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 ...Read More

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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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.
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The National Quality Standard (NQS) is a crucial part of the NQF and sets a national benchmark
for early youth instruction and care and outside school hours to care benefits in Australia. As the
NQF advances, each administration in the nation will be surveyed to ensure it satisfies the new
quality guideline. Meanwhile, as security is vital throughout the day and consistently, each
administration must consent to thorough wellbeing and security necessities.
To guarantee youngsters appreciate the ideal conditions in their initial instructive and formative
years, the NQS advances consistent improvement in quality. The significant advantages for
guardians and kids include:
■ improved instructor kid proportions
■ more noteworthy individual consideration and consideration for kids
■ teachers with expanded aptitudes and capabilities
■ better help for kids' learning and improvement
■ a national register to help guardians survey the nature of training and care benefits in their
general vicinity.
An administrative expert in each state and region is primarily in charge of controlling the National
Quality Framework, including favoring, checking and evaluating administrations for quality. It
will be the primary purpose of contact for administrations. A national body called the Australian
Children's Education, and Care Quality Authority (ACECQA) supervises the National Quality
Framework and guarantees the predictable and successful usage of the new framework.
The National Quality Standard sets another national benchmark for the nature of instruction and
care administrations. The National Quality Standard is separated into seven Quality Areas:
■ Instructive program and practice
■ Kids' wellbeing and security
■ Physical condition
■ Staffing courses of action
■ Associations with kids
■ Collective associations with families and networks
■ Authority and administration of the board.
The National Quality Standard intends to advance:
■ the security, wellbeing, and prosperity of kids
■ an emphasis on accomplishing results for kids through top-notch instructive projects
■ families' comprehension of what recognizes a quality administration.
Endorsed administrations will be evaluated and appraised against every one of the seven Quality
Areas of the National Quality Standard and the National Regulations. They will likewise be given
a general rating. The rating and evaluation procedure plans to advance consistent quality
improvement at administrations and furnish families with better data for settling on decisions
about their youngsters' instruction and care.
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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 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.
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Quality Area 3: Physical condition
■ Element 3.1.1 Outdoor and indoor spaces, structures, furniture, gear, offices, and assets are
appropriate for their motivation.
■ Element 3.2.2 Resources, materials, and gear are adequate in number, composed in
manners that guarantee fitting and viable execution of the program and consider various
employments.
Person 1: Educational leader
Works in the nursery with kids matured 0–2 years as room pioneer/teacher.
■ Comments: The administration does not have various quantities of assets accessible for
usage inside the program. This setback makes assortment, consideration, and gathering
play openings hard to give and actualize. Because of enormous quantities of youngsters
inside the administration and other age gatherings requiring the utilization of explicit
materials and assets all the time troublesome additionally insufficient assets as well as
hardware in numbers to suit serenely between all territories of the administration.
Positives: All gear, structures, and furniture are all around kept up, in excellent working request
and conveyed proper capacity. Outside and indoor spaces are sufficiently used and fit to their
motivation.
■ Person 2: Parent with tyke in a little child's room
Kim, mother of Kane who goes to administration full-time (5 days every week 7 am–4 pm)
■ Comments: Kim noticed that she was content with the set-up and assortment of assets,
exercises, and encounters made accessible to her child each time he was in consideration.
Both the indoor and open-air situations showed a high level of tidiness and aesthetics, and
have all the earmarks of being great kept up.
Negatives: She has noticed that numerous exercises on offer inside the earth do not have
various quantities of assets to suit countless youngsters. Her child frequently returns home and
comment that he was not able to play at a particular action as there weren't sufficient squares,
toys, paper, and so on to have the option to do as such.
▪ Person 3: Alice, five years old in the kinder room
Getting ready for grade school one year from now; goes to support three days every week 8 am–5
pm
● Comments: Alice remarked that she cherishes coming to play at daycare however gets
resentful in some cases since she needs more time to play every one of the exercises as she
needs to trust that the open door will do thus frequently passes up a significant
opportunity. She said she might want to see more materials and exercises accessible where
she can likewise take an interest with her three dearest companions, as the accessibility for
this is typically exceptionally constrained. Alice finished up by saying, 'Parts more toys we
need so we would all be able to play and not need to hold up until the end of time.'
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The competitor was more likely than not examined the criticism from the three partners; for
instance, it is clear that we are accomplishing a well-kept up and clean condition, building and
environment, including furniture and indoor and open-air play spaces. The instrumental analysis
proposed that assets and materials are frequently insufficient and excessively very few, which
results in kids passing up the chance to partake in every aspect of enthusiasm for the program and
instructors thinking that its hard to design around these to empower fruitful, comprehensive
projects and educational plans. The administration can improve, because of the assessment
procedure, by buying more assets and materials to use in the earth. Teachers and other vital
partners together should probably make this conceivable and research measures to sufficiently
push ahead and help kids with their learning and incorporation inside the administration.
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, a 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
● A set of interview questions that can be used to collect further information from stakeholders
once they have seen the display and to add to the feedback you have already collected
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■ Information about Quality Area 3
Quality Area 3 – Physical environment
Element 3.1.1 Outdoor and indoor spaces, structures, furniture, gear, offices and assets are reasonable
for their motivation.
Element 3.2.2 Resources, materials and gear are adequate in number, sorted out in manners that
guarantee fitting and successful usage of the program and consider various employments.
■ Results
Improvement plan:our administration anticipates effectively improving practices to meetelements 3.1.1
and 3.2.2 to a higher level. Criticism distinguished an absence of assets and materials accessible in
bigger gathering exercises and a broad trusting that kids will take an interest in the program.
Procedures for execution: a proposed gathering for teachers and partners to talk about and set
possibilities in motion to improve rating.
■ Interview questions
We might want more input identifying with available resources to accomplish an extraordinary rating level.
Kindly complete the accompanying poll to include yourself in our up and coming gatherings to talk about
ways we can achieve our improvement plan.
● Do you feel the youngsters are tested inside the current program, with chances to investigate and
reach out with accessible materials?
● Do you feel the administration needs assets and gear in both amount and conveyance?
● Do you feel your kid or different kids would profit by more open doors for gathering investment in
encounters and exercises?
● Do you accept the administration would profit by getting higher amounts of assets and materials
inside the play situations? On the off chance that indeed, how and for what reason do you accept
this ought to be led?
● How would you figure the administration can stretch out current practices to guarantee to address
every one of kids' needs employing the utilization of sufficient assets and materials?
Assessment Task 3
Facilitating the development of a quality improvement plan
Purpose
This assessment task is designed to assess your skills and knowledge in facilitating the
development of a quality improvement plan.
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
assessment and rating process
● a service’s template/proforma for a quality improvement plan
● examples of a completed quality improvement plan to use as a model
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● to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
Access the ACECQA QIP template at: www.acecqa.gov.au/quality-improvement-plan_1 or use the
template used in your service.
Refer to your responses for Assessment Activity 2 and focus on the quality area and elements that
you chose.
1. Complete the QIP template using the quality area and elements you focused on in
Assessment Activity 2.
ATTACH TO THIS ASSESSMENT.
2. Include:
● a summary of strengths for this quality area
● key improvements sought for this quality area including the standard and/or element number
and the identified issue/s
● an improvement plan that includes the goal or outcome you seek, the priority this plan has,
how you will achieve the goal or outcome (steps) and a success measure (how you know you
have succeeded).
Ensure you include best practice principles and emerging trends when focusing on key
improvements.
Strengths of Quality Area 2 identify all kids' wellbeing needs being continually checked, consideration
strategies executed when kids become unwell and documentation satisfactorily composed and recorded.
Element 2.1.3, Effective cleanliness practices are advanced and executed, needs a little work. Staff
needs to start taking a shot at increasingly fitting works on in regards to hand-washing of
themselves and kids, and sanitization and washing of texture, material-based assets, and toys.
An improvement plan will progress in the direction of staff preparing, spot checks, and job
displaying practices to guarantee this is happening. The arrangement is as per the following:
● Week 1: dialogs and job showing at workforce gathering of compelling hand-washing practices
and methods.
● Week 2: plan a cleaning plan for sanitization and washing of all toys and gear.
● Week 3: chief to invest more energy in each room of the administration watching current staff
rehearses (spot checks).
● Week 4: staff meeting to be held to talk about what any further issues that have been recognized or
criticism identifying with new rehearses.
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3. Consult with your service’s educational leader and/or your supervisor to confirm that your
QIP:
● correctly lists strengths
● accurately identifies improvements
● applies best practice principles and emerging trends in service delivery.
Record the comments and feedback you receive.
My educational leader recognized the right to use and documentation strategies incorporated into the QIP
and recommended option and down to earth measures to take to show youngsters the earth, which will
guarantee our practices satisfy the National Quality Guideline.
Read the two scenarios. For each scenario, answer the three questions that follow.
Scenario 1
Part of a QIP relates to the children’s menu. It addresses the need for a dietitian to develop a new
menu and consult with parents to identify each individual child’s needs. The plan is expected to take
four weeks to implement.
The parents have identified their children’s individual needs and the dietitian has been given this
information to add to the menu plan. Unfortunately, she has other commitments and five weeks later
has not yet provided the new menu. When the director contacts her, she says the menu will be
complete within a week, and also asks for staff to let her know their individual dietary needs.
Scenario 2
Part of a QIP relates to the development of a new timetable for cleaning the bathroom; by the time
educators are able to fit in this task during their work day, the bathroom often presents safety hazards
such as slippery floors. The educators are involved in developing a more appropriate routine/timetable
that meets everyone’s needs.
The next day a junior educator comes to you. She is upset as she thinks she hasn’t been cleaning the
bathroom correctly and doesn’t understand how the procedure has changed.
4. Identify what action you would take in each situation. Clarify if you would:
● stop the QIP in this area and reconsider the goal or steps
● adjust the QIP to address any new information
● use discussion, clarification, professional development and training to continue the QIP.
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Scenario 1: I would adjust the QIP to address any new information.
Scenario 2: I would use discussion, clarification, professional development and training to continue the
QIP.
5. Explain why you chose this option.
Scenario 1
I would alter the QIP to oblige the dietician's requirement for broadened time allotments, as she just
requires one more week. Objectives and destinations will become to after this time postponement has
been survived.
Scenario 2
I utilized discourses, explanation, proficient advancement, and preparing because these are required
because of staff's absence of comprehension and the new time table being actualized. Modifications and
changes need just to be made for this circumstance.
In the two situations, just negligible modifications are required to suit both change and comprehension to
successfully correct circumstances. Some expert improvement for all staff would be helpful in connection
to cleaning rehearses, alongside the utilization of job displaying strategies as required. New objectives may
incorporate a period augmentation for menus, pushing to another fortnight for consummation. Also, the
washroom cleaning timetable ought to be refreshed to meet all staff needs and to guarantee consistency is
sufficient.
Assessment Task 4
Coordinating the service for a site visit
Purpose
This assessment task is designed to assess your skills and knowledge in coordinating the service
for a site visit.
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
assessment and rating process that describes a site visit
● a completed quality improvement plan
● to answer the questions and submit responses as directed by your trainer/assessor/training
organisation.
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1. Undertake online research, ask experienced practitioners and use your own experience and
knowledge of the assessment and rating process to assist you in developing a hints and tips
brochure or leaflet to support an educator who is about to experience the assessment and
rating process for the first time.
The brochure or leaflet should include:
● the reason for a site visit
● what educators are expected to do during a site visit
● three examples of the type of questions the assessor may ask
● why it is important to be prepared.
The explanation behind a site visit is to guarantee all arrangements and practices of the administration are
meeting quality zones and National Quality Standards, staff are utilizing appropriate cleanliness strategies,
and keeping up connections and connections and contributing successfully to the workplace.
Instructors are relied upon to attempt day by day schedules and changes with youngsters that pursue all
administration arrangements and methodology. They should be set up upon the arrival of the site visit and
have sufficient learning with respect to the National Quality Standards, be natural and show proof of
exhibiting and typifying these for the duration of the day.
Three instances of the kind of inquiries the assessor may pose are:
● How do instructors guarantee all kids are incorporated into the program?
● What are the present instructor tyke proportions for fluctuating age gatherings?
● What is Quality Area 3 in the NQF?
● Would you be able to disclose to me the means engaged with managing prescription?
● What do you do if a youngster ends up unwell while at the administration?
●
It is imperative to be set up to guarantee that every single quality territory are being met and current
strategies and systems are both unmistakable by and by an exhibition by all teachers. A fitting QIP has
probably been taken a shot at and been altered as required. All vital documentation not recently submitted
must be made promptly accessible for survey by the assessor.
Read the scenario, and then answer the questions that follow.
Scenario
Your service is receiving an assessment and rating visit by an authorised officer in one week.
You are the health and safety representative and have been asked to prepare to talk for the
authorised officer about health and safety in the service (addressing Standard 2.1 in particular).
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2. How would you inform the following stakeholders about this visit?
● Staff
● Parents and families
● Community members
Staff: utilizing formal documentation and workforce conferences
Parents and families: through formal documentation, bulletins, email, criticism and recommendation
structures
Community members: utilizing the site, a challenge to go to staff as well as a parent board of trustees
meeting preceding the site visit.
3. Why is it important to inform all stakeholders about the visit and their responsibilities during
the visit?
It is essential to educate all partners regarding the visit to guarantee that everybody knows about the
procedure and regions that the middle is right now chipping away at or towards. There will be outer bodies
present at the administration on a particular day, so it is essential to be prepared.
4. Create a schedule for a meeting you would hold to let stakeholders know about the visit.
Explain when you would hold this meeting, who would attend and an agenda listing what you
would discuss.
The meeting would occur a month prior to the scheduled visit.
All staff and different partners would be urged to take care and examine the procedure and what the visits
imply for the administration.
Everybody's duties would be reviewed in this meeting, and it would be an ideal time to pose inquiries.
5. List the documentation you would provide to the authorised officer in relation to Standard 2.1.
How would you check the documentation for accuracy and completion? How should this
information be organised for the assessor to examine it?
Standard 2.1, I would furnish the approved official with the sickness arrangement, hand-washing method, nappy-evolving strategy, and
medicine and sensitivity approach. This documentation would be checked for precision in connection to references to the NQS, EYLF and
work wellbeing and security. This data would be sorted out in a easy-to-read folder, clearly named for the assessor
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6. What may be the consequences if documentation provided to an assessor is incomplete,
poorly presented or not immediately available?
The outcomes of insufficient documentation gave at a site visit could result in a working towards National Quality Standard' or 'Critical
improvement required' result from the assessor. It could reflect ineffective administration
Assessment Task 5
Workplace Task 1
Read your services philosophy and then answer the following questions.
1. Identify whether it reflects the NQS, EYLF or MTOP. How do you think these components
add depth to the philosophy?
The administration reasoning states that we attempt to incorporate all youngsters inside the program,
acknowledge contrasts, social foundations, and utilize amazing staff to give this inside a comprehensive
workplace. Interest-based educational plans and clear learning chances are caused accessible for kids to
investigate, to broaden and catch snapshots of ability improving while at the same time recognizing
qualities and premiums. Incorporation likewise has a significant impact on our way of thinking and is
reflected in the EYLF and NQS.
The four sub-results of EYLF Outcome 1 are as per the following:
■ Youngsters have a sense of security, secure, and upheld
■ Youngsters build up their rising independence, between reliance, strength, and feeling of
organization.
■ Youngsters create educated and sure self characters.
■ Youngsters figure out how to cooperate in connection with others with consideration, compassion,
and regards.
2. Research the role of an educational leader. What qualification must this person hold? Are
there experience requirements? Explain how you found your answer
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The National Quality Framework (NQF) has featured the role of the educational leader in the National Law and Regulations identifying
with the National Quality Standard (NQS), which gives the administrative system to most timed daycare, preschool/kindergarten, family
day care and outside school hours care administrations (ACECQA, 2011, p.7). Under regulations, the Approved (administration) Provider
is required to delegate an education leader to control different teachers in their arrangement and reflection. The should also guide partners
in their usage practices' (ACECQA, 2011, p.85). In a perfect world, the educational leader should be somebody with capabilities in early
youth training. It also makes sense that the individual to have procured the best learning of instruction speculations and research.
Workplace Task 2
1. Locate the services latest assessment rating, were there areas that needed improvement? If
so, discuss with a colleague what they were, and if those improvements were implemented.
Record your findings.
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I have talked about the self-appraisal process with staff, gathered data from a scope of individuals and
records, and connected all partners in the arranging and interview. The up-and-comer may have built up an
arrangement in dab pointed structure or as a table like the accompanying.
Self-assessment plan
ActionsPurpose Example
Gather data from staff in a gathering To guarantee the administration is actioning the NQF. Work
through the general objectives, results, standards and practices of the EYLF/MTOP and the Quality Areas
of the NQS.
Build up a review for staff to finish To guarantee the administration is actioning the NQF, and staff
can consider their obligations. Incorporate generally speaking objectives, results, standards and practices
of the EYLF/MTOP and the Quality Areas of the NQS in the review in an unmistakable and requested
way.
Meeting or review guardians who utilize the administration
To survey how families experience the administration. Incorporate in general objectives, results,
standards and practices of the EYLF/MTOP and the Quality Areas of the NQS in the study in a reasonable
and requested way.
Gather data from staff execution evaluations To survey staff execution results.
Gather and outline information.
Gather proof that shows the administration is in accordance with enactment and other significant structures
To guarantee enactment is pursued. Make a rundown of pertinent enactment and structures,
including the Code of Ethics, WHS, separation and badgering, kid security and guardianship enactment,
protection and opportunity of data.
Gather proof, for example, perceptions, approach proclamations and staff execution evaluations to
demonstrate how enactment has been met, or recognize zones for development.
Workplace Task 3
1. Find out when the last organisation self-assessment was, who was involved and how was
their involvement determined?
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Feedback was obtained through:
■ casual discussions
■ meetings and gatherings
■ reviews and surveys
■ center gatherings
■ perception
■ messaged protests
■ letters or notes
■ composed documentation
■ notes from staff execution examinations
■ much thanks to you drawings and notes from kids.
The following are specific quotes:
Educator: 'We ensure we have a far reaching acceptance/direction session to guarantee guardians and
kids are OK with our administration. Specifically we ensure we let all guardians think about the manner
in which we know about and comprehend the decent variety of youngsters' capacities, interests and
foundations. We regard all families' child rearing. We have a scope of correspondence techniques to
illuminate guardians about our administration and their kid's advancement. Some of the time I wish we
had more staff so we could give one-on-one regard for kids who need additional help. I might want to
find out about help in the network, for example, different organizations. I feel that as instructors we
don't know enough.'
Parent:'We cherished the direction session that was given. We find that the correspondence is brief and
clear. In some cases I wish we could remain somewhat longer with our youngster to settle her down
however I realize they are occupied and need to continue ahead with their program. There is by all
accounts a ton of chances for us to wind up included in the event that we wish to.'
Child:'I love coming here yet I need to hold up ages until I get a turn on the tricycle. I wish we could
play outside additional. There's in every case bunches of attracting stuff for us to utilize. Some of the
time Trish [the educator] hasn't got time to hear me out.'
Community member: I esteem the manner in which the administration connects to things we do in the
network, for example, they generally have a slow down at our neighborhood reasonable; the recreation
center is utilized for some wearing exercises yet in addition for scrounger chases, nature strolls thus on.It
would be great on the off chance that they approached more established individuals all the more regularly
or those with some exceptional mastery conversed with the youngsters.'
2. What were, if any, were identified as areas for improvement and how would you
communicate these required improvements to staff?
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Qualities recognized were:
■ great direction for families, during which they realized what they had to know, they felt comfortable and accepted the
administration that would profit their child.
■ successful communication consistently, including through bulletins, telephone calls and casual exchanges
■ Attention regarding the different kinds of children, including ways that various societies were recognized and incorporated into
learning programs
■ Teachers show regard for all families, their strategies for parenting, their way of life, customs and way of life.
Coming up next are proposals for development:
■ Instructors need to invest energy one-one-one with every youngster for the duration of the day
paying little heed to the timetable.
■ Instructors must include guardians however much as could be expected.
■ Instructors could approach network individuals and include them more.
■ Instructors should explore network support.
Workplace Task 4
1. For this task you need to choose an area of service performance that could be improved.
Record the quality area and element that are relevant to the service performance you have
chosen and then complete a QIP.
Quality improvement plan
Quality Area 3: Physical environment
Strengths Element 3.1.2 The premises, furniture and hardware are sheltered, perfect and
all around kept up.
Element 3.2.1 Outdoor and indoor spaces are structured and sorted out to
connect each kid in quality encounters in both manufactured and common
habitats.
Element 3.2.2 Resources, materials and gear are adequate in number,
composed in manners that guarantee fitting and viable usage of the program
and take into account different employments.
Element 3.3.1 Sustainable practices are inserted in administration activities.
Element 3.3.2 Children are supported to become environmentally responsible
and show respect for the environment.
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Element/s of weakness The asylum and sun wellbeing highlights of the open air territory should be
improved. (3.1.1)
The capacity to move among indoor and outside spaces is presently prevented
by mess that could be evacuated. (3.1.3)
There is overabundance mess that could be expelled to improve the feel and
smoothness of the room. (3.2.1)
Identified issue The key issues are:
■ improving sun cover
■ de-jumbling to permit simpler access and give a more settled
condition.
■ Expectation to improve the sun cover.
Key improvement sought
Expectation to expel pointless things from indoor spaces, and show inventive
tasks on revolution, instead of at the same time
Assessment Task 6
PROJECT
CHCECE019 Facilitate compliance in an education and care service
Purpose
The following activity forms part of your assessment of competence. You may also need to provide
various workplace documents or third-party reports. Your trainer will give you guidance in this area.
This assessment activity is designed to assess your skills and knowledge across the whole unit
CHCECE019 Facilitate compliance in an education and care service.
Requirements
To complete this assessment activity, you need:
● access to a children’s services environment and its policies and procedures
● access to the National Quality Framework for Early Childhood Education and Care
● access to relevant equipment and resources
● to complete the tasks outlined and submit responses as directed by your
trainer/assessor/training organisation.
1. Develop an information handbook or noticeboard posters to assist staff, parents, children
and/or community members to understand the National Quality Framework and the self-
assessment process. Include the following information:
● The components of the NQF
● Other legislation and regulations that are important to the NQF and the service
● A brief description of a service self-assessment
● A brief description of the assessment and rating process and its role
● Who can be contacted to find out more about the NQF or if support is required
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Students this may need to be added as an attachment.
Components of the NQF would include referencing the seven National Quality Standards
and the Early Years Learning Framework
■ Other enactment and guidelines would incorporate the Education and Care Services
National Law and the Education and Care Services National Regulations
■ An administration self-evaluation surveys the exhibition in conveying quality
consideration and training, just as arranging future upgrades to the instruction and care of
the administration.
■ The evaluation and rating procedure is a rating scale given to decide an administration's
nature of instruction and care, just as distinguishing territories requiring improvement. The
rating scale is: Excellent; Exceeds National Quality Standard; Meets National Quality
Standard; Working towards National Quality Standard; and Significant improvement
required.
■ ACECQA can be reached (and their subtleties can be gotten to at: www.acecqa.gov.au),
just as your state or domain's administrative specialist, for example, NSW Early Childhood
Education and Care Directorate, Department of Education and Communities in New South
Wales or the Department of Education and Early Childhood Development in Victoria.
2. List three ways you can confirm that staff understand the NQF and other legislation and
regulations they must comply with.
Three different ways to affirm that staff comprehend the NQF incorporate workforce conferences,
addressing, job demonstrating, gathering discourses and proposal box criticism.
3. Using a range of methods, collect information for a self-assessment to determine the
service’s strengths and areas for improvement in relation to each element of NQS Quality
Area 6: Collaborative partnerships with families and communities.
Information should:
● be collected from educator, a parent, a child and a community member
● include both strengths and areas needing improvement
● be presented in dot-point form and include any quotes made by the person.
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4. Develop a schedule or plan that would explain all the actions to take when you receive
notification that your service has begun the assessment and rating process.
Concentrate only on NQS Quality Area 6: Collaborative partnerships with families and
communities, as detailed in your QIP.
Include the actions you take:
● prior to sending your quality improvement plan to the regulatory authority
● prior to the assessment and rating visit, planned for four weeks’ time
● on the day of the assessment and rating visit.
Time line Step Process
Service’s background processes
■ Administration to acquaint
themselves with NQF.
■ Administration
comprehends the seven
National Quality
Standards.
■ NQS workgroups built up
■ QIP is created and
actualized by
administration
Start
■ Noticevia mail that the
appraisal and rating
procedure has begun.
■ Endorsed suppliers have a
month and a half to
present the quality
improvement plan to the
administrative specialist.
■ Simultaneously, the
approved official begins
an investigation of the
accessible data about the
administration, including
the consistence history
and National Childcare
Accreditation Council.
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