🍄 Assessment and rating ✅

Updated November 11, 2024 04:44

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🟢 What is Assessment and rating?

The very words assessment and rating can evoke a sense of stress and anxiety among leaders and their teams. Approved providers will self-assess the quality of the current practices against the 7 quality areas and an overall rating based on these results.

Services are given a rating for each of the 7 NQS areas. Education and care services are assessed and rated by their state and territory regulatory authority.

The rating that your service will receive may be:

🌻 A visual guide on what is the National Quality Framework (NQF) and what the Programming and Framework is made up of:

https://stonly.com/sl/d960c055-0801-40b2-a87b-dd0b4c4c0fc5/Steps/

Example of some questions senior Leadership could do as a part of A&R preparation.

The document is attached at the bottom of the guide.

🟢 National Quality Framework (NQF).

The NQF was the result of an agreement between all Australian governments to work together to provide better educational and developmental outcomes for children.

The NQF introduced a new quality standard in 2012 to improve education and care across long day care, family day care, preschool/kindergarten and outside school hours care services.

The NQF aims to raise quality and drive continuous improvement and consistency in children’s education and care services through:

The National Law and National Regulations
The National Quality Standard
An assessment and quality rating process
National approved learning frameworks
A regulatory authority in each state and territory responsible for the approval, monitoring and quality assessment of services in their state or territory
A national body – ACECQA, which guides the implementation of the NQF and works with regulatory authorities.

🟢 Child Safe Standards. Why are they in place.

Visual guide: https://stonly.com/sl/en/bb363105-0cfc-4659-921f-d283c1303106/Steps/3669178
What are they and why are they in place?

Each of the Standards is expressed as a statement of an expected outcome that organisations must achieve.

The Standards include minimum requirements, this is to provide more clarity for your organisation about what you need to do, think about how your campus is ensuring your and your team have an understanding of what they are and what strategies are used to ensure they are being used into your programs and daily practices respectful and meaningfully.

Each of the Standards is expressed as a statement of an expected outcome that organisations must achieve.

Standard 1: Organisations establish a culturally safe environment in which the diverse and unique identities and experiences of Aboriginal children and young people are respected and valued.
Standard 2: Child safety and wellbeing is embedded in organisational leadership, governance and culture.
Standard 3: Children and young people are empowered about their rights, participate in decisions affecting them and are taken seriously.
Standard 4: Families and communities are informed and involved in promoting child safety and wellbeing.
Standard 5: Equity is upheld and diverse needs respected in policy and practice.
Standard 6: People working with children and young people are suitable and supported to reflect child safety and wellbeing values in practice.
Standard 7: Processes for complaints and concerns are child-focused.
Standard 8: Staff and volunteers are equipped with the knowledge, skills and awareness to keep children and young people safe through ongoing education and training.
Standard 9: Physical and online environments promote safety and wellbeing while minimising the opportunity for children and young people to be harmed.
Standard 10: Implementation of the Child Safe Standards is regularly reviewed and improved.
Standard 11: Policies and procedures document how the organisation is safe for children and young people.

📣 What do you ALL need to know or have an understanding of?

NQS - do not have to know all 7 by heart, but you need to be able to talk confidently to the education care of children that support their learning and well-being.
You need to ensure ALL children learning scrapbooks are up to date and have meaningful work in there that directly resembles each child's voice.
Approved learning Framework= EYLF v2.0, EYLF, VEYLDF.
What is a Quality Improvement Plan (QIP) and what is in your campus QIP- this is a collaborative document that needs to support what you are doing or have been doing.
How we use and embed the 11 child safe standards (CSS)- do not need to know all in detail, but you need to be able to confidently talk about how we use them to support children’s well-being.
Children’s medical, routines and dietary requirements- this includes where to find them and how it's updated. https://stonly.com/sl/de6f7007-fe19-409c-bd68-c00f08161b90/Steps/
Your room curriculum plan, how it works in practice and on paper and why. This includes knowing children's individual learning goals, what strategies are in place to support children, why are you using these strategies, how did you come to this curriculum, how does it support children/families/educators collectively.
Campuses and organisation philosophy and values.
Any disabilities, diagnosis of any sort, behaviour with children- what are the strategies? Have there plans in place? Why are these strategies used? Have they worked or not?
How are we supporting children of all learning abilities in an inclusive way?
How are family and children’s voices included and heard?
How do we communicate with families/partnership? (Message media, Xplor, Emails, Phone calls, at drop off and pick up, positive partnership meetings).
Supervision Plan for the campus (indoor and outdoor).

📣. What questions you will/may be asked:

What are your roles?
What is the history of the campus (nominated supervisor)?
What is the focus for each leadership member: Campus Manager, Assistant Campus Manager, Education Leader.
What is the dynamic of the families?
How are families being communicated to? Have you asked families their preferred way of communication?
Leadership will be asked around QA 7,6,4
Educators will be asked and observed on QA 1,2,3,5.
What do you do as Educators and Teachers to ensure inclusive practices are respected and embedded for all children and their abilities across the room and campus.
What plans and strategies are in place and how to support children who are diagnosed with any learning disability?

❌ IMPORTANT NOTES:

All routines need to be done the same way; nappy changing, washing hands, toilet routines, understanding of supervision points and plans. The practice everyone is doing, should be in the procedures. If it is optional, write next to it (optional).
Handling of children, respecting children’s voice, and your relationships with all the children and families need to be respectful and collaborative.
Once you receive your Assessment and Rating report, there needs to be a debrief with the whole team in an face-to-face meeting with all of the Educators, Teachers and Leadership that makes up your campus within one week of receiving the rating report.
Once you receive your report regardless of the outcome the Leadership, Educators and Teachers need to reflect and create strategies that build on your Education and care services practices and programming.

⛑️ Where to find and see Children’s medical information:

https://stonly.com/sl/de6f7007-fe19-409c-bd68-c00f08161b90/Steps/

⛑️ Managing Children's Medical & Health Information:
https://stonly.com/sl/en/b261b918-eced-4135-a7fc-8cecb504c216/Steps/2860606

Useful resources to support your Assessment and Rating: