documenting that process.
What is required?
• A documented plan of the educational program that provides
information about the contents and the operation of the program
to be delivered to all children at the service.
Planning may include:
• setting broad goals over a longer period (a month or even a term)
for individual children and the group, and identify strategies that
will contribute to progress towards achieving those goals
• detailed plans for a fortnight or a week are required
• adjustments maybe made to the documented plans as needed to
ensure educators can respond to children’s individual interests and
needs.
Educational program and practice
Documenting child assessments
• Every service needs to have in place a system for assessing
each child’s learning in an ongoing and regular way.
• Assessing children’s learning should include educators
analysing and interpreting what they notice – asking ‘what
does this mean?’
• Educators’ assessments and evaluations of children’s learning
should inform the program plan.
• Information must be documented for each child being
educated and cared for by the service and should
demonstrate educators knowledge of children and include
information sourced from children’s families.
• The extent of the information that is recorded is dependent
on the length of time the child has attended the service and
the hours they attend the service.
Educational program and practice
Should the written plan be displayed for families?
• Displaying plans for the program in advance allows
families to stay informed about their child’s experience.
• Providing information about the program at the end of
the day informs families about variations to the plan
and spontaneously occurring opportunities and
experiences their child may have had.
• Sharing information about not only what is planned or
what actually occurred but also why -- the reasons
behind the plan and its variations -- is a good way to let
families in on educators’ thinking and critical reflection
and increase their understanding of how best to
support children’s learning.
Sustainable practices
3.3.1 focuses on how sustainable practices
impact on the services operations.
3.3.2 focuses on how children are involved to
become environmentally responsible and
supported
An Exceeding NQS rating in this Quality Area requires
services to:
Promote sustainability within the program
and in the broader community.
Serious incidents
Regulation 12(b) - Meaning of serious incident
Any incident involving serious injury or trauma
to, or illness of, a child while being educated and
cared for by an education and care service—
– which a reasonable person would consider
required urgent medical attention from a
registered medical practitioner; or
– for which the child attended, or ought
reasonably to have attended, a hospital.
Serious incidents and
complaints
The Regulatory Authority must be notified of a serious
incident (section 174(2)(a)) or complaint (section
174(2)(b)) in writing in the case of:
• the death of a child, as soon as practicable but within 24 hours
of the death, or the time that the person becomes aware of
the death
• any other serious incident, within 24 hours of the incident or
the time that the person becomes aware of the incident
• a complaint within 24 hours of the complaint or incident if the
complaint alleges
• the safety, health and wellbeing of a child was or is being compromised; or
• the National Law or National Regulations has been contravened.
Notifications of a serious incident – form SI01 and Notification of a complaint – form
NL01
These forms are available on ACECQA website: www.acecqa.gov.au
Complaints
Complaints from any person can be made directly to the
Regulatory Authority.
Services should ensure they have relevant policies and
procedures to manage complaints (regulation 168).
Processes must be in place to ensure that all grievances
and complaints are addressed, investigated fairly and
documented in a timely manner (element 7.3.4).
Which notifications are
investigated?
Notifications of serious incidents and complaints, that
• allege the safety, health or wellbeing of a child or
children was or is being compromised while that
child or children is or are being educated and cared
for by the approved education and care service
and/or
• the National Law and/or National Regulations may
have been contravened, will be investigated by the
Regulatory Authority.
Some notifications fall below the threshold for
investigation as the above criteria have not been met
Criminal history checks
Considering a person’s criminal history is one important
part of assessing whether that person is suitable to be
involved with the education and care of children.
Services must ensure all staff members engaged by the
service, e.g. educators and administrative staff have a
current a Working with Children Check or Victorian
Institute of Teaching Registration.
The National Regulations define a staff member as an individual (other than
the nominated supervisor or a volunteer) employed, appointed or engaged
to work in or as part of an education and care service.
Criminal history checks (cont)
Services need to ensure they have effective processes in
place to ensure currency of staff members Working with
Children Checks or VIT registration.
Currency of working with children checks should be
checked regularly at:
www.online.justice.vic.gov.au/wwwc-online-check.
The Victorian Institute of Teaching Register may be
checked at:
www.vitonline.vit.vic.edu.au/vitis/prod/register.nsf.
A factsheet Children Criminal history requirements: Centre-based services
provides more information and is available on the Department’s website.
Transporting children
When an education and care service manages the
transportation of children the service must make it clear
whether:
• the arrangements are part of the provision of education and care;
or
• separate from the provision of education and care for children
Depending on the arrangements different regulatory
requirements apply.
A factsheet Transporting Children provides more information and is available
on the Department’s website.
Information on transporting children on school buses will be available shortly
National Quality Agenda IT System
The Department is moving towards receiving most
applications and notifications through the NQ AITS secure
portal.
Completing these actions online will provide services with
evidence that the application or notification has been
submitted including a reference number for quicker
follow-up.
For those yet to register with NQA ITS, ACECQA have
developed a step by step guide available at:
www.acecqa.gov.au/national-quality-agenda-it-system
ACECQA can also be contacted for assistance through the
NQA ITS service desk on 1300 667 319 or via email at:
nqaits@acecqa.gov.au
DEECD Website
www.education.vic.gov.au/childhood/providers/regulation
Resources
A number of recent changes have been made to factsheets for
centre-based services available on the Department’s website,
including:
 Mixed age ratios
 Staffing arrangements
 Criminal history requirements
 Early childhood requirements: centre-based services
www.education.vic.gov.au/childhood/providers/regulation
Educator to child ratio calculator
The educator to child ratio calculator has also been updated to
reflect the recent changes in educator qualifications, including a
version to assist services with educator to child ratio
requirements for mixed ages.
Further Information
Department of Education and Early Childhood Development
Quality Assessment and Regulation Division
can be contacted at:
Ph: 1300 307 415
csrr@edumail.vic.gov.au
licensed.childrens.services@edumail.vic.gov.au
www.education.vic.gov.au/childhood/providers/regulation
@DEECD