Nicole Vinken is the Acting Family Day Care Co-ordinator with the City of Greater Geelong. She has 20 years of experience in the early childhood sector in long day care and has been working in family day care since January 2012.
Nicole has worked with the City of Greater Geelong for more than 17 years as a qualified educator and as a centre director for 13 years before her more recent role in family day care. Nicole is recently married, in November, and has two teenage step-children.
The City of Greater Geelong Family Day Care Scheme currently has 50 educators and has been operating since the 1970s. It went through the rating and assessment process in July 2012 and in this blog Nicole shares the scheme’s experience of the process.
When we received our letter from the Department of Education and Early Childhood Development (DEECD) in April 2012 notifying us of the commencement of the assessment and rating process and requesting our Quality Improvement Plan (QIP) by 28 May, I must admit I nearly fell off my chair.
“How can we be first??!!!”
Once the initial shock wore off I was able to review the documentation provided to us. This included information about the rating process from ACECQA, what will happen on the days of the visits, the role of the authorised officers, a breakdown of the rating levels and details of the assessment and rating report.
I think I sat on this information for about four hours before sharing it with my team!
Once we provided our QIP and centre philosophy to DEECD in May, we received a letter to confirm receipt and were notified of the assessment and rating visit dates in July – six weeks after DEECD received our QIP and 12 weeks after the original letter requesting the QIP.
This letter outlined the breakdown of the days, e.g. when the authorised officers would meet with the Co-ordination unit, the number of eductors they would visit (five) and the days they would be visited, and a list of resources to support the service through the rating and assessment process. Again, they provided plenty of supporting documents to prepare for the visits.
DEECD made phone calls to the Co-ordination unit to support us through the process and to check if we needed any guidance.
Assessment and rating visit days
For our Family Day Care Scheme, we had a three-day visit, with five of our educators chosen to be assessed.
Day 1 and 2
AM – Co-ordination unit visit – About 2-2.5 hrs – we had an in-depth visit with the DEECD to discuss the roles of the co-ordinator, support officers and the administration team. We were questioned about the support/home visits, processes and procedures, service management, relationships with educators and parents, philosophy, governance, supporting vulnerable families/child protection processes etc. The authorised officers also spoke to the educational leader about her role and how she supports the educators.
I was then given a list of documents that DEECD would like to see on the third day when they returned to the office– enrolment forms, educator rosters, policies and procedures, excursions, professional development, evidence of recording police checks and working with children checks, newsletters etc.
We were then notified of the five Educators that had been chosen to undertake site visits. One educator was on leave so another educator was chosen. We had the opportunity to call the educators at that time and inform them how lucky they were to be chosen and when the visits would be occurring. Luckily, everyone seemed to handle the news well.
PM – Two educators were visited in the afternoon of the first day and three on the second day. As we were one of the first services to undergo the rating and assessment process, there were two authorised officers conducting site visits, and it was requested that a representative from the Co-ordination unit was also present to support educators. Although this made things quite busy in the homes, we were able to respectfully situate ourselves to ensure minimal interruptions to the children and the program.
AM: DEECD spent about 3.5 hrs at the Co-ordination unit looking at documentation and then had a closing meeting with myself to discuss the three days and if there was anything else I would like to contribute. No feedback was provided by DEECD at this meeting on what our rating might be, which we understand is best practice, but it was still frustrating as we really wanted to know how we went.
Overall, the authorised officers were very professional and supportive from the initial contact made, throughout the three days undertaking the rating visit and the after support to clarify and discuss any details.
Educators all reported feeling comfortable and happy with the process. At no time were the authorised officers judgemental or invasive in their practices or questions. Questions were clear and concise and relevant to form an assessment.
We received a draft copy of our assessment and rating via email in early August, about three weeks after our visit. A meeting was co-ordinated with one of the authorised officers to discuss the report about three days later. At this meeting I was able to query any of the comments and ratings presented. We then had about three weeks to submit a response to any ratings to the regional DEECD office.
We completed a response email on behalf of the Co-ordination unit, and these items were taken into account, which we felt was a positive outcome. It showed how DEECD respected our feedback.
A final report was then submitted, and the rating confirmed. About two weeks later (early September) we received our rating certificate.
Support to Educators
Throughout the rating and assessment process, we maintained regular contact and support with educators. We did this in the following way:
- Continued contact with our educators to keep them updated throughout the whole process.
- Support home visits as key opportunities to support educators to ensure they had the required documents etc.
- Mentor groups to support with any questions and assistance with program planning and the assessment process.
- Regular email, newsletter and SMS contact.
- Professional development.
Where to from here?
- QIP working group formed between the Co-ordination unit and volunteer educators. We have formulated an Educator QIP. Educators will personally identify areas they would like to work on in their program, based on the National Quality Standards. This process is supported by the support officers, reviewed throughout the year, and updated every 12 months.
- Professional development and Mentor groups – a strong focus on program planning, sustainable practices (and how this is embedded into the program) and child development.
- Policy developments – continue with regular reviews and seeking feedback from educators and families.
- Review service QIP every three months with the Family Day Care team and provide to educators for feedback.
Overall, we found the new rating and assessment process to be a positive one. We are committed to supporting our educators in providing a high quality education and care program and this process helped us identify where our strengths are and areas where we can build on. We don’t look at these areas as ‘weaknesses’, but opportunities to grow and improve.