National Quality Framework

1. National Quality Framework Quality Assessment and Regulation Division July 2013

2. Overview of today’s presentation • National Quality Framework update • Outcomes of assessment and rating process in Victoria. • Maintaining compliance with the National Law and National Regulations. • Requirements coming into effect on 1 January 2014.

3. National Quality Framework update Objectives and principles National Quality Standard Evaluation of assessment and rating process Publication of service ratings and registers Information to be displayed at education and care services premises

4. Policy levers for quality education and care • ‘Early childhood education and care (ECEC) can bring a wide range of benefits – for children, parents and society at large. But the magnitude of the benefits is conditional on ‘quality”– Starting Strong III - OECD • The assessment and rating process has already proved a strong driver of quality improvement both before and after assessment and rating visits. • Assessment and rating reports are being used in services to identify further areas for improvement and drive implementation of quality improvements.

5. What is assessed during an assessment and rating visit? Education and care services operating under the National Quality Framework are assessed and rated against the requirements of the National Quality Standard and the National Law and National Regulations. The Assessment and Rating Instrument sets out the requirements of the National Quality Standard and relevant regulatory requirements for each quality area. Monitoring and compliance activities, including unannounced visits, continue to focus on the minimum standards for education and care services required by the National Law and National Regulations.

6. National Quality Standard The National Quality Standard is divided into 7 quality areas: • Educational program and practice • Children’s health and safety • Physical environment • Staffing arrangements • Relationships with children • Collaborative partnerships with families and communities • Leadership and service management • The quality areas are further divided into 18 standards. Under each standard sit elements that describe the outcomes that contribute to the standard being achieved (58 elements in total). • Services must meet each element of the National Quality Standard in order to receive a rating of Meeting National Quality Standard.

7. Reporting on the assessment and rating process The Australian Education and Care Quality Authority (ACECQA) publish the ACECQA Snapshot quarterly, reporting data about the outcomes of the assessment and rating process nationally and for each jurisdiction. The first ACECQA Snapshot was published on 1 May 2013 and is available from www.acecqa.gov.au. A national evaluation of the assessment and rating process was undertaken by the Australian Council for Educational Research (ACER). The evaluation included: statistical analyses to determine the validity and reliability of the assessment and rating process evaluation of the experiences of education and care services in undertaking the assessment and rating process. The ACER report is available at www.scseec.edu.au.

8. Publication of ratings and display of information The rating for each quality area and overall rating for each service are available on the My Child website www.mychild.gov.au and the ACECQA website www.acecqa.gov.au. For services not yet assessed the rating is Provisional Rating – Not Yet Assessed. The following registers are published on the ACECQA website: register of approved education and care services register of approved providers register of certified supervisors. Services that have received their final ratings are required to display the ratings for each quality area and overall rating (notice of rating) at the education and care service premises (including all family day care residences, venues and offices). Services not yet assessed must display a notice of provisional rating; and the previous accreditation by the National Child Care Accreditation Council if applicable.

9. When will services be assessed? It is expected that all education and care services will be assessed and rated under the National Quality Framework by 2015. Newly approved and transferred services will have an assessment and rating visit after operating for a period of 12 months. Working Towards National Quality Standard Generally every 1 to 2 years Significant Improvement Required The Regulatory Authority is working with the service to address relevant issues immediately Excellent Rating (Awarded by ACECQA) Generally every 3 years Meeting National Quality Standard Generally every 2 years Exceeding National Quality Standard Generally every 3 years

10. Outcomes of assessment and rating in Victoria Ratings achieved by services (by quality area and overall) Continuous improvement Communicating about ratings in the community

11. Outcomes of assessment and rating in Victoria Over 750 services have received their final assessment reports and ratings. Approximately 70 per cent of services assessed and rated in Victoria have achieved an overall rating of either Meeting National Quality Standard or Exceeding National Quality Standard. Meeting National Quality Standard (around 50 per cent) Exceeding National Quality Standard (around 20 per cent) Working Towards National Quality Standard (around 30 per cent) Victoria is performing well against the average ratings nationally. About 55 per cent of services nationally have been rated as either Meeting National Quality Standard or Exceeding National Quality Standard with 45 per cent rated as Working Towards National Quality Standard.

12. Overall ratings: Victorian education and care services

13. Overall ratings by service type

14. Outcomes of assessment and rating These results indicate that the National Quality Standard recognises existing service quality and sets a high standard of quality that services can realistically achieve. Education and care services performing well across a number of quality areas may receive an overall rating of Working Towards National Quality Standard. The result reflects that services are being assessed against a new and more challenging set of requirements, particularly in the areas of educational program and practice and service leadership. Services are generally performing well in Quality Area 2 Children’s Health and Safety and Quality Area 4 Staffing Arrangements.

15. Final ratings by quality area (all services)

16. Standard 1.2 Element 1.2.1 – Each child’s learning and development is assessed as part of an ongoing cycle of planning, documentation and evaluation. How does the service include all educators in planning the program to be delivered to children? How does the evaluation of the program delivered inform future planning? How does your service observe and record children’s learning and behaviour to inform their educational program and practice? How effective are processes used to capture and record information about children’s strengths, interests, relationships and learning over a period of time? What type of recordings of children’s learning is required, given their needs and the amount of time they spend within the service setting?

17. Standard 1.2 (cont/d) Element 1.2.3 - Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Reflection is central to reflective practice: “… looking back on experiences in a way that informs practice in the midst of practice, and/ or making informed decisions about what to do, when to do it, and why it should be done.” (Jay 2003 in Perry 2004, Teaching practice for early childhood) How does your service continuously monitor and review their practice to guide planning? How is critical reflection, assessment and evaluation incorporated as an ongoing process in your service? Are there opportunities made available for educators to reflect on the program’s successes and areas that can be extended or changed?

18. Quality Area 3 3.3.1 Sustainable practices are embedded in service operations How are sustainability practices - such as recycling, use of recycled resources, energy efficiency and water conservation - embedded in daily routines and practices? Is the service’s environmental strategy being consistently implemented? How is the service promoting sustainability? 3.3.2 Children are supported to become environmentally responsible and show respect for the environment How are children supported to explore relationships with other living and non-living things and observe, notice and respond to change? How are children encouraged to increase their knowledge of and respect for natural and constructed environments? How do children develop an awareness of the impact of human activity on environments and the interdependence of living things?

19. Standard 5.2 Element 5.2.2 – Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflict. Are children listened to when they express needs? How do we enable children to form and maintain positive relationships with others? Does the service use appropriate behaviour guidance to support children to regulate their own behaviour so they do not always rely on adults to guide their behaviour? Is inclusive, fair, empathetic and co-operative behaviour modelled by staff and educators in the service? Do educators encourage positive behaviours by showing appreciation for appropriate behaviour, building on children’s strengths and achievements? The National Law specifically outlines that no child being educated and cared for by the approved service is subjected to any form of corporal punishment or any discipline that is unreasonable in the circumstances (section 166).

20. Quality Area 7: Leadership and Service Management • Educational leader (element 7.1.4, regulation 118) • How does the educational leader influence the educational program and practice across the service? • How does the educational leader support discussion and reflective practice in the service? • How is the educational leader role managed and supported within the service in order to lead the development of the curriculum and clear goals and expectations for teaching and learning? • Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. • What processes are in place to ensure each educator, co-ordinator and staff member receives ongoing feedback about their performance? • How do performance processes identify strengths and areas for development, and strategies for how these may be addressed?

21. Review of ratings Following an assessment and rating visit, the approved provider will receive an assessment and rating report, the rating for each standard, quality area and an overall rating. The approved provider then has the opportunity to discuss the report, provide comment and request that the report is amended if necessary. The approved provider has 14 days after the rating is considered to be final to ask for a review of the rating by the Department. If the approved provider still wishes to review the rating, they may apply to ACECQA for a second review. A review may only be undertaken in relation to practice, policies and procedures in place at the time of the assessment and rating visit. An application for reassessment or re-rating may generally only be made once in every 2 year period. Applications for a review by the Department or ACECQA should be made using the application forms available at the ACECQA website: Application for Review of Ratings by Regulatory Authority (Service Rating) Form (SA11) Application for Second Tier Review Form.

22. Exceeding National Quality Standard rating • Exceeding National Quality Standard is the highest rating that can be awarded by the Department, and represents a significantly higher standard than the rating of Meeting National Quality Standard. • This rating is achieved if a service is rated as Exceeding National Quality Standardfor all quality areas or for 4 or more quality areas (with at least two among the following): • Educational program and practice • Relationships with children • Collaborative partnerships with families and communities • Leadership and service management, and • a Meeting National Quality Standard rating is achieved for each other quality area. • If the service educates and cares for children who are in the year 2 years before grade 1 of school, an Exceeding National Quality Standard rating may only be given for quality area 1 if the service either provides a preschool program or has a documented arrangement with another service to provide a preschool program and informs parents of this arrangement.

23. Recognising outstanding practice in education and care Services rated as Exceeding National Quality Standard may apply to ACECQA for the rating of Excellent. Services rated as Excellent promote exceptional education and care, demonstrate sector leadership and are committed to continually improving. Further information about applying for the Excellent rating are available on the ACECQA website www.acecqa.gov.au. The Victorian Education Excellence Awards acknowledge the important contributions made by primary and secondary teachers, school principals, business managers, school support staff and early childhood teachers in improving learning outcomes for Victorian children and young people. Further information is available from www.education.vic.gov.au. The Early Years Awards recognise outstanding achievements by those in the Early Childhood Sector. The awards celebrate exceptional programs, services and partnerships that improve the health, learning, development and wellbeing of Victorian children from 0 to 8 years and their families. Further information is available from www.education.vic.gov.au.

24. Continuous improvement The National Quality Framework promotes continuous improvement in the quality of education and care and other aspects of each education and care service. The assessment and rating process represents a point-in-time assessment of the performance of the service against the requirements of the National Quality Standard. The intention of the process is to assess and rate the usual practice of the service. Assessment reports provide services with a focus for continuous improvement and should inform the ongoing development of quality improvement plans. Quality improvement plans must be reviewed at least annually and should identify specific improvements for the service. It is a good practice to include a self assessment against the National Quality Standard and the National Law and National Regulations as part of the regular review of quality improvement plans.

25. Engaging families in the assessment and rating process Engaging families in all stages of the quality improvement planning and assessment and rating processes supports families to understand and contribute to the service philosophy and the areas identified by the service for continuous improvement. Once the assessment and rating process is complete, the overall service rating and rating for each quality area are likely to be of interest to families and the community. Discussing the outcomes for each quality area is a good strategy for communicating about ratings, drawing attention to areas where the service is performing strongly and areas identified for continuous improvement.

26. Communicating about ratings in the community ACECQA has distributed posters and postcards to all education and care services to assist them to communicate with families about the assessment and rating process.

27. Requirements coming into effect on 1 January 2014

28. 1 January 2014 A number of new requirements for education and care services come into effect on 1 January 2014, including requirements for: Early childhood teachers (centre-based services educating and caring for children preschool age and under) General qualifications (50 per cent of required educators must be diploma level educators, centre-based services educating and caring for children preschool age and under) Certificate III level educators (all service types).

29. Qualifications requirements: family day care Family day care educators All family day care educators must have, or be actively working towards, at least an approved certificate III level education and care qualification (regulation 127) by 1 January 2014. Family day care co-ordinators All family day care co-ordinators must have an approved diploma level education and care qualification (regulation 128). Each family day care service must ensure that there are adequate family day care coordinators employed or engaged by the service to assist with the operation of the service and to support, monitor and train the family day care educators (section 163).

30. Early childhood teachers: centre-based services (children preschool age and under) Requirements to ensure access to an early childhood qualified teacher working with the service or have an early childhood teacher in attendance at the service apply from 1 January 2014 (regulations 130-134). Requirements apply to centre-based education and care services educating and caring for children preschool age and under, and vary according to the number of children. Services receiving kindergarten funding are required to meet a range of funding eligibility criteria.

31. Early childhood teachers: fewer than 25 children

32. Early childhood teachers: more than 25 children

33. Persons taken to be early childhood teachers Between 1 January 2014 and 1 January 2016 persons may be taken to be early childhood teachers if they provide evidence that they are actively working towards an early childhood teaching qualification and: • have completed at least 50 per cent of the course; or • hold an approved diploma level education and care qualification (regulation 242).

34. Ratios and qualifications: children preschool age and under Ratios • Children from birth to less than 36 months: 1 educator to 4 children (regulations 123(1)(a)) and 357). • Children preschool age or under who are aged 36 months or over: 1 educator to 15 children (regulation 360). Qualifications • From 1 January 2014: • at least 50 per cent of required educators must have (or be actively working towards) at least an approved diploma level education and care qualification (regulation 126(1)(a)). • all other educators who are required to meet the relevant educator to child ratios for the service must have, or be actively working towards, at least an approved certificate III level education and care qualification (regulation 126(1)(b)).

35. Ratios and qualifications: children over preschool age Ratios 1 educator to 15 children (regulation 355). Qualifications At least 50 per cent of the educators required to meet the educator to child ratios must hold, or be enrolled and studying for, at least an approved diploma level qualification for educators working with children over preschool age in Victoria (regulation 356(2)). To be considered as enrolled and studying an educator must be enrolled in an approved course, have commenced studying and be progressing towards completion of the course. From 1 January 2014, all other educators required to meet the educator to child ratios must hold or be actively working towards, at least an approved certificate III level qualification for educators working with children over preschool age for Victoria, or commence obtaining such a qualification within 6 months of commencing to educate or care for children (regulation 356(3)).

36. Actively working towards a qualification A diploma level educator must be enrolled in an at least an approved diploma level qualification; and provide the approved provider with documentary evidence from the provider of the course that: the educator has commenced the course; and is making satisfactory progress towards completion of the course; and is meeting the requirements for maintaining the enrolment; and holds an approved certificate III level education and care qualification; or have completed the units of study in an approved certificate III level education and care qualification (regulation 10). A certificate III level educator must be enrolled in an at least an approved certificate III level education and care qualification; and provide the approved provider with documentary evidence from the provider of the course that: the educator has commenced the course; and is making satisfactory progress towards completing the course; and is meeting the requirements for maintaining the enrolment (regulation 10).

37. Certificate III level educators:1 January 2014 The requirement to hold an approved certificate III level qualification does not apply to educators who completed professional development in lieu of minimum training (regulations 364 and 366). Educators who do not hold an approved qualification can be counted towards the ratios at a centre-based service until 31 December 2015 if they: have been continuously employed as an educator in an education and care service or a children's service for at least 15 years up to 1 January 2012; and are employed by the same approved provider as they were immediately before 1 January 2012 (regulation 240).

38. Further information about the requirements for 1 January 2014 Information for Victorian education and care services is available on the Department’s website: www.education.vic.gov.au/childhood/providers/regulation Fact sheets Frequently asked questions Newsletters More information and resources will be published on the Department’s website leading up to 1 January 2014. This presentation is available on the Department’s website (information sessions page) www.education.vic.gov.au/childhood/providers/regulation.

39. Waivers If a service cannot meet a requirement of the National Regulations and/or National Quality Standard, the approved provider may apply for a waiver from the requirement. Waivers are generally considered where the approved provider can demonstrate genuine difficulty in meeting the relevant requirements. All possible ways to meet the requirements should be explored prior to making an application. Applications are considered by the Department with respect to all relevant circumstances of the service. An application fee of $100 applies. Further information is available in the Waiver fact sheet series at www.education.vic.gov.au/childhood/providers/regulation.

40. Maintaining compliance with the National Law and National Regulations

41. Nominated supervisors and responsible persons Each service must have a nominated supervisor in place at all times (does not have to be physically present when the service is operating). The nominated supervisor is responsible for the day-to-day management of the education and care service. For centre-based services, a responsible person must be present at all times that the service is educating and caring for children. This person may be: an approved provider person with management or control a nominated supervisor a certified supervisor. The name and position of the responsible person in charge of the service at any given time must be displayed so that it is easily visible from the main entrance of the service.

42. Family day care staffing requirements Family day care services must ensure that: an approved provider or person with management or control; or a nominated supervisor; or a certified supervisor. is available to educators including being contactable by phone at all times that children are being educated and cared for.

43. Working with children checks: centre-based services Approved providers must read (or ensure the nominated supervisor or person in day-to-day charge of the service) has read a person’s current working with children check before they are engaged as an educator (regulation 358). A staff record must be kept that includes, among other information, the identifying number of the current working with children check and expiry date of that notice for all staff members (regulation 147(d)). Currency of working with children checks should be checked regularly at www.online.justice.vic.gov.au/wwc-online-check.

44. Criminal history requirements: family day care The approved provider, nominated supervisor or person in day to day charge of the education and care service must, prior to engaging or registering a family day care educator: read and consider a person’s current criminal history record check issued not more than 6 months before the date of the engagement; and read a person’s current working with children (regulation 358). Requirements relating to criminal history also apply for approved providers, nominated supervisors, certified supervisors, co-ordinators, family day care educators, family day care educator assistants and residents. The fact sheet Criminal History Requirements – Family Day Care provides detailed information about these requirements. Currency of Working with Children Checks should be checked regularly at www.online.justice.vic.gov.au/wwc-online-check

45. Residents aged 18 years and over at a family day care residence The approved provider of a family day care service must take reasonable steps to ensure that a person aged 18 years and over who resides at a family day care residence is a fit and proper person to be in the company of children. In assessing each person as fit and proper an approved provider must consider one of the following: a criminal history record check issued not more than 6 months before it is considered; or a current working with children check; or a current teacher registration (regulation 163). A person whose usual place of residence is a family day care residence is to be considered as residing in the residence regardless of whether that person is present when education and care is being provided.

46. Risk assessments: family day care The approved provider of a family day care service must conduct an assessment (including a risk assessment) of each residence and approved family day care venue of the service to ensure that the health, safety and wellbeing of children being educated and cared for by the service are protected. • The risk assessment must be conducted: • before education and care is provided to children at the residence or venue as part of the service; and • at least annually.

47. Risk assessments: excursions A risk assessment for excursions must consider: the proposed route and destination for the excursion any water hazards and risks associated with water based activities the method of transport the number of adults and children involved in the excursion the number of educators or other responsible adults appropriate to provide supervision and whether any specialised skills are required to ensure children’s safety the proposed activities the likely length of time of the excursion the items that should be taken on the excursion (regulation 101). Regular Outings A risk assessment must be completed prior to the first regular outing. A risk assessment is not required for each outing if a risk assessment has previously been completed and the circumstances of the outing have not changed(regulation 100(4)). Authorisations for regular outings must be obtained at least once every 12 months.

48. First aid, anaphylaxis and asthma management training At least one educator who holds the following qualifications must be in attendance at any place where children are being educated and cared for by the service, and must be immediately available in an emergency, at all times: at least one educator who holds approved first aid qualification at least one educator who has undertaken approved anaphylaxis management training at least one educator who has undertaken approved emergency asthma management training (regulation 136(1)). Where children are being educated and cared for on a school site the educator may be in attendance and immediately available. Each family day care educator and family day care assistant must have undertaken the above training.

49. www.education.vic.gov.au/childhood/providers/regulation DEECD website

50. Resources for Victorian education and care services Information for Victorian education and care services is available on the Department’s website: www.education.vic.gov.au/childhood/providers/regulation Fact sheets, including: Educator to child ratios and qualifications Mixed age groups Assessment and rating fact sheet series Waiver fact sheet series Supervision Excursions and regular outings Serious incidents and complaints Frequently asked questions Newsletters Educator to child ratio calculator Presentations. Follow the Department on Twitter @DEECD.