The National Quality Standard and Quality Improvement

This article explains the National Quality Standard and Quality Improvement Plan for educational services. It covers Quality Area 1 and 2, Exceeding NQS themes, and the National Law and National Regulations underpinning Quality Area 1 and 2. The article also provides a template for the Quality Improvement Plan.

The National Quality Standard and Quality Improvement
The National Quality Standard is the standard against which providers self-
assess the performance of their service/s in delivering quality education
and care, and plan future improvements to their service/s. One result of
this process is a Quality Improvement Plan (QIP).
The Education and Care Services National Regulations 2017 (the National
Regulations) require approved providers to prepare a Quality Improvement
Plan (regulation 55) for each service that:
 includes an assessment by the provider of the quality of the
practices of the service against the National Quality Standard
 and the National Regulations; and
 identifies any areas that the provider considers may require
improvement; and
 contains a statement of philosophy of the service.
The National Regulations do not prescribe a format for a Quality
Improvement Plan. The purpose of this template is to offer a format that
supports approved providers to meet their obligations under the National
Regulations.
Approved providers also have an obligation (r56) to review and revise the
Quality Improvement Plan at least annually, having regard to the National
Quality Standard.
A Quality Improvement Plan must be reviewed and/or submitted to the
regulatory authority on request. The National Regulations do not prescribe
a format for a Quality Improvement Plan.
Approved providers also have an obligation (r56) to review and revise the
Quality Improvement Plan at least annually, having regard to the National
Quality Standard. A Quality Improvement Plan must be reviewed and/or
submitted to the regulatory authority on request.
About the ACECQA Quality Improvement Plan template
The purpose of this template is to offer a planning format that supports
approved providers to meet their obligations under the National
Regulations.
This template provides quick links to helpful resources for each quality
area in the Guide to the National Framework and the ACECQA website.
Exceeding NQS themes guidance
The Exceeding NQS sections provided for each standard should be
completed when there is evidence of one or more Exceeding NQS themes
demonstrated in the practice at the service.
When the QIP is submitted to the regulatory authority for assessment and
rating, an authorised officer will consider the evidence documented and
gathered at the assessment visit to determine if the Exceeding NQS themes
are being met.
For further information on the three Exceeding themes, including what
authorised officers consider when reviewing whether evidence
demonstrates a theme, see ACECQA’s Exceeding the NQS webpage.

Service details
Service name Service approval number
Primary contacts at service
Physical location of service Physical location contact details
Street Telephone
Suburb Mobile
State/territory Fax
Postcode Email
Approved Provider Nominated Supervisor
Primary contact Name
Telephone Telephone
Mobile Mobile
Fax Fax
Email Email
Postal address (if different to physical
location of service)
Street State/territory
Suburb Postcode
Educational leader
Name
Telephone
Email

Operating hours
For each day of the week this service is open, indicate the times of the day when education and care is provided. For centre-based services, this does not
include non-contact hours for staff.
Describe the scheduled opening and closing times using a 24 hour clock (e.g. 07:30 to 18:00) rather than ‘AM’ and ‘PM’.
Round times to the nearest quarter of an hour.
If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.
Family day care services or multi-site services should list the operating hours of the service office.
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Opening time
Closing time

Additional information about your service
The following information will assist the regulatory authority to plan the assessment visit.
Provide additional information about your service—parking, school holiday dates, pupil-free days, etc.
How are the children grouped at your service?
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. Cheryl Smith, Nominated Supervisor)
For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their
addresses.
No. of educators:_________

Service statement of philosophy
Please insert your service’s statement of philosophy here.

Quality Area 1: Educational program and practice
This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s
learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and
relationships at school, at home and in the community.
Additional information and resources about Quality Area 1 are available in the Guide to the National Quality Framework and the ACECQA website.
Quality Area 1: Standards and elements
Standard 1.1 The educational program enhances each child’s learning and
development.
Approved learning
framework
Element 1.1.1 Curriculum decision-making contributes to each
child’s learning and development outcomes in
relation to their identity, connection with
community, wellbeing, confidence as learners and
effectiveness as communicators.
Child-centred Element 1.1.2 Each child’s current knowledge, strengths, ideas,
culture, abilities and interests are the foundation
of the program.
Program learning
opportunities
Element 1.1.3 All aspects of the program, including routines, are
organised in ways that maximise opportunities
for each child’s learning.
Standard 1.2 Educators facilitate and extend each child’s learning and
development.
Intentional teaching Element 1.2.1 Educators are deliberate, purposeful, and
thoughtful in their decisions and actions.
Responsive teaching and
scaffolding
Element 1.2.2 Educators respond to children’s ideas and play
and extend children’s learning through open-
ended questions, interactions and feedback.

Child directed learning Element 1.2.3 Each child’s agency is promoted, enabling them
to make choices and decisions that influence
events and their world.
Standard 1.3 Educators and co-ordinators take a planned and reflective approach
to implementing the program for each child.
Assessment and planning
cycle
Element 1.3.1 Each child’s learning and development is assessed
or evaluated as part of an ongoing cycle of
observation, analysing learning, documentation,
planning, implementation and reflection.
Critical reflection Element 1.3.2 Critical reflection on children’s learning and
development, both as individuals and in groups,
drives program planning and implementation.
Information for families Element 1.3.3 Families are informed about the program and
their child’s progress.
National Law and National Regulations underpinning Quality Area 1
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 1 and lists the most relevant element of the NQS
associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign
non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.
National Law and National Regulations
Section 51(1)(b) Conditions on service approval (educational and developmental needs of children) 1.1.1
Section 168 Offence relating to required programs 1.1.1, 1.1.2
Regulation 73 Educational program 1.1.1
Regulation 74 Documenting of child assessments or evaluations for delivery of educational program 1.3.1

National Law and National Regulations
Regulation 75 Information about educational program to be kept available 1.3.3
Regulation 76 Information about educational program to be given to parents 1.3.3
Regulation 274A
NSW
Programs for children over preschool age 1.3.1
Regulation 289A
NT
Programs for children over preschool age 1.3.1
Regulation 298A
Queensland
Programs for children over preschool age 1.3.1

Quality Improvement Plan for Quality Area 1
Summary of strengths for Quality Area 1
Strengths
my strength is that I have knowledge about the educational
framework which is used while providing learning to the learners.
[Summarise strengths identified in the self-assessment process. Delete if not required.]

Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 1.1 – Program: The educational program enhances each child’s learning and development.
Exceeding themes
1. Practice is embedded in
service operations
By using the strength I have delivered effecting teaching practice.
2. Practice is informed by critical
reflection
I have used my knowledge and different skills in order to teach students
3. Practice is shaped by
meaningful engagement with
families, and/or community
I have also discussed with the families of the students about their learning practice.
Summary of strengths in practice where there is evidence of Exceeding NQS themes

Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 1.2 – Practice: Educators facilitate and extend each child’s learning and development.
Exceeding themes
1. Practice is embedded in
service operations
As educator I have make sure that children is getting knowledge.
2. Practice is informed by critical
reflection
Educators plays vital role in shaping the mind of an individual.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Learning process of child also requires efforts of parents as only the efforts of educators are not enough.
Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.

 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 1.3 – Assessment and planning: Educators and co-ordinators take a planned and reflective approach to implementing the
program for each child.
Exceeding themes
1. Practice is embedded in
service operations
Program is made for every child because every child is different.
2. Practice is informed by critical
reflection
Educational program will be helpful for the child in their learning process.
3. Practice is shaped by
meaningful engagement with
families, and/or community
In making this program a successful it is important to have support from child's family.
Key improvements sought for Quality Area 1
Improvement Plan
Standard/
element
Issue
identified
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this outcome?
(Steps)
Success measure By when? Progress notes

during self-
assessment
Educational
program
Some children
facing
learning
issues
Goal is to achieve
successful educational
program.
children By understanding every child Taking tests At the end of
program

Quality Area 2: Children’s health and safety
This quality area of the National Quality Standard focuses on safeguarding and promoting children’s health and safety.
Additional information and resources about Quality Area 2 are available in the Guide to the National Quality Framework and on the ACECQA website.
Quality Area 2: Standards and elements
Standard 2.1 Each child’s health and physical activity is supported and promoted.
Wellbeing and comfort Element 2.1.1 Each child’s wellbeing and comfort is provided
for, including appropriate opportunities to meet
each child’s need for sleep, rest and relaxation.
Health practices and
procedures
Element 2.1.2 Effective illness and injury management and
hygiene practices are promoted and
implemented.
Healthy lifestyle Element 2.1.3 Healthy eating and physical activity is promoted
and is appropriate for each child.
Standard 2.2 Each child is protected.
Supervision Element 2.2.1 At all times, reasonable precautions and
adequate supervision ensure children are
protected from harm and hazard.
Incident and emergency
management
Element 2.2.2 Plans to effectively manage incidents and
emergencies are developed in consultation with
relevant authorities, practised and implemented.
Child protection Element 2.2.3 Management, educators and staff are aware of
their roles and responsibilities to identify and
respond to every child at risk of abuse or neglect.

National Law and National Regulations underpinning Quality Area 2
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 2 and lists the most relevant element of the NQS
associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign
non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.
National Law and National Regulations
Section 51(1)(a) Conditions on service approval (safety, health and wellbeing of children) 2.1.1, 2.1.2, 2.1.3, 2.2.1,
2.2.2, 2.2.3
Section 162A Persons in day-to-day charge and nominated supervisors to have child protection training 2.2.3
Section 165 Offence to inadequately supervise children 2.2.1
Section 166 Offence to use inappropriate discipline 2.1.1, 2.2.1
Section 167 Offence relating to protection of children from harm and hazards 2.2.1
Section 170 Offence relating to unauthorised persons on education and care service premises 2.2.1
Section 171 Offence relating to direction to exclude inappropriate persons from education and care premises 2.2.1
Regulation 77 Health, hygiene and safe food practices 2.1.2
Regulation 78 Food and beverages 2.1.3
Regulation 79 Service providing food and beverages 2.1.3
Regulation 80 Weekly menu 2.1.3
Regulation 81 Sleep and rest 2.1.1

National Law and National Regulations Associated element
Regulation 82 Tobacco, drug and alcohol free environment 2.2.1
Regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs 2.2.1
Regulation 84 Awareness of child protection law 2.2.3
Regulation 85 Incident, injury, trauma and illness policies and procedures 2.1.2
Regulation 86 Notification to parents of incident, injury, trauma and illness 2.1.2
Regulation 87 Incident, injury, trauma and illness record 2.1.2
Regulation 88 Infectious diseases 2.1.2
Regulation 89 First aid kits 2.1.2
Regulation 90 Medical conditions policy 2.1.2
Regulation 91 Medical conditions policy to be provided to parents 2.1.2
Regulation 92 Medication record 2.1.2
Regulation 93 Administration of medication 2.1.2
Regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency 2.1.2
Regulation 95 Procedure for administration of medication 2.1.2
Regulation 96 Self-administration of medication 2.1.2
Regulation 97 Emergency and evacuation procedures 2.2.2

National Law and National Regulations Associated element
Regulation 98 Telephone or other communication equipment 2.2.2
Regulation 99 Children leaving the education and care premises 2.2.1
Regulation 100 Risk assessment must be conducted before excursion 2.2.1
Regulation 101 Conduct of risk assessment for excursion 2.2.1
Regulation 102 Authorisation for excursions 2.2.1

Quality Improvement Plan for Quality Area 2
Summary of strengths for Quality Area 2
I believe that health and safety is the most important when it comes to children. I
make sure that child's health is properly maintained and I know safety measures.
[Summarise strengths identified in the self-assessment process. Delete if not required.]

Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 2.1 – Health: Each child’s health and physical activity is supported and promoted.
Exceeding themes
1. Practice is embedded in
service operations
Mental growth of child is important and educator plays important role in this.
2. Practice is informed by critical
reflection
Physical activity is also important because it helps in promoting wellness.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Community also plays vital role in building mental fitness of the child.
Summary of strengths in practice where there is evidence of Exceeding NQS themes

Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 2.2 – Safety: Each child is protected.
Exceeding themes
1. Practice is embedded in
service operations
It is the duty of education to make sure that every child has been provided better security.
2. Practice is informed by critical
reflection
When child feels safe then it encourages their mental fitness.
3. Practice is shaped by
meaningful engagement with
families, and/or community
In the protection process family also plays vital role.
Key improvements sought for Quality Area 2

Improvement Plan
Standard/
element
Issue
identified
during self-
assessment
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this outcome?
(Steps)
Success measure By when? Progress notes
Safety and security Some child
are difficult to
handle.
Goal is to attain health
and safety of children.
safety By following standard guideline of
health and safety.
By checking child's
behaviour
After the end of
program
It is noticed that
children are
improving

Quality Area 3: Physical environment
This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse
range of experiences that promote children’s learning and development.
Additional information and resources about Quality Area 3 are available in the Guide to the National Quality Framework and on the ACECQA website.
Quality Area 3: Standards and elements
Standard 3.1 The design of the facilities is appropriate for the operation of a
service.
Fit for purpose Element 3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including
supporting the access of every child.
Upkeep Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.
Standard 3.2 The service environment is inclusive, promotes competence and
supports exploration and play-based learning.
Inclusive environment Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child’s participation and to
engage every child in quality experiences in both built and natural environments.
Resources support play-
based learning
Element 3.2.2 Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable
every child to engage in play-based learning.
Environmentally responsible Element 3.2.3 The service cares for the environment and supports children to become environmentally responsible.

National Law and National Regulations underpinning Quality Area 3
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 3 and lists the most relevant element of the NQS
associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign
non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.

National Law and National Regulations Associated element
Regulation 103 Premises, furniture and equipment to be safe, clean and in good repair 3.1.2
Regulation 104 Fencing 3.1.1
Regulation 105 Furniture, materials and equipment 3.2.2
Regulation 106 Laundry and hygiene facilities 3.1.1
Regulation 107 Space requirements—indoor 3.1.1
Regulation 108 Space requirements—outdoor 3.1.1
Regulation 109 Toilet and hygiene facilities 3.1.1
Regulation 110 Ventilation and natural light 3.1.1
Regulation 111 Administrative space 3.1.1
Regulation 112 Nappy change facilities 3.1.1
Regulation 113 Outdoor space—natural environment 3.2.1
Regulation 114 Outdoor space—shade 3.1.1
National Law and National Regulations Associated element
Regulation 115 Premises designed to facilitate supervision 3.1.1
Regulation 116 Assessments of family day care residences and approved family day care venues 3.1.1
Regulation 117 Glass (additional requirement for family day care) 3.1.1
Regulation 274
NSW
Swimming pools 3.1.2
Regulation 345 Swimming pool prohibition 3.1.2

Quality Improvement Plan for Quality Area 3
Summary of strengths for Quality Area 3
My strength is that I can able to build such environment so that child can feel
comfortable.
[Summarise strengths identified in the self-assessment process. Delete if not required.]

Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 3.1 – Design: The design of the facilities is appropriate for the operation of a service.
Exceeding themes
1. Practice is embedded in
service operations
Children are provided proper equipment and furniture which is safe and secure.
2. Practice is informed by critical
reflection
In order to make child friendly to the environment.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Families also helps in framing better environment.
Summary of strengths in practice where there is evidence of Exceeding NQS themes

Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 3.2 – Use: The service environment is inclusive, promotes competence and supports exploration and play-based learning.
Exceeding themes
1. Practice is embedded in
service operations
When children are provided better equipment and facilities then it fosters growth.
2. Practice is informed by critical
reflection
Child is motivated to play outdoor and indoor games.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Family can support child in play base learning.
Key improvements sought for Quality Area 3
Improvement Plan

Standard/
element
Issue
identified
during self-
assessment
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this outcome?
(Steps)
Success measure By when? Progress notes
Learning while
playing
Some children
are only
engaged in
playing.
Outcome is to
encourage learning
Learning
practice
By engaging child in learning while
playing.
Through children's
growth
At the program
end.
Children are
progressing

Quality Area 4: Staffing arrangements
This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and
experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage
children’s active engagement in the learning program. Please note that a number of transitional and jurisdiction-specific regulations apply to staffing
arrangements. Refer to Chapter 7 of the Education and Care Services National Regulations for more information.
Additional information and resources about Quality Area 4 are available in the Guide to the National Quality Framework and on the ACECQA website.
Quality Area 4: Standards and elements
Standard 4.1 The design of the facilities is appropriate for the operation of a service.
Organisation of educators Element 4.1.1 The organisation of educators across the service supports children’s learning and development.
Continuity of staff Element 4.1.2 Every effort is made for children to experience continuity of educators at the service.
Standard 4.2 Management, educators and staff are collaborative, respectful and
ethical.
Professional collaboration Element 4.2.1 Management, educators and staff work with mutual respect and collaboratively, and challenge and learn
from each other, recognising each other’s strengths and skills.
Professional standards Element 4.2.2 Professional standards guide practice, interactions and relationships.

National Law and National Regulations underpinning Quality Area 4
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 4 and lists the most relevant element of the NQS
associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign
non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.
National Law and National Regulations Associated element
Section 51(2) Conditions on service approval (FDC Coordinators) 4.1.1
Section 161 Offence to operate education and care service without nominated supervisor 4.1.1
Section 161A Offence for nominated supervisor not to meet prescribed minimum requirements 4.1.1
Section 162 Offence to operate education and care service unless responsible person is present 4.1.1
Section 163 Offence relating to appointment or engagement of family day care co-ordinators 4.1.1
Section 164 Offence relating to assistance to family day care educators 4.1.1
Section 164A Offence relating to the education and care of children by family day care service 4.1.1
Section 169 Offence relating to staffing arrangements 4.1.1
Section 269 Register of family day care educators, co-ordinators and assistants 4.1.1
Regulation 117A Placing a person in day-to-day charge 4.1.1
Regulation 117B Minimum requirements for a person in day-to-day charge 4.1.1
Regulation 117C Minimum requirements for a nominated supervisor 4.1.1
Regulation 118 Educational leader 4.1.1

National Law and National Regulations Associated element
Regulation 119 Family day care educator and family day care educator assistant to be at least 18
years old
4.1.1
Regulation 120 Educators who are under 18 to be supervised 4.1.1
Regulation 123 Educator to child ratios – centre based services 4.1.1
Regulation 123A Family day care co-ordinator to educator ratios—family day care service 4.1.1
Regulation 124 Number of children who can be educated and cared for – family day care educator 4.1.1
Regulation 126 Centre-based services – general educator qualifications 4.1.1
Regulation 127 Family day care educator qualifications 4.1.1
Regulation 128 Family day care co-ordinator qualifications 4.1.1
Regulation 130 Requirement for early childhood teacher – centre-based services – fewer than 25
approved places
4.1.1
Regulation 131 Requirement for early childhood teacher – centre-based services – 25 or more
approved places but fewer than 25 children
4.1.1
Regulation 132 Requirement for early childhood teacher – centre-based services – 25-59 children 4.1.1
Regulation 133 Requirement for early childhood teacher – centre-based services – 60 to 80 children 4.1.1
Regulation 134 Requirement for early childhood teacher – centre-based services – more than 80
children
4.1.1
Regulation 135 Early childhood teacher illness or absence 4.1.1
National Law and National Regulations Associated element
Regulation 136 First aid qualifications 4.1.1

Regulation 143A Minimum requirements for a family day care educator 4.1.1
Regulation 143B Ongoing management of family day care educators 4.1.1
Regulation 144 Family day care educator assistant 4.1.1
Regulation 145 Staff record 4.1.1
Regulation 146 Nominated Supervisor 4.1.1
Regulation 147 Staff members 4.1.1
Regulation 148 Educational leader 4.1.1
Regulation 149 Volunteers and students 4.1.1
Regulation 150 Responsible person 4.1.1
Regulation 151 Record of educators working directly with children 4.1.1
Regulation 152 Record of access to early childhood teachers 4.1.1
Regulation 153 Register of family day care educators, co-ordinators and assistants 4.1.1
Regulation 154 Record of staff other than family day care educators, family day care co-ordinators
and family day care educator assistants
4.1.1
Quality Improvement Plan for Quality Area 4
Summary of strengths for Quality Area 4

I have strength of maintaining good relations with children because
coordination is essential for enhancing learning.
[Summarise strengths identified in the self-assessment process. Delete if not required.]

Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 4.1 – Staffing arrangements: Staffing arrangements enhance children’s learning and development.
Exceeding themes
1. Practice is embedded in
service operations
Staff should have build such skills, so that they can deal with children.
2. Practice is informed by critical
reflection
Patience is required if you are dealing with children.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Family can help teachers in informing about child behaviour so that they can coordinate with them.
Summary of strengths in practice where there is evidence of Exceeding NQS themes

Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 4.2 – Professionalism: Management, educators and staff are collaborative, respectful and ethical.
Exceeding themes
1. Practice is embedded in
service operations
While providing services to children educators and staff should respect every student.
2. Practice is informed by critical
reflection
Staff should have understand needs of the every child.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Satff should have also provide respect to the family of child.
Key improvements sought for Quality Area 4
Improvement Plan

Standard/
element
Issue
identified
during self-
assessment
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this outcome?
(Steps)
Success measure By when? Progress notes
Staff improvements There are
many staff
which
misbehave
Outcome is to obtain
effective staff
Improvin
g staff.
By providing training to the
teachers.
By asking child about
their staff
After the end of
class.
By measuring
improvement in
every child.

Quality Area 5: Relationships with children
This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of
security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.
Additional information and resources about Quality Area 5 are available in the Guide to the National Quality Framework and on the ACECQA website.
Quality Area 5: Standards and elements
Standard 5.1 Respectful and equitable relationships are maintained with each child.
Positive educator to child
interactions
Element 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child
to feel secure, confident and included
Dignity and rights of the
child
Element 5.1.2 The dignity and the rights of every child are maintained.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive
relationships.
Collaborative learning Element 5.2.1 Children are supported to collaborate, learn from and help each other.
Self-regulation Element 5.2.2 Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of
others and communicate effectively to resolve conflicts.

National Law and National Regulations underpinning Quality Area 5
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 5 and lists the most relevant element of the NQS
associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign
non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.
National Law and National Regulations Associated element
Section 166 Offence to use inappropriate discipline 5.1.1, 5.1.2, 5.2.2
Regulation 155 Interactions with children 5.1.1, 5.1.2, 5.2.2
Regulation 156 Relationships in groups 5.2.2

Quality Improvement Plan for Quality Area 5
Summary of strengths for Quality Area 5
I can able to communicate effectively with children and also make them feel
comfortable.
[Summarise strengths identified in the self-assessment process. Delete if not required.]

Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 5.1 – Relationships between educators and children: Respectful and equitable relationships are maintained with each child.
Exceeding themes
1. Practice is embedded in
service operations
It is important to give proper respect to every child.
2. Practice is informed by critical
reflection
If teacher maintain good relations then it brings effective learning.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Educator should have also build good relationships with the families of children.

Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 5.2 – Relationships between children: Each child is supported to build and maintain sensitive and responsive relationships.
Exceeding themes
1. Practice is embedded in
service operations
It is very important to build good relations with small child.
2. Practice is informed by critical
reflection
Good relations with child helps in enhancing good learning.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Community also helps educators in shaping good and sensitive relations with parents.

Key improvements sought for Quality Area 5
Improvement Plan
Standard/
element
Issue
identified
during self-
assessment
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this outcome?
(Steps)
Success measure By when? Progress notes
Good teacher and
student relations.
It is not easy
to develop
healthy
relations.
Outcome which is to
be seek is regarding
healthy relations
relations
hips
Focusing on the safety of children
and building good environment.
By checking every
child
At the end of
chapter
It can be seen that
educator and
children shares
good relations.

Quality Area 6: Collaborative partnerships with families and communities
This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for
children and community partnerships that are based on active communication, consultation and collaboration.
Additional information and resources about Quality Area 6 are available in the Guide to the National Quality Framework and on the ACECQA website.
Quality Area 6: Standards and elements
Standard 6.1 Respectful relationships with families are developed and maintained
and families are supported in their parenting role.
Engagement with the
service
Element 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions.
Parent views are
respected
Element 6.1.2 The expertise, culture, values, beliefs of families are respected and families share in decision-making
about their child’s learning and wellbeing.
Families are supported Element 6.1.3 Current information is available to families about the service and relevant community services and
resources to support parenting and family wellbeing.
Standard 6.2 Collaborative partnerships enhance children’s inclusion, learning and
wellbeing.
Transitions Element 6.2.1 Continuity of learning and transitions for each child are supported by sharing relevant information and
clarifying responsibilities.
Access and participation Element 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program.
Community engagement Element 6.2.3 The service builds relationships and engages with its community.

National Law and National Regulations underpinning Quality Area 6
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 6 and lists the most relevant element of the NQS
associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign
non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.
National Law and National Regulations Associated element
Section 175 Offence relating to requirement to keep enrolment and other documents 6.1.3, 6.2.1
Regulation 157 Access for parents 6.1.1

Quality Improvement Plan for Quality Area 6
Summary of strengths for Quality Area 6
My strength is that I can able to influence families and communities easily as I
have goo communication skills.
[Summarise strengths identified in the self-assessment process. Delete if not required.]

Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 6.1 – Supportive relationships with families: Respectful relationships with families are developed and maintained and families
are supported in their parenting role.
Exceeding themes
1. Practice is embedded in
service operations
Educator can take help of families to support effective learning.
2. Practice is informed by critical
reflection
Parent role is important and along with that role of teacher is also equally important.
3. Practice is shaped by
meaningful engagement with
families, and/or community
If get help from families then it encouraged effective learning practice.
Summary of strengths in practice where there is evidence of Exceeding NQS themes

Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 6.2 – Collaborative partnerships: Collaborative partnerships enhance children’s inclusion, learning and wellbeing.
Exceeding themes
1. Practice is embedded in
service operations
In order to do partnerships with communities it is important to know their beliefs, culture, values etc.
2. Practice is informed by critical
reflection
Building good relations will enhance learning.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Collaborative partnership with community and family will enhance learning process.

Key improvements sought for Quality Area 6
Improvement Plan
Standard/
element
Issue
identified
during self-
assessment
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this outcome?
(Steps)
Success measure By when? Progress notes
Collaboration and
coordination
Some parents
do not want
to collaborate
Goals is to develop
coordination.
relations
hips
Having good conversation with
parents.
Asking parents. At the end of year. By checking
behaviour of
parents.

Quality Area 7: Governance and Leadership
This quality area of the National Quality Standard focuses on effective leadership and governance of the service to establish and maintain quality
environments for children’s learning and development. Effective leaders establish shared values for the service that reflect the service context and
professionalism and set clear direction for the service’s continuous improvement. Governance refers to the systems in place to support effective
management and operation of the service, consistent with the service’s statement of philosophy.
Additional information and resources about Quality Area 7 are available in the Guide to the National Quality Framework and on the ACECQA website.
Quality Area 7: Standards and elements
Standard 7.1 Governance supports the operation of a quality service.
Service philosophy and
purpose
Element 7.1.1 A statement of philosophy is developed and guides all aspects of the service’s operations.
Management systems Element 7.1.2 Systems are in place to manage risk and enable the effective management and operation of a quality
service.
Roles and responsibilities Element 7.1.3 Roles and responsibilities are clearly defined, and understood, and support effective decision-making
and operation of the service.
Standard 7.2 Effective leadership build and promotes a positive organisational
culture and professional learning community.
Continuous improvement Element 7.2.1 There is an effective self-assessment and quality improvement process in place.
Educational leadership Element 7.2.2 The educational leader is supported and leads the development and implementation of the educational
program and assessment and planning cycle.
Development of
professionals
Element 7.2.3 Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are
in place to support learning and development.

National Law and National Regulations underpinning Quality Area 7
The table below shows the sections of the National Law and National Regulations underpinning Quality Area 7 and lists the most relevant element of the NQS
associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign
non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.
National Law and National Regulations Associated element
Section 21 Reassessment of fitness and propriety (provider approvals) 7.1.2
Section 51(2) Conditions on service approval (FDC co-ordinators) 7.1.2, 7.1.3
Section 56 Notice of addition of nominated supervisor 7.1.2
Section 56A Notice of change of a nominated supervisor's name or contact details 7.1.2
Section 161 Offence to operate education and care service without nominated supervisor 7.1.2
Section 161A Offence for nominated supervisor not to meet prescribed minimum requirements 7.1.2
Section 162 Offence to operate education and care service unless responsible person is present 7.1.2
Section 162A Persons in day-to-day charge and nominated supervisors to have child protection
training
7.1.2
Section 163 Offence relating to appointment or engagement of family day care co-ordinators 7.1.2, 7.1.3
Section 164 Offence relating to assistance to family day care educators 7.1.2
Section 164A Offence relating to the education and care of children by family day care service 7.1.2, 7.1.3
Section 165 Offence to inadequately supervise children 7.1.2
Section 166 Offence to use inappropriate discipline 7.1.2

National Law and National Regulations Associated element
Section 167 Offence relating to protection of children from harm and hazards 7.1.2
Section 168 Offence relating to required programs 7.1.2
Section 169 Offence relating to staffing arrangements 7.1.2
Section 170 Offence relating to unauthorised persons on education and care service premises 7.1.2
Section 171 Offence relating to direction to exclude inappropriate persons from education and
care service premises
7.1.2
Section 172 Offence to fail to display prescribed information 7.1.2
Section 173 Offence to fail to notify certain circumstances to regulatory authority 7.1.2
Section 174 Offence to fail to notify certain information to regulatory authority 7.1.2
Section 174A Family day care educator to notify certain information to approved provider 7.1.2, 7.1.3
Section 175 Offence relating to requirement to keep enrolment and other documents 7.1.2
Section 188 Offence to engage person to whom prohibition notice applies 7.1.2
Section 269 Register of family day care educators, coordinators and assistants 7.1.2
Regulation 31 Condition on service approval-quality improvement plan 7.2.1
Regulation 55 Quality improvement plans 7.2.1
Regulation 56 Review and revision of quality improvement plans 7.2.1
Regulation 158 Children’s attendance record to be kept by approved provider 7.1.2
Regulation 159 Children’s attendance record to be kept by family day care educator 7.1.2

National Law and National Regulations Associated element
Regulation 160 Child enrolment records to be kept by approved provider and family day care
educator
7.1.2
Regulation 161 Authorisations to be kept in enrolment record 7.1.2
Regulation 162 Health information to be kept in enrolment record 7.1.2
Regulation 163 Residents at family day care residence and family day care educator assistants to be
fit and proper persons
7.1.2
Regulation 164 Requirement for notice of new persons at residence 7.1.2
Regulation 165 Record of visitors 7.1.2
Regulation 166 Children not to be alone with visitors 7.1.2
Regulation 167 Record of service’s compliance 7.1.2
Regulation 168 Education and care service must have policies and procedures 7.1.2
Regulation 169 Additional policies and procedures—family day care service 7.1.2
Regulation 170 Policies and procedures to be followed 7.1.2
Regulation 171 Policies and procedures to be kept available 7.1.2
Regulation 172 Notification of change to policies or procedures 7.1.2
Regulation 173 Prescribed information to be displayed 7.1.2
Regulation 174 Time to notify certain circumstances to regulatory authority 7.1.2
Regulation 174A Prescribed information to be notified to accompany notice 7.1.2

Regulation 175 Prescribed information to be notified to regulatory authority 7.1.2
National Law and National Regulations Associated element
Regulation 176 Time to notify certain information to regulatory authority 7.1.2
Regulation 176A Prescribed information to be notified to approved provider by family day care
educator
7.1.2
Regulation 177 Prescribed enrolment and other documents to be kept by approved provider 7.1.2
Regulation 178 Prescribed enrolment and other documents to be kept by family day care educator 7.1.2
Regulation 179 Family day care educator to provide documents on leaving service 7.1.2
Regulation 180 Evidence of prescribed insurance 7.1.2
Regulation 181 Confidentiality of records kept by approved provider 7.1.2
Regulation 182 Confidentiality of records kept by family day care educator 7.1.2
Regulation 183 Storage of records and other documents 7.1.2
Regulation 184 Storage of records after service approval transferred 7.1.2
Regulation 185 Law and regulations to be available 7.1.2
Regulation 344
Tasmania
Working with vulnerable people registration – staff members 7.1.2
Regulation 358
Victoria
Working with children check to be read 7.1.2
Regulation 359
Victoria
Criminal history record check to be read and considered 7.1.2

Quality Improvement Plan for Quality Area 7
Summary of strengths for Quality Area 7
My strength is that I am good leader also and that helps me in improving my
teaching practice.
[Summarise strengths identified in the self-assessment process. Delete if not required.]

Summary of strengths in practice where there is evidence of Exceeding NQS themes
Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 7.1 – Governance: Governance supports the operation of a quality service.
Exceeding themes
1. Practice is embedded in
service operations
Leadership is important and along with that governance is also equally important.
2. Practice is informed by critical
reflection
Quality service is vital and governance helps in achieving that.
3. Practice is shaped by
meaningful engagement with
families, and/or community
Family and community also plays important role in motivating teachers so that they can become leaders.
Summary of strengths in practice where there is evidence of Exceeding NQS themes

Notes:
 This Exceeding NQS section is to be completed when there is evidence of one or more of the Exceeding NQS themes demonstrated in the practice at your service.
 Additional information about the Exceeding NQS themes is available on ACECQA’s Exceeding the NQS webpage.
Standard 7.2 – Leadership: Effective leadership builds and promotes a positive organisational culture and professional learning
community.
Exceeding themes
1. Practice is embedded in
service operations
When the leaders are effective then it facilitate professional learning and also brings good organisational culture.
2. Practice is informed by critical
reflection
Leaders have the power to influence the culture of organisation and also develop positive culture.
3. Practice is shaped by
meaningful engagement with
families, and/or community
For attaining professional learning community, effective leadership is must.
Key improvements sought for Quality Area 7

Improvement Plan
Standard/
element
Issue
identified
during self-
assessment
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this outcome?
(Steps)
Success measure By when? Progress notes
leadership Leadership is
not easy as to
influence
other is never
easy.
Outcome is to
influence others so
that work can be done.
people Leadership will helps in getting
teaching related outcomes.
Through development At the end of year Motivation and
productivity.

Notes

Notes