Early Childhood Education: Self-Assessment Tool for Quality Areas

This document presents an organisational self-assessment tool designed for early childhood education and childcare centres, focusing on evaluating their performance against the National Quality Standards. The tool includes reflective statements across key quality areas, such as educational program and practice, children’s health and safety, and the physical environment. For each statement, the assessor rates the centre's performance on a scale from Level 1 (wanting to implement) to Level 4 (consistent best practice), with space for comments explaining the rating and detailing how criteria are addressed or improved. The assessment covers various aspects, including building knowledge of learning frameworks, prioritizing learning outcomes, understanding each child's individual needs, ensuring child-focused experiences, supporting children's participation, valuing children's ideas, documenting learning, demonstrating intentional teaching, critically reflecting on the program, addressing health requirements, maintaining food safety, promoting healthy eating and physical activity, managing supervision risks, and fostering a positive physical environment.

Organisational Self-Assessment Tool
Early Childhood Education
Child Care Centre: Ages in Care: Date Completed:
Name of Person Completing Self-Assessment: Position:
The following are reflective statements based on the Guide to the National Quality
Standards. For each statement, rate the level at which your service centre is at. Use
the following rating below as your guide:
Level
1:
We want to be able to do this in the
future.
Level
2:
We are capable of doing this but need
improvements.
Level
3:
We have confidently been doing this.
Level
4:
We do this consistently to best practice.
Add comments for each statement rated. If it is rated as Level 1 or 2, specify how the
criterion could be addressed. If is rated as Level 3 or 4, specify how this is done in
the centre.
For the purpose of this assessment, rate only the centre on two (2) quality areas.
Self-Assessment begins on the next page.

Organisational Self-Assessment Tool
Early Childhood Education
Quality Area 1: Educational Program and Practice
Statement Level Comments
1. We build our knowledge and understanding of the
Learning Framework that we use in our service to
ensure enhanced learning outcomes for all
children
4
It Is necessary to improve the
learnings for better well-being
2. We ensure enhanced learning outcomes are a
priority for all age groups 2
It is important to learn as well as
acquire new things which can help
in every age group.
3. We get to know about each child and their culture,
strengths, abilities and interests 2
It is essential to know about every
child and their culture to neglect
the differences.
4. We make decisions about children’s daily
experiences and routines and who is involved in
making these decisions
4
Decision making is important part
in every age group.
5. We make sure that experiences and routines are
child-focused rather than adult-focussed 2
It is because they give children a sense
of security and control over their
environment.
6. We support every child’s participation in the
program 4
It helps to empowers children as creative
and engaged citizens who can
strengthen the wellbeing of a whole
society.
7. We demonstrate in the program that we value
children’s ideas, thinking and interests 2
It is important because children learn
more effectively when adults engage
them in everyday activities that are
based on their interests.
8. We improve the ways in which we engage children
in making decisions about their own learning 4
It is necessary because they can
influence some of the things that affect
them, and offer a different perspective
from adults.
9. We document and plan for children’s learning 2
Documenting a child's learning process
and achievements helps the child,
teacher, and parents in important social,
emotional, physical, and cognitive ways.
10. We provide quality information to families about
their children’s learning, development and
participation in the program
2
it generally creates opportunities to
better understand and support
developmental growth.
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Organisational Self-Assessment Tool
Early Childhood Education
11. Educators demonstrate intention in their teaching
practice and this reflects on outcomes for children 3
It helps to develop children's
cooperative skills. enhance children's
cognitive development and
understanding of concepts through the
exchange of ideas.
12. We critically reflect on and evaluate the program,
which is documented, and our evaluations are
used to make informed curriculum decisions to
improve outcomes for children
4
It involves Examining and rethinking
your perspectives.

Organisational Self-Assessment Tool
Early Childhood Education
Quality Area 2: Children’s Health and Safety
Statement Level Comments
1. We find out about individual children’s health
requirements and routines and ensure that staff
members who need to be aware are informed
about these and know how to manage children’s
specific health requirements
4
Keep written information in a safe place
2. We keep up to date with current, authoritative
information about the management of specific
health needs and anaphylaxis
3
communicate their child's allergies and
risk of anaphylaxis to the school at the
earliest opportunity, in writing and
preferably on enrolment
3. The service adopts best practice in relation to the
administration of medication for children 2
If medication administration is being
provided, the support worker
is responsible for ensuring that the client
takes their medications.
4. We keep informed about current food safety and
hygiene practices 4
Clean – keep yourself and work areas
clean. Separate – keep raw meat and
other raw animal products away from
other foods.
5. We keep up to date with current information
about child and adult immunisation 2
High rates of uptake of a vaccine are
essential to stopping the spread of
infectious disease.
6. We ensure that families are informed about and
follow the service’s policy and guidelines for the
exclusion of ill children
4
The National Quality Framework has
been designed to encourage continuous
improvement of education and care
services across Australia.
7. We communicate with families if there is an
outbreak of an infectious illness 2
Food and Water, Hygiene and Home
Care
8. What arrangements are in place to regularly
review and update our child health related
policies and procedures
3
Gather a policy writing/review team
from staff and other stakeholder. It also
includes Develop a plan and process
for the policy writing/review project. In
this, ensure all participants understand
the process and have sufficient time for
the task.
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Organisational Self-Assessment Tool
Early Childhood Education
9. We ensure food and drink is nutritious and
appropriate to each child 4
Healthy eating can help prevent many
chronic diseases.
10. Children are encouraged to make healthy food and
beverage choices 2
A healthy diet is essential for good
health and nutrition.
11. We plan to meet the individual food and nutrition
requirements of children We incorporate
discussions and activities about healthy eating and
caring for their bodies into children’s everyday
experiences
4
Vegetables provide vitamins A and C,
folic acid, and minerals. Dried peas and
beans, meat, fish, and poultry provide
protein, iron, and zinc.
12. We ensure staff members are familiar with current
guidelines about healthy eating and physical
activity
2
eat at least 5 portions of a variety of fruit
and vegetables every day
13. We plan the program to ensure that there is a
balance between planned and spontaneous active
play as well as a balance between passive and
active experiences
3
Offering young children calm, nurturing,
and predictable social and emotional
environments, and promoting their self-
regulation skills, helps them feel safe
and secure so they can learn, play, and
grow.
14. We set up the environment and resources to
encourage and support children to engage in
movement and physical play We encourage child-
initiated or child-directed play and recreational
experiences
2
Be a role model. If you sit on the couch
most of the weekend, your child won't
be inspired
15. We encourage children to solve problems in
relation to physical challenges in the environment 4
The way the physical environment
is designed and configured influences
how children feel, act, and behave
16. We identify potential supervision risks in the
service 2
Effective supervision reduces the risk of
harm to children by preventing injuries
and accidents.
17. We plan to ensure that all areas used by children
are effectively supervised, including when
children are participating in high-risk activities
3
Set Up the Environment
18. We plan to manage supervision of small groups of
children who may need to be in a different space
from the main group
2
It requires the number, age and ability of
the children.
19. We identify, assess and manage hazards and
potential risks for children, such as potentially 2
As identification of hazards is the first
step in Risk Management, it implies

Organisational Self-Assessment Tool
Early Childhood Education
dangerous products, plants, objects and animals
at the service, and how often do we do this.
that hazards which are not identified
would not go through the rigour of the
Risk Management process, leading to
the non-identification of preventive
measures for implementation and
communication to prevent harm in the
workplace.
20. We ensure children are alerted to safety issues
and supported to develop the skills to assess and
minimise risks to their own safety
3
Teaching children about safety
21. We identify which emergency procedures and
specific action plans are required for our service
and how often to practise these
3
follow the emergency evacuation floor
plan to safely evacuate and assemble at
the evacuation point, in case of
emergency.
22. We maintain an awareness of the people who have
contact with children at the service and/or who
collect children from the service
4
By collaborating and establishing
positive relationships with families, this
will enable you to gain parent trust and
respect as you interact with their child.
23. We keep up to date with current legislation in our
state or territory in relation to child protection 2
The key pieces of legislation that you
might be aware of are: The Children Act
1989. The Children and Social Work Act
2017. Keeping Children Safe in Education
2019.
Quality Area 3: Physical Environment
Statement Level Comments
1. Our physical environment contributes positively to
children’s learning and provides opportunities for
sustained shared thinking and collaborative
learning
2
The physical environment allows growth
and development through activities and
materials in defined play areas
2. Our physical environment contribute positively to
children’s developing autonomy and independence 3
The physical environment impacts how
children learn and behave.
3. We use the physical environment to support the
creation of a welcoming environment where all
children and families are respected and actively
encouraged to collaborate with educators about
curriculum decisions
4
Being warm and welcoming to create a
sense of belonging for children and their
families.
4. We ensure that there is interaction between the 2 'The indoor and outdoor environments
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Organisational Self-Assessment Tool
Early Childhood Education
indoor and outdoor environments and that the
design and organisation of these areas
accommodates a variety of uses
so that children can move freely
between them.
5. We ensure that children are safe entering and
leaving the service We provide for children to be
involved in planning and setting up the
environment
3
The 3 most effective ways of stopping
childhood infections spreading
are vaccination, exclusion (staying at
home when you are sick), and hand
washing.
6. We foster children’s capacity to understand and
respect the natural environment and the
interdependence between people, plants, animals
and the land
3
improve concentration, learning,
creativity, cognitive development,
cooperation, flexibility and self-
awareness. prevent childhood obesity.
7. The environment is equipped and organised to
cater for all levels of capabilities 2
The environment plays a key role in
supporting and extending children's
development and learning.
8. We organise our physical environment to
encourage children to explore, solve problems,
create, construct and develop environmental
awareness
4
Offering young children calm, nurturing,
and predictable social and emotional
environments, and promoting their self-
regulation skills, helps them feel safe
and secure so they can learn, play, and
grow.
9. We organise environments and spaces in ways
that allow children opportunities to play on their
own as well as promote small and large group
interactions and meaningful play and leisure
4
The environment plays a key role in
supporting and extending children's
development and learning.
10. We provide spaces that promote safe exploration,
learning through play and interaction with the
environment for babies and toddlers
2
Provide plenty of age-appropriate baby
soothers and teething toys that are
made for mouthing.
11. We provide opportunities for older children to
safely undertake more complex physical activities,
particularly in the outdoor environment
3
Make physical activity part of your
family's daily routine by taking family
walks or playing active games together.
12. The elements and features in the physical
environment invite open-ended interactions,
spontaneity, risk taking, exploration, discovery
and connection with nature, and where additional
resources can be introduced to provoke interest
and more complex and increasingly abstract
thinking
2
The physical environment allows growth
and development through activities and
materials in defined play areas.
13. We balance the need for order and the organised
chaos that happens when children play and
explore
2 this type of play allows children to
explore materials, concepts and ideas at
their own pace, and is an

Organisational Self-Assessment Tool
Early Childhood Education
important opportunity for children's
cognitive development.0
14. The backgrounds and cultures of families and the
wider community are reflected in the
environment, including Aboriginal and Torres
Strait Islander culture.
4
Discrimination, racism and lack of
cultural understanding mean that
Aboriginal and Torres Strait Islander
people still experience inequality and
social injustice.
15. We regularly evaluate the effectiveness of
learning environments and draw links to the
intended learning outcomes
3
These include structured interviews with
students, instructional rating surveys,
tests and exams, content analysis of
instructional materials, and review of
classroom records.
16. Our policies and practices promote children’s
understanding about their responsibility to care
for the environment (day to day and for long-term
sustainability) and promote the development of
life skills, such as growing and preparing food,
waste reduction and recycling
2
Practicing sustainability empowers
children to construct knowledge, explore
values and develop an appreciation of
the environment and its relationship to
their worlds.
17. We implement strategies to ensure educators
foster children’s capacity to:
 value and respect the broader environment
and be world wise
 understand and appreciate the natural
environment and the interdependence
between people, plants, animals and the
land
2
Share information and provide
children with access to resources about
the environment and the impact of
human activities on environments.
18. Educators model environmentally friendly and
sustainable practices 3
Educators will reduce the amount of
plastic and disposable equipment they
purchase and select materials that are
made of natural materials
19. We highlight our responsibilities for a sustainable
future and promote children’s understanding
about their responsibility to care for the
environment
4
Use a worm farm or composting bin to
reduce food waste within the service.
20. Clear messages are given to children about what
is valued at the service through the environment,
materials and resources and how they are
maintain
2
It is important to collect information
about each child's needs, interests and
cultural practices to be able to plan and
implement positive, meaningful and
inclusive experiences and
environments which are relevant to the
children within the service.
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Organisational Self-Assessment Tool
Early Childhood Education

Organisational Self-Assessment Tool
Early Childhood Education
Quality Area 4: Staffing Arrangements
Statement Level Comments
1. Our staffing arrangements enable all children to
feel that they belong in ways that support their
‘being’ and ‘becoming’
2
Staffing arrangements are based on the
individual needs of the residents and are
varied as this change.
2. Our staffing arrangements and communication
between nominated supervisors, educators, staff
members, families and children support consistent
practice, including staff members’ and children’s
transitions
2
Staffing arrangements create a safe and
predictable environment for children
and support warm, respectful
relationships.
3. We ensure that the service’s statement of
philosophy reflects our different views, beliefs and
values
2
A statement of philosophy guides all
aspects of the service's operations.
4. Our practice reflect the beliefs outlined in our
statement of philosophy 2
I believe that each child is an individual
and as an educator I will value and
develop each child's strengths, interests,
skills, abilities and knowledge to extend
their learning.
5. We acknowledge the personal strengths,
professional experiences and diversity that
colleagues bring to their work
2
Variety of different perspectives,
Increased creativity.
6. We promote professionalism, confidentiality and
ethical conduct We have strategies developed to
ensure information is shared between
management, educators, co-ordinators and staff
members
2
service staff demonstrating, care,
empathy and respect for children,
colleagues and families in their everyday
practice, professional conduct in
interactions and relationships with
children, colleagues, families and
members of the community.
7. We have opportunities to provide for educators,
co-ordinators and staff members to have
conversations and discussions to further develop
their skills, or to improve practice and
relationships.
3
This all requires excellent
communication.
8. We ensure that everyone’s voice is heard and
considered 3
To ensure that one's opinion, idea, or
point of view is heard, understood, or
has an impact, especially amidst
competing voices or opinions.
9. Our service is a good place to work 4 There are many ways to assess a
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Organisational Self-Assessment Tool
Early Childhood Education
workplace but, a great place to work
is one that inspires the passion of
workers and allows them to use their
talent.
10. We have effective processes to resolve any ethical
issues that may arise 2
analyze the actions
11. We have a workforce plan in place that supports
the development of our workforce now and into
the future
2
It includes analyzing the current
workforce, determining future
workforce needs, identifying the gap
between the present and the future, and
implementing solutions so that an
organisation can accomplish its mission,
goals, and strategic plan.

Organisational Self-Assessment Tool
Early Childhood Education
Quality Area 5: Relationships with Children
Statement Level Comments
1. We build close, secure relationships with children
of all ages, abilities, genders and backgrounds We
help children to feel that they belong in the
service
2
early childhood can positively impact
children's academic and social-
emotional skills
2. We learn about individual children’s non-verbal
cues and communication strategies, and the
specific communication requirements of children
who have additional needs We engage in
children’s play
2
warm, loving relationships are key to
children's development, positive
nonverbal communication helps child
development too
3. We interact with children to engage them in
learning 2
stimulating and focused
interactions between caregivers and
children starting in infancy.
4. We have strategies and techniques to extend and
build on children’s comments and conversations 2
children need to be able to understand
and be understood.
5. We use conversations and interactions with
children to make routine times enjoyable and
meaningful learning opportunities
3
observation is a way to connect with
children, to discover their connections to
others and to their environment
6. We enable children to form and maintain positive
relationships with others 4
Through relationships, children learn
how to think, understand, communicate,
behave, express emotions and
develop social skills.
7. A culture of respect, equity and fairness is
encouraged in the service and clearly
communicated to educators, children and families
2
Learning about other cultures helps
us understand different
perspectives within the world in which
we live.
8. The program and routines are arranged to ensure
adequate time for children to engage in projects
and play experiences of their own choosing, with a
variety of peers and adults
3
Routines are important because they
give children a sense of security and
control over their environment.
9. We model positive, respectful relationships with
others to children 2
Through relationships, children
learn how to think, understand,
communicate, behave, express emotions
and develop social skills
10. We ensure that the physical environment,
program and routines are conducive to the
development and maintenance of children’s
3
Safe, responsive, and nurturing
environments are an important part of
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Early Childhood Education
interpersonal relationships
supporting the learning and
development of infants, toddlers, and
preschoolers.
11. We promote a sense of community within the
service 2
It creates a sense of security, making
them feel safe and it promotes
resilience.
12. We ensure that our policies on interactions with
children reflects current information about child
development and best practice in guiding young
children’s behaviour
3
To fully realise their right to play,
children need freedom from stress,
social exclusion and discrimination.
13. Children have opportunities to make decisions
about rules, expectations and outcomes in relation
to their own and other’s behaviour
2
Play supports the development of self-
control which is critical for success later
in life.
14. We manage situations where we experience
challenges in relation to guiding the behaviour of
a child or group of children
2
reduce challenging behaviours and
encourage children to achieve success,
develop positive self-esteem and
increase competence.

Organisational Self-Assessment Tool
Early Childhood Education
Quality Area 6: Collaborative Partnerships with Families and Communities
Statement Level Comments
1. We reflect on our families, and our thinking is
broad and reflects the diversity of children at the
service
2
diversity contributes to the richness of
our society and provides a valid evidence
base about ways of knowing.
2. We help all families to feel comfortable and
welcome at the service We facilitate
communication with families who have specific or
diverse communication needs
3
it enables members to express their
needs, wants, and concerns to each
other.
3. We find out if our communication strategies are
reaching all families We have strategies in place
for information sharing between families,
educators and co-ordinators, during orientation,
settling in and on an ongoing basis
4
it enables members to express their
needs, wants, and concerns to each
other.
4. We listen to families and include their
perspectives in the educational program Families
have an active role in the service
2
When parents are involved, students get
better grades,
5. We encourage families to contribute to service
activities and to their child’s experiences in ways
that are meaningful for them
3
Parent involvement helps extend
teaching outside the classroom, creates
a more positive experience for children
and helps children perform better
6. We share decision making with our families We
learn about children’s families and those who are
important in their lives
2
to understand what is happening at
home and outside of care
7. The information that families provide to the
service contribute to decision making 2
families know their child best.
8. We find out about the community resources that
are relevant to our service and to the children in
the service and their families
3
essential for providing quality care.
9. We support families to access community
resources
4 it supports better overall outcomes for
children's school readiness.
10. We are considered when families make requests
or express concerns. 2
it creates opportunities to better
understand and support developmental
growth.
11. The nominated supervisor, educators and co-
ordinators share information with each other to 4 Effective supervision is integral to
creating environments that are safe and
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Early Childhood Education
encourage continuity of care responsive to the needs of all children.
12. Communication is managed with other educators
and with families when there are shift changes,
when positions are shared or when different
educators care for a child throughout the day
2
Teachers often draw support from each
another and can delegate tasks that
allow each teacher to feel effective.
13. Our educators and co-ordinators share information
with other services to support each child’s
learning and development
2
Partnership working is essential to
ensure children have their needs
identified, assessed and met throughout
their childhood.
14. We support each child’s transition from and to
other education and care environments 3
It can turn transitions into learning
experiences that support children's
growth and development in all domains.
15. We support each child’s transition to formal
schooling 4
requires time and commitment from
both sides.
16. We work with schools and other community
organisations to meet the needs of children and
their families
2
They enhance learning opportunities by
providing students with resources,
experiences, and environments they
would not otherwise have.
17. We access support when we are working with
children who have additional needs 3
They need extra help to be able to take
part in school or get the most from their
education.
18. We know what is happening in our local
community that is relevant to our work with
children and families
4
other community members are of vital
important in getting all children into
school and helping them to learn,
develop, and participate actively.

Organisational Self-Assessment Tool
Early Childhood Education
Quality Area 7: Governance and Leadership
Statement Level Comments
1. Leadership in our service contributes to the
development of a positive organisational culture. 2
Leadership cultivates the foundation of
culture to empower employees to
achieve the company mission and realize
how vital each of their contributions is to
furthering those goals.
2. We develop the skills and capacity of team
members in a way that leads to improved shared
leadership
3
Contains plenty of opportunities to build
rapport with a foundation of
acceptance.
3. We create opportunities for professional
conversations 4
Conversations are key to language
development, the exchange of thoughts
and ideas and listening to each other.
4. We share the collective knowledge of the team 2
it helps deepen your own knowledge
and engrains what you know.
5. We know about the rate of and reasons for
turnover of educators, co-ordinators and staff
members at this service
2
it helps deepen your own knowledge
and engrains what you know.
6. We structure our staffing arrangements to
improve continuity for children 3
better educational and developmental
outcomes
7. Our statement of philosophy reflects a
commitment to continuous improvement We
address complaints
3
Effective supervision is integral to
creating environments that are safe and
responsive to the needs of all children.
8. We undertake evaluation with parents and
children 2
Parents views are considered to support
children's progress based on
observations and assessments.
9. Our performance management processes support
continuous improvement 2
Continuous performance
management allows for more timely
feedback.
10. Our management of confidential information
meets requirements 3
Confidentiality, or not disclosing certain
information, is important in a wide range
of jobs.
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11. We have processes in place that support
succession planning 2
it helps your company avoid this.
Observer Declaration
By affixing my signature below, I declare that the candidate, whose name is recorded above, has
completed the organisational self-assessment with me as outlined in this form.
Co-worker’s Name: Signature:
Date:
Role/Position:
Co-worker’s Name: Signature:
Date:
Role/Position:
Supervisor Declaration
By affixing my signature below, I declare that the candidate, whose name is recorded above, has
completed the organisational self-assessment outlined in this form.
Satisfactory Performance Not Yet Satisfactory Performance
Note: Should you find the candidate’s performance not yet satisfactory, kindly include comments in
the space provided below.
Supervisor’s Name: Signature:
Date:
Vocational Placement Supervisor Details
Phone Number:
Email Address:
Supervisor Qualifications:
______________________________________________________________________________________________________
______________________________________________________________________________________________________
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Organisational Self-Assessment Tool
Early Childhood Education
Supervisor Comments (optional feedback to student):
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
______________________________________________________________________________________________________
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