Stories from the sector: Changes to the National Quality Framework

We Hear You in name and nature! We know the children’s education and care sector is always keen to hear from other educators about their practice, how they work on continuous quality improvement and the way they manage change. This month we talk to four educators about how they are responding to the changes to the National Quality Framework (NQF) at their services.

Tracy Cripps and the children from Bees Creek OSHC and Vacation Care
Tracy Cripps and the children from Bees Creek OSHC and Vacation Care
Su Garrett, Explore and Develop Annandale

As the approved provider and director/nominated supervisor at Explore and Develop Annandale in NSW, Su Garrett is passionate about creating an environment where the needs and development of each child is a priority and educators are valued as central to children’s learning. For Su, the changes to the NQF present an opportunity to reflect on programs and refine the specialty areas of her practice.

Information and resources

“The first thing we have done to familiarise ourselves with the NQF changes is to access the resources, information sheets and FAQs available on the ACECQA website and Facebook page. One resource we have found particularly interesting was the comparison between the current and revised NQS. We used this while looking at our Quality Improvement Plan (QIP) and considered how the current goals align with the changes.”

Revised National Quality Standard (NQS)

“Our educational leader has been participating in networking meetings that have focused on the NQF changes, in particular highlighting key wording changes in elements and standards in the revised NQS.

“As a team, we have started to critically reflect on a number of questions and think about whether we really doing and what we should be doing. For example, we have closely looked at the changes to the element relating to critical reflection because the new wording speaks to critical reflection driving the program. We have also thought about how we articulate this and trying to make it more explicit.”

Quality Improvement Plan (QIP)

“It has been a little bit tricky to keep working on the current QIP while also looking at what we might want to focus on as we reflect on how we are meeting the revised standards. We definitely find the revised NQS easier to read and easier for educators to engage with it, for example Quality Area 2 is just health and safety, which is simpler and easier to understand and think through with the concept.”

Practice and reflection

“We have three specialty areas that we are very passionate about: critical reflection (as I have already mentioned), Aboriginal and Torres Strait Islander culture, and sustainability. We are looking at the NQF changes and thinking about what has changed in relation to sustainability and cultural competence and what this means for our practice.”

Martina Hribar, All Areas Family Day Care

Martina Hribar, one of the managers and the educational leader at All Areas Family Day Care in NSW, is a keen advocate for high quality programs and practice that are respectful and responsive to the unique needs of children and their families. The changes to the NQF have allowed Martina and the other educators at her service a chance to streamline processes and establish collaborative networks.

Support and guidance

“We started our preparations for the NQF changes by linking with ACECQA about the changes to the National Quality Framework. We feel it’s good to reach out for extra support and guidance. We have followed this up with some internal meetings to answer any questions and to give educators a copy of the changes.”

Policies, forms and reports

“One of the first things we did was to head to the ACECQA website and get all the information about regulatory changes and think about what policies, forms and processes needed to be updated. One of the changes we have made is to our educator reports that support officers fill in when they conduct service visits. We have included information that sets out the service expectations, which they sign off once they have read and understood the changes. The report has been updated to reflect the language of the Early Years Learning Framework and concepts such as play-based learning – we find this helps to keep the language more consistent.”

Streamlining processes

“We have also taken this as an opportunity to look at streamlining our processes, including developing a new webpage with both an educator and a parent portal. This means that all educators have access to information – we receive a report that details who has accessed the portal. We find this really helpful as we can follow up with anyone who hasn’t logged in via email.”

Collaborative networks

“Lately, we have established a partnership with Miller TAFE. This is a really exciting collaborative network as they hold discussions to help unpack the Framework for School Age Care, which is relevant for the educators at our service who cater for school age care.”

Lisa Reidy, Uniting Frederick Street Preschool

Uniting Frederick Street Preschool’s director/nominated supervisor, Lisa Reidy, heads a team of educators who are passionate about creating a range of experiences and learning opportunities for children that encourage and foster investigation and imagination. At her service, the changes have opened up a space to discuss and reflect on planning and practice.  

Discussion and exchange

“Uniting is hosting a practice forum in October to discuss the NQF changes. I will be attending this forum along with 60 service directors and coordinators across our NSW and ACT network, where ACECQA Deputy National Education Leader, Perry Campbell, will be speaking. We will then network and think tank each quality area as a way of exchanging ideas about implementing change and continuing to enhance practice across our services. I plan to take these ideas back to my team at our next staff meeting and plan what our next steps will be as a group. Our main focus will be comparing the current and revised NQS and what this means at a service level.”

Tracy Cripps, Bees Creek OSHC and Vacation Care 

Director/nominated supervisor of Bees Creek OSHC and Vacation Care in the Northern Territory, Tracy Cripps, thrives on the philosophy, values and programs of her service where children are encouraged to build relationships and explore and extend interests and hobbies in an outside school hours context. For Tracy, the October 2017 changes have resulted in effective and active participation.

Embedded and effective change

“Our first thought about the key changes to notifications, incidents and complaints was we needed to make them a priority. We knew it was vital to embed them into our service before 1 October and to rethink the traditional method of ‘informing’ educators at team meetings (as it would no longer be the most effective method). I felt our educators need to not only be informed about the changes, but also know how they apply to our practice and where to find them in our guidance and policies.”

Active participation

“After some brainstorming with our educators, we agreed educators would create a before and after table/fact sheet showing the key changes to notifications, incidents and complaints and identify where our policies will be changed specific to our service – for example, our child safe environments policy and OHS Handbook. We wanted this to be a point of reference available in an accessible format to both families and educators. For me, when educators are active participants they are able to connect, retain and apply the information in daily practice.”

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We hope you have found these examples of interest and they have sparked some ideas to support your own service.

What will your first or next step be?

Some starting points might include:

  • discussing the changes at your next team meeting
  • reviewing your service’s Quality Improvement Plan (QIP) and considering what might be relevant for future quality improvement goals
  • unpacking what might need to change in your service as a result of the changes
  • reviewing the new Guide to the National Quality Framework and other information sheets and resources.

For more information on the changes to the NQF, head to the ACECQA website.
Further reading and resources

ACECQA – NQS Knowledge game – The Quest for Quality

We Hear You – Leaders as agents of change

We Hear You – Leading through change

The revised National Quality Standard: Key concepts

The revised National Quality Standard (NQS) will come into effect on 1 February 2018. For the first time, the NQS introduces key concepts for each element and standard to help support the children’s education and care sector unpack the central ideas. This month on We Hear You, we look at these key concepts and the important role they play in continuous quality improvement.

A key feature of the changes agreed to by education Ministers earlier this year is the revised National Quality Standard (NQS) which will commence for all states and territories on 1 February 2018. This builds on other changes to the National Law and Regulations commencing 1 October 2017 in all states and territories, except Western Australia which will come into effect by 1 October 2018.

For the first time, the revised NQS introduces key concepts for each standard and element. These have been developed to support the sector unpack key ideas related to the NQS, as well as offering greater clarity that will strengthen quality outcomes for children. The concepts also provide a bridge between the current and revised NQS.

The revised NQS retains the seven quality areas, with a small change to the title of Quality Area 7 to Governance and Leadership. The streamlining of the NQS has minimised conceptual overlap and duplication, resulting in a reduction from 18 to 15 standards and 58 to 40 elements while retaining the current features that promote quality.

Key concepts

The concepts will support services to collaborate to identify strengths and opportunities for quality improvement, including engaging families and others in the community (such as local schools) in the process. They also provide clarity for both services and regulatory authorities about what is being measured or assessed in each of the standards and elements. Educators, educational leaders and service leaders can use the concepts to assist in the self-assessment process, as well as in critical reflection and professional conversations.

We have been working with all state and territory regulatory authorities to develop resources to support education and care services to understand the changes and what they need to do to ensure they continue to meet legislative requirements.

These resources include:

Familiarising yourself with the revised NQS

The best place to start is by familiarising yourself with the legislative changes and the revised standards and elements in preparation for your annual self-assessment and review to update your Quality Improvement Plan (QIP). To ensure your service is meeting all regulatory requirements, think about the need to reflect these changes in the following:

  • current service QIP (think about undertaking a self-assessment against the updated legislative standards and the revised NQS to inform the required update of the QIP)
  • policies and procedures (for example, there is a new requirement for a sleep and rest policy)
  • communication materials for families.

If you are looking for an engaging and interactive way to learn more about the revised NQS, we have developed The Quest for Quality game – a capacity building tool that integrates an element of fun into professional discussions and critical reflection. You can download the game from the ACECQA website or order a copy to be delivered.

For more information, visit Changes to the National Quality Framework on the ACECQA website.

Transition to school: a collaborative effort

Why is the process of transitioning to school from early childhood education so important? How can educators, families, schools and community members collaboratively develop useful and meaningful strategies to help children? Why is this collaboration essential?

This month on We Hear You, we look at the latest OECD Starting Strong V report on this transition and explore what a quality transition to school looks like.

The latest OECD Starting Strong V report – Transitions from Early Childhood Education and Care to Primary Education – recognises transition to school as an integral component of quality educational provision. It highlights that a commitment to equity and excellence in the development of transition programs, evident in the engagement of children, families, professionals, educators and community members, is key to developing appropriate and meaningful approaches.

The report also acknowledges the central role of relationships in positive transitions and opportunities for those involved in building and maintaining these relationships. The importance of community engagement in supporting effective transitions is also recognised. The report also notes ‘the benefits of early learning can fade during the first years of primary school if the transitions between early childhood education and care and primary schooling are not well-prepared, or if continuity in quality is not ensured’ (p. 5).

This has major implications for school and early childhood education and care (ECEC) sectors, if the benefits of continuity of education and development for children are to be realised. Both have a responsibility of working collaboratively to ensure a smooth transition to schools and ensure our schools and early childhood services are responsive to individual children and their families.

The OECD report identifies findings from international research that the following key indicators support successful transitions (p. 23):

  • shared views between early childhood education and care and schools on transitioning
  • alignment and balance between what and how children learn in early childhood education and care and primary school (i.e. curriculum and pedagogical practices)
  • shared understandings on individual differences and how each child learns differently
  • collaborative practices between preschool and primary school teachers, such as sharing written information on child development and children’s experiences
  • alignment of pedagogical understanding of preschool and primary school teachers through training
  • alignment of working conditions of preschools and primary school teachers
  • flexibility and responsiveness to individual communities, families and children
  • collaboration among staff, managers, parents and the community based on reciprocal communication, inclusivity, mutual trust and respect.

The report also highlights some challenges that are worthy of consideration including:

  • lack of coherence across regions in transition approaches, for example education and care services and schools with different approaches across regions may result in inconsistent quality
  • difficulty engaging all actors, for example the communication about transition approaches that schools, early childhood education and care services and communities receive may be different
  • weak collaboration amongst stakeholders (is this a priority for all parties and has the transition process been adequately resourced?)
  • inequity in transitions, for example children and families may require additional support.

The importance of smooth, collaborative transitions that support continuity of learning is recognised as a key concept of Quality Area 6 – Collaborative Partnerships with Families and Communities in the revised National Quality Standard (NQS). This is part of the changes to the National Quality Framework agreed by Education Ministers earlier this year.

With the implementation of the revised NQS from 1 February 2018, it may be timely to undertake a self-assessment against the revised standards, considering your service’s approach to supporting children’s transition to formal schooling and school age education and care. How does your service approach fare against the success indicators highlighted above? What enhancement strategies could be included in your Quality Improvement Plan (QIP)?

When we think about collaboration between education and care services, schools, school age care and communities as an ideal opportunity to improve lifelong outcomes for children, we should also consider it an exciting and productive way for communities to work together as agents of change. This collaboration presents an opportunity for your service to demonstrate how you meet or exceed the NQS.

The current Guide to the National Quality Standard is a useful resource to review when thinking about the roles that each of the key stakeholders might play. Some examples could include:

  • Early childhood education and care services:
    • sharing strategies that were effective in preparing children and families to transition to your service
    • sharing information with parents/carers and other services children may be attending  to support them  in preparing to  transition to school or  school age care
    • collaboratively developing coherent goals and expectations about learning, and understanding the links between the approved learning frameworks and the Australian Curriculum
    • understanding the AEDC data for the community
  • School age education and care services:
    • seeking out connections with early childhood services, local schools and families
    • understanding the AEDC data for the community
  • Schools:
    • drawing on information from education and care services (such as transition statements) to gain an understanding of each child’s strengths, history, culture and identity
    • collaboratively developing coherent goals and expectations about learning, and understanding the links between the Australian Curriculum and the approved learning frameworks
    • understanding the AEDC data for the community
    • engaging in respectful, collaborative partnerships and networks to build understanding and knowledge
  • Community:
    • supporting an inclusive environment where services and agencies, cultural groups and community elders are welcomed and involved in supporting children’s effective transitions from home to early childhood and onto school.

What opportunities exist for your service, as a key stakeholder, to take the initiative in improving connections or developing/enhancing the procedure for transitioning children to formal schooling?

In your quality improvement planning processes, you might consider strategies to build and maintain respectful, collaborative partnerships to support continuity of learning and effective transitions.

Further reading and resources                                       

ACECQA – Approved Learning Frameworks

Belonging, Being and Becoming: The Early Years Learning Framework for Australia

My Time, Our Place: Framework for School Age Care in Australia 

Educators’ Guide to the Early Years Learning Framework

Educators’ Guide to the Framework for School Age Care

ACECQA National Educational Leader – Transition to School

Australian Government Department of Education – Continuity of Learning: A resource to support effective transition to school and school age care

Early Childhood Australia and Australian Curriculum Assessment and Reporting Authority – Foundations for learning: Relationships between the Early Years Learning Framework and the Australian Curriculum

OECD – Starting Strong 2017: Key OECD Indicators on Early Childhood Education and Care

Leaders as agents of change

ACECQA’s National Education Leader, Rhonda Livingstone provides insight into National Quality Framework topics of interest.

Leaders within education and care are widely acknowledged as change agents, working with educators, families and communities to interpret and implement policy changes designed to raise the quality of early childhood and outside school hours care services. With the upcoming changes to the National Quality Framework (NQF) coming into effect on 1 October 2017, what better time to consider how the leadership structures within your organisation are supporting an effective transition to the revised National Quality Standard (NQS) and regulatory standards?

The NQF is a framework that reflects a commitment to continuous improvement. Recent changes represent the voices of educators, families, communities and other stakeholders, responding to aspects of the NQF they believed could be improved to allow education and care services to focus on what matters – providing high quality programs and practice. The revised NQS represents a more streamlined set of quality standards that have been refined to reduce overlap and provide greater clarity and guidance.

One of the areas that has been streamlined is Quality Area 7, now titled Governance and Leadership. There is increased clarity about the expectations relating to governance and how philosophy, systems, and a clear understanding of roles and responsibilities support a strong foundation for leadership.

The revised standard also refines expectations of the role of educational leader. The new 7.2.2 element states: The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle. This change acknowledges the role requires support in order to effect positive changes and the significant role the educational leader plays in supporting educator understandings of the assessment and planning cycle.

Professor Joce Nuttall, a renowned academic, recognised authority in education and care leadership and member of the ACECQA Board shares some important messages that can prompt you to consider what this may mean for the way leadership is enacted in your service. In the first video Joce speaks about the context for leadership in education and care, particularly the difference between positional or hierarchical models and relational and distributed approaches.

In this next clip, Joce unpacks what support for the educational leader might look like, recognising this will be unique to the context of the service and the needs of individual educational leaders. She goes on to discuss the often opposing dynamics of positional and distributed leadership and poses some ideas for moving forward.

In order for the educational leader to be successful in generating quality outcomes, they must receive support from the approved provider and nominated supervisor. Joce discusses some of the theory and research as well as practical ideas about how this might happen.

Joce goes on to speak about the important role educational leaders play in building educators’ capacity to engage with and demonstrate knowledge of the assessment and planning cycle, by reflecting on children’s learning as individuals and groups as well as the effectiveness of the program as a whole.

In the final video, Joce encourages educational leaders to consider their own learning and professional development. This is essential if educational leaders are to support the development of others.

Questions for further reflection:

  • What is the collective understanding of leadership within your service?
  • How is the educational leader supported? What supports are needed?
  • How effectively are educators engaging with the planning cycle?
  • How is the educational leader leading the evaluation of the whole program?

For more information on the NQF changes, visit the ACECQA website.

Further reading and resources

ACECQA – Information sheet – The role of the educational leader

ACECQA – National Educational Leader presentation – Educational Leadership

We Hear You – The role of the educational leader series

We Hear You – Unpacking the planning cycle series

We Hear You – Uncovering the layers of reflective practice series

Making bubbles: Scientific research in early childhood settings

In the lead-up to National Science Week, Little Scientists Australia talks to We Hear You about the often simple, everyday ways education and care services can integrate STEM (Science, Technology, Engineering and Maths) learning into their environments and programs.

Children's hands full of bubbles using chemistry outdoors

‘Look how many soap bubbles I made!’ Ben exclaims enthusiastically. Sarah, his teacher, is excited: ‘Wow, this is great! How did you do this?’ ‘I blew into the soap bubble water with the long yellow tube and now my bucket is full of bubbles,’ he replies. ‘This works much better than stirring it with a spoon’. ‘I have an even better idea!’ Ben’s friend Julia says. ‘You could stir really, really fast with an egg whisk. I am sure that makes the most bubbles!’ Sarah has an idea: ‘Well, these are some interesting assumptions, but wouldn’t it be good to test what actually works the best?’ The children are excited about Sarah’s suggestion and want to explore this question in a more scientific way.

Sarah, the educator in the soap bubble story above, is an example of many Australian early childhood professionals who are strong advocates of co-construction and inquiry-based, child-led learning. More and more education and care services across the country are integrating scientific exploration and discovery into the children’s routine, based on the strong belief they benefit tremendously from early opportunities to discover the world in an open and creative environment.

Little Scientists Australia offers a professional development program for teachers and educators to support the implementation of inquiry-based STEM learning. The program offers a range of hands-on workshops designed to encourage and promote scientific investigation while giving insights in educational concepts and methods. A key concept of Little Scientists is an inquiry-cycle approach which supports structuring children’s discovery process.

To demonstrate how scientific research in an early childhood setting could be done, let’s return to our soap bubble example:

In the morning, Sarah and her preschool group explored and played with home-made soap bubble liquid: blowing, stirring and shaking the liquid. Sparked by Ben’s discovery that blowing into the liquid worked better than stirring, the group decided to investigate further. Drawing on the previous scientific explorations and experiments facilitated by Sarah, the children knew how to proceed:

  1. First they came up with a question to investigate: ‘How can we make the most bubbles?’
  2. Secondly, the group hypothesised what method they believed could result in the most bubbles. A critical part of research is identifying the children’s assumptions and to hypothesise individually which method will work best and why.
  3. At this stage, the children were almost ready to try things out and to experiment, but first they had to agree on preparations and how to document the results: ‘What items will be used to produce bubbles? What materials will be needed? Where should the experiments be conducted – inside or outside? How can they document their results?’ The children decided to draw pictures of the different experiments and take photos or make videos of the most impressive ‘soap bubble mountain’. There are countless ways to document, for instance co-constructed and dynamic approaches such as Claire Warden’s Floorbook Approach.
  4. Once they agreed, they were excited to start exploring and experimenting! This was (and almost always is) the most extensive phase of their research. The children had various attempts and setbacks. At one point the group split into smaller ‘research teams’ and some children left the group. For three days, all the bubble experiments were on hold because the children were distracted by jumping in the rain puddles…Then one of the children brought in a picture of the world’s biggest soap bubble and suddenly the research was back to full speed.
  5. Scientists of all ages are excited to see the results of their experiment and to share them with their peers. Our Little Scientists from the bubble experiment were no different: They observed their experiments and Sarah encouraged them to describe the outcomes to the others in the group. This step offers various opportunities to engage children in the process while supporting their communication skills and language development: ‘What have you noticed? Has something changed? Why are you surprised about the result? What could we try next?’
  6. When the children were satisfied with experimenting, observing, describing and documenting their findings, they reflected on the outcome and discussed their initial assumptions: ‘Could the initial question be answered? Did the yellow tube really work much better than the stick, even if you stir as fast as possible? And how did Julia’s egg whisk perform in the overall ranking? Did the children have any further questions, and did they think their research could be improved? The children came up with plenty of input, new ideas and assumptions for further bubble experiments…

Learning opportunities like the soap bubble experiment arise every single day. Most young children make numerous investigations and ask inquisitive questions about everything. And how do educators and families respond? We often don’t know what to say because we don’t have an adequate answer or have never thought about this before. The good news is – if we implement an inquiry-based learning approach – it doesn’t matter! It might even be an advantage not to know the answer. Scientific exploration and research give children and adults the opportunity to explore, to problem-solve, to cooperate with others and to be even more excited and curious about the world around us.

A provocation to take back to your next team meeting might be how the educators in your service are engaging with STEM in their programs.

Little Scientists is one of various organisations across the country providing fun and engaging events for children during National Science Week (12-20 August 2017).

To learn more about the Little Scientists, their professional development program and the Little Scientists Conference for early childhood educators and teachers in September, visit the website.

Early Career Educators Program

In January 2017, Delana Murdoch, Rebecca Mahoney and Sally Burt joined ACECQA to participate in our Early Career Educators Program – an initiative that provides a work and development opportunity for new early childhood teachers. 

As part of the program, Delana, Rebecca and Sally have been contributing to a wide range of ACECQA’s educational leadership activities and participating in on-the-job and structured learning. The three educators spoke to We Hear You about their experiences in the program as well as their career goals and ambitions.

Rebecca Mahoney and Delana Murdoch presenting on The Quest for Quality knowledge game
Rebecca Mahoney and Delana Murdoch presenting on The Quest for Quality knowledge game

Delana: Hi, my name is Delana, and I have recently graduated from the University of Wollongong with a Bachelor of Education: The Early Years (Birth – 5 years) degree. Having enrolled in university directly after high school, working at ACECQA has been my first role in the children’s education and care sector.

Rebecca: Hi, I’m Rebecca and I’m from Ballarat, Victoria. I have worked in the education and care sector for over 10 years, and have two beautiful young children of my own. I am currently completing a Bachelor of Education (Birth – Year 6), and will graduate at the end of 2018.

Sally: Hi, I’m Sally. I recently graduated with a Master of Teaching (Early Childhood) from the University of Sydney. My professional background is as a dietitian-nutritionist, working for 20 years in nutrition education and public health. My ACECQA role is part time, as I currently work two days per week as an Early Childhood Teacher (ECT) at a community preschool.

How did you find out about this opportunity?

D: My ECT mentor Eliza tagged me in the advertisement of the position on Facebook.

R: I stumbled across the advertisement for the educational leadership assistant position on the ACECQA website while filling out an expression of interest form for ACECQA’s 2017 Temporary Employment Register.

S: My University of Sydney Program Director forwarded the advertisement to our class. I also saw the opportunity promoted on the ACECQA Facebook page.

What were the highlights of your experience at ACECQA?

D: While there have certainly been many highlights throughout this experience, one of those being the development of the innovative resource The Quest for Quality. Another one of my favourite parts of the program has been shadowing the assessment of Excellent rating applications. It is truly inspiring and fascinating to hear about the unique and high quality practices of those applying for the rating.

R: One of the highlights for me has been experiencing a work environment so different to the education, care and school environments I have worked in during my career. It took me a while to get used to the idea of a workplace without a sandpit, and a workday that didn’t involve singing, cuddling and cubby-building!

S: A definite highlight has been the opportunity to gain ‘hands-on’ experience within the Educational Leadership team, such as writing a We Hear You blog, sitting in on an Excellent rating assessment teleconference, and supporting the development of authorised officer training resources. Being personally introduced to esteemed leadership academic, Manjula Waniganayake (who was visiting ACECQA), at the very moment I was using her work in some educational leadership research content, also absolutely stands out!

Sally Burt at work researching and developing key resources
Sally Burt at work researching and developing key resources

What new knowledge did you gain during your time at ACECQA?

D: My knowledge and understanding of the National Quality Framework (NQF) and ACECQA’s role in the sector has grown extensively.  The development of The Quest for Quality game required us to delve into the National Quality Standard (NQS), the National Law and Regulations, the roles of ACECQA and the regulatory authorities, the approved learning frameworks and much more. If you want to develop your own understanding of integral components of our sector in an enjoyable and engaging way, be sure to check out The Quest for Quality!

R: I see my time at ACECQA as something of a crash course in the NQF. I dug deeper into the NQS, the National Law and National Regulations than I ever thought possible, and have such a better understanding of ACECQA’s role and the Australian education and care sector. The people at ACECQA are so lovely, knowledgeable and passionate about promoting quality education and care in Australia that you can’t help but become incredibly inspired yourself! I hope this inspiration will translate into the resource we helped create – The Quest for Quality. I’m really looking forward to hearing some feedback from those working and studying in the sector.

S: Inductions across the organisation introduced me to the critical work undertaken by the ACECQA Training, Communications and Engagement, Policy and Strategy, Research, Qualifications Assessment, Business Communications and the Education and Care Services team which is responsible for the National Quality Agenda IT System. I now have a much greater understanding, and appreciation, of the breadth, depth and dynamics of ACECQA’s work, particularly during this time of change.

What was the most challenging facet of your experience at ACECQA?

D: The most challenging part of the program was the lack of children in the office environment! It was definitely quite a change to be interacting with adults all day instead of children.

R: The most challenging aspects for me were the logistics of temporarily relocating to Sydney from regional Victoria and being apart from my family for the first time. However, I knew working with ACECQA was a once-in-a-lifetime opportunity, and the experience would be well worth the challenge!

S: Working at ACECQA three days a week, and in a preschool for the other two, has required some brain plasticity as I transition between the two roles each Wednesday! That said, each role has been a wonderful context for my work in the other.

How will your time at ACECQA inform your future practice or career aspirations as an ECT?

D: My time at ACECQA has given me a wealth of knowledge and experience that I plan to translate into my future practice in early childhood education and care settings. I also plan to share all I have learnt with my fellow educators in the sector. And who knows, maybe my future involves developing more game-based resources for the sector!

R: I look forward to putting the knowledge and skills I have learnt at ACECQA to good use in my future studies and practice as an educator. I am very proud and excited to introduce The Quest for Quality resource to my university lecturers, fellow educators and students.

S: My ACECQA experience has definitely been formative for my current ECT practice, giving me a much greater depth of understanding of the NQF. My working knowledge of the NQS has grown exponentially and I now have a much greater appreciation of the complex work authorised officers undertake. I have also been really inspired by the exceptional programs and practices of Excellent rated centres. The experience has cemented my interest in working at a strategic support level in the longer term.

If the program was run again, would you recommend this opportunity to other graduates?

D: The Early Career Educators Program provides you with an experience incomparable to any other. The learning and growth you experience in a three-month period can dramatically change your understanding and perception of the education and care sector in a number of ways. Regardless of the career path you wish to take after your time at ACECQA, the knowledge and experience you have gained will further equip you to contribute to positive outcomes in the sector.

R: This truly is an unprecedented learning experience for those working or studying in the sector. You gain such an immense amount of knowledge, inspiration and experience in a relatively short period of time, and get the chance to work with some of the loveliest people and informed professionals in the Australian education and care sector.

S: Echoing Delana and Rebecca’s comments, this program offers graduate teachers a golden, once-in-a-career opportunity. Post-university, when you are full of enthusiasm but a little lacking in confidence, this provides an intensive ‘summer school’ internship-type opportunity where you will have access to the very best human and professional resources, undertake meaningful projects, be inspired and learn so much! Graduates should not hesitate to apply.

 

The Quest for Quality game, which has been developed for children’s education and care services, explores the seven quality areas in the revised National Quality Standard through sector specific knowledge.

The Quest for Quality was designed as a capacity building tool and provides educators an opportunity to integrate an element of fun into their professional discussions and critical reflection.

The Quest for Quality game is available for purchase or as a free download on the ACECQA website

Start a conversation about quality

In this month’s We Hear You blog, we look at how children’s education and care educators can shine as professionals, translate the sometimes complex language of the sector, help families better understand their child’s potential and explain how this work supports children’s physical, emotional, social, language and cognitive development. 

The education and care sector has demonstrated professionalism and dedication embracing the concept of continuous quality improvement and new national standards introduced under the National Quality Framework (NQF) in 2012. Over the years, the commitment shown by the sector has opened up a community dialogue about the importance of education and care for children’s holistic development, and the progress the NQF has made in raising the professional status of educators.

Why is it then that relatively few parents and carers know about the commitment to quality in early childhood and outside school hours care services?

We are providing families with information about the wide range of services in Australia and the importance of quality through Starting Blocks, our family-focused website. We also publish the ratings of services on the national registers and the Starting Blocks website. This empowers families and carers to make informed choices when selecting a service for their child and helps them to understand the critical elements that make up a good quality service.

Recently, we collaborated with states and territories to develop new logos to help services and providers promote their commitment to quality and their overall rating to families. We want the new logos to help parents and carers to be more confident in their selection and to appreciate the professional role of educators in meeting the needs of their children as unique learners.

NQS quality areas and quality ratings

Educators are the vital first point of contact for families seeking education or care. They trust you to look after their children – to keep them safe, happy and developing skills appropriate to their age and interests.

Building close relationships is what great educators do really well – engaging with families about their expectations, providing regular updates and sharing children’s experiences – and is a key component of the National Quality Standard. These close relationships present opportunities to discuss the importance of quality practice and how a high quality service, in turn, contributes to their child’s smooth transition to, and success at, school.

Your service’s rating logo also provides a chance to educate families and the community about the wonderful work you do in your service as a professional educator. These are opportunities too good to miss.

Visit the Starting Blocks website for fact sheets and infographics to share with families. Like the Starting Blocks Facebook, Instagram page and ACECQA Facebook page for regular updates and information.