[FULL ACCESS] Policies and Procedures for Family Day Care Service

This assignment requires students to explore the regulations and policies associated with family day care services in Australia. The provided document outlines various regulations, such as notification of changes to policies or procedures (Regulation 170-176A), enrolment and other documents to be kept by approved providers (Regulations 177-179), and evidence of prescribed insurance (Regulation 180). Additionally, the assignment focuses on quality improvement plans for Quality Area 7, including a summary of strengths, identified issues, key improvements sought, and an improvement plan. The student must follow a specific template to provide details about the issue identified during self-assessment, the desired outcome or goal, priority level, steps to achieve the outcome, success measures, and progress notes.

Quality Improvement Plan template
2018 National Quality Standard
Updated January 2018

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.
The Education and Care Services National Regulations 2017 (the National Regulations) require approved providers to prepare a Quality
Improvement Plan (r55) 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.
Quality Improvement Plan template 7

Quality Improvement Plan template 7

Service details
Service name Service approval number
ACA Cairns School
45/563/087
Primary contacts at service
James Street
Physical location of service Physical location contact details
Street 120 Com Road Telephone [phone]
Suburb South Ryde Mobile [e-mail]
State/territory Queensland Fax
Postcode 4868 Email
Approved Provider Nominated Supervisor
Primary contact Lian Bran Name Emmanuel King
Telephone [phone] Telephone [phone]
Mobile Mobile [phone]
Fax Fax
Email [e-mail] Email [e-mail]
Postal address (if different to physical location of service)
Street P.O BOXA 6767 State/territory QS
Suburb South Ryde Postcode 4868
Quality Improvement Plan template 7

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 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
8:30 8:30 8:30 8:30 8:30
Closing time
4:00 4:00 4:00 4:00 4:00
Quality Improvement Plan template 7

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.
The opposite side of the school is left for parking by the staff and guests
We adhere to the QS school terms and holidays
The beginning of the first day in each term is a pupil free day
How are the children grouped at your service?
The learners are categorised into 3 groups, 2 groups comprise of children of age bracket 3 to 6 years and the other of 5 year olds
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. Cheryl Smith, Nominated Supervisor)
Emmanuel King – 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.
Quality Improvement Plan template 7

Provide additional information about your service—parking, school holiday dates, pupil-free days, etc.
The opposite side of the school is left for parking by the staff and guests
We adhere to the QS school terms and holidays
The beginning of the first day in each term is a pupil free day
No. of educators:_5________
Quality Improvement Plan template 7

Service statement of philosophy
Please insert your service’s statement of philosophy here.
Vision:
To provide a learning atmosphere that is value based and is play based and accessible.
Purpose:
To promote and provide the needs and anticipation of the families by offering a learning environment that is caring and cultivating.
Values:
At ACA Cairns School we value:
 Honor
 Diversity
 The right to play
 Fairness
 Associations
Quality Improvement Plan template 7

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.
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 Element 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning,
Quality Improvement Plan template 7

planning cycle 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 Associated element
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
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 Programs for children over preschool age 1.3.1
Quality Improvement Plan template 7

National Law and National Regulations Associated element
NSW
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 1.1.2 We develop on the learners’ present understanding, notions, culture, capabilities and desires through the program of Healthy Eating
1.1.2 We acquire prior information from the parent during admission and develop personal programs based on this. The associations with
the learners alongside observations enable us to gain information with regard to the child’s present understanding, notions, culture,
capabilities and desires
1.1.3 We have procedures entrenched into the programs such as shared snack and lunch
1.2.2 The structure of small group is supported by intentional teaching method
Quality Improvement Plan template 7

Key improvements sought for Quality Area 1
Element 1.1.3 The program and routine are coordinated in a manner that optimises opportunities for the learning of each child.
Identified
issue
There is need based on the observation of the learners to foster sustained development of the learner’s ability, individuality, self-
direction and flexibility.
Element 1.2.3 Serious consideration on the development and education of the learner, both individually and groupwise, is used routinely in the
program implementation
Identified
issue
The learners’ observations depict the demand to prioritize the development of concentration
Improvement Plan for QA1
Standar
d/
element
Issue identified
during self-
assessment
What outcome
or goal do we
seek?
Priorit
y
(L/M/H
)
How will we get
this outcome?
(Steps)
Success measure By
when?
Progress notes
1.1.3 There is a
need based
on the
observation of
the learners
to foster
sustained
Learners who
conduct
themselves
independently
for self-help
M Educators will
endeavour to sustain
equilibrium between
teacher oriented
activities and child
oriented activities.
Educators to examine
Educators observe
learners operating
individually with self-
directed activities
May 2018
Quality Improvement Plan template 7

development
of the
learner’s
ability,
individuality,
self-direction
and flexibility.
the program to
ascertain whether it
includes guided
discovery
1.2.3 The
observations
carried out on
the learners
depict the
demand to
prioritize the
development
of
concentration
Learners are
focusing on
their activities,
repeating
activities that
foster
development
M Educators watch over
children to ascertain
their desires.
Educators build the
personal learning
programmes of the
children that illustrate
the integration of the
needs and interests of
the learners
The engagement of the
children in activities that
are involving is observed
by the educator
May 2018
Quality Improvement Plan template 7

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.
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.
Quality Improvement Plan template 7

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 Associated Element
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
Quality Improvement Plan template 7

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
Quality Improvement Plan template 7

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 template 7

Quality Improvement Plan for Quality Area 2
Summary of strengths for Quality Area 2
Strengths 2.1.4 The children’ health needs are supported by the existing systems – for example, individual health plans, consents
2.1.4 In-depth health information. Clear Health records are readily accessible to the staff
2.1.3 Facilities are established with consideration of the freedom of the child
2.2.1 Robust health eating program. There is awareness of healthy foods amongst children
2.3.3 Emergency services systems are very effective
Quality Improvement Plan template 7

Key improvements sought for Quality Area 2
Element 2.3.1 Children are adequately supervised at all times
Identified
issue
Since the centre is almost fully occupied both for indoor and outdoor study environments, it is important that there be consistent
and regular program that is followed by the staff
Improvement Plan
Standard
/
element
Issue identified
during self-
assessment
What outcome
or goal do we
seek?
Priorit
y
(L/M/H
)
How will we get
this outcome?
(Steps)
Success measure By
when?
Progress notes
2.3.1 Need for
regular and
Sustained
Maintenance of the
H Educators are
conversant with their
All staff are aware of the
supervision rooms and
End of
2018
All staff have come up
with supervision
Quality Improvement Plan template 7

consistent
program
followed by
the staff due
to increase in
numbers
supervision of both
outdoor and indoor
educational
environment
areas of supervision
and there are
guidelines to follow in
case they want to be
away from their area
of jurisdiction
adhere by established
provision protocols
programs and agreed
procedures. They abide
by the agreed protocols.
Quality Improvement Plan template 7

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.
Quality Area 3: Standards and elements
Standard 3.1 The design of the facilities is appropriate for the operation of a service.
Fir 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.
Quality Improvement Plan template 7

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
Quality Improvement Plan template 7

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
Tasmania
Swimming pool prohibition 3.1.2
Quality Improvement Plan template 7

Quality Improvement Plan for Quality Area 3
Summary of strengths for Quality Area 3
Strengths 3.2.2 Resources are appropriate and supervised for safety on routine basis
3.1.2 Facilities, furniture and equipment are cleaned frequently and any insecure play equipment or furniture is repaired or disposed on
time
3.1.3 Easy view of indoor and outdoor environment. The learning atmosphere is spacious and is suited for different uses.
Element 3.2.3
Identified issue
The service cares for the environment and supports children to become environmentally responsible.
Developing the learners’ respect for the ecosystem and awareness of issues affecting the environment such as recycling
Key improvements sought for Quality Area 3
Improvement plan
Standard Issue identified What outcome Priorit How will we get Success measure By Progress notes
Quality Improvement Plan template 7

/
element
during self-
assessment
or goal do we
seek?
y
(L/M/H
)
this outcome?
(Steps)
when?
3.2.3 Children are
fostered to
develop
respect for
the
environment
and become
friendly to it.
Children
become
friendly to the
environment
and to develop
respect for it
H Executing approaches
to develop the
awareness of children
of their responsibility
to the environment.
For example creating a
compost pit and using
the contents in the
vegetable gardens
Learners become
passionate developers of
composite site and help
the staff to deposit fruit
wastes on regular basis
Quality Improvement Plan template 7

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.
Quality Area 4: Standards and elements
Standard 4.1 Staffing arrangements enhance children's learning and development.
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.
Quality Improvement Plan template 7

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
Quality Improvement Plan template 7

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
Regulation 136 First aid qualifications 4.1.1
Quality Improvement Plan template 7

Regulation 143A Minimum requirements for a family day care educator 4.1.1
National Law and National Regulations Associated element
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 template 7

Quality Improvement Plan for Quality Area 4
Summary of strengths for Quality Area 4
Strengths 4.2.1 Established protocols for reflective practice and programming of staff
4.1.2 Engagement in the initial years’ project and utilised this project as a way to reflect on theorists and present pedagogy
4.2.3 Developed the vision and value statement cooperatively
Element 4.4.4
Identified Issue
Staff, educators and administrators engage cooperatively and encourage, challenge and share ideas to further sharpen their skills and to
advance associations and practice
The staff working collaboratively to achieve unified comprehension of quality early childhood practice. Educators are perceived as
curriculum front runners and are expected to provide support and develop all staff
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
4.2.2 The staff Step nine H Cooperation between All the staff can End of
Quality Improvement Plan template 7

working
collaboratively
to achieve
unified
comprehension
of quality early
childhood
practice.
Educators are
perceived as
curriculum front
runners and are
expected to
provide support
and develop all
staff
educators
(curriculum
leaders) to
mentor and
nurture other
staff in curriculum
matters with the
guidance of the
assessment for
learning and
development in
the initial years.
The 3R’s
(Reflect, Relate,
Respect) are
used as
observation
scales
staff is obvious with
regard to their learning
on the delivery of the
curriculum. This is
more evident in the
process of
performance
improvement and
development strategies
effectively apply the 3R’s
observation scale to
evaluate their practice
2018
Quality Improvement Plan template 7

Quality Improvement Plan template 7

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.
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.
Quality Improvement Plan template 7

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 template 7

Quality Improvement Plan for Quality Area 5
Summary of strengths for Quality Area 5
Strengths 5.1.3 Positive association with learners by replying to all their needs
5.1.1 The nursery school and occasional care are taken care suing the primary care approach
5.2.3 A learning environment that is play based with focus on relationships among different age categories.
Element 5.2.1
Identified Issue
Children are supported to collaborate, learn from and help each other.
Staff are involved with the learners to foster learning through play
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
5.2.1 Staff are
involved with
the learners
Educators
support the
learning of
H Staff use teacher
moments to enhance
the learning of the
Learners will be involved
in in-depth learning by
being occupied with play
Continuin
g
Quality Improvement Plan template 7

to foster
learning
through play
children through
play
children by being
engaged with the
children during play
for an extended period of
time. They call for the
support of any staff to
improve their learning
Quality Improvement Plan template 7

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.
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.
Quality Improvement Plan template 7

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 template 7

Quality Improvement Plan for Quality Area 6
Summary of strengths for Quality Area 6
Strengths 6.1.2 The Governing council is engaged in the organization and coordination of activities and is referred to in association to significant
changes
6.3.4 Occasional events are organized to incorporate families
6.1.2 Parents assist on tours, fostering the development of relationships between parents and staff
Element 6.1.1
Identified Issue
An functional process of enrolment for all families
Continue enhancing the process of enrolment so that all families are adequately informed
Key improvements sought for Quality Area 6
Improvement plan
Standard/
element
Issue
identified
during self-
assessment
What outcome
or goal do we
seek?
Priorit
y
(L/M/H
)
How will we get
this outcome?
(Steps)
Success measure By
when?
Progress notes
6.1.1 Continued Transparent H Parents and care All parents and care Continuin
Quality Improvement Plan template 7

enhanceme
nt of the
process of
enrolment
to all
families
process of
enrolment and
all families are
acquainted
with necessary
information
providers are
summoned to a
meeting for
information delivery
after filling the
enrolment form. The
meeting serves as a
forum for new parents
to meet with
caregivers to
deliberate on regular
curriculum and
nursery program
providers to be served
with information either
through meetings of
scheduled one on one
meeting or via phone
g
Quality Improvement Plan template 7

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.
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.
Quality Improvement Plan template 7

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
Quality Improvement Plan template 7

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
National Law and National Regulations Associated element
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
Quality Improvement Plan template 7