theTeacherCloud - Evidence for Learning - National Quality Standard

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Evidence for Learning

National Quality Standard

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1 Educational program and practice
-1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.
--[]1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
--[]1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
--[]1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.
--[]1.1.4 The documentation about each child’s program and progress is available to families.
--[]1.1.5 Every child is supported to participate in the program.
--[]1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and to influence events and their world.
-1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
--[]1.2.1 Each child's learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
--[]1.2.2 Educators respond to children's ideas and play and use intentional teaching to scaffold and extend each child's learning.
--[]1.2.3 Critical reflection on children's learning and development, both as individuals and in groups, is regularly used to implement the program.
2 Children’s health and safety
-2.1 Each child’s health is promoted.
--[]2.1.1 Each child’s health needs are supported.
--[]2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
--[]2.1.3 Effective hygiene practices are promoted and implemented.
--[]2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.
-2.2 Healthy eating and physical activity are embedded in the program for children.
--[]2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.
--[]2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.
-2.3 Each child is protected.
--[]2.3.1 Children are adequately supervised at all times.
--[]2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
--[]2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
--[]2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.
3 Physical environment
-3.1 The design and location of the premises is appropriate for the operation of a service.
--[]3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.
--[]3.1.2 Premises, furniture and equipment are safe, clean and well maintained.
--[]3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.
-3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.
--[]3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments
--[]3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses.
-3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.
--[]3.3.1 Sustainable practices are embedded in service operations.
--[]3.3.2 Children are supported to become environmentally responsible and show respect for the environment.
4 Staffing arrangements
-4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
--[]4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times.
-4.2 Educators, co-ordinators and staff members are respectful and ethical.
--[]4.2.1 Professional standards guide practice, interactions and relationships.
--[]4.2.2 Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills and to improve practice and relationships.
--[]4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.
5 Relationships with children
-5.1 Respectful and equitable relationships are developed and maintained with each child.
--[]5.1.1 Interactions with each child are warm and responsive and build trusting relationships.
--[]5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.
--[]5.1.3 Each child is supported to feel secure, confident and included.
-5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
--[]5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.
--[]5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
--[]5.2.3 The dignity and the rights of every child are maintained at all times.
6 Collaborative partnerships with families and communities
-6.1 Respectful and supportive relationships with families are developed and maintained.
--[]6.1.1 There is an effective enrolment and orientation process for families.
--[]6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.
--[]6.1.3 Current information about the service is available to families.
-6.2 Families are supported in their parenting role and their values and beliefs about childrearing are respected.
--[]6.2.1 The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.
--[]6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing.
-6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.
--[]6.3.1 Links with relevant community and support agencies are established and maintained.
--[]6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.
--[]6.3.3 Access to inclusion and support assistance is facilitated.
--[]6.3.4 The service builds relationships and engages with the local community.
7 Leadership and service management
-7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.
--[]7.1.1 Appropriate governance arrangements are in place to manage the service.
--[]7.1.2 The induction of educators, co-ordinators and staff members, including relief educators, is comprehensive.
--[]7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.
--[]7.1.4 Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning.
--[]7.1.5 Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.
-7.2 There is a commitment to continuous improvement.
--[]7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations.
--[]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.
--[]7.2.3 An effective self-assessment and quality improvement process is in place.
-7.3 Administrative systems enable the effective management of a quality service.
--[]7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements.
--[]7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.
--[]7.3.3 The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and of any complaints which allege a breach of legislation.
--[]7.3.4 Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner.
--[]7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.