CHCECE019 Facilitate Compliance in an Education and Care Service Workplace Assessment Task

This assessment task requires the co-operation of your workplace supervisor and workplace colleagues, and provides you with the opportunity to apply the skills and knowledge required to facilitate legislative, regulatory and National Quality Framework compliance within an education and care service. The task involves reviewing the outdoor space at your service and completing a Quality Improvement Plan (QIP) using a range of assessment tools.

CHCECE019
Facilitate compliance in an education and
care service
Workplace Assessment Task
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills required to facilitate legislative, regulatory and National Quality Framework
compliance within an education and care service.
Elements
The following elements define the essential outcomes of this unit: Element 1 Interpret the National Quality Framework Element 2 Facilitate an organisation self-assessment Element 3 Facilitate the development of a quality improvement plan Element 4 Coordinate the service for a site visit
Assessment Requirements
 001: Facilitate an Organisation Self-Assessment
Required Readings
In order to complete this unit of competency you are required to access the following key resources.
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Textbook
 Kearns, K. (2017). The Business of Child Care: Working in Early Childhood Education and Care
Series (4th ed.). Victoria: Cengage Learning Australia.
Core Documents Education and Care Services National Regulations. (Dec 2016). Ministerial Council for Education,
Early Childhood Development and Youth Affairs.
 Guide to the National Quality Standard. (2017). Australian Children’s Education and Care Quality
Authority. ACT: Commonwealth of Australia.
Additional Readings:
 Guide to Developing A Quality Improvement Plan. (2014). Australian Children’s Education and Care
Quality Authority. ACT: Commonwealth of Australia
 Additional Evidence to Support Quality Practices. Newcastle, NSW: ICCC.
 Quality Improvement Plan (QIP): Key Principles and Process. Newcastle, NSW: ICCC.
 National Quality Framework Information Sheets. (nd.). Australian Children’s Education and Care
Quality Authority.
 Overview of the National Quality Framework
 Who do I ask about the National Quality Framework?
 Who Is Covered?
 Overview Of Approvals
 Service Approval
 Provider Approval
 Certified Supervisors
 Nominated Supervisors
 Rating System
 Assessment and Rating Process
 Second Tier Review
Assessment Instructions
Students are required to provide appropriate responses to the indicated questions.
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Competency Outcomes
The outcomes to assessment of this unit will be based on the following
 Competent – Successful completion of all components within this assessment as deemed by the
assessor and/or supervisor
 Academic Pass – Theory component complete, workplace component to be assessed
 Not Yet Competent – Student will be provided with feedback, Assessment still in progress
If you have any concerns with your outcome of assessment please speak to your trainer for review or refer
to your AiTT Policy and Procedure Handbook.
001 Facilitate an Organisation Self-Assessment
CHCECE019 Facilitate compliance in an education and care service
Element 1 Interpret the National Quality Framework
Element 2 Facilitate an organisation self-assessment
Element 3 Facilitate the development of a quality improvement plan
Element 4 Coordinate the service for a site visit
Performance Evidence
Knowledge Evidence
Pre-Activity 1
To complete this task refer to Chapter 2 of your textbook ‘The Business of Child Care’ and your readings:
 Additional Evidence to Support Quality Practices.
 Education and Care Services National Regulations.
 Guide to Developing A Quality Improvement Plan. 11
 Guide to the National Quality Standard.
 National Quality Framework Information Sheets.
 Quality Improvement Plan (QIP): Key Principles and Process.
This task requires the co-operation of your workplace supervisor and workplace colleagues, and provides
you with the opportunity to apply the skills and knowledge required to facilitate legislative, regulatory and
National Quality Framework compliance within an education and care service.
Specifically you will complete a review of the outdoor space at your service as outlined in Quality Area 3
Physical Environment:
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 Standard 3.1: The 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.
 Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.
 Element 3.1.3 Facilities are designed or adapted to ensure access and participation by
every child in the service and to allow flexible use, and interaction between indoor and
outdoor space.
 Standard 3.2: The environment is inclusive, promotes competence, independent exploration
and learning through play.
 Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every
child in quality experiences in both built and natural environments.
 Element 3.2.2 Resources, materials and equipment are sufficient in number, organised in
ways that ensure appropriate and effective implementation of the program and allow for
multiple uses.
The review process will be undertaken through a series of steps (or activities). Please ensure you follow
each step sequentially. You will notice that some steps require you to write a report of your findings. These
reports, in most instances should be no more than 300 – 550 words. You may use bullet points to summarise
key points.
Once your review is complete you will complete one section of a Quality Improvement Plan (QIP) using a
range of assessment tools. The goal of the QIP is to assist stakeholders to evaluate the service and
benchmark against best practice. It is a collaborative process designed to be completed over a period of
time. However, for the purposes of assessment for this unit of competency you will be required to undertake
the role of evaluator.
Throughout this task you will need to access, read, interpret and apply documents from the Australian
Children’s Education & Care Quality Authority.
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Workplace Task – Pre - Activity 1
Self-Assessment Activity Checklist
This checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time,
plan and complete all the requirements for this task.
Student Name: Indra Lingasamy Complete  /
Date
Supervisor Signature
No. Activity
1 Action Planning
2 Preparation for Assessment and Rating Process
3 Disseminate Information to the Team
4 Exploring the Outdoor Play Area
5 Meeting Regulatory Requirements
6 Checklist for Quality Improvement Plan
7 The Child’s Perspective
8 The Educator’s Perspective
9 The Parent/Guardian’s Perspective
10 Analysis of Findings for QA3
11 Report the Findings
12 Quality Improvement Plan
13 Reflection on QIP Processes
All tasks approved and signed by Workplace Supervisor
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Activity 1
Action Planning
For this activity you will need to devise an action plan for completion of the entire workplace task (activities 2-
14).
In consultation with your Workplace Supervisor discuss the entire task and each of the activities involved.
Plan the steps you will undertake to complete each activity and use the template provided to document your
planned actions and set timeframes for the completion of activities 2-14. You will need to ensure that you
have regular opportunities for collaboration with team members.
Document your plan on the attached ‘Action Planning’ template.
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Workplace Task 001 – Activity 1
Action Planning
Activity Action Date / time Who is involved
1 Set review dates to monitor your progress 1 week educator
2 Preparation for the Assessment and Rating
Process
1 week Educator and
supervisor
3 Disseminate information to team 1 week Group of educator
and supervisor
4 Explore the Outdoor Play Area 1-2 days educator
5 Meeting regulatory requirements 2 week Educator and
supervisor
6 Checklist for QIP 1 week Children along with
educator
7 Child’s Perspective 1 week Children along with
their educator
8 The Educator’s Perspective 2-4 days Children & educator
9 The Parent’s/Guardian’s Perspective 2-4 days Children ,parents and
educator
10 Analysis of Findings for Quality Area 3 1-2 week educator
11 Summary of Finding for QIP 1-2 week educators
12 The Findings 1-2 week educators
13 Quality Improvement Plan 1-2 week educator
14 Reflection on the QIP Process 1 week educator
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Activity 2
Preparation for the Assessment and Rating Process
This activity requires you to meet with your workplace supervisor and/or Director and investigate the
processes your service uses, or has used, to undertake an Assessment and Rating review under the
National Quality Standards (NQS). In particular, you will need to discuss and document:
 The process the service used to complete the Quality Improvement Plan.
 How the service supported educators to understand the National Quality Framework (NQF) including
legislation, regulations and the NQS.
If your service has not yet undergone an assessment, discuss with your workplace supervisor how the
service is preparing for an Assessment and Rating Review.
Write a brief report on your findings.
Document your response on the ‘Preparing for Assessment and Rating Report’ template.
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Workplace Task 001 – Activity 2
Preparing for Assessment and Rating Report
Process used to complete the Quality Improvement Plan: -
 Review an assessment of the program and practices at the services in contradiction of the
national quality standard.
 Identification of the improvement area.
 Consider a service philosophy statement
The Quality improvement plan help the educator in understanding the National Quality Framework as
 Recognizes the area of acquiescence
 Practices that are exceeding NQS
 Identification of service strengthens
 Opportunities for the quality improvement.
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Activity 3
Disseminate information to team
Disseminate information to all educators advising them that you are required to undertake an assessment of
the outdoor play space against the NQS as part of your studies.
In your communication inform educators that you will be seeking their contribution to help inform your
assessment. You will need to include four questions and/or ideas for them to seek feedback in regards to
the strengths, weaknesses and opportunities for improvement in the outdoor play space.
Choose an appropriate method to disseminate this information to your fellow educator’s e.g. via email,
written note to all educators, or a notice on the staff noticeboard.
Documentation Required:
a. Communication method used.
b. Copy of the information distributed to educators.
Document your response on the ‘Information Sharing’ template.
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Workplace Task 001 – Activity 3
Information Sharing
This information will be disseminated via:
 E-mail  Written note  Noticeboard  Other:
Provide a copy of the information given to your fellow educators.
This is to inform all the educator that we need your valuable feedback and suggestions wherever or
whatever needed in the assessment of outdoor play space:
 Outdoor play allows the children to develop self-confidence and self-esteems.
 Children develops awareness about their limits, and boundaries and challenges in their play.
 Children will be able to try new activities and develop new cognitivism.
 Outdoor playing will strengthen gross motor movement skills.
Outdoor playing is also important for the growth of the children. Fresh air, space and time are
essential for children social and emotional well-being. However, children will get exposed to the dirt
and dust, and always be at risk of cuts and bruises and there will be always lack in safety structure.
As discussed above, these are my assessment.
Revert back with your feedbacks.
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Activity 4
Explore the Outdoor Play Area
In consultation with your workplace supervisor identify the outdoor play area that you will assess. (For
example, your service may have separate play areas for infants/toddlers and preschool children).
Draw a sketch of this play area on the template provided. Show how the area is accessed from indoors;
include fixtures – sandpit, gardens, trees, storage sheds, gates, shade areas, paving, grassed areas, any
fixed equipment.
List the range of equipment and resources available within this area. Please Note: You are not required to
list every item of equipment - rather you should list general items available e.g. Sand play equipment, water
play equipment, bikes etc. You should also indicate any indoor equipment/resources that are regularly used
outdoors.
Documentation Required:
a. Sketch of outdoor play area.
b. List of equipment/resources used in the outdoor area.
Document your sketch and equipment list on the ‘Exploring the Outdoor Area’ template.
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Workplace Task 001 – Activity 4
Exploring the Outdoor Area – Sketch of Environment
Outdoor Play Area Selected:
In the backyard, there is a mini sand box along with small buckets, measuring cups, Plastic tubing,
strainers, colanders, funnels, cake pans, plates, spatulas and towels. Another mini box constructed as
small toy play ground with colourful toy cars, blocks, pebbles and many more. Around these mini boxes,
smooth grasses are all around. There is artificial attractive passage along the colourful stones in the
sides and with small gate is constructed from the backyard door. There is a small table on which water
and juices along with the cookies are kept and a small first aid kit is also present. There are two cycles at
the corner and slide in which counting numbers are printed. Small table and chair are kept in circle on
which some indoor games are kept. There is an enclosed railing all over the playground and half of the
playing area is covered with shading.
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Workplace Task 001 – Activity 4
Exploring the Outdoor Area – Resource and Equipment
List indoor/ outdoor equipment/ resources that are regularly used in the area:
Sand
Sand toys
Toy cars
Slide
Number symbols
Drinking water
First aid kit
Bicycles
Colour and pages
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Activity 5
Meeting regulatory requirements
For this activity you will need to investigate how the outdoor play area you have selected meets the
requirements of Regulation 113 and 114.
113 Outdoor space—natural environment
The approved provider of a centre-based service must ensure that the outdoor spaces
provided at the education and care service premises allow children to explore and
experience the natural environment.
114 Outdoor space—shade
The approved provider of a centre-based service must ensure that outdoor spaces
provided at the education and care service premises include adequate shaded areas to
protect children from overexposure to ultraviolet radiation from the sun.
Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). Education and Care
Services National Regulations, p. 52
Firstly, you will need to provide a description, including examples and photographs, of how the outdoor area
complies with these regulations.
Next you will analyse your findings and write a brief report on your findings. Comment on any challenges the
service may have in meeting these requirements (for example natural elements).
Documentation Required:
a. Description of how the outdoor area meets Regulation 113 and 114 (include examples and
photographs where appropriate).
b. Report on findings.
Document your report on the ‘Meeting Regulatory Requirements’ template.
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Workplace Task 001 – Activity 5
Meeting Regulatory Requirements
How does the outdoor play area meet Regulation 113 Outdoor space – natural environment?
(Provide examples/photographs where appropriate)
Regulation 113 outdoor space – Natural Environment
1) Rocks
2) Plants
3) Water
4) mud
How does the outdoor play area meet Regulation 114 Outdoor space – shade? (Provide
examples/photographs where appropriate)
Regulation 113 outdoor space – Shade
Shade that covers children play area are made up of engineered wood fibre.
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Workplace Task 001 – Activity 5
Meeting Regulatory Requirements – Report on Findings
It can be analysed from the outdoor play area is that the children can enjoy and learn about the natural
environment as there are many natural resources are present like rocks, mud, water and tree. They can
play and enjoy the outdoor area. The shade are made up of engineered wood fibre and protecting the
children from harmful UV-rays.
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Activity 6
Checklist for QIP
For this task you are required to assess the outdoor play environment in relation to the National Quality
Standard, specifically:
Standard 3.2: The environment is inclusive, promotes competence, independent exploration
and learning through play.
Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every
child in quality experiences in both built and natural environments.
In order to this you will need to complete the Quality Indicator Checklist for your selected outdoor play area.
You may add to or modify the checklist to suit your service. As you are completing this checklist think about
how the children and educators use the various elements of the play area and how it supports quality
outcomes for the children.
Write a report on your findings. The focus of the report is to identify key strengths. You should also identify
any challenges in relation to the outdoor physical environment and recommend any areas for improvement.
Documentation Required:
a. Assessment of environment against Quality Indicator checklist.
b. Report on findings, identifying strengths and challenges.
Document your report on the ‘Quality Indicator Checklist’ template.
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Workplace Task 001 – Activity 6
Quality Indicator Checklist
Quality Indicators How does the outdoor play area support this quality indicator?
Comfortable seating is available for
children and educators to sit and
observe or interact.
Yes. It will create a comfortable learning environment as well as
communication among the children’s and teach them appropriate
behaviour.
The children have access to water and
are encouraged to be water wise.
Yes , children have access to water
Water play is made available each day. No, two times in a month.
There is space for active play such as
running, kicking/throwing a ball.
Yes, there is a sufficient space.
There is space for messy and noisy play. Yes
There are spaces for quiet play. Yes
The children have easy access to
gardens.
Yes, but under guidance.
There is sufficient space for children to
play alone, in pairs and in small groups.
Yes, sufficient space is available.
The equipment can accommodate
children with a range of physical skills.
No.
The play area layout encourages social
play.
Yes.
The equipment encourages social play. Yes. There are indoor as well as outdoor resources available for
the social play.
The play area and equipment promotes
independence.
Yes.
The equipment is open-ended and can
be used in a variety of ways.
No.
There are loose parts and moveable
equipment.
Yes, can be moved according to the convenience.
The sandpit is large enough to
accommodate the number of children
accessing it.
Yes, five to six children can play simultaneously.
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The play area provides opportunities for
children to interact with natural materials
– plants, bark, leaves, grass, soil, water,
rocks, boulders, logs, sticks, shells, etc.
Yes, Play ground is constructed in such a way that facilitates the
connection between children and natural environment.
There are pathways for bikes and other
ride-on equipment.
No, there is not a proper pathway constructed for bikes and rides.
Climbing equipment offers appropriate
challenge.
No.
There are opportunities for a level of
age-appropriate risk-taking play.
Yes, but under the guidance of mentor.
Children are encouraged to care for and
respect the environment and natural
resources.
Yes. They are encouraged through role play as well as through
videos.
Children have access to a range of
recycled materials.
Not Yet.
The outdoor environment reflects the
cultural diversity of children attending the
program.
Yes, all the children have fair chances and provided facility.
The outdoor area is accessible to
children with physical disabilities.
Yes, some modification is still needed.
The play area promotes problem-solving,
investigation and discovery.
Yes.
Key Strengths:
 Encourage communication between children.
 Advance motor and physical abilities.
 Indorse applicable challenger
 Knowledge concluded through play.
Challenges:
 Develops innovative and fascinating activities.
 Making the children independent
 Designing group activities on larger scale.
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Activity 7
The Child’s Perspective
For this activity you are required ‘to look’ at the outdoor play space through the eyes of the child and
document your findings.
This may be done through, for example:
 Observing:
 How children move into and out of the outdoor area.
 Where children tend to congregate.
 What appears to be the most popular play spaces?
 How children use equipment.
 How children use play spaces.
 Discussing (where appropriate):
 What they like or don’t like about the area.
 What, if anything, they would like to add to the play area or change.
 What is their favourite space?
Make sure you get down to the child’s level and observe what the environment looks, feels and sounds like
from their height. Consider whether the environment promotes their sense of safety and security yet at the
same time supports them to take risks and challenges.
Document your findings on the ‘Report on The Child’s Perspective’ template.
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Workplace Task 001 – Activity 7
Report on The Child’s Perspective
Age Group: Date:
How children move into and out of the outdoor play area?
 From the small door constructed at the backyard door along with the artificial pathway.
Where do children tend to congregate?
 Children have a convention to congregate in the outdoor play activity by being captivated by
the play tackle that was used. Furthermore, they were excited or enthusiastic to recognize
about what is going to take place in this doings. Children congregate at shades to play a part in a
multiple of events.
What appears to be the most popular play spaces?
The sandpits along with the sand toys are very fascinating among the children’s.
How do children use equipment?
 Children are riding bicycles in the playing area and with the help of sand toys they are playing in
the sand pits.
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How do children use the play spaces?
 Children uses the play space to enhance their cognitive power, mental abilities and muscle
strengths. They play together and develops communication skills and sharing habits. They
acknowledge the creations around them and connect to the environment. They notice the
weather change, flower in the garden, butterflies and squirrels.
What are the children’s thoughts about the area? – What do they like/not like? What would they add to or
change about the play area? What is their favorite space etc.?
 Children found the playground area very attractive as it consists of several things. They are
excited to play in an open and big area and They like the sand pits the most as it is not easily
accessible everywhere. However, the water is kept for drinking, but the children are playing with
that water too, it seems they want to add some games that requires water. Children enjoys the
bicycle ride in playground area and they love spending time there.
Get down to the child’s level and consider how does the environment promote their sense of safety and
security yet at the same time support them to take risks and challenges.
 The guidance provided by the educator, presence of an eductor to support the children in
activity and the fences around the play area ensure that the surrounding environment is free
from danger, Prevention of early adversity, including child abuse and neglect, encourage
children to reach their full potential. Safe and secure feeling allow the children to build healthy
relationship and become confident. However, playing along with the risk and challenges reflects
the child’s desire to physically challenge themselves and enhance their skills. Taking risk include
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doing something which is never done before and overcoming the fear. While taking risk and
challenges, children are very well aware of their own skills. Risky plays can be playing with
heights, playing with dangerous tools, playing with high speed, and rough and tumble game,
where there is a chance of children got harm themselves. The amorphous, bendable, open-
ended and energetic environment of outdoor atmospheres offers a level of randomness, and
children’s arrangement with the environment characteristically includes a convinced element of
doubt or peril. Through examining, stimulating and risky play, children become acquainted
with their atmosphere, its potentials and limitations, and with their own proficiencies.
Other observations/findings:
No.
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Activity 8
The Educator’s Perspective.
For this task you are required to consult with your fellow educators to investigate their perspectives on the
outdoor play space. Develop a list of questions to ask educators that will determine their opinions, ideas and
perspectives on the following:
a. Ease of access.
b. Ease of supervision.
c. Ease of access to equipment.
d. Effectiveness of specific play spaces.
e. What they believe children like about the play spaces.
f. What they like/don’t like about the play area.
g. What, if anything, they would change or add (if finances were available).
h. How it relates to the centre philosophy.
During your consultation with educators you should also discuss how they go about engaging with children to
support and challenge children’s learning in the outdoor play space.
Document any other relevant findings from your conversations with your fellow educators.
Document your findings on the ‘Report on the Educator’s Perspective’ template.
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Workplace Task 001 – Activity 8
Report on the Educator’s Perspective
Ease of access to the outdoor play environment and the areas within it.
The outdoor play area will be surrounded with the fences, are some educator are also present to help the
children. The area within it consist of a sand pit, roughs, water pools, slides with appropriate safety
measures.
Ease of supervision.
The outdoor play area is surrounded with the fences. Several outdoor games are arranged which include,
sand pits, swimming pools, slides and toy cars. Educators are also there too proper monitoring the safety
of the children. The children are encouraged to take the challenges and improve their physical strength
and cognitive skills.
Ease of access to equipment.
Equipment’s are kept at the ground levels and some heavy and harmful toys are kept at the shelves
under the monitoring of educators.
Effectiveness of specific play spaces.
Outdoor play space makes the children more comfortable. They can play more confidently as they can
make louder noise and don’t feel restricted. Outdoor play is effective due to the reason that:
 It improves the motor skills
 It improves the muscles strengths
 It enhances the cognitive thinking
 It increases the self- awareness
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 Acknowledgment to the surrounding environment
 It facilitates the bonding between educator and children
 Encourage children to take risk and face their fear
Aspects that educators like/dislike about the outdoor play environment.
Educator like the outdoor environment as:
 Outside the play area there is a hospital present, in case of any emergency it might be
beneficial.
 Near the play area there is drawing classes available. The children might visit that place
often to learn drawing skills.
What ideas (additions/changes) would the educators like to implement within the outdoor play
environment, if any?
One of the parent should also be invited in outdoor activities. This will make the child more comfortable
and also make the parents less concerned about their child as they are also taking part in the activities. It
develops a good relation between the educator and parents also.
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How do educators engage with children to support and challenge learning in the play space?
Educator can encourage the children in taking the activities which enhance their skills. Educator can
motivate and support the children in taking risk and facing their fear. Interaction during activities
smoothen the relationship with the children also.
Any other relevant findings.
No.
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Activity 9
To complete this task refer to Chapter 6 of your textbook ‘The Big Picture’ and refer to your readings:
 Orientation/Transition Policy.
 UN Convention on the Rights of the Child: In Child Friendly Language.
The Parent’s/Guardian’s Perspective
As part of your assessment of the outdoor environment you are required to talk to three parents/guardians to
gain their perspective of the outdoor space at the service. Areas you will need to discuss with each parent
include:
 How important is outdoor play to the parent/guardian?
 What does the parent/guardian like about the outdoor play space?
 What, if anything, would they change or improve?
Document any other relevant information provided by the parent/guardian.
Before you begin print three of the following templates and use these to record parent responses.
Documentation Required:
Three (3) copies of the attached parent/guardian perspectives template.
Document your findings on the attached ‘Report on the Parent’s Perspective’ template.
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Workplace Task 001 – Activity 9
Report on the Parent’s Perspective
Parent’s First Name: Emily Date:
Importance of play.
Outdoor playing is very important as it develops the children cognitive ability, strengthen the muscles,
enhance the self-awareness, get to know about the surrounding environment.
What the parents/guardians like about the space.
Parents are glad to see the development in their child behaviour due to outdoor activities. Most parents
like the Box filled with sand and colourful balls. They are glad to see their children activity.
What, if anything, would they change or improve?
There is nothing they want to improve, they are satisfied by facilities which are providing by the educator
to the age group.
Other relevant findings.
Not Yet.
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Activity 10
Analysis of Findings for Quality Area 3
For this task you are required to gather all the data you have collected and reflect on and analyse this
information to develop a report summarising your findings for:
Quality Area 3: Physical Environment
Standard 3.1: The design and location of the premises is appropriate for the operation of a service.
Standard 3.2: The environment is inclusive, promotes competence, independent exploration and
learning through play.
Your summary will include:
 Documentation of the relevant policies and procedures that demonstrate evidence of this standard.
 Documentation of the practices, processes etc. that demonstrate evidence of meeting the standard
and elements. Use bullet points to highlight key points.
 Identified strengths in relation to the standard and elements.
 Identified areas for further development. These may be any gaps, issues, or areas of non-
compliance or they may be related to developing existing quality practices to a higher standard.
 Ideas for quality improvements.
Remember your findings and evidence should link directly to the information you have gathered including the
perspectives from children, educators and parent/guardians.
Please Note: You will be presenting this report to your fellow educators so ensure it is succinct.
Document your findings on the ‘Summary of Finding for QIP’ template.
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Workplace Task 001 – Activity 10
Summary of Finding for QIP
NQS Area QA3 Physical Environment
Standard 3.1: The design and location of the premises is appropriate for the operation of a service.
Related Policies/Procedures:
Element Evidence of practices, processes etc.
3.1.1 Outdoor and indoor spaces, buildings, furniture,
equipment, facilities and resources are suitable for
their purpose.
the chosen area for outdoor playing is clean and well developed. The resources are according to the
child’s age group. The equipment’s are not pointed and kept at adequate place.
3.1.2 Premises, furniture and equipment are safe, clean
and well maintained.
the area and the equipment’s are clean and cleanness is well maintained. The equipments are
getting cleaned with sanitisers and the surrounding primises are dusted very well and sprayed with
the disinfectant. All the furniture are checked carefully to avoid any harm due to brokage or kill
outside the furniture.
3.1.3 Facilities are designed or adapted to ensure access
and participation by every child in the service and to
allow flexible use, and interaction between indoor
and outdoor space.
The provided facilities are easily accessible to the children’s.
The activities are planned in such a way that it involves each child skills.
The performed outdoor activities connect the indoor activities as well.
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Standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.
Related Policies/Procedures:
Element Evidence of practices, processes etc.
3.2.1 Outdoor and indoor spaces are designed and
organised to engage every child in quality
experiences in both built and natural environments.
The inbuilt activities engage the children’s and develops their cognitive ability. Children when
exposed to natural environment without any restriction can enhance their self-awareness and
interaction skills.
3.2.2 Resources, materials and equipment are sufficient
in number, organised in ways that ensure
appropriate and effective implementation of the
program and allow for multiple uses.
The resources are renewable and available in sufficient numbers.
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3.3.2 Children are supported to become environmentally
responsible and show respect for the environment.
the educators is displaying a video related to natural environment. The video is displaying the about
the sun, moon, stars, water, flower. The video is also diplaying about the sunny day, rainy day ,
springs and the winter days.
Identified Strengths:
 Good interaction skills
 Better understanding of child’s behaviour.
Identified Areas for Further Development (if required):
The outdoor must contain some dustbin at some corners to minimize the dirt.
Ideas for Quality Improvements:
Educator should engage the children in cleaning the mess after the activities session. The eductor must tell the children to wear glove before picking the spillage at
the ground and ask the nearby eductor to put the sharp and hot materials and not do it by themselves.
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Activity 11
Report the Findings
For this task you will need to seek approval from your workplace supervisor to create a display of your findings.
Your workplace supervisor must approve your report and display before it is viewed by the other team
members.
You will need to advise the team that you are creating a display of the report and that you are seeking feedback
or suggestions for continuous improvement to support quality outdoor play.
Include a brief overview of your findings. Ensure that within your display you have an area that the other team
members are able to write and offer feedback. Present your report at a team service meeting.
Write a brief report on the outcomes of the meeting in relation to the feedback given about your report and
suggestions for continuous improvement.
Attach a photograph of your display to the assessment.
Document your findings on the ‘Feedback and Ideas for Continuous Improvement’ template.
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Workplace Task 001 – Activity 11
Feedback and Ideas for Continuous Improvement
Feedback on Report:
The outside area for children playing is very attractive. It has sand pits in which sand toys are available and
another box comprising of toy cars. The environment is very pleasant and children can know very much
about their surroundings. They are getting excited by seeing squirrels around them and colourful flowers.
They are mimicking the voice of birds. They are developing their skills in many aspects. Play area is very well
shaded to avoid the harmful UV rays and several weather conditions.
According to the feedback and suggestions of the team member, water activities and involvement of the
parents are considered. The proper clean and hygienic environment will always be in first considerations.
Suggestions for Continuous Improvement:
The educator have to arrange a siting area for the parents and arrange dustbin in the outside play area.
 Photograph of display attached
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Activity 12
Quality Improvement Plan
Using your summary of findings for the QIP and the information gathered from the team/staff meeting; develop a
Quality Improvement Plan for one element within:
Standard 3.1: The design and location of the premises is appropriate for the operation of a service
OR
Standard 3.2. The environment is inclusive, promotes competence, independent exploration and learning
through play.
For your chosen element you must:
 Identify the issue/s you are seeking to improve (no more than three).
 Suggest an improvement for each of your identified issues.
 Provide a reason for your suggested improvement.
 Provide an outline of the strategies or steps that will or can be taken to achieve this improvement.
Please Note: You are only required to complete the plan in regards to the outdoor environment.
If you have not identified any areas for improvement you should write a short justification that outlines
why there is no need for improvements.
Document your findings on the ‘Quality Improvement Plan for Quality Area 3’ template.
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Workplace Task 001 – Activity 12
Quality Improvement Plan for Quality Area 3 (modified for student assessment purposes)
Key improvement sought for: Hygiene regarding students health
Element
Identified Issues The outdoor area is not clean on regular basis. The toys and equipment’s are not clean because its outside all the time.
Improvement Plan
Suggested improvement Reason How this can be achieved
The area and the toys need to be clean and sterilized
before and after the activities timing.
Children can lick, bite chew anything which come in
their hand thus causing health issue.
proper cleaning of area and toys and monitoring over
the hygiene.
Siting area for parents Parents come to watch their children or participate
in their activities, the comfortable level for the
parents is also important to be cared.
Arranging some chair in the shades.
dustbins. Children are littering the things everywhere, the
availability of dustbin improve to clean the litter
easily and also educate the children about the
clean environment.
Keeping dustbin in each corners.
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Activity 13
Reflection on the QIP Process
This task requires you to reflect on the process you have undergone to complete the QIP. In your reflection you
need to address:
 The skills/knowledge you have developed – for example, time management, understanding of how to
assess quality areas etc.
 How you felt about the process – how it is managed and the challenges of gathering and documenting
evidence.
 Questions you may have about the review and assessment process and suggestions for the future.
Documentation Required:
a. Reflections on your knowledge and role in the process.
b. Reflection on the process of assessing and planning for quality improvement.
c. Questions and suggestions for consideration in the future.
d. Research and describe two resources / support networks / websites you could access and use that will
assist in developing ideas and best practices.
Document your findings on the ‘Reflection on QIP Processes’ template.
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Workplace Task 001 – Activity 13
Reflection on QIP Processes
Reflection on your knowledge and role in the process:
It guides and prompts the individual as well as group activities which encourages talking, listening and
thinking about the quality of the provided services.
Reflection on the process of assessing and planning for quality improvement:
 It develops a clear vision and sense of purpose
 Enhances their quality in reference to better outcome for the children.
 It Listen to the child and their parents perspectives.
Questions and suggestions for consideration in the future:
My questions are:
 What theories and understanding can help in their work
 What are challenges can be faced id child’s understanding is not considered.
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Research and describe two resources / support networks / websites you could access and use that will
assist in developing ideas and best practices:
https://childhood101.com/7-steps-to-creating-an-outdoor-play-space-your-children-will-adore/
https://raisingchildren.net.au/toddlers/play-learning/outdoor-play/outdoor-play
This resources will assist in developing a good outdoor play areas and acknowledging the behaviour of the
childrens.
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