Quality Improvement Plan for Early Childhood Education

This assessment task requires students to create a Quality Improvement Plan with the goal of 'Meeting National Quality Standard' or 'Exceeding National Quality Standard'. The plan must include an outline of practice to be improved, strategies to address quality areas, timeframes for implementation and review, evidence of consultation with stakeholders, and one element for each Quality Area. The learner's self-assessment and observation of a regulated early childhood education and care service are used as references.

National Quality Framework
Assessment 2
Project

Assessment 21
21
Assessment 2
Project
Assessment one
partly assess
these units of
competency
CHCECE019 Facilitate compliance in an education and care service
Module National Quality Framework
Qualification(s) CHC50113 Diploma of Early Childhood Education and Care
Time allowed All assessment for Module 14 are due within 1 semester
(10 weeks as per your training and assessment plan)
Assessment type Written Response
Project
Student name Student number
Date Reassessment
date
(if required)
Please clearly indicate and date the instance of reassessment against relevant
areas within
this guide.
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Question 1 | Log Book
For this module of work you are required to evidence a minimum of 240 hours of work
in at least one regulation education and care service. A log template has been
provided for you to record your work hours. Please ensure that a Centre Director or
Workplace supervisor signs off on your attendance at the service.
When documenting your work hours, please ensure you list work tasks completed
within the specific blocks of time. For example: (please note this is an example only)
Date Workplace Tasks Undertaken Relevant
Module
Workplace
Support
Person
Validation
Assessor
Validation
Time
Period
(Hours
)
Monday
12.3.2018
8.30am –
4.00pm
Nursery room from 8.30 – 11.00am
 Welcoming families as
they arrive , assisting in
the process of home to
school transition
 Prepare the class
environment to attract the
curiosity of the children
and encourage their
continued interest in the
experience of learning.
 Interacting with each
child individually
 Involved in small group
learning activities
 Organized meal time and
supported the transition of
the children to morning
tea and lunch. Cleared up
the room after meals.
 Coordinated the transition
period from lunch to rest
by making the places of
sleep or rest comfortable
based on the needs of the
child.
 Helped with toileting at
any time.
Babies room from 11.00am – 1.30pm
 Changed nappies for each baby
 Fed each baby based on the need
 Helped the children to sleep
 Coordinated the transition period
of transition from sleep
Programming time from 2pm – 4pm
 Recording observed
reports for each child.
 Organizingknowledge
experiences.
 Evaluation of the
learning experiences,
the program, and
expert practices.
 Engaged in self-
assessment of nursery
Module 4
Module 6
Module 7
Module 13
E.edwin
W.Bond:
Centre
administrator
Jacky
Lee
8.30am –
4.30pm
=
8.00 hrs

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Monday
12.3.2018
Staff
meeting
5.30 –
8.00 pm
Attended Staff meeting
Agenda:
- Organizing for meeting,
- Session planning,
improvement and
assessment of Centre
QIP
Appraisal of the process of
evaluation and rating
Module 13 E.edwin
W.Bond:
Centre
administrator
Jacky
Lee
5.30 –
7.00pm
=
1.30hrs
Assessor notes/comments The learner has
provided sufficient
evidence
Yes / No
Question 2| Self-Assessment
Please remember to record the hours you spend in a regulated early childhood education
and care service, completing this assessment question, within your Log Book for Question
1.
This assessment task will require you to conduct a self-assessment of one
regulated education and care service. You will need to ensure you reflect on each
Quality Area within the National Quality Standard.
You will be required to document your self-reflection in a journal style format. When
setting out your assessment task, please set each Quality Area as a heading within
your reflection journal. You will need to address a minimum of one element per
Quality Area. (Minimum
250 words for each Quality Area)
Assessor notes/comments The learner has
provided sufficient
evidence
Yes / No
Self-assessment.
Quality Area 1 Educational Program and Practice
Standard 1.1 Element 1.1.1
An approved learning framework informs the development of a curriculum that enhances each
child’s learning and development.

Decision making on Curriculum fosters the education and growth outcomes of each child in
relation to their identity, association with the society, welfare, and self-assurance as children
and efficiency as communicators.
All the children at the center are actively involved in the activities and are learning from each
other by exploring the available learning opportunities and relating well to their environment. It
is my conviction as a teacher that the philosophy of the care centers should naturally
compliment the early years learning framework by improving the child’s identity through
programs based on individual learning and output. I also feel that we should use grace and
courtesy discussions to link the children to their immediate community in addition to the whole
world by the use of cultural activities. This can also be achieved by using activities like self-
care and environment care to develop a sense of well-being through the use of self-correcting
activities to foster confidence in learning such as in the areas of math and language.
The moment educators are cognizant of what we are teaching the children, we will bring it into
our day to day associations with the children, and the learners will have a strong sense of
identity, they will be connected with and contribute to the community, develop a strong sense of
the will, foster courteous communications between the learners, adults, peers, and being
involved in tasks that are based on communication.
Quality Area 2 Children’s Health and Safety
Standard 2.3 Element 2.2.1
Healthy eating and physical activity are embedded in the program for children (Palethorpe, &
Harnett, n.d).
I have observed that with the strictness of the center with regard to the healthy eating and
quality service, the children are beginning to learn the significance of healthy eating alongside
physical activity. The learners also inquire more often about the health status of different foods
that they might have taken at home whether they are healthy or not. I also like it when listen to
the educators’ converse with the children in other rooms during mealtime about the nutritional

value of the food they are taking and reminding them of healthy eating and the best physical
activity after that. However, I am of the idea that the children are not offered ample opportunity
to serve their meals which can help to foster self-help skills. About this issue, am planning to
chat the way forward with the educators on how best we can provide opportunities for the
learners to be able to serve their meals and even offer them the opportunities to guide others on
the nutritional value of specific meals.
I also feel that more opportunities for physical and gross motor play should be created by
considering the different number of play experiences and resources for the learners other than
the standard sport-based play. This should, however, be done to ensure that the play activities
are child-driven and the extensions offered by the educators will only serve to increase or
enhance learning in the areas of the child’s interest.
Quality Area 3: Physical Environment
Element 3.1The design and location of the premises is appropriate for the operation of a
service.
Element 3.1.1: Outdoor and indoor spaces, buildings, furniture, equipment, facilities, and
resources are suitable for their purpose (Palethorpe, & Harnett, n.d).
The center is indeed spacious both for indoor and outdoor activities. The important play
equipment is strategically positioned and is readily accessible to the children, is safe for play
without posing any risk of harm to the children. The height of the play equipment fits all the
children of different age brackets.
Element 3.1.2 Premises, furniture, and equipment are safe, clean and well maintained.
I just admire the cleaning program that is done after every two hours or whenever there is a
mess. Furthermore, there is always a repairer on call once any furniture needs repair. Otherwise,
it is disposed of.

Standard 3.3 The service takes an active role in caring for its environment and contributes to a
sustainable future (ACECQA, n.d).
Element 3.3.1 Sustainable practices are embedded in service operations
I observed that the children were actively engaged in depositing fruit wastes to a specified are in
preparation for their vegetable garden. This is significant because it build a sense of
responsibility to the environment in the learners’ mind.
Standard 3.3.2 Children are supported to become environmentally responsible and show
respect for the environment.
The children were encouraged to take the fruit wastes to the compost site to maintain the
vegetable garden, and after they were served with the vegetables for lunch all of them wanted to
assist the staff in the garbage gathering or throwing garbage at the compost site.
Quality Area 4: Staffing Arrangements
Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure
their safety and wellbeing.
Element 4.1.1 Educator-to child ratios and qualification requirements are maintained at all
times (ACECQA, n.d).
I observed that the needs of each child were met individually and in groups because the center
was committed to engaging only qualified teachers and to maintain the required educator to
child ratio.
Element 4.2: Educators, co-ordinators and staff members are respectful and ethical.
There was a time when a particular parent was displeased with the services offered and was
very mad at the caregiver who instead of being emotional was calm and explained to the parent
the situation and that parent was very remorseful for her conduct. This is an example of how the

staff exercise respect one to another, and the children have also adopted this culture when
dealing with their peers and with the elderly including their teachers and parents.
Element 4.2.1 Professional standard guide practice, interactions and relations.
The center is committed to the professional standard guide and practice offered by the NQS in
addition to its institutional policies. I observed that all the staff related professionally with each
other and assisted each other whenever possible.
Element 4.2.2 Educators, coordinators, and staff members work collaboratively and affirm,
challenge, support and learn from each other to further develop their skills, to improve practice
and relationships.
The management and all the staff foster collaboration at work through meetings and excursions
where they share ideas and mentor each other to enhance the development of their skill and
relationships at work.
Quality Area 5: Relationships with children
Standard 5.1 Respectful and equitable relationships are developed and maintained with each
child (ACECQA, n.d).
Element 5.1.1 Interactions with each child are warm, responsive and build trusting
relationships.
I interacted with all children placed under my care for the time I worked at the center, and I was
very keen with the particular needs and interest of each child. Educators at the center are
encouraged to be free with all children and to build trustful relationships by attending to their
needs promptly.
Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions
that support the acquisition for life and learning.
I observed that the children at the center have cultivated a culture of respect to the teachers and
also are open with them. I feel that this is very important because the success of the

improvement of a child’s learning is dependent on the association with the educator. This will
also help the children to learn life skills from the educators besides classwork.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive
relationships with other children and adults.
Element 5.2.1 Each child is supported to work with, learn from and help others through
collaborative learning opportunities.
I noticed that the children have cultivated the practice of collaborating with others in order to
learn. For example, during play activities, the children could call for the support of others if it
was a tussle that needed combined effort. This I believe leaves the impression on the minds of
the little ones that collaboration is significant in learning
Quality Area 6: Collaborative partnerships with families and communities
Standard 6.1 Respectful, supportive relationships with families are developed and maintained
(ACECQA, n.d).
The practice of enrolling the families in the school programmes to me was the most effective
way of strengthening the ties and bringing them on board. The educators also were instrumental
in achieving this goal by assisting in the transition of the children to school life.
Element 6.1.2 Families have opportunities to be involved in the service and contribute to
service decisions.
The center provided several opportunities for the parents to be engaged in decision making
through the elaborate enrolment and orientation program. The parents were involved in various
meetings where they could share their ideas on the school improvement or through emails and
suggestion boxes.
Element 6.2.2 Current information is available to families about community services and
resources to support parenting and family well-being.

The center has a very elaborate system of documentation where the observations on each child
are recorded and shared with the parent to improve the child’s learning both at school and at
home. The parents could also receive the information through phone calls or scheduled private
meeting with the educator.
Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing
relevant information and clarifying responsibilities.
I noticed that there was a transition and collaboration between the present, former leaders and
educators in case there was the need. The former leaders could readily assist in the supply of
information to the new leader when contacted. This I believe is based on the established culture
of continuity.
Quality Area 7 Leadership and service management
Standard 7.1 Effective leadership promotes a positive organizational culture and builds a
professional learning community.
Element 7.1.1 Appropriate governance arrangements are in place to manage the service.
The success of the center can be attributed to the quality governance structure. The center is
headed by a director, and all other heads of service departments work under the director. I also
saw that reporting of issues followed an outlined organizational structure which facilitated
prompt response to issues. The roles and responsibilities of each staff were clearly outlined and
the organizational policies strictly adhered to.
Element7.1.2 The induction of educators, coordinators and staff members is comprehensive
(ACECQA, n.d).
The center also has a well-outlined process of orientation and induction of its entire staff which
readily welcomes new team to work and thus no delay in service delivery.
Element 7.1.3 Every effort is made to promote continuity of educators and coordinators at the
service.

I also observed that the culture of continuity had been fostered for long. A specific instance is
when the former leader of my department was contacted and readily issued the information that
was required.
Element 7.1.4 Provision is made to ensure a suitably qualified and experienced educator or
coordinator leads the development of the curriculum and ensures the establishment of clear
goals and expectations for teaching and learning (ACECQA, n.d).
The curriculum is inclusive in that it is developed by experts and implemented by qualified
educators. The entire staff is qualified, and some were above the qualification standards
outlined by the NQS.

References
ACECQA. (n.d). Guide to the National Quality Standard. Retrieved from
http://files.acecqa.gov.au/files/National-Quality-Framework-Resources-Kit/NQF-
Resource-03-Guide-to-NQS.pdf
Palethorpe, L., & Harnett, T. (n.d). National Quality Framework. Retrieved from
file:///C:/Users/Admin/Downloads/2023537_1890640014_CHC50113learningguide
%20(2).pdf
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Question 3 | Quality Improvement Plan
Please remember to record the hours you spend in a regulated early childhood education
and care service, completing this assessment question, within your Log Book for Question
1.
For this assessment you will need to access a Quality Improvement Planning
template from the ACECQA website: www.acecqa.gov.au. This assessment task will
require you to construct a Quality Improvement Plan with the goal of ‘Meeting
National Quality Standard’ or ‘Exceeding National Quality Standard’.
The Quality Improvement Plan must include:
1. An outline or description of the practice that is to be improved or maintained.
2. A description of the strategies to address those quality areas noted during
your self-assessment completed with Part B. If your service is seeking to
achieve high quality practices, your plan will need to outline the strategies to
be implemented to achieve ongoing quality practices.
3. An explanation of who will be involved/responsible for contributing to the
strategy
4. Timeframes for strategies to be implemented and reviewed
5. Evidence of consultation with stakeholders (children, colleagues, families
and community)
6. A minimum of one element for each Quality Area is to be included within your
Quality Improvement
Plan
7. You must address all sections of the Quality Improvement Plan: Service
details; Operating hours; Additional Information about your service; Service
statement of philosophy; One element for each Quality Area
Assessor notes/comments The learner has
provided sufficient
evidence
Yes / No
Assessment Guide | Module 14 | National Quality
Framework
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