CHC50113 Diploma: Compliance and NQF in Early Childhood Services

This assignment, completed for the CHC50113 Diploma of Early Childhood Education and Care, focuses on facilitating compliance within an education and care service. It addresses the National Quality Framework (NQF), including its components, aims, and quality areas. The assignment includes an analysis of a service's strengths and weaknesses related to specific NQS standards, such as healthy eating and relationships between educators and children. It involves developing a method of inquiry to assess staff awareness of a chosen standard and creating a factsheet to promote understanding. Furthermore, the assignment requires the development of a portfolio of information to help staff understand compliance, encompassing components of the NQF, ACECQA, and the assessment and rating process. Finally, the assignment involves conducting a self-assessment using the NQS and interviewing stakeholders to gather information on service performance and areas for improvement. This comprehensive approach ensures a deep understanding of compliance requirements and the practical application of the NQF in early childhood education settings.

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 cover sheet 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
Trainer Name
Assessment start date 17th July 2019
Assessment Due date 17th August 2019
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:
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Student Assessment Workbook
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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Student Assessment Workbook
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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:
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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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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
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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.
Assessment must ensure use of:
● 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 (RTOs) 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.
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Please note that at Diploma level it is expected that the questions will be answered in a manner that reflects 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 other 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.
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 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)
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● 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
the Complaints and Appeals procedure detailed in the Student Handbook. In the first instance, we encourage you 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.
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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 Healthy eating and physical activity are embedded in the program for children.
Strength
‘Start right, Eat right’ program, outdoor opportunities for active play Weaknesses
Ensuring all educators are inducted into the ‘Eat right, start right’ program
Opportunities
To educate families, educators,and children Threats
Lack of time to fully induct all educators
Rating: Strength – This is a strength that their administration consistently gives sound nourishment
choices and advances proper dieting during all supper and tidbit times with the kids. This is done
through job demonstrating and following the 'Eat right, Start right' sound dieting system. Youngsters
from all age gatherings have partaken in dynamic play in the indoor and open-air situations,
incorporating moving in the Happy Feet program.
Standard: 5.1 Relationships between educators and children
Strengths
Develop confidence in their ability to express themselves. Weaknesses
Trying hard to understand children’s communication – verbal and non-verbal – and to encourage
children to ask questions and share their thoughts.
Opportunities
Educators can build nurturing relationships that support children to feel valued as competent and
capable individual.
Threats
Showing warmth and being welcoming. This is quite difficult for the educator to express and the child
to grasp.
Rating: Opportunity: Relationships are strengthened over time. The significance of reliable staffing
plans and building positive relationships and also offering respect to settling in the changing times. This
is an incredible chance to construct a connection.
Standard 1.3: Educators and co-ordinators take a planned and reflective approach to
implementing the program for each child.
Strengths
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Educators can identify ways to consult families, children and the community and ensure the service is
inclusive and responsive to all children and families.
Weaknesses
Individuals need to feel that they can question, offer ideas and raise concerns about their own and the
service’s practice.
Opportunities
Looking outside the administration and drawing in with individuals, thoughts, research, hypothesis, and
developments occurring in the more extensive network, can bolster instructors to increase an alternate
point of view
It is hard to grow new thoughts that are regularly better explained when there is a chance to
converse with other individuals about them.
Rating: Opportunities: They are urging instructors to work intimately with progressively experienced
associates. This gives chances to the two gatherings to watch, investigate and gain from one another; to
portray what they saw about a youngster's reaction to an encounter and ask inquiries concerning for
what reason their partner utilized a specific system.
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.
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Standard: 2.2 Healthy eating and physical activity are embedded in the program for children.
Our administration endeavors to accomplish an excellent rating for Quality Area 2: Children’s health
and safety. This is executed utilizing an assortment of arranged and unconstrained schedules and
encounters inside the program. All teachers must pursue administration approaches and methods
alongside essential, authoritative prerequisites and Quality Areas supported inside the EYLF. We
should all guarantee that we have sufficient comprehension of strategies to address this with all kids.
All teachers inside the administration need to ensure they give chances to kids to share in physical
and dynamic play encounters for the day and convey nutritious choices to kids at bite time. Constant
exchanges about upgrades and approaches to executing components into the educational plan require
devotion and participation of staff.
Criticism can be picked up employing a factsheet (that will be given as the answer for inquiry 3).
This will be given around to all staff inside the administration and marked and dated by everybody
once read. A poll will go with the sheet, giving away to the team to pose inquiries and make
recommendations to finish voluntarily. Reactions will be examined and dissected and utilized as
potential exchange points at workforce gatherings.
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
● other legislation this standard links to (check your policies).
Standard 2.2 Healthy eating and physical activity are embedded in the program for
children.
Active play policy
Relevant legislation and standards:
● Education and Care Services National Regulations 2011, Regulation 168
● Education and Care Services National Law Act 2010
Nutrition, food and beverages, dietary requirements
Relevant legislation:
● National Quality Standard 2
● Education and Care Services National Regulations, regulations 77,78,79,80,168
● Food Act 1984 (Vic), as amended 2012
● Education and Care Services National Law Act 2010
● Australia New Zealand Food Standards Code
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