Guide to developing a
Quality Improvement Plan
for services funded through the
Budget Based Funding (BBF) Program
ISBN
978-1-74361-114-2 [PDF]
978-1-74361-115-9 [DOCX]
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The document must be attributed as the Guide to developing a Quality Improvement Plan for services funded through the Budget Based Funded (BBF) Program.
Contents
The National Quality Framework and services funded under the Budget Based Funding Program
3
National Quality Framework quality improvement resources for services funded under the BBF Program
4
Reflection Determines Quality Improvements
5
Tools for Reflection on Quality of Practices
5
Conducting a Self-Assessment and Completing the Quality Improvement Plan
5
1. Service Statement of Philosophy
5
2. Quality Areas 1-7
5
3. Examples of Quality Improvement Plan (QIP) Entries for BBF Services
5
A) Example Quality Improvement Plan for Quality Area 1: Educational Program and Practice
6
B) Example Quality Improvement Plan for Quality Area 2: Children’s Health and Safety
10
C) Example Quality Improvement Plan for Quality Area 3: Physical Environment
12
D) Example Quality Improvement Plan for Quality Area 4: Staffing Arrangements
14
E) Example Quality Improvement Plan for Quality Area 5: Relationships with Children
16
F) Example Quality Improvement Plan for Quality Area 6: Collaborative Partnership with Families and Communities
18
G) Example Quality Improvement Plan for Quality Area 7: Leadership and Service Management
20
The National Quality Framework and services funded
under the Budget Based Funding Program.
In December 2009, all Australian governments agreed a new National Quality
Framework (NQF) for Early Childhood Education and Care to be implemented
over a number of years. The NQF applies to Child Care Benefit approved long
day care, family day care and outside schools hours care services. It also
applies to most preschools and kindergartens. Services funded under the
Budget Based Funding (BBF) Program are not regulated under the NQF.
The NQF took effect from January 2012 and is overseen by the Australian
Children’s Education and Care Quality Authority (ACECQA) and is
implemented by state or territory regulatory authorities. Services covered by
the NQF are required to complete a self-assessment against the National
Quality Standard (NQS), develop and maintain a Quality Improvement Plan,
and participate in an assessment and rating process. NQS assessment and
rating is conducted by the relevant state or territory education and care
regulatory authority.
Although services funded under the BBF Program are not covered by the
NQF, many service providers have indicated that they are committed to
providing high quality education and care and are interested to know how
the quality of the services they deliver compare to similar services that are
regulated under the NQF. Service providers have also indicated that they
regard the NQS to be an appropriate benchmark of quality for all services
and agree that quality is particularly important where services provide
education and care for vulnerable or disadvantaged children.
In recognition of this, from 1 July 2013, BBF Program service providers are
being encouraged and supported to undertake a voluntary self-assessment
against the NQS and to develop a Quality Improvement Plan using a standard
template. Participation in the BBF Program quality improvement process will
allow providers to build an understanding of the NQF and the NQS, and
support providers to build on strengths and engage in continuous quality
improvement.
Support from Indigenous Professional Support Units and Professional
Support Coordinators
Providers are encouraged to contact their Indigenous Professional Support
Unit (IPSU) or Professional Support Coordinator (PSC) for advice and support
if required when undertaking a self-assessment and developing a Quality
Improvement Plan.
This Guide and the BBF Program Quality Improvement Template have been
adapted from the Guide to the National Quality Standard, Part Three,
National Quality Framework Resource Kit. These documents were developed
specifically for services covered by the NQF.
BBF Program funding recipients that operate mobiles, playgroups and other
flexible, non-centre based services may prefer to develop their Quality
Improvement Plan at a ‘whole of service’ level rather than producing a plan
for each venue or ‘activity’ offered.
National Quality Framework quality improvement resources for services funded under the BBF Program:
A range of resources are available to support service providers to conduct a self-assessment and develop a Quality Improvement Plan against the National Quality
Standard, including:
National approved learning frameworks
Belonging, Being and Becoming: The Early Years Learning Framework for Australia
For educators
My Time, Our Place: Framework for School Age Care in Australia
For educators
Guides
Guide to the National Quality Standard
For services and
assessors
Educators Belonging Being and Becoming: Educators’ Guide to the Early Years
Learning Framework for Australia
For educators
Guide to Developing a Quality Improvement Plan for Services funded through
the BBF Program (this document)
For services



Reflection Determines Quality Improvements
The most effective improvements to service delivery are initiated from
within the service, rather than being imposed from the outside. Therefore,
once the quality of current practice in the service is assessed, the next step is
to plan to prioritise the most important quality improvements.
Because the focus is on quality improvement at the service, it is important to
be open, honest and critically reflective when undertaking the selfassessment and quality improvement planning processes.
While it is important to reflect on practice, policies and procedures against
the seven quality areas of the National Quality Standard, there is no
expectation that all 18 standards and 58 elements will be addressed in the
Quality Improvement Plan. It is intended that services will prioritise areas for
improvement and that the Quality Improvement Plan will summarise these
priorities for each service.
Tools for Reflection on Quality of Practices
As a first step, it is important that educators and management have the
opportunity to become familiar with the National Quality Standard, and the
Guide to the National Quality Standard which are available from
http://www.acecqa.gov.au/
Within the Guide to the National Quality Standard there are introductory
statements for each quality area, standard and element that describe the
intent and explain the way in which the practices described contribute to
quality outcomes for all children.
Questioning how and why certain practices occur is the most effective way
to begin critically examining service practice. The Guide to the National
Quality Standard includes a set of reflective questions that serve as prompts
to explore actual practice at the service. While the questions are not
exhaustive they can assist the service to think about how and why things are
done that way while reflecting on specific practices to determine the:
effectiveness of practice for all children and families
relevance of the practice to the service and its stakeholders
equity and fairness of the practice for all children, families and
educators.
Conducting a Self-Assessment and Completing the
Quality Improvement Plan
1
Service Statement of Philosophy
The Statement of Philosophy guides the work of a service. It explains the
reason the service exists and its main goals. It helps the service decide the
most important priorities of the service.
The Statement of Philosophy should be developed in consultation with the
community, the families, the staff and the management of the service and be
revised annually to make sure it remains relevant.
It should also reflect the principles of the Early Years Learning Framework for
early childhood services or the My Time Our Place: Framework for School
Age Care for Outside School Hours Care Services.
2 Quality Areas 1-7
Consider whether the service is currently meeting the Standards under each
Quality Area.
Where the service provider considers a service is already meeting the
Standard, this can be reported as strength. Where a service is not meeting a
Standard, this can be reported as an identified issue.
3Examples of Quality Improvement Plan (QIP) entries for BBF Services
A QIP does not need to include a comment or action for all 18 standards or
58 elements in the template. Start by recording areas of strength and then
prioritise areas that most need improvement and include actions for these
areas. Some examples of possible entries are provided in this Guide to assist
with the development of the QIP.
A) Example Quality Improvement Plan for Quality Area 1: Educational Program and Practice
Summary of strengths for Quality Area 1
Strengths
Educators are aware of the children’s family, culture and the community.
Educators are developing an understanding of children’s interests.
Programs are planned.
Key improvements sought for Quality Area 1
Standard/element
1.1.2
Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
Identified issue
During self-assessment we found that some educators did not understand how to use their knowledge of each child’s
interests and knowledge to inform their program planning.
Improvement Plan - Quality Area 1
Standard/element
1.1.2
What outcome or
goal do we seek?
Priority (Low/
Each
educator uses
their
knowledge of
children’s
interests and
abilities to
inform
program
planning.
High
Medium/High)
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
All educators to
attend EYLF
Framework
Professional
Learning Program
Workshop
training.
Program planning
and
documentation
reflects
knowledge and
consideration of
children’s abilities
and interests.
Six months
from
submission
of the QIP
Record who attended
training and when it
took place.
Each educator
records
observations of
children’s
interests, abilities
and knowledge.
Educators meet
with coordinator
each fortnight to
discuss how the
program is
reflecting
children’s
interests.
Record evidence that
educators regularly
use observations of
children’s knowledge,
interests and abilities
to inform their
planning.
Keep minutes of
program planning
meetings.
B) Example Quality Improvement Plan for Quality Area 2: Children’s Health and Safety
Summary of strengths for Quality Area 2
Strengths
Each child has the opportunity for sleep, rest and relaxation.
Effective hygiene practices are promoted in the service to prevent the spread of infectious diseases.
Key improvements sought for Quality Area 2
Standard/element
2.3
Each child is protected.
Identified issue
Emergency evacuation and lock down plans have not been revised for many years and are not practiced regularly.
Improvement Plan - Quality Area 2
Standard/element
2.3.3
What outcome or
goal do we seek?
Priority (Low/
Emergency
plans are in
place and
practiced
regularly.
High
Medium/High)
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
Staff will develop plans
to evacuate the service
in case of fire or other
emergency.
Evacuation is practiced
regularly. Staff and
children know what to
do and where to go in
case of emergency.
Three
months
from
submission
of the QIP.
Emergency plans are
developed and displayed at
the service.
Staff will develop plans
to lock down the service
and keep children in a
safe place in case of an
external threat.
Develop a report that
can be completed for
each drill
Lock down is practiced
regularly.
Staff and children know
what to do and where
to go in case of an
external threat.
Records are kept
of evacuation and
lock down drills.
Staff understand their roles
in conducting evacuations
or lock down procedures.
Drills are conducted
regularly and reports kept.
C) Example Quality Improvement Plan for Quality Area 3: Physical Environment
Summary of strengths for Quality Area 3
Strengths
Outdoor and Indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.
Key improvements sought for Quality Area 3
Standard/element
3.1.2
Premises, furniture and equipment are safe, clean and well maintained.
Identified issue
Checks of furniture and equipment reveal that some items are in a poor state of repair.
Improvement Plan - Quality Area 3
Standard/element
3.1.2
What outcome or
goal do we seek?
Priority (Low/
Premises,
furniture and
equipment
are safe,
clean and well
maintained.
Medium
Medium/High)
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
An inventory of furniture
and equipment will be
developed.
Checks of the
inventory will find
all items in a good
state of repair.
One year
from
submission
of this QIP.
Inventory developed.
Staff will check the state
of repair all items on the
inventory three times a
year.
Any items found
to be in a poor
state of repair will
be replaced or
repaired.
Staff check the inventory
regularly and add new items
as they are purchased.
Broken items are sent for
repair or discarded.
D) Example Quality Improvement Plan for Quality Area 4: Staffing Arrangements
Summary of strengths for Quality Area 4
Strengths
Educator to child ratios are maintained at all times.
All staff have or are working towards qualifications.
Key improvements sought for Quality Area 4
Standard/element
4.2.3
Interactions convey respect, equity and recognition of each other’s strengths and skills.
Identified issue
During self-assessment it was noted that, during busy times, educators do not always speak positively to each other.
Improvement Plan - Quality Area 4
Standard/element
4.2.3
What outcome or
goal do we seek?
Priority (Low/
Educators and other
staff in the service
treat each other
with respect and
support each other
to deliver a high
quality service.
High
Medium/High)
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
Each educator is
provided a copy of the
Early Childhood Australia
Code of Ethics and is
informed that all
behaviour in the
workplace should reflect
the code.
Coordinator observes
improved collaboration
and mutual respect
among educators.
One month
after
implementation.
Code of Ethics distributed.
A guest speaker is invited
to a staff meeting to
discuss workplace
behaviours and how to
develop harmonious and
respectful relationships.
Positive behaviors are
acknowledged and
reinforced.
Guest speaker has discussed
positive workplace
behaviours at a staff
meeting.
Performance appraisals of
staff include discussions on
appropriate workplace
behaviours.
E) Example Quality Improvement Plan for Quality Area 5: Relationships with Children
Summary of strengths for Quality Area 5
Strengths
Staff have warm and trusting relationships with children.
Children are confident and secure at the service.
Key improvements sought for Quality Area 5
Standard/element
5.2.2
Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve
conflicts.
Identified issue
Several children are observed arguing in the playground.
Improvement Plan - Quality Area 5
Standard/element
What outcome or
goal do we seek?
Priority
(Low/
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
All children are closely
supervised at all times.
Coordinator
observes reduced
incidents of
violent behaviour
in the playground.
Two months
from
submission of
the Q IP.
Supervision rosters
are reviewed to
ensure all children are
closely supervised in
the playground.
Medium/
High)
5.2.2
Children are
supported to
manage their own
behaviour and to
treat others with
respect.
High
Educators have an
agreed action plan on
what to do when
children exhibit violent
behaviour e.g. children
are separated and,
when settled, asked to
consider how they
could have better
managed the conflict.
Positive social
behaviours are
modelled at group
times using puppets or
stories.
Children determine the
“rules” for behaviours at the
service through discussion
and “voting” for the most
popular rules. Agreed
consequences for
unacceptable behaviour are
applied immediately and
consistently.
Children generally
appear relaxed and
happy in their
interactions.
Agreed action plans
for unacceptable
behaviour are
documented and
reviewed regularly.
Children participate in
establishing the rules for the
resolution of conflict at the
service.
F) Example Quality Improvement Plan for Quality Area 6: Collaborative Partnership with Families and
Communities
Summary of strengths for Quality Area 6
Strengths
The service has developed a strong relationship with the local primary school. Children are supported through transition to school and information
about children is shared with the school.
Key improvements sought for Quality Area 6
Standard/element
6.2.2
Current information is available to families about community services and resources to support parenting and family well-being.
Identified issue
Several parents have asked for information on where to get immunisations for their children.
Improvement Plan - Quality Area 6
Standard/element
What outcome or
goal do we seek?
Priority
(Low/
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
Posters and brochures are
displayed at the entrance to
the centre in clear view of
families.
Families report they
get the information
they require in good
time.
One month after
implementation.
A parent information area
has been set up in the
entrance to the service.
Posters have been placed on
the walls showing
immunisations and child
development checks
scheduling. The nurse from
the local clinic has also
provided brochures about
other health initiatives and
services. She has also come
to the centre to talk to
parents about
immunisation.
Medium/
High)
6.2.2
Families have easy
access to child
health and
parenting support
information at the
service.
Medium
Posters and brochures are
updated regularly.
G) Example Quality Improvement Plan for Quality Area 7: Leadership and Service Management
Summary of strengths for Quality Area 7
Strengths
New staff members undergo an effective induction program before commencing work.
All Working with Children checks are complete.
A Statement of Philosophy for the service has been developed in consultation with staff, families and management of the service.
Key improvements sought for Quality Area 7
Standard/element
7.3.5
Policies and procedures are comprehensive, reviewed regularly and used to inform practice at the service.
Identified issue
During self-assessment the coordinator noted that the service policies and procedures had not been reviewed for some time
and many were out of date or irrelevant.
Improvement Plan - Quality Area 7
Standard/
element
What outcome or
goal do we seek?
Priority
(Low/
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
At a staff meeting a
process to develop,
review and implement
policies and
procedures for the
service is agreed and a
priority list established
to determine which
policies and
procedures should be
considered first.
All relevant
policies and
procedures have
been developed
in consultation
with stakeholders.
The process
is
established
within a
month of
submission
of the QIP
A priority list is
developed of
policies and
procedures that
require
consideration.
Medium/
High)
7.3.5
Policies and procedures
are comprehensive,
reviewed regularly and
used to inform practice
at the service.
High
One or two policies or
procedures are
developed and/or
reviewed at each staff
meeting. Input is
sought from other
stakeholders such as
families and
management
personnel before the
policy or procedure is
finalised.
Coordinator regularly checks
adherence to policies and
procedures.
A process is in
place to review
policies and
procedures at
regular intervals.
All staff are aware of the
policies and procedures
and comply with the
requirements.
Within 12 months
the service has a
comprehensive
suite of policies
and procedures
that are regularly
reviewed.
The service has
consulted
stakeholders to
inform development
of each policy.
Policies and procedures
are developed and
reviewed consistently over
time.
All staff are aware of the
policies and procedures.