Student Assessment Workbook: CHCECE019 Facilitate Compliance

This document is a student assessment workbook for the CHC50113 Diploma of Early Childhood Education and Care, specifically focusing on the unit CHCECE019: Facilitate compliance in an education and care service. It includes an assignment cover sheet, competency judgement section, and detailed instructions for students. The workbook outlines the performance and knowledge evidence required, covering topics like the National Quality Framework, self-assessment, quality improvement plans, and site visit coordination. It also provides assessment conditions, topics covered, and links to additional resources. The assessment tasks involve interpreting the National Quality Framework, facilitating self-assessment, developing a quality improvement plan, and coordinating service for a site visit, along with a mandatory 120-hour work placement component. The document emphasizes the importance of referencing and provides guidelines for submission, feedback, and plagiarism policies. Students are required to complete all assessment tasks, including work placement and a third-party report to achieve competency.

Student Assessment Workbook
ASSIGNMENT COVER SHEET
Instructions:
 Before you start your assessment task, please read the student declaration below.
 All assignments must be submitted with this attached cover sheet.
 Assignments submitted without this coversheet or declaration completed will be returned to the
student for resubmission.
 Please keep a copy of your assignment. Your assignment will not be returned to you.
 Please submit your assignment by hard copy or email the assignment cover sheet with your
assignment to [e-mail]
Email to [e-mail]
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE019 Facilitate compliance in an education and care service
Student Name
Student Email
USI Number
Trainer Name
Student Declaration
I confirm: Yes No
I understand the assessment requirements to achieve competence. ☐ ☐
I am ready for assessment. ☐ ☐
I understand the appeals, complaints and grievance procedure (refer to Student Handbook). ☐ ☐
(only complete if you have special needs). I have advised of my special needs and any changes to
the assessment process have been taken into consideration.
☐ ☐
The work in this assignment is my own work. I declare that this assessment item is my own work
unless otherwise acknowledged and referenced.
☐ ☐
I agree:
This assessment may be accessed by the government (Australian Skills Quality Authority,
Government Funding Agencies) or representatives chosen by Alana Kaye Training (eg. Trainers,
Consultant, Industry Representatives) to review the quality and marking of this assessment.
☐ ☐
I have read, understood and accept the above conditions of this assessment.
Signature: Click or tap here to enter text. Date Submitted: DD/MM/YY
Cheating and plagiarism: All work submitted must be your own. If a trainer suspects that you have been involved in
plagiarism, the matter will be referred to the Branch Manager or CEO. If two students submit the same or very similar
assessment both students will need to resubmit their assessment.
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COMPETENCY JUDGEMENT – TRAINER/ASSESSOR USE ONLY
Instructions:
 This document is used by the Assessor to record their feedback about your assessment.
 This competency judgement record will be returned to you. If you do not agree with the judgement,
students can access Alana Kaye’s complaints and appeals process.
Qualification Code/Title CHC50113 Diploma of Early Childhood Education and Care
Competency Code/Title CHCECE019 Facilitate compliance in an education and care service
Student Name
Assessor Name
STUDENTS MUST NOT COMPLETE THE FOLLOWING FEEDBACK – ASSESSOR ONLY
ASSESSOR’S FEEBACK TO STUDENT
(include resubmission requirements and due date, if applicable)
Assessment Task Result (S = satisfactory; NS = not yet satisfactory) S NS
Assessment Task 1 - Interpreting the National Quality Framework  
Assessment Task 2 - Facilitating an organisation self-assessment  
Assessment Task 3 - Facilitating the development of a quality improvement plan  
Assessment Task 4 - Coordinating the service for a site visit  
Feedback
Assessment Task 5 – Workplace tasks  
Feedback
Assessment Task 6 – Project  
Feedback
Work Placement Assessment Component Initial Date
120 hours Work Placement completed and verified
Third Party Report completed and verified
Assessor Observation Report completed and verified
Overall Assessor Comments:
Final assessment result: Resubmission result:
☐COMPETENT ☐ COMPETENT
☐ NOT YET COMPETENT ☐ NOT YET COMPETENT
Assessor Name
Assessor Signature Date
Administration
Resulted VETtrak & tracking spreadsheet updated ACS & CJ scanned & saved Copy sent to student
Initial:
Date:
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Student Assessment Workbook
Version number: V1
Created by: Catherine Bradley Date: March 2017
Validated by: Tanya Thomson Date:
Modification history:
CHCECE019 Facilitate compliance in an education and care service
This document comprises of 2 sections:
 Section One – Unit and Assessment Overview
 Section Two – Assessment Tasks
Section One – Unit and Assessment Overview provides you with an overview of the knowledge and skills that you
need to demonstrate in the assessment tasks. The Unit and Assessment Overview also provides you with information
about the assessment conditions, the topics covered in this unit, the Assessor’s role, changes to the assessment
procedure that can be made to accommodate your needs and instructions to students including how to submit your
assessment tasks.
Section Two – Assessment Tasks consists of questions, case studies and work-based activities. These tasks are
used to demonstrate that you meet the requirements as detailed in Section One – Unit and Assessment Overview.
SECTION ONE: UNIT AND ASSESSMENT OVERVIEW
Performance Evidence
The candidate must show evidence of the ability to complete tasks outlined in elements and performance criteria of this
unit, manage tasks and manage contingencies in the context of the job role. There must be demonstrated evidence that
the candidate has completed the following tasks at least once:
 checked and maintained compliance in an education and care service, including:
o interpreting and applying the requirements outlined in the National Quality Framework in at least one
education and care service
o facilitating a self-assessment process in at least one education and care service
 developed at least one quality improvement plan, including:
o documenting and checking information for accuracy and completeness
o consulting with at least one other educator or service coordinator to review the plan
 performed the activities outlined in the performance criteria of this unit during a period of at least 120 hours of work
in at least one regulated education and care service.
Knowledge Evidence
The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements
and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work
role. These include knowledge of:
 how to access:
o the National Quality Framework
o the National Quality Standards
o the relevant approved learning framework
 how to interpret the relevance of framework and standards documents in guiding work in this unit of competency
 other legislation, standards and regulations relevant to the children’s services industry
 processes for engaging stakeholders in the planning and consultation stages of quality assurance
 support systems, including government and non-government consultants, resources and personnel
 best-practice principles and emerging trends in service delivery area.
Assessment Conditions
Skills must be demonstrated in a regulated education and care service.In addition, simulations and scenarios must be
used where the full range of contexts and situations cannot be provided in the workplace or may occur only rarely. These
are situations relating to emergency or unplanned procedures where assessment in these circumstances would be
unsafe or is impractical.
Simulated assessment environments must simulate the real-life working environment where these skills and knowledge
would be performed, with all the relevant equipment and resources of that working environment.
The assessment must ensure the use of:
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 National Quality Framework for Early Childhood Education and Care
 the relevant approved learning framework under the National Quality Framework for Early Childhood Education
and Care.
Assessors must satisfy the Standards for Registered Training Organisations (RTO) 2015/AQTF mandatory competency
requirements for assessors.
Topics Covered
The topics covered in this unit include:
 Interpreting the National Quality Framework
 Facilitating an organisation self-assessment
 Facilitating the development of a quality improvement plan
 Coordinating the service for a site visit
Additional reference material and research website
If you need to refer to a specific resource to complete your assessment task, we will identify the resource within the
assessment task. Additional resources that you may find useful include:
 www.earlychildhoodaustralia.org.au
 www.ecareconciliationsymposium.com.au
 www.education.gov.au/early-years-learning-framework
 www.aussiechildcarenetwork.com.au
 www.ccccnsw.org.au/wp-content/uploads/EYLF_Ed_Guide_Dec2010.pdf
Reasonable Adjustments
Your Assessor may be able to make adjustments to your assessment based on special needs you may have or if you are
a distance learning student. Please ask your Trainer if you feel that modifications to this assessment are required.
Student Handbook
Please refer to Alana Kaye’s Student Handbook about:
 Educational and Student Support Services
 Trainer Support
 Assessment Strategy
 Appeals, Complaints and Grievances Procedures
Role of the Trainer/Assessor
Your Trainer/Assessor will:
 answer any questions you might have about the assessment
 negotiate assessment activities if reasonable adjustment is required
 inform you of any variations to the assessment which may be required if you have any special needs or if you are a
distance based learner
 assess your competency by making judgements about the evidenced presented in line with the rules of evidence:
validity, authenticity, currency and sufficiency
 give you feedback on the outcomes of the assessment process
 counsel you on the outcomes of the assessment including advising you of your right of appeal if you disagree with
the assessment decision
 help you address the work health and safety requirements of the assessment setting, if appropriate.
Instructions for students
In order to successfully meet the requirements of this unit, you are required to undertake all assessment tasks. Each of
these assessment tasks may have a series of activities or questions that you are required to complete.
Please note that at the Diploma level it is expected that the questions will be answered in a manner that reflects the
significant understanding of the theory associated with the unit of competency. You are required to elaborate upon the
answer sufficiently articulating your understating of the underpinning knowledge required for this unit of competency.
As a guide – each question will generally require 1 - 2 paragraphs to effectively address requirements. In some cases,
this may be more. If you, in the course of answering a question, rely upon a text, document, webpage or another source
of information, you must make reference to where this information came from.
You are required to submit:
 Student Assessment Workbook – this workbook needs to be submitted by the due date identified on your timetable.
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Student Assessment Workbook
Please refer to the Student Work Placement Guidelines for instructions about your work placement. This includes the
assessment requirements of this qualification including:
 Student Work Placement Third Party Report
 Student Workplace Logbook and Learning Activities or letter of tenure to demonstrate the minimum of 240 hours of
mandatory work placement.
Submitting your Assessment and Due Dates
Your Trainer will advise you of the due date for each assessment. Please submit your assessment by the due date. The
process for submitting assessments is provided on the assignment coversheet on page 1 of this document.
Feedback on your Assessment
Your Trainer will mark your assessment within 4 weeks of submission. Your Trainer will provide you with feedback about
your assessment. Your result for the Student Assessment Workbook will either be:
 Satisfactory – you have successfully passed the workbook requirements OR
 Not Satisfactory – you are not yet satisfactory.
If your result is ‘Not Satisfactory’ you will be given an opportunity to improve your assessment. Your Trainer will inform
you of the skill or knowledge gaps in your assessment. You will need to resubmit your assessment with the corrections or
redo the practical exercise until you achieve the ‘Satisfactory’ result. Any student who plagiarises or cheats will be given
a ‘Not Satisfactory’ result and will be required to resubmit their assessment again and may also be required to answer
verbal questions.
Once you have completed both the Student Assessment Workbook and the work placement assessment requirements
your results will be either:
 Competency Achieved – you passed OR
 Not Yet Competent.
Work Placement Guidelines
All students are required to complete 240 hours of work placement in a regulated education and care service, students
must have a minimum Diploma trained staff member supervising them throughout the 240 hours.
Students need to be aware that Family Day Care can only be used as a work placement setting if the Family Day Care
supervising them holds a Diploma and there are at least 3 different children aged 0-2 and 3 different children aged 2-6
enrolled on the same day. School Aged Care settings are not accepted as work placement settings for this course.
The CHC50113 Diploma of Early Childhood Education and Care includes a mandatory work placement of 240 hours to
cover the range of activities as outlined in the evidence requirements of the following units:
 CHCECE003 Provide care for children(if not completed in Certificate III)
 CHCECE005 Provide care for babies and toddlers(if not completed in Certificate III)
 CHCECE007 Develop positive and respectful relationships with children(if not completed in Certificate III)
 CHCECE010 Support the holistic development of children in early childhood(if not completed in Certificate III)
 CHCECE017 Foster the holistic development and wellbeing of the child in early childhood
 CHCECE019 Facilitate compliance in an education and care service (min 120)
 CHCECE024 Design and implement the curriculum to foster children’s learning and development
Supplementary Evidence
Competence in this unit also requires further supplementary evidence. If a Candidate is working within a child care facility
they will be required to provide a Third Party Report and Third Party Evidence Collection Agreement from a suitably
qualified member of staff plus an Alana Kaye Assessor will be required to complete a workplace visit and observe the
candidate in the completion of their tasks.
Working with Children card (Ochre card) NT
It is mandatory for people who have contact or potential contact with children in certain specified areas of employment to
hold a Working with Children Clearance Notice. States and Territories may have different requirements and it is best to
check.
For further information on NT requirements contact: Email: [e-mail]
Phone: Freecall: 1800 SAFE NT (1800 72 33 68 - Australia wide callers only) or [phone]
Complaints and Appeals Procedures
Alana Kaye has a Quality Management System documenting any appeals or complaints to ensure they are addressed
efficiently and effectively. Should you wish to lodge an appeal or complaint in relation to your assessment, please follow
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the Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you to talk
with your Trainer.
SECTION TWO: ASSESSMENT TASKS
Before you commence this assessment, please read the student declaration on the front page. It
is important that you are ready for assessment and understand the assessment process. Please
speak with your Trainer if you have any questions.
Assessment Task 1
Interpreting the National Quality Framework
Purpose
This assessment task is designed to assess your skills and knowledge in interpreting the National
Quality Framework.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 access to the National Quality Framework and National Quality Standard, including the seven
quality areas, the assessment and rating process, legislation and regulations relevant to the
service
 access to the relevant approved learning framework
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Consider the 18 standards (1.1 to 7.3) that make up the seven quality areas of the NQS.
Conduct an individual SWOT (strengths, weakness, opportunities and threats) analysis to
confirm your understanding of the components of the NQF. Choose three of the 18 standards
and rate how they are demonstrated in your service using the SWOT analysis framework.
Provide an example to support your rating decision. For example:
Standard: 4.1 Staffing arrangements enhance children’s learning and development and ensure
their safety and wellbeing.
Rating: Strength – this is a strength because our service always ensures that child–educator
ratios are adhered to. It is a standard that is strictly adhered to and was demonstrated when
additional children wanted to participate in an unplanned activity. The group of children were
divided into two groups so the correct ratio of educators to children was maintained.
Standard: 2.2 Physical activity and healthy eating were implemented within the program for
the children.
Strength
“Start right and eat right’ program, outdoor
opportunities for active play
Weaknesses
Ensuring all educators are inducted into the
‘Eat right, start right’ program
Opportunities
To educate educators, families and children
Threats
Arranging the proper induction of all the
educators properly
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Rating: Strength – This is a strength on the grounds that our administration ceaselessly gives sound
nourishment choices and advances smart dieting amid all dinner and bite times with the kids. This is
done by means of job displaying and following the 'Eat right, begin right' good dieting system. Kids
from all age bunches have partaken in dynamic play in the indoor and conditions, incorporating
moving in the Happy Feet program. All outside staff who convey week by week projects to the kids
support physical movement(Shanafelt and Noseworthy, 2017).
2. Choose one of the three standards used in the previous question. Use a method of inquiry that
will confirm that staff in your service are aware of the standard and the implications relating to
their roles. Provide a summary that includes:
 the standard you will address
 the implications of the standard
 how you will obtain feedback from staff regarding their understanding of the standard
 the resulting feedback.
Our service strives to achieve an excellent rating for Quality Area 2: Children’s health and safety.
This is implemented using a variety of planned and spontaneous routines and experiences within the
program. All educators must follow service policies and procedures along with relevant legislative
requirements and Quality Areas underpinned within the EYLF. We must all ensure that we have an
adequate understanding of ways to address this with all children. All educators within the service
need to ensure they provide opportunities for the children to partake in physical and active play
experiences throughout the day and deliver nutritious options to children at snack time. Continuous
discussion about improvements and ways to implement elements into the curriculum require
dedication and cooperation of staff (Dudley, Cotton and Peralta, 2015).
Feedback can be gained via a factsheet (which has been provided in the next question). This will be
handed around to all staff within the service and signed and dated by everyone once read. A
questionnaire will accompany the sheet, providing a means for the staff to ask questions and make
suggestions to complete in their own time. Responses will be collated and analyzed and used as
potential discussion topics at staff meetings.
3. Develop a factsheet that can be displayed in the staffroom or inserted in the staff
communication book to promote understanding of the standard from question 2. Include:
 the name of the standard you are focusing on
 the service policies and procedures this standard links to
 the Education and Care Services National Regulations this standard links to
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 other legislation this standard links to (check your policies).
4. Develop a portfolio of information to help other staff understand compliance in your service.
Use a variety of materials such as fact sheets, meeting plans or a frequently asked questions
(FAQ) sheet.
The following information must be included:
 An outline of the components of the NQF with an explanation of their relevance to the service
 A brief explanation of ACECQA, describing who they are, what their role is and three
reasons why you may seek advice or clarification from them as the highest authority relating
to the NQF
 An outline of service requirements regarding the assessment and rating process, and the
responsibilities of staff in the process
 How to find out more information
Any material you do not develop yourself must include a reference stating where it was taken
from.
 The National Quality Standard (NQS) is an integral part of the NQF and sets not only a
national benchmark for early youth care, and outside school hours care benefits in
Australians the NQF advances, each administration within the nation needs to be surveyed in
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Standard 2.2: physical activity and Healthy eating are embedded in the program
for children.
Active play policy
Relevant legislation and standards:
 Education and Care Services National Law Act 2010
 Education and Care Services National Regulations 2011, Regulation 168
Nutrition, food and beverages, dietary requirements
Relevant legislation:
 Education and Care Services National Regulations, regulations 77,78,79,80,168
 Education and Care Services National Law Act 2010
 National Quality Standard 2
 Australia New Zealand Food Standards Code
 Food Act 1984 (Vic), as amended 2012

Student Assessment Workbook
order to ensure and fulfil the basic requirements of the new quality guideline. Meanwhile, as
security is fundamental throughout the day and consistently, each administration must
consent to thorough wellbeing and wellbeing necessities.
To guarantee kids appreciate the most ideal conditions in their initial instructive and formative
years, the NQS advances persistent improvement in quality. The real advantages for guardians
and youngsters include:
 improved teacher kid proportions
 greater singular consideration and consideration for kids
 educators with expanded abilities and capabilities
 Increased level of support for learning as well as the advancement of children
 a national register which will help the guardians evaluate certain degrees of the quality
and progress of training along with care benefits within their general vicinity.
 An administrative expert in each state and region is fundamentally in charge of overseeing
the National Quality Framework, including favouring, observing and surveying
administrations for quality. It will be the principal purpose of contact for administrations. A
national body called ACECQA manages the National Quality Framework and guarantees the
reliable and successful execution of the new framework.
 The National Quality Standard provides the foundation framework for the adequate quality
of instruction along with care administrations. Similarly, The National Quality Standard is
separated into seven Quality Areas:
1. Educational curriculum with an increased focus on practice
2. Wellbeing and security of the children
3. The Physical condition of the children
4. Proper courses of action for the caregivers
5. Forming a positive bond with the kids
6. Encouraging the families and peers to take part in the education process of the child
7. Leadership along with proper administration of the board.
The National Quality Standard intends to advance:
 Security, Wellbeing as well as Prosperity of the kids
 A centre around accomplishing results for kids through high calibre instructive projects
 Families' comprehension of what recognizes quality administration.
 Approved administrations will be surveyed and evaluated against every one of the above-
mentioned. Quality Areas in accordance with the National Regulations and the National
Quality Standard. It is more likely that they will receive a general rating(Lobstein et al.,
2015). The general process of rating and the process of evaluation is expected to advance
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the ceaseless and overall improvement of quality for administration and can provide
effective and relevant data to the families with better-organized settling on decisions for
the youngsters' instruction as well as care.
Assessment Task 2
Facilitating an organisation self-assessment
Purpose
This assessment task is designed to assess your skills and knowledge in facilitating an
organisation self-assessment.
Requirements
To complete this assessment task, you need:
 access to a children’s services environment
 access to the National Quality Framework and National Quality Standard (in particular, the
assessment and rating process)
 access to the appropriate documentation for recording a self-assessment
 to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
1. Choose one quality area and the corresponding elements from the NQS. Then, choose two
people to interview (for example, a staff member, parent, child or community member) where
your objective is to seek information about:
 whether the service is meeting the quality area you have chosen
 how the service meets stakeholder needs in this quality area
 how the service can be improved
 what skills and knowledge are required for improvement (all of which helps you self-assess the
service)?
Personalise your questions so they are relevant to each individual and encourage them to provide
positive and constructive information.
When gathering the information, document:
 who the person is
 what their connection is to the service
 what their comments are.
Collate, analyse and document the responses according to the area of strength or weakness for
this quality area.
Quality Area 3: The Physical environment
Element 3.1.1: Indoor and Outdoor spaces, furniture, buildings, equipment, resources and facilities
which are best suited for the purpose.
Element 3.2.2: Equipment, resources and materials are in sufficient numbers which are further
organized in an effective manner which ensures effective as well as appropriate implementation
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with the program which allows for multiple usages.
Person 1 is an educational leader who works in the nursery with children aged 0-2 years as room
leader/educator.
Comments: The service lacks multiple numbers of resources available for implementation within
the program. This shortfall makes variety, inclusion and group play opportunities difficult to
provide and implement. Due to large numbers of children within the service and other age groups
requiring the use of specific materials and resources on regular basis difficult also not enough
resources and or equipment in numbers to accommodate comfortably between all areas of the
service.
Positives: All equipment, buildings and furniture are well maintained, in good working order and
deliver appropriate function. Outdoor and indoor spaces are adequately utilised and suited to their
purpose.
Person 2 is a Parent with the child in toddler's room with Kim, mother of Kane who attends service
full-time (5 days a week 7am-4pm)
Comments: Kim noted that she was happy with the set-up and variety of resources, activities and
experiences made available to her son each time he was in care. Both the indoor and outdoor
environments displayed high level of cleanliness and aesthetics, and appear to be well-maintained.
Negatives: She has noted that many activities on offer within the environment lack multiple
numbers of resources to accommodate a large number of children. Her son often comes home and
comments that he was unable to play at a specific activity as there weren't enough blocks, toys,
paper etc. to be able to do so.
The candidate must have analyzed the feedback from the three stakeholders; for example, it is
evident that we are achieving a well-maintained and clean environment, building and surroundings,
including furniture and indoor and outdoor play spaces. Constructive criticism suggested that
resources and materials are often inadequate and too few in number, which results in children
missing out on the opportunity to take part in all the fields of interest in the program and educators
finding it difficult to plan around these to enable successful, inclusive (Peñalvo et al., 2015).
2. Prepare and present an information display that reflects the feedback summaries and the self-
assessment information you collected in Part A. The display may be a poster including
photographs, handouts or information sheet, etc. and should be suited to all stakeholders.
Include the following in your display:
 Information about the quality area and element you reviewed
 Results of the feedback in relation to the quality area and elements in an easy-to-read format
that is appropriate to the varied audience; the display should show results against the level of
performance required by the NQF, what the service is doing well and how it plans to improve
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