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NATIONAL QUALITY FRAMEWORKINFORMATION HANDBOOK FOR NOMINATED SUPERVISORS AND EDUCATORS AT ACT EDUCATION DIRECTORATE PUBLIC PRESCHOOL UNITS
2020 REVISED EDITION
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TABLE OF CONTENTS
1. Introduction to the National Quality Framework (NQF)
2. Statutory Authorities
3. Responsiblities of Directorate School Leadership and Preschool Educators under the NQF
4. Responsibilities of the Nominated Supervisor
5. Staffing Requirements
6. Ratio Requirements and Variations
7. Child Attendance Records
8. Compliance Audits
9. Information and records to be available
10. Prescribed Policies and Procedures to be available
11. Timeframes for Prescribed Information to be kept
12. Prescribed Information to be displayed
13. Notifications Required
14. Waivers
15. National Quality Standard (NQS)
1. INTRODUCTION TO THE NATIONAL QUALITY
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Please Note:
The following publication contains many links to various websites to source extra information. All links were current at the time of publishing but may change over time. Where possible, please use the information provided to find a revised link.
1. INTRODUCTION TO THE NATIONAL QUALITY FRAMEWORK (NQF)The National Quality Framework (NQF) was introduced in 2012 and was reviewed and updated in October 2018. The NQF was developed as the result of an agreement between all Australian state and territory governments to work together to provide better educational and developmental outcomes for children. It supports educators to drive continuous improvement by reflecting on the seven quality areas that underpin practice.
Educators in all ACT approved education and care services are supported to implement the NQF through:> The Education and Care Services National
Law (ACT) Act 2011 (National Law) and the Education and Care Services National Regulations 2011 (National Regulations)
> The National Quality Standard (NQS)
> An assessment and quality rating process
> National approved learning frameworks – Early Years Learning Framework (EYLF)
> The ACT Regulatory Authority – Children’s Education and Care Assurance (CECA)
> The Australian Children’s Education and Care Quality Authority (ACECQA).
GUIDING PRINCIPLES OF THE NQF> The rights and best interests of the child are
paramount.
> Children are successful, competent and capable learners.
> Equity, inclusion and diversity underpin the framework.
> Australia’s Aboriginal and Torres Strait Islander cultures are valued.
> The role of parents and families are respected and supported.
> Best practice is expected in the provision of education and care services.
COMPONENTS OF THE NQFThe following documents support approved providers, nominated supervisors and educators to understand and implement the NQF. All services are required to provide educators and families with access to the National Law and the National Regulations.
National Law
http://acecqa.gov.au/national-quality-framework/national-law-and-regulations/national-law
National Regulations
http://www.acecqa.gov.au/national-quality-framework/national-law-and-regulations/national-regulations
The National Quality Standard
http://www.acecqa.gov.au/national-quality-framework/the-national-quality-standard
Guide to the National Quality Framework
This publication includes the Guide to the National Quality Standard and provides guidance on operational matters.
http://www.acecqa.gov.au/Guide-to-the-National-Quality-Framework
Early Years Learning Framework - principles/practice/outcomes
http://www.acecqa.gov.au/national-quality-framework/national-law-and-regulations/approved-early-learning-frameworks
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EDUCATION AND CARE SERVICES NATIONAL LAW (ACT) ACT 2011
The National Law is the legislation which has been developed to underpin the NQF for early childhood education and care services. ACT public preschools are centre-based education and care services.
EDUCATION AND CARE SERVICES NATIONAL REGULATIONS 2011
The National Regulations are established under the National Law. The NQS is a schedule to the National Regulations and sets out the quality areas, standards and elements. The National Law and National Regulations provide that education and care services will be assessed against the NQS.
i. Delegations
For the purposes of the National Law, the Director-General of the ACT Education Directorate is the ACT Regulatory Authority.
Children’s Education and Care Assurance (CECA) operates within the Early Childhood Policy and Regulation Branch of the ACT Education Directorate and carries out the functions of the regulatory authority on behalf of the Director-General.
ii. Approved Provider – ACT Education Directorate (Education Directorate)
The ACT Education Directorate is the Approved Provider to operate ACT public school preschool units as education and care services. Each approved provider of an education and care service is issued with a Provider Approval and a Provider Approval Number.
The provider approval number for the ACT Education Directorate is PR-00006465.
A service approval has been issued to each preschool unit with an individual service approval number. If you do not have access to the service approval number for your preschool unit(s) please contact School Operations.It is a condition of the provider approval that the provider must comply with the provisions of the National Law and the National Regulations.
Preschool units are expected to display the Service Approval Certificate provided by CECA in a clearly visible location upon entry to the service. This will meet requirements outlined in regulation 173.
NATIONAL QUALITY STANDARDAll approved education and care services are assessed under the seven quality areas of the NQS and are given an overall quality rating based on these results.
For further information on the NQS refer to Section 3 of the Guide to the National Quality Framework – National Quality Standard and Assessment and Rating.
National Quality Standard – Quality Areas
Quality Area 1 – Educational Program & Practice
Quality Area 2 – Children’s Health & Safety
Quality Area 3 – Physical Environment
Quality Area 4 – Staffing Arrangements
Quality Area 5 – Relationships with Children
Quality Area 6 – Collaborative Partnerships with Families & Communities
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Regulation 185 – Law and Regulations to be available
A copy of the National Law and National Regulations must be accessible on the preschool premises at all times for use by nominated supervisors, staff members, volunteers, parents of children enrolled at the service and any person seeking to make use of the service. A sign displayed in a prominent position stating where the National Law and National Regulations can be accessed either in hard copy or online will meet this regulatory requirement.
Quality Area 7 – Governance and Leadership
2. STATUTORY AUTHORITIESACECQA – AUSTRALIAN CHILDREN’S EDUCATION AND CARE QUALITY AUTHORITYhttp://www.acecqa.gov.au/
ACECQA is an independent statutory authority providing national leadership in promoting quality and continuous improvement in early childhood education and care and school age care in Australia. ACECQA works with state and territory governments and the children's education and care sector to implement changes that will benefit children and their families.
ACECQA monitors and promotes the consistent application of the National Law across all states and territories and oversees how the NQF is applied across the country to ensure that providers and services are meeting the legislated requirements. The authority guides and supports the work of state and territory regulatory authorities as they administer the NQF in their jurisdiction.
ACECQA provides valuable resources to assist in the implementation and interpretation of the NQF. ACT public preschool staff and leaders should be encouraged to become familiar with the content of the ACECQA website and subscribe to the ACECQA online newsletter at the following links:
http://acecqa.gov.au/
https://www.acecqa.gov.au/search?s=newsletter
ACECQA Contact Details
Phone: 1300 422327 Website: www.acecqa.gov.auOnline Contact Form: https://www.acecqa.gov.au/help/contact-us
CHILDREN’S EDUCATION AND CARE ASSURANCE (CECA) http://www.education.act.gov.au
CECA is a section of Early Childhood Policy and Regulation Branch in the Education Directorate. They administer the legislation covering approved education and care services and licensed childcare services in the ACT on behalf of the Director-General of the Education Directorate.
CECA is staffed by early childhood professionals with experience and qualifications in children's education and care.
The role of CECA includes:
> Providing information about education and care in the ACT to families, services and the community
> Issuing approvals for providers and services, waivers, and licenses
> Monitoring compliance with the Children and Young People Act 2008 and the Education and Care Services National Law (ACT) Act 2011 (through announced and unannounced visits to conduct audits, data collection and review, targeted monitoring campaigns, and email and phone contact with services)
> Quality assessment and rating of education and care services in accordance with the NQF
> Investigating complaints and incidents which allege contraventions of the National Law.
Children’s Education and Care Assurance (CECA) Contact Details
Location: Hedley Beare Centre for Teaching and Learning,
51 Fremantle Drive Stirling ACT 2611
Phone: (02) 6207 1114
Email: [email protected]
Post: GPO Box 158 Canberra ACT 2601
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3. RESPONSIBILITIES OF DIRECTORATE SCHOOL LEADERS AND PRESCHOOL EDUCATORS UNDER THE NQF ROLES AND RESPONSIBILITIES WITHIN ACT PUBLIC PRESCHOOL UNITS
Approved Provider
The approved provider holds the service approval for each service that it operates and is legally responsible and liable for ensuring each service’s compliance with the National Law and National Regulations.
The Education Directorate is the approved provider for all ACT public preschool units. The approved provider is responsible for the overall management, delivery, funding, decision making and governance of each preschool service including:
> Provision of the preschool premises
> Appointing persons with management or control (PMC)
> Appointing nominated supervisors
> Employing enough numbers of appropriately qualified staff to meet regulatory requirements
> Managing capacity of places in preschools
> Determining policies and procedures for preschools
> Making notifications and applications to CECA
> Provision of early childhood education programs that meet legislated requirements.
Persons with Management or Control
There are five Directors of School Improvement (DSIs) who are each delegated the role of a Person with Management or Control (PMC) for the Directorate and have responsibility for the operation of all ACT public preschool services.
School Operations can provide further information regarding Persons with Management or Control within the Directorate.
School Operations Contact Details
Phone: 6205 3313
Email: [email protected]
Nominated Supervisor
The National Law requires that an approved provider must not operate a service without at least one nominated supervisor being appointed for the service.
In the Education Directorate there is only one person appointed to be the nominated supervisor of each preschool service and this person is the principal.
Each preschool will only have one nominated supervisor, but a nominated supervisor may be responsible for a number of preschool services. The nominated supervisor is the person who has day-to-day responsibility for the management and operation of the preschool unit.
The approved provider is responsible for determining the suitability of the nominated supervisor to ensure that the person has adequate knowledge and understanding of the provision of education and care to children and has the ability to effectively supervise and manage an education and care service.
The principal must consent in writing to accept the role of nominated supervisor and must complete a Nominated Supervisor Consent form (NS01) which is available from the ACECQA website.
Any change of principal will require the provider to notify CECA about the change of nominated supervisor prior to the change occurring or within 14 days of the change taking effect.
School Operations is responsible for submitting the online Notification of Change of Nominated Supervisor form (NS02) through the National Quality Agenda Information Technology System (NQAITS)and informing CECA of the change.
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Responsible Person/Person in Day-to-Day Charge (PIDTDC)
Under the NQF approved education and care services must always have a responsible person present when the service is educating and caring for children.
A responsible person is defined in the National Law (s162) as either:
> The approved provider or a person with management or control of the service
> The nominated supervisor of the service
> A person who has been placed in day-to- day charge.
As the nominated supervisor, the principal of the attached school usually takes on the role of the responsible person for the preschool service. The nominated supervisor does not have to be physically present at the preschool to be the responsible person, but they do need to be present on the school premises.
If the nominated supervisor is not physically present on the school premises of an onsite preschool or if the service is located away from the school at an offsite preschool unit, then the role of responsible person must be delegated to someone else to be the person in day-to-day charge of the service.
The service needs to have a clear process for placing a responsible person in day-to-day charge that includes: the person providing written consent to be the person in day-to-day charge; records kept by the service that names the responsible person for each time the service operates; and ensuring that the name of the responsible person in charge of the service at any given time is displayed prominently at the entrance to the service (Regulation150).
Appointing a person in day-to-day charge always allows preschool units to have a responsible person in attendance while educating and caring for children. For example, they can be a point of contact for parents and staff in the absence of the nominated supervisor. They must meet the following minimum requirements to be appointed to the role: must be 18 years or older; they must have adequate knowledge and understanding of the provision of education and care to children; and they must have the ability
to effectively supervise and manage an education and care service.
The roles and responsibilities of a nominated supervisor and a person in day-to-day charge are not the same. A person in day-to-day charge of a service does not take on a role of ‘acting’ nominated supervisor. Being in day-to-day charge of a service does not place any additional legal responsibilities on a person under the National Law. The responsibilities relevant to educators under the National Law continue to apply.
In ACT public preschools the role of the person in day-to-day charge may be given to a school leader or a teacher from the school or to an educator from the preschool.
Educational Leader
The approved provider is required to appoint an educational leader and this designation must be made in writing and noted in the staff record of the service.
The educational leader may be the approved provider, a nominated supervisor, a person with management or control, a person in day-to-day charge or an educator.
The educational leader must be suitably qualified and experienced to lead the development and implementation of the educational program and the assessment and planning cycle for the service.
Preschool Educators
Preschool educators have a range of responsibilities under the ACT Education Act 2004 and under the NQF.
Under the NQF preschool educators are responsible for developing, implementing and evaluating quality early childhood educational programs for children based on the Early Years Learning Framework (EYLF), the approved framework for centre based services providing an education and care service to children of preschool age or under.
Preschool educators are responsible for engaging in pedagogical practice that incorporates the NQS; the principles, practices and learning outcomes of the EYLF and the requirements of the National Law and National Regulations.
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Responsibilities of the Nominated Supervisor
As the persons responsible for the day-to-day management of a service, nominated supervisors have a range of responsibilities under the National Law and National Regulations. Nominated supervisors are responsible for the following:
Educational Program
> Ensuring educational programs are: based on the approved learning framework (EYLF) and the developmental needs, interests and experiences of each child and are designed to take into account the individual differences of each child (National Law section 168).
Supervision and safety of children
> Ensuring children are adequately supervised, are not subject to inappropriate discipline, and are protected from harm and hazards (National Law - sections 165 to 167).
Entry to and exit from premises
> Ensuring children do not leave the education and care service premises, except in accordance with the National Regulations.
> Ensuring that a parent of a child being educated and cared for by the service may enter the service premises at any time when the child is being educated and cared for by the service—except when: permitting entry would pose a risk to the
safety of the children and staff or conflict with the duty of the supervisor under the National Regulations, or
the supervisor is aware that the parent is prohibited by a court order from having contact with the child (regulation 99).
> Ensuring that an unauthorised person is not at the service while children are present unless the person is under direct supervision (National Law - section 170).
Food and Beverages
> Ensuring adequate health and hygiene practices and safe practices for handling, preparing and storing food are implemented at the service to minimise risks to children (regulation 77).
> Ensuring children being cared for by the service have access to safe drinking water at all times and are offered food and beverages on a regular basis throughout the day (regulation 78).
Administration of Medication
> Ensuring that medication is not administered to a child being cared for by the service unless the administration is authorised (except in the case of anaphylaxis or asthma emergency) and is administered in accordance with the National Regulations (regulations 93-96).
Prescription and non-prescription drugs and alcohol
> Ensuring that while educating and caring for children at the service, staff must not consume alcohol or be affected by alcohol or drugs (including prescription medication) so as to impair their capacity to supervise or provide education and care to children (regulation 83).
Sleep and rest
> Taking reasonable steps to ensure that the needs for sleep and rest of children are met, having regard to the ages, development stages and individual needs of children (regulation 81).
Excursions
> Ensuring that a risk assessment is conducted in accordance with the National Regulations before authorisation is sought to take a child on an excursion and that all information required for an excursion authorisation is provided (regulations 100-102).
Staffing
> Ensuring the prescribed educator-to-child ratios are met at all times and that each educator at the service meets the qualification requirements relevant to the educator’s role (regulations 123 - 128).
4. RESPONSIBILITIES OF THE NOMINATED SUPERVISOR
5. STAFFING REQUIREMENTSStaffing in ACT Public Preschools
It is the responsibility of the approved provider and the nominated supervisor to ensure that at least the prescribed number of educators are working directly with children whenever the service is educating and caring for children and that each educator meets the qualification requirements relevant to their role as prescribed by the National Regulations (National Law -section 169).
General Educator Qualification Requirements and Replacement of Absent Educators
In the ACT, transitional provisions for staffing arrangements are currently in place. Regulation 264 modifies the requirements of regulation 126(1) until 31 December 2020. Details of this transitional provision beyond December 2020 will be provided when available in the future.
These transitional provisions allow that a qualified preschool educator who is not working directly with children or who is unexpectedly absent from a service may be temporarily replaced by an educator who holds a primary teaching qualification. Refer to regulations 264 and 265 for further information about qualification requirements in ACT public preschools or contact School Operations or CECA to discuss specific preschool staffing matters.
6. RATIO REQUIREMENTS AND VARIATIONS
National Law: Section 169National Regulations: Regulations 121–122, 123
The National Law and National Regulations require that preschools maintain the required educator-to-child ratios at all times based on the ages and number of children being educated and cared for at the preschool. When calculating the ratio of educator-to-child ratios only those educators who are working directly with children should be counted.
‘Working directly with children’ means an educator is physically present with the children and is directly engaged in providing education to the children.
ACT public preschool units apply an educator-to-child ratio of 1:11 as this is the regulatory requirement.
Condition on Provider Approval – Early Entry for Children with English as an Additional Language or Dialect Procedure
A special condition of the provider approval for the Directorate allows an additional two enrolments per preschool group under this procedure. These enrolments are not included within the maximum number of places as long as children:> Attend preschool for a maximum of six hours
per week, with a daily maximum of three hours
> Attend preschool with an adult who speaks the child’s home language or dialect.
The condition that has been placed on the ACT Education Directorate Provider approval must be displayed at the preschool in line with regulation 173 and is as follows:
“A condition is placed on this provider approval that children enrolled in preschool sessions in line with the Early Entry for Children with English as an Additional Language or Dialect procedure will not be included within the maximum number of places at services approved under this provider.
The children must be enrolled under the following circumstances; attending the service for a maximum of six hours per week, with a daily maximum of three hours; be accompanied by an adult; attend for negotiated session times; be placed in consultation with the principal of the school; and a maximum of two placements be offered in each preschool group”.
PRESCHOOL ENROLMENTSInformation about preschool enrolments can be found on:
Index
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https://index.ed.act.edu.au/school-services/enrolment-procedures.html
Directorate’s Website
https://www.education.act.gov.au/public-school-life/enrolling-in-a-public-school/enrolling-in-preschool
Preschool educators are advised not to enter into any discussions or conversations around enrolments and priority enrolment areas with families.All inquiries should be directed to the business manager of the school.
ADDITIONAL CHILDREN IN PRESCHOOL
The maximum number of children approved to attend a preschool service each day is determined by the service approval and based on available physical space.
ACT public preschool group sizes are based on a maximum of 22 children per day per preschool group (unless available space does not allow for this number). If a circumstance arises where a preschool need to enrol additional children above the group size or above the approved maximum number of places, then the nominated supervisor must discuss the reasons with a Director of School Improvement, since additional staffing or a temporary waiver application and approval would be required.
Regulation 123(5) and 123(6) allows that the maximum number of children stated on the service approval does not include a child (or two or more children from the same family), being educated and cared for in an emergency circumstance, for a period of not more than two consecutive days. Nominated supervisors should discuss any emergency placement of a child or children with School Operations.
SPACE REQUIREMENTS - INDOOR SPACE
National Regulations: Regulation 107
Along with the ratio set down in the National Law and National Regulations, the maximum number of children enrolled in a preschool unit is dependent on the available floor space. Each preschool unit has space available to a maximum number of children within the allowance of 3.25m² of unencumbered floor space per child. For preschool units with two or more rooms, the floor space available is that considered under the roof line.
A spreadsheet based on information provided by Infrastructure and Capital Works branch can be accessed through School Operations which indicates the maximum indoor and outdoor space available in each preschool unit.
Additional requirements for the physical environment of indoor spaces are outlined in regulations 109, 110, 111 and 112 including requirements for toilet and hygiene facilities, ventilation and natural light; administrative space; and nappy change facilities.
SPACE REQUIREMENTS -OUTDOOR SPACE
National Regulations: Regulation 108
For each child being educated and cared for by the preschool service there must be at least 7m² of unencumbered outdoor space per child.
Additional requirements for the physical environment of outdoor spaces are outlined in regulations 113 and 114 including requirements for natural environments and shade.
Any planned changes to the indoor or outdoor space that may potentially encumber a preschool unit’s space should be discussed with School Operations.
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7. CHILD ATTENDANCE RECORDS
National Regulations: Regulations 158
An ACT public preschool is required to keep attendance records in accordance with the Education Act 2004. From 2018 the Directorate is implementing the use of a new digital technology system – School Administration System (SAS) to record student attendance. Further information regarding SAS and on-line training module is available at: https://index.ed.act.edu.au/sas/index.html
It is a requirement of the Directorate that children’s late arrival to the service or early departure from the service is recorded, either electronically or manually, depending on the school’s specific procedures. It is a requirement of the Directorate that children’s attendance is recorded daily.
Records of Educators Working Directly with Children
The National Law and the National Regulations require that preschools maintain the educator-to-child ratios at all times, based on the number of children being educated and cared for at the service. When calculating educator-to-child ratios only those educators working directly with children can be counted.To comply with this requirement, records need to document the specific times that educator breaks are taken, recording the time educators leave and return from working directly with children and recording the names and hours of any release staff or casual relief educators.
The record should also document other blocks of time that educators may be physically at the service but not working directly with children such as time taken for programming, planning and study release time.
8. COMPLIANCE AUDITSANNOUNCED AND UNANNOUNCED COMPLIANCE AUDITSCompliance audit visits to the preschool unit can be either announced or unannounced. The key objective of these audits is to work proactively with principals and educators to identify any non-compliance early to prevent more serious breaches of the National Law. In the ACT the authorised officers (AOs) from CECA undertake compliance audits and risk assessment audits of services including ACT public preschools. Compliance audits help to ensure that preschool services are meeting the minimum requirements as set under the National Law including (but not limited to) the information set out below. During the audit visits AOs also observe interactions, supervision and a range of other practices that protect children from harm and hazards.
The AOs work in this area is weighted towards addressing less adverse outcomes or incidents and responding with educative tools such as a formal e-mail, meetings, administrative letters, or by using other compliance actions, notices or directions.
Self Assessment of Compliance
CECA has developed an optional tool to assist all services to self-assess their compliance with the National Law and National Regulations. This document is attached at the end of this handbook. It is highly recommended that the nominated supervisor ensures that a self-assessment of compliance is completed at least annually for the preschool service. The Self-Assessment of Compliance tool outlines the compliance areas to be checked when an authorised officer conducts a compliance audit.
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10. PRESCRIBED POLICIES AND PROCEDURES TO BE AVAILABLEThe following policies are prescribed and must be made available to the nominated supervisor, educators, volunteers and families in accordance with regulations 168-171.
(a) Health and safety including: Nutrition, food and beverages, dietary requirements;
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9. INFORMATION AND RECORDS TO BE AVAILABLE
The following information and records should be available on the preschool site and may be requested during a compliance audit:
> Class roll - marked in accordance with the Education Act 2004 (regulation 158);
> Quality Improvement Plan (regulation 55 & 56);
> Educational program - must be displayed at a place accessible to parents of children at the preschool (regulation 75);
> Individual child assessments based on their individual developmental needs, interests, experiences and participation in the program with reference to learning outcomes from the EYLF (regulation 74);
> National Law and National Regulations - accessible to all stakeholders (regulation 185);
> Education Directorate policies and preschool policies and procedures, as prescribed (regulation 168 & 171);
> Incident, injury, trauma and illness records (regulation 87);
> Medication record (regulation 92);
> Record of volunteers and students (regulation 149);
> Emergency instructions and floor plans - must be displayed at every exit at the preschool (regulation 97);
> Excursion risk assessments (regulation 101) and risk assessments of potential emergencies that could occur at the preschool (regulation 97);
> Records of rehearsals of emergency and evacuation procedures (regulation 97(3b));
> Individual medical management plans, risk minimisation plans and communication plans for each child identified as having a medical condition (regulation 90);
> Copies of excursion authorisation – permission notes signed by families (regulation 102);
> Record of educators working directly with children (regulation 151); and
> Record of the responsible person for each time that children are being educated and cared for at the service (regulation 150).
The following records are usually kept at the school site but should also be available at the time of a compliance audit:
> Child enrolment records (regulation 160); and
> The staff record for the preschool including information and evidence of qualifications for all educators who work directly with children at any time the service is operating (regulation 145-152).
Sun protection; Water safety, including safety during any water based activities; The administration of first aid; and Sleep and rest for children;
(b) Incident, injury, trauma and illness procedures complying with regulation 85;(c) Dealing with infectious diseases, including procedures complying with regulation 88;(d) Dealing with medical conditions in children, including the matters set out in regulation 90;(e) Emergency and evacuation, including the matters set out in regulation 97;(f) Delivery of children to, and collection of children from, education and care service premises,
including procedures complying with regulation 99;(g) Excursions, including procedures complying with regulations 100 to 102;(h) Providing a child safe environment;(i) Staffing including-
A code of conduct for staff members; Determining the responsible person present at the service; and The participation of volunteers and students on practicum placements;
(j) Interactions with children, including the matters set out in regulations 155 and 156;(k) Enrolment and orientation;(l) Governance and management of the service, including confidentiality of records;(m) The acceptance and refusal of authorisations;(n) Payment of fees and provision of a statement of fees charged by the education and care service; (o) Dealing with complaints.
11. TIME FRAMES FOR KEEPING RECORDS The approved provider must ensure the documents kept under regulation 177 are stored in a safe and
secure place and for the relevant period. The relevant period for different types of records is set out below. Records may be kept in hard copy or electronic form, provided they are accessible as required.
If the record relates to an incident, injury, trauma or illness suffered by a child while being
educated and cared for by the service or may have been suffered following an incident that occurred while being educated and cared for at the service, until the child is aged 25.
If the record relates to the death of a child while being educated and cared for by the service, or that may have occurred as a result of an incident while being educated and cared for by the service, until seven years after the death.
In the case of any other record relating to a child enrolled at the service, until the end of three years after the last date on which the child was educated and cared for by the preschool.
If the record relates to the approved provider, until the end of three years after the last date on which the approved provider operated the preschool.
If the record relates to a nominated supervisor or a staff member, until the end of three years after the last date on which the nominated supervisor or staff member provided education and care on behalf of the preschool.
In the case of any other record, until the end of three years after the date on which the record was made.
12. PRESCRIBED INFORMATION TO BE DISPLAYED
National Law: Section 172
National Regulations: Regulation 173
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Certain information must be displayed at an ACT public preschool unit. It must be displayed so that it is clearly visible from the main entrance to the service.
The National Regulations do not specify how this information must be displayed, however ACT Preschools are encouraged to maintain a consistent approach by displaying original copies of prescribed documents including: Provider Approval; Service Approval; and the service’s most recent Assessment and Rating Certificate. While these and other documents will be on permanent display, information that is updated regularly could be displayed on a whiteboard.
Prescribed information to be displayed (National Law, section 172; National Regulations, regulation 173)
Provider approval Name of the approved provider
Provider approval number
Any conditions on the provider approval (including Early Entry to preschool for children who has English as an Additional Language or Dialect - EALD)
Service approval Name of the approved service
Service approval number
Any conditions on the service approval
Nominated Supervisor Name of the nominated supervisor
Responsible Person in Day to Day Charge
Name and position of the responsible person in charge of the education and care service at any given time
Service rating Current ratings for each quality area in the National Quality Standard
Overall rating of the service
Service or temporary waivers
The elements of the National Quality Standard and/or National Regulations that have been waived
The duration of the waiver
Whether the waiver is a service waiver or temporary waiver
Service operation Days and hours of operation
Name and phone number of the responsible person in charge at any given time
Name and phone number of the person who can be contacted to receive a complaint
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Name of the educational leader
Contact details for the Regulatory Authority
Health and safety If applicable, a notice stating that a child at risk of anaphylaxis is enrolled at the service
If applicable, a notice of an occurrence of an infectious disease at the service
13. NOTIFICATIONS REQUIRED
National Law: Sections 173–174
National Regulations: Regulations 175–176
The approved provider must notify the CECA of certain circumstances and information, such as a serious incident, complaint or a change to an approved service. All notifications of serious incidents, complaints or changes to services are to be made by the nominated supervisor to School Operations, who will submit the notification to CECA, as required.
Notifications to CECA by School Operations must be made through the National Quality Agenda IT System (NQAITS) portal. All notifications will be recorded on the preschool unit’s official file which is located at CECA and on the NQAITS database.
Definitions – Serious incidents
National Law: Section 174 (2a,b)
National Regulations: Regulation 12, 87
The National Law requires the regulatory authority to be notified of any serious incident at an approved service.
A serious incident (regulation 12) is defined as any of the following:
> The death of a child while being educated and cared for at the service or following an incident at the service.
> Any incident involving a serious injury or trauma while the child is being educated and cared for, which: - a reasonable person would consider
required urgent medical attention from a registered medical practitioner; or
- the child attended or ought reasonably to have attended a hospital e.g. broken limb.
> Any incident involving serious illness of a child while that child is being educated and cared for by a service for which the child attended, or ought reasonably to have attended, a hospital e.g. severe asthma attack, seizure or anaphylaxis.
> Any emergency for which emergency services attended. NOTE: This means an incident, situation or event where there is an imminent or severe risk to the health, safety or wellbeing of a person/s at an education and care service. It does not mean an incident where emergency services attended as a precaution.
> A child appears to be missing or cannot be accounted for at the service.
> A child appears to have been taken or removed from the service in a manner that contravenes the National Regulations.
> A child was mistakenly locked in or locked out of the service premises or any part of the premises.
A serious incident must be documented as an incident, injury, trauma and illness record as soon as possible and within 24 hours of the incident. Further information about the notification of serious incidents is included in the following pages.
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The approved provider must notify the regulatory authority of certain incidents and allegations while a child or children are being educated and cared for by the service. This must include:> Any incident where you reasonably
believe that physical and/or sexual abuse of a child has occurred or is occurring while the child is being educated and cared for by the service.
> Any allegation that sexual or physical abuse of a child has occurred or is occurring while the child is being educated and cared for by the service.
Visit the ACECQA website for more information on reporting requirements relating to child protection.
NOTIFICATIONS REQUIRED (NATIONAL LAW, SECTIONS 173, 174; AND NATIONAL REGULATIONS, REGULATIONS 174, 175)
Type of notification Responsibility Timeframe Reference
Change to information about approved service
1. Any change to the hours and days of operation of the service
Approved Provider
Within 7 days Section 174(2)(c)
2. Change to nominated supervisor Approved Provider
7 days prior to commencement
Section 56Regulation 35
3. Any proposed change to the premises, such as refurbishment
Approved Provider
Within 7 days Section 173(2)(c)
4. Ceasing to operate the education and care service
Approved Provider Within 7 days Section 173(2)(d)
Change to Information about Nominated Supervisor or Responsible Person on Premises
5. Suspension or cancellation of: a WWVP registration; teacher registration; or disciplinary proceedings against, a nominated supervisor or Responsible Person employed by the service
Approved Provider
Within 7 days of the approved provider being notified
Section 173(2)(a)
6. Notice of change of name or mailing address of nominated supervisor/responsible person
Nominated Supervisor
Within 7 days of the change
Section 56 (3)Regulation 176(2) (c)
Incidents and Complaints
7. Serious incident at the preschoolApproved Provider
Within 24 hours of the incident
Section 174(2)(a) Regulation 12 Regulation 176(2)(a)(ii)
8. Death of a child Approved Provider
As soon as practicable, but within 24 hours
Section 174(2)(a) Regulation176(2)(a)(i)
9. Any incident that requires the approved provider to close, or reduce the number of children attending, the preschool
Approved Provider
Within 24 hours of the event
Section 174(2)(c)Regulation 175(2)(b)Regulation 176(2)(c)
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10. Any circumstance at the preschool that poses a significant risk to the health, safety or wellbeing of a child attending the service
Approved Provider Within 7 days
Section 174(2)(c)Regulation 175(2)(c)Regulation 176(2)(c)
11. Complaints alleging that the safety, health or wellbeing of a child was or is being compromised
Approved Provider
Within 24 hours of the complaint
Section 174(2)(b)(i)Regulation 175(2)(c) Regulation 176(2)(b)
12. Complaints alleging that the National Law has been breached
Approved Provider
Within 24 hours of the complaint
Section 174(2)(b)(ii)
13. Any incident where the approved provider reasonably believes that physicalabuse or sexual abuse of a child or childrenhas occurred or is occurring while the childis or the children are being educated and cared for by the education and care service.
Approved Provider Within 7 days
Section 174(2)(c) Regulation 175(2)(d)
14. Allegations that physical or sexual abuse of a child or children has occurred or is occurring while the child is, or the children are being educated and cared for by the education and care service (other than an allegation that has been notified under section 174(2)(b) of the Law).
Approved Provider
Within 7 daysSection 174(2)(c) Regulation 175(2)(e)
14. WAIVERS
Service Waiver
National Law: Sections 87–93
National Regulations: Regulations 41–43
Temporary Waiver
National Law: Sections 94–100
National Regulations: Regulations 44–45
The National Law provides for two types of exemptions or waivers from meeting a prescribed Element or Elements of the National Quality Standard or the National Regulations:
> Service waiver—on an ongoing basis
> Temporary waiver—for a period of up to 12 months.
For example, where a service is unable to meet a physical environment requirement of the National Regulations (for example, fencing or appropriate shaded area), the approved provider could apply for a waiver.
The objectives of the National Law states that it is to ensure the safety, health and wellbeing of children attending education and care services. It is therefore important to consider this when making an application for a waiver.
A service waiver or temporary waiver can be revoked by the Regulatory Authority at any time or through application by the approved provider.
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Any circumstances which may require a waiver application must be discussed with the Director of School Improvement. Waiver applications may only be submitted by School Operations.
15. NATIONAL QUALITY STANDARD
All educators need to be familiar with the seven quality areas of the National Quality Standard. These quality areas should guide daily practice and form the basis for critical reflection and continuous improvement.
As each preschool in the ACT is unique, the context of the service should always be considered when implementing the National Quality Standard. Educators are encouraged to reflect and collaborate to determine how the implementation of each quality standard will reflect the context of the school community.
The following pages provide some guidance around implementing each of the seven quality areas. The suggestions included are a starting point for reflection and should not be the only things considered when reviewing each quality area.
Educators are encouraged to reflect on each element within the quality area to identify strengths and areas for development in the context of their school and preschool.
Communicating with other preschools in your school network could be beneficial to share ideas and reflect on practice.
The following websites may be useful in supporting improvement in all areas of the NQS.
Early Childhood Resource Hubhttp://www.ecrh.edu.au/home
The Spoke – Early Childhood Australia’s Bloghttp://thespoke.earlychildhoodaustralia.org.au/
Be You -Growing a Mentally Healthy Generationhttps://beyou.edu.au/
ACT Government – Education Directorate – Education and Care https://www.education.act.gov.au/early-childhood/the-acts-early-childhood-education-and-care-sector
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ACT Government – Community Services Directorate Child Development Servicehttp://www.communityservices.act.gov.au/childdevelopmentservice
ACT Government Child and Family Centreshttps://www.communityservices.act.gov.au/ocyfs/children/childandfamilycentres
ASSESSMENT AND RATING PROCESSAll ACT public preschool units are approved under the National Law and are assessed and rated by CECA. Services are assessed against the seven quality areas of the National Quality Standard (NQS) and are given an overall rating based on these results.
The ratings are:
> Excellent rating, (this rating is only awarded by ACECQA on application).
> Exceeding National Quality Standard
> Meeting National Quality Standard
> Working Towards National Quality Standard
> Significant Improvement Required
The overall service quality rating and the rating for each quality area must be displayed at all times that the service is in operation in a clearly visible position at the entrance to the service.
In addition to the rating certificate, services can use their NQS rating logo.
The quality ratings are published on the National Registers , the Starting Blocks and the MyChild websites.
Ratings promote transparency and accountability and help parents assess the quality of education and care services available.
ASSESSMENT AND RATING SCHEDULE FOR ACT PUBLIC PRESCHOOL UNITSThe following table outlines the schedule for the Assessment and Rating process. Assessment and rating is designed to be a collaborative process between the service and regulatory authority, with opportunities for services to discuss how they are meeting the National Quality Standard and enhancing outcomes for children.
Week 1* The approved provider receives written communication from the regulatory authority notifying of the four week period in which the assessment and rating visit will occur. The Nominated Supervisor is copied into this communication.The regulatory authority requests that the approved provider submits a copy of the service Quality Improvement Plan within three weeks. The regulatory authority may also request additional service specific information.
Week 3Quality Improvement Plan
The approved provider submits the Quality Improvement Plan to the regulatory authority.
Weeks 5-8Visit occurs
The assessment visit will occur during the four week period specified in the letter to the approved provider. The regulatory authority will give the approved provider at least five days’ notice of the date of the visit. The authorised officer may give some general comments at the time of the visit but will not give an indication of the service rating. Feedback may include the opportunity to make minor adjustments to the service operation within specified areas and timeframes to address concerns identified at the visit. For further information on the minor adjustments refer to the Guide to the
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National Quality Framework – Assessment and Rating Process, page 336.
After the visitApprox. 3-5 weeks after the visit date Draft report
The approved provider is issued the draft report. The approved provider has 10 working days to provide feedback on any factual inaccuracies in the report and provide evidence to support their feedback.
Approx. 5-7 weeks after the visit dateFeedback due
Feedback on the draft report is provided to the regulatory authority. If no feedback is provided, the report is final, and the notice of final ratings is issued to the approved provider.
Approx. 8 weeks after the visit dateFinal report
If feedback is provided on the draft report, this is considered by the regulatory authority, the report is then finalised and the notice of final ratings is issued to the approved provider.
*CECA advise that the timeframes provided are guidelines only. Provisions are also made to align Assessment and Rating schedules in a manner that is reflective of preschool term dates and periods of stand down.
The National Quality Standard is available on the ACECQA website along with other resources that supports continuous improvement in education and care services.
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QUALITY AREA 1: Educational program and practice> Belonging, Being, and Becoming: The Early
Years Learning Framework for Australia (EYLF) is the approved learning framework for preschool under the NQF.
> The EYLF articulates the principles and practices of high-quality preschool; and conveys the highest expectations for children’s learning through five Learning Outcomes.
The learning program is designed to maximise children’s agency and active participation in their learning. The learning program must be displayed and accessible to families.
> Planning for learning and assessing children’s progress towards a strong sense identity, connection and contribution to the world, wellbeing, learning, and effective communication requires a planned and reflective approach.
> There is no one way to show children’s progress or ‘distance travelled’ towards the Learning Outcomes. Preschools are encouraged to choose a method or format that best suits their setting and provides scope for including children’s voice and family input.
> Reflective practice challenges ‘taken for granted’ practice and enables innovation and continuous improvement.
Useful Websites: Quality Area 1
The Early Childhood Resource Hub: A website to support educators in implementing the National Quality Standard. This website has information about each Quality Area, regular newsletters and links to resources to support the implementation of the Early Years Learning Framework.
National Quality Framework
The ACECQA website: The ACECQA website provides many links to resources to support the implementation of the program, support quality practice and undertake assessment and planning.
http://www.acecqa.gov.au/Educational-program-and-practice
Early Childhood Australia – Voice Newsletter: The Voice newsletter is a national quarterly newsletter that provides updates about advocacy work and other information relevant to the early childhood field.
http://www.earlychildhoodaustralia.org.au/our-publications/eca-voice-newsletter/voice/
Australian Institute for Teaching and School Leadership (AITSL):The Australian Professional Standards for Teachers provide a continuum of practice for teachers at every stage of their career. It aspires to support the growth and development of all teachers in a manner that raises outcomes for all children. The link below provides illustrations of practice which may be beneficial in supporting reflections on practice and future goal setting for teachers.
https://www.aitsl.edu.au/teach/standards
Queensland Department of Education, Office for Early Childhood Education and Care: This site provides a wide range of resources to support teachers implementing quality preschool programs. The year before formal schooling that we refer to as Preschool in the ACT, is known as Kindergarten in Queensland.
Queensland Kindergarten Learning Guidehttps://www.qcaa.qld.edu.au/downloads/p_10/qklg.pdf
Continua of Learning and Development: Kindergarten Learning Guideline Companion
https://www.qcaa.qld.edu.au/downloads/p_10/qklg_companion.pdf
The Department of Education and Training (Victoria) and the Victorian Curriculum and Assessment Authority: Victorian Early Years Learning and Development Framework: For all Children from Birth to Eight Years.This curriculum document contains practice principles for children’s learning and development, early years learning and development outcomes and information to support children’s transitions in education and care settings.
http://www.education.vic.gov.au/Documents/childhood/providers/edcare/veyldframework.pdf
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QUALITY AREA 2: Children’s Health and Safety> There must always be someone on site with
ACECQA approved first aid, anaphylaxis and asthma qualifications.
> Check first aid kits and medications belonging to individual children regularly to ensure all the items are within their use by dates.
> When administering medication, medication forms must be signed by two staff members and must include all the prescribed information outlined in regulation 92.
> Medical action plans, risk minimisation plans and communication plans must be available for each child with a medical condition.
> Risk minimisation plans and communication plans can be designed in collaboration with families but must include strategies to minimise risk used for the individual child within the context of your preschool.
> Educators are required to promote healthy eating habits including ensuring water is always available to children.
> Educators must consider appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
> As mandated reporters, educators must be aware of their roles and responsibilities in relation to identifying and responding to every child at risk of abuse or neglect.
> The incident, injury, trauma and illness record used by the preschool should include all the information prescribed in regulation 87.
> A risk assessment must be conducted to identify potential emergencies relevant to the preschool.
> Plans and procedures developed to manage evacuations must be displayed at each exit and educators must have access to an operating telephone.
> Emergency lockdown and evacuation procedures must be practised at least once every 3 months, with documented evidence available at the preschool.
> The authorisation form to gain parent permission for excursions needs to contain
all the prescribed information outlined in regulation 102.
> A risk assessment for each excursion outlining strategies to mitigate risks should be conducted and made available at the preschool (regulation 102).
Useful Websites: Quality Area 2
ACT Government: ACT Health: Healthy Children and Young People – Information about ACT Health initiatives such as Kids at Play Active Play and Fresh Tastes.
http://www.health.act.gov.au/healthy-living/healthy-children-and-young-people
Poster for medical exclusionshttps://www.nhmrc.gov.au/sites/default/files/documents/reports/clinical%20guidelines/ch55e-exclusion-period-poster.pdf
Staying Healthy: Preventing infectious diseases in early childhood education and care services (Version 5).
https://www.nhmrc.gov.au/about-us/publications/staying-healthy-preventing-infectious-diseases-early-childhood-education-and-care-services
Grow and Thrive - online publication full of practical, evidence-based information on children's learning, health and development in the early years – from infants to primary-school aged children.
http://www.rch.org.au/ccch/growthrive/
The Early Childhood Resource Hub: A website to support educators in implementing the National Quality Standard. This page has information and links to other sites to support Quality Area 2.
National Quality Framework
The ACECQA website: The ACECQA website outlines each of the elements in Quality Area 2. It also provides many links to resources to support the children’s health and safety in a variety of education and care settings.
http://www.acecqa.gov.au/Childrens-health-and-safety
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QUALITY AREA 3: Physical Environment> Practices to promote sustainability and care
for the environment should be embedded across the service. Children should be active participants in sustainability experiences.
> Indoor and outdoor environments are equally important and planning documents should reflect this. The set-up of the indoor and outdoor environment should consider the need to maintain adequate supervision.
> Experiences and equipment that support children to connect with the natural environment should be available in both the indoor and outdoor environments.
> Flexible environments allow educators to respond to children’s interests.
> Open shelving supports children’s agency, allowing children to make choices about resources and equipment to support their learning.
> A child safe environment always needs to be maintained. Safety checks and cleaning schedules can be developed to support consistent practice.
Useful Websites: Quality Area 3
The Early Childhood Resource Hub: A website to support educators in implementing the National Quality Standard. This page has information and links to other sites to support Quality Area 3.
National Quality Framework
The ACECQA website: The ACECQA website outlines each of the elements in Quality Area 3. It also provides many links to resources to support sustainability and the design and use of the physical environment in education and care settings.
http://www.acecqa.gov.au/Physical-environment
Tessa Rose Natural Play Spaces BlogSpot : An early childhood professional who has also studied landscape design.
http://tessaroselandscapes.blogspot.com.au/
Nature Play Canberra: Information for education and care services, schools and families about local events and experiences to connect with the natural environment.
http://www.natureplaycbr.org.au/
ACT Government - Act Smart: Resources and initiatives to help you take action on climate change in your community.
https://www.actsmart.act.gov.au/what-can-i-do
QUALITY AREA 4: Staffing arrangements> Check the ACECQA website for an approved
list of early childhood qualifications that meet the requirements outlined in regulation 264.
> First aid qualifications (regulation 136) can also be checked on the approved list available on the ACECQA website.
> A staff record indicating educators that are working directly with children always of the day must be kept at the preschool. The staff record must include replacement educators covering regular break and release times.
> The staff record must contain all the information outlined in regulations 145 - 152.
Useful Websites: Quality Area 4
The ACECQA website: The ACECQA website outlines each of the elements in Quality Area 4. It also provides many links to resources to support staffing, building the capacity of educators and promoting effective teamwork.
http://www.acecqa.gov.au/Staffing-arrangements
The section of the ACECQA website supports educators and school leadership in assessing qualifications.
https://www.acecqa.gov.au/qualifications/check
The Early Childhood Resource Hub: A website to support educators in implementing the National Quality Standard. This page has information and links to other sites to support Quality Area 4.
https://www.ecrh.edu.au/home
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Early Childhood AustraliaThe Early Childhood Code of Ethics sets out appropriate and expected behaviours for early childhood professionals. It is reflective of current pedagogical practices and research and establishes ethical responsibilities within the profession. http://www.earlychildhoodaustralia.org.au/our-publications/eca-code-ethics/
Australian Institute for Teaching and School Leadership (AITSL):AITSL provides a continuum of practice for all teachers that aspires to improve practice and raise outcomes for learning. The continuum is also recommended as a guide for reflecting on practice and establishing future pathways or areas of development for teachers. https://www.aitsl.edu.au/teach/standards
QUALITY AREA 5: Relationships with Children> Take every opportunity to extend children's
learning by developing positive relationships.
> Interactions with children should maintain the dignity and rights of each child.
> Positive behaviour guidance should be used to encourage acceptable behaviour.
> Educators’ interactions with children should reflect each child’s family and cultural values.
> Interactions should foster the physical and intellectual abilities of each child.
> The size and composition of each group of children should provide them with the opportunity to develop respectful and positive relationships with their peers and educators.
Useful Websites: Quality Area 5The ACECQA website: The ACECQA website outlines each of the elements in Quality Area 5. It also provides many links to resources to support educators to develop responsive, respectful relationships and promote children’s sense of belonging and security.
http://www.acecqa.gov.au/Relationships-with-children
The Early Childhood Resource Hub: A website to support educators in implementing the National Quality Standard. This page has information and links to other sites to support Quality Area 5.
National Quality Framework
We Hear You Blog – Respectful, responsive relationships.
https://wehearyou.acecqa.gov.au/2014/10/16/responsive-respectful-relationships/
Be You- Growing a Mentally Healthy Generation: A website that provides educators with knowledge, resources and strategies for helping children and young people achieve their best possible mental health.
https://beyou.edu.au/
QUALITY AREA 6: Collaborative Partnerships with Families and Communities> The program and experiences should be
designed to engage children with the community.
> Parent engagement should be encouraged in a variety of ways considering the needs of the parents within the school community.
> Information about community resources needs to be available to families.
> Aboriginal and Torres Strait Islander perspectives should be evident within the program and culturally relevant resources available to children.
> The program and learning environment should encourage children to develop cultural competence. Educators need to be aware of the cultural connections of individual children and reflect this in the program.
> Educators should plan opportunities for preschool children to connect with the school community to support transitions.
Useful Websites: Quality Area 6
The ACECQA website: The ACECQA website outlines each of the elements in Quality Area 6. It also provides many links to resources to support educators to build collaborative relationships with families and the wider community.
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http://www.acecqa.gov.au/Collaborative-partnerships-with-families-and-communities
The Early Childhood Resource Hub: A website to support educators in implementing the National Quality Standard. This page has information and links to other sites to support Quality Area 6.
National Quality Framework
Be You- Family Partnerships
The home environment and the families that occupy them, play a primary role on the ongoing development of children and young people.
https://beyou.edu.au/learn/family-partnerships
ACT Council of P&C Associations - an ACT based organisation who assists preschools with Parent Associations.
http://www.actparents.org.au/index.php/early-learning
Early Childhood Australia – Collaborating with families: Not a problem!
http://www.earlychildhoodaustralia.org.au/our-publications/every-child-magazine/every-child-index/every-child-vol-18-1-2012/collaborating-families-problem/
ACT Government – Aboriginal and Torres Strait Islander Portal
https://www.strongfamilies.act.gov.au/
Narragunnawali: Reconciliation in Schools and Early Learning
https://www.narragunnawali.org.au/
Early Childhood Resource Hub
Home - Early Childhood Resource Hub
Parent Engagement Portal
https://www.education.act.gov.au/public-school-life/resources-for-parents/parent-engagement
Cultural Integrity Google Community
https://plus.google.com/communities/105538373826359476039
QUALITY AREA 7: Goverance and Leadership> Each preschool must have a Statement of
Philosophy. The Statement of Philosophy should reflect the preschool context and be reflected in the preschool pedagogy and practice.
> Prescribed Information must be displayed and clearly visible at the preschool entrance .
> Prescribed policies and procedures must be in place and followed. https://index.ed.act.edu.au/governance/compliance/preschool-compliance.html
> Notifications, such as about a serious incidents, are made to School Operations who will inform Children’s Education and Care Assurance (CECA).
> Each preschool must have a Quality Improvement Plan (QIP) that identifies strengths and areas for improvement aligned to the NQS and National Regulations (regulation 55); and includes the preschool Statement of Philosophy. that:
> The QIP must be updated at least annually (or at the direction of CECA), available at the preschool and submitted to CECA on request.
updated at least annually
For ACT public preschool units, the QIP is separate from the school’s Action Plan, however schools with a preschool setting should include specific actions flowing from their NQS assessment and rating in their Action Plan.
Further information about the QIP and an optional template which may be used for developing a QIP for the preschool is available on the ACECQA website at:
https://www.acecqa.gov.au/media/23156
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Self-assessment of ComplianceEducation and Care Services National Law (ACT) Act 2011
Education and Care Services National Regulations
The National Law and National Regulations relate to all education and care services. Services are defined as either centre-based care or family day care.
Please note centre-based care include long day care services, out of school hours care services, vacation care, independent preschools and public preschools.
Family day care services are also required to comply with additional provisions which have been shaded green.
The Education and Care Services National Law is available at: https://www.acecqa.gov.au/nqf/national-law-regulations/national-law
The Education and Care Services National Regulations is available at: https://www.acecqa.gov.au/nqf/national-law-regulations/national-regulations
Date completed: ____________________________________
Name of person/s completing self-assessment of compliance: ______________________________________ ______________________________________
Signature of person/s completing self-assessment of compliance: ______________________________________ ______________________________________
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Ref. to Law (s) / Regulation (r) QA 1 - Educational Program and Practice Evidence and Details of Compliance
s168r254
Is the Early Years Learning Framework used to guide the development of the program?Is the educational program:
Based on the developmental needs, interests and experiences of each child; and Designed to take into account the individual differences of each child?
r73 Have you developed a program that contributes to each child’s learning and development outcomes outlined by the learning framework?
r74 Do you document: An assessment of each child’s development, interests and participation in the
program? An assessment of each child’s progress towards the program outcomes?
r75 Is the information about the program displayed in a place at the service that is accessible to parents?Is a copy of the program available for inspection on request at the service?
r76 If requested, do you provide families with: Information about the content of the program and service routines and how they
operate in relation to their children, including their participation?
A copy of their children’s assessment that document their developmental needs; interests, experiences; and assessments of each child’s progress against the outcomes of the educational program?
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Ref. to Law (s) / Regulation (r)
QA2 - Children’s Health and Safety Evidence and Details of Compliance
r77 Are adequate health and hygiene practices implemented at the service? Is food stored, handled and served safely?
r78r79
Do you ensure that: Children can access water at any time; Children have access to food and drinks appropriate to their individual needs on a
regular basis throughout the day; and Food and beverages provided are nutritious, adequate in quantity and appropriate for
the dietary requirements of individual children?r81 Are children’s individual needs for sleep and rest met at the service?r82r83s167
Do you ensure that the service environment is free from the use of tobacco, illicit drugs and alcohol and that staff are not affected by alcohol or drugs when educating and caring for children?
r84 Do you ensure that the nominated supervisor and staff members at the service who work with children are aware of their child protection responsibilities under the Children and Young People Act 2008.
r85r86r87
Do you ensure that: All educators follow service procedures in the event of an accident, injury, illness, or
trauma, including notification to parents? The incident, injury, illness and trauma record includes all the details required by
r87?r88 Do you ensure that all educators and families follow the service’s policies and procedures for
preventing and dealing with the outbreak of infectious diseases?r89 Do you have sufficient first aid kits which are easily recognised and accessible? Have you
checked that they are fully stocked and removed all out-of-date items?
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Ref. to Law (s) / Regulation (r)
QA2 - Children’s Health and Safety Evidence and Details of Compliance
r90r91r162
Does the medical conditions policy include all the practices, including risk minimisation and communication plans set out in r90 and developed in consultation with parents?
Is a risk-minimisation plan, including a communication plan, in place for all children who have medical management plans and included in children’s enrolment records?
Do you ensure that all educators and families are aware of the medical conditions policy and that families of children with medical conditions have been provided with a copy?
r92-96r161
Does the medication record include all the details set out in r92(3)? Do you ensure that all educators, families and, where applicable, children are aware
of the procedure for administering medication and always follow it? Do you ensure that medical authorisations are kept in the enrolment record for each
child enrolled at an education and care service or educated and cared for by a family day care educator?
r97r98
Has a risk assessment been conducted to identify potential emergencies that are relevant to the service?
Have you ensured that plans are developed to manage emergencies and evacuations and are displayed near each exit?
Is there a strategy in place to ensure all staff, including relief staff, are familiar with lockdown procedures?
Are emergency and evacuation procedures practised at least every 3 months? Do educators have ready access to an operating telephone?
r99 Do you ensure that all educators follow service procedures about the delivery and collection of children from the service as set out in r99 ?
r100-102 Do you ensure that all educators follow service procedures in relation to all excursions, including obtaining authorisations and conducting appropriate risk assessments?
Do risk assessments include consideration of the points identified in r101? Do authorisations include all of the details set out in r102?
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Ref. to Law (s) / Regulation (r) QA 3- Physical Environment
Evidence and Details of Compliance
r103 Do you ensure that the service premises and all equipment and furniture are maintained to be safe, clean and in good repair?
r104-110r111 -115
Do you ensure the service premises meets all regulatory requirements? For example: There is the required amount of unencumbered indoor and outdoor space for the
number of children in attendance at the service as set out in r107 and r108. Outdoor space allows children to explore and experience the natural environment. Each child has access to furniture, materials and developmentally appropriate equipment
that are sufficient and suitable for their education and care. Do you have fencing that prevents them going over, under or through it?
Are there appropriate toilet and hand washing facilities which are safe and easily accessed by children?
Are there nappy change facilities as required by r112? Are arrangements for dealing with soiled clothes, linen and nappies, which do not pose a
risk to children, in place? Is there space for administrative functions and consultation with families? Is there adequate light, ventilation and shade? Are all areas of the premises easily supervised?
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Ref. To Law (s) / Regulation (r) QA 4 - Staffing Arrangements
Evidence and Details of Compliance
r117Ar117Br117C
Have you ensured each person placed in day-to-day charge: Is placed by the approved provider or nominated supervisor and has consented to this in
writing as set out in r117A? Meets the minimum requirements as set out in r117B? Does the nominated supervisor meet the minimum requirements as set out in r117C?
r118 Have you ensured that a suitably qualified and experienced individual has been appointed as the educational leader at the service?
Is this appointment designated in writing and held in the staff record?r122-123S 169
Do you ensure that the educator-to-child ratio is maintained at all times and that only educators working directly with children are included in the ratio?
r120r126
r136r262r243 - 244s169r10
If you operate a preschool service, Do you ensure that educators who are under 18 years of age do not work alone and are
adequately supervised? Do you ensure that all preschool educators (assistants) hold, or are actively working
towards, a Certificate lll qualification as set out in r126(1)(b)? Do you ensure that all preschool educators (teachers), hold an approved early childhood
teaching qualification?(NB. ACT Public Preschools exceed minimum requirements set out in the National Regulations relating to qualifications).
Do you have documentary evidence that demonstrates that educators are actively working towards an approved qualification?
Do you ensure that at all times when children are in attendance at the service, there is at least one person with a first aid qualification available, and at least one person who has completed training in the management of asthma and anaphylaxis?
r264r265
Are you aware and follow of the ACT transitional provisions for replacement of absent qualified staff members as approved until 31 December 2020?
The service may meet the requirements under r126(1) by providing the relevant number of full-time equivalent qualified educator positions as set out in r264? (transitional)
In the case of an unexpected absence, do you ensure that educators meet the required
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Ref. To Law (s) / Regulation (r) QA 4 - Staffing Arrangements
Evidence and Details of Compliance
qualification requirements set out in r265? (transitional)
r145 -150 Do you ensure that a staff record is kept which includes the information set out in regulation r145? Do you ensure that the staff record includes:
the prescribed information for the nominated supervisor as set out in r146? all of the prescribed information for each staff member as set out in r147? the name of the person designated as the educational leader as set out in r148? the prescribed information for students and volunteers as set out in r149?
And do you document the name of the responsible person for each time children are being educated and cared at the service as set out in r150?
r151 - 152 Do you keep the following records: Names of educators working directly with children and the hours they are working
directly with children? The period that an early childhood teacher is in attendance or working with the service?
Ref. to Law (s) / Regulation (r)
Evidence and Details of Compliance
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QA 5 - Relationships with Childrens166 Do you ensure that no child is subjected to any form of corporal punishment or any discipline that
is unreasonable in the circumstance? r155 Do you ensure that educators interact with children in a way that:
Encourages children to express themselves and their opinions?
Supports children to develop self-reliance and self-esteem?
Maintains the dignity and rights of each child?
Provides positive guidance and encourage acceptable behaviour?
Reflects each child’s family and cultural values? Is appropriate for the physical and intellectual development and abilities of each
child?r156 Do you ensure that the size and composition of each group of children provides them with the
opportunity to interact and develop respectful and positive relationships with each other and with educators?
Ref. to Law (s) / Regulation (r) QA 6 - Collaborative Relationships with Families and
Communities
Evidence and Details of Compliance
r157 Do you ensure that parents may enter the service at any time when their child is being educated and cared for other than at times when it may pose a risk to children, prevent staff from carrying out normal duties or contravene a court order?
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Ref. to Law (s) / Regulation (r) QA 7 - Governance and Leadership
Evidence and Details of Compliance
s161-162 s161A
Do you ensure that there is a nominated supervisor for the service at all times as set out in s161?Do you ensure that a responsible person, as defined in s162, is present at all times the service is educating and caring for children?
s170 Do you ensure that only authorised persons (described in s170) or persons under the direct supervision of educators or other staff members of the service are present while children are being educated and cared for as prescribed in s170?
s171 Do you ensure that inappropriate persons as described in s171 are excluded from the service premises at all times whilst children are being educated and cared for?
s165 Do you ensure that educators are supervising children effectively?r55-56r31
Do you ensure that your Quality Improvement Plan Has been developed within 3 months of the grant of the service approval? Contains a statement of the service philosophy? Is reviewed and revised at least annually? and Is kept at the service premises, and available on request by an authorised officer?
r158-162 Do you ensure that all records relating to children at the service are maintained, including enrolment records, attendance records, health information, records of illness or accident?
r167 If required, does the record of the service’s compliance include details of amendments to the Service Approval including: waivers; conditions and changes to services approved places; any suspension; compliance direction; or compliance notice issued by the Regulatory Authority?
r168-172 Do you ensure that: All policies required by r168 are in place and available at the service? Do your policies align with associated regulations, such as r90? All policies and procedures are followed? Copies of current policies and procedures are readily accessible to staff at the service and
available for inspection at the premises? Parents are notified at least 14 days before making any changes to a policy or procedure
that impact on the education and care of a child or a family’s ability to use the service? s172
Have you ensured that all of the information included in r173 is displayed so that it is clearly visible from the main entrance to your service
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r174-176s173-174
Do you ensure that: Changes to the operation of the service, serious incidents and complaints which allege a
breach of Law or Regulations are reported to the Regulatory Authority within the timeframe set out in r176?
Information regarding circumstances which pose a risk to the health, safety, or wellbeing of a child is notified to the Regulatory Authority as prescribed in r175(2)(c)?
Information regarding any incident where the approved provider reasonably believes that physical abuse or sexual abuse of a child, has occurred, or is occurring while the child is being educated and cared for by the service, is notified to the Regulatory Authority?
Allegations that physical or sexual abuse of a child, has occurred, or is occurring while the child is being educated and cared for by the service (other than an allegation that has been notified under s174(2)(b ) of the Law).
r177s175
Do you ensure that documentation set out in r177 is kept at the service premises, is accurate, available for inspection by an authorised officer and available to a parent on request?
r181-184 Do you ensure that records are stored appropriately to ensure confidentiality and are retained for the period indicated in r183?
r185 Do you ensure that a copy of the National Law and Regulations can be accessed by educators, staff, volunteers and families, including those seeking to enrol their child at the service?
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