We improve what we measure

In her first We Hear You blog as the Australian Children’s Education and Care Quality Authority (ACECQA) Chief Executive Officer, Gabrielle Sinclair shares her thoughts about the National Quality Framework and a recent visit to the Northern Territory.

One of ACECQA’s functions is working with regulatory authorities to educate and inform services and the community about the National Quality Framework (NQF).

Since 2012, educators, services, schools and governments have undertaken a significant journey in implementing the new laws, regulations and the National Quality Standard.  While it took time to get across the detail of the new national system, over 88% of services have now been assessed and rated, with 73% rated Meeting National Quality Standard or above. Over the next five years, our challenge is to continue the quality improvement journey and support parents and carers as well-informed consumers of education and care services for their children.

In my new role as ACECQA CEO, I am learning a great deal from you about the diversity of communities across Australia; the unique circumstances in which services operate; the rich experiences of families; and the way we all respond within a national framework.

Recently, I was delighted to be given the opportunity to meet with the Northern Territory Minister for Education and speak at the 2017 Leaders’ Conference in Darwin. I was impressed by the determination to raise quality in the NT and the unique way leaders in both sectors were enriching children’s experiences and improving learning outcomes.   The continuous quality improvement journeys shared by Principals Leah, Joe and Graham, highlighted the critical fact that good leadership is all about results.  To achieve better results, they spoke of giving a voice to the expertise and knowledge of early childhood educators, teachers and local families.  They reflected on the immense value of listening to and understanding the perspectives of children.

During my visit to local services, I met with very insightful educational leaders who were deeply connected with their local communities.  At Nightcliff, there is a strong partnership between the early learning centre and the school with the aim to give young children a seamless experience from long day care to preschool and on to school and outside school hours care. The results are tangible. The physical and sector barriers are being removed; the early learning centre and the school are sharing quality resources; families are welcomed; and the focus is very much on building confident, enthusiastic young learners.

In both education sectors and in every jurisdiction, we are listening to inspiring educational leaders who share their stories.  Although each experience is unique, a common reflection is that improved, sustained results are unlikely to happen without a commitment at the highest level; a deep understanding of the NQF and the roles we all have; a determination to improve beyond a single point in time; respect for the early childhood profession; and genuine partnerships with families and the community.

We have learnt so much since 2012.  It is worth sharing our own NQF journeys with others – across services, sectors and borders – and with our families.  It is a truism that everything that gets measured gets better and, as Joe reflected, do our children deserve anything less?

From soaring towers to inclusive playscapes: Exploring the journey of children’s participation

How can we give children more opportunities to contribute meaningfully? To their services? To their community? To their cities and world? Bridget Isichei, an early childhood educator and former director of UnitingCare Jack and Jill Preschool Grafton and area manager for Goodstart Early Learning, writes this month about the journey of children’s participation in an exciting council playground project.

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A collaborative design by the children at Goodstart Early Learning Grafton

The United Nations Convention on the Rights of the Child tells us that children have the right to have their voices heard and their opinions considered.

For most of my own career, enacting this meant asking children to contribute to the design of their play-space or encouraging them to develop their own behaviour guidelines (in line with National Quality Standard Element 1.1.6). More recently, I have been engaged in a project that has changed my thinking about this. I now realise we can do more and dream of a world where children are given the opportunity to contribute meaningfully to community discussion, and mould the cities and towns that they live in from the day they are born.

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A contribution from the children at Westlawn Preschool Grafton

The project started during my time as the Director of UnitingCare Jack and Jill, when a group of preschool children wrote to the Clarence Valley Council to express their opinion that their town had insufficient playgrounds, and asking if they could design a better one. To our delight, the council agreed at the perfect time since they had budgeted for a new playground the following year. Within just a few months the council saw the value of consulting young children and invited three other early education and care services to become involved. As the director of the preschool that originally approached the council, I was given a place on their committee.

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“You can sit on if you have no friends and someone will come to play with you.” – UnitingCare Jack and Jill Preschool Grafton

Some of my strategies and key learnings from the project were:

At first educators held large groups and expected every child to contribute:

We reflected and decided that although children have the right to participate, they don’t have to. We set up a learning space in each service where children could visit and record ideas if they were interested in the project.

We expected all educators, park designers and council members to know why children have the right to participate:

We spent time explaining the benefits of children’s participation and voice to all stakeholders.

We asked children to contribute ideas without giving them the tools, knowledge and resources they needed:

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A contribution from the children at Westlawn Preschool Grafton

Educators decided to hold small group times for interested children to increase their knowledge about playground design, recycling and inclusion. The designated learning area was set up with books and information about the project so the children could revisit the area and build skills over time. Continuous learning, high expectations and intentional teaching were therefore critical elements in making the project successful.

Children came up with too many ideas to use:

Children were encouraged to reflect on and refine their ideas. Children were given the opportunity to consult with each other and park design professionals to find out if their ideas were practical. By revisiting these ideas regularly, children were able to develop their thinking.

The design for the new park now includes signs written by the children, has equipment that is inclusive of all children, recycling bins, a very tall tower, sand and water play and children’s art. The park will have a special seat that ‘you can sit on if you have no friends and someone will come to play with you’. When a child suggested this, I knew that this inclusive idea was very important, but something an adult would be unlikely to think of.

Children have unique perspectives, and the world is a lesser place when we don’t listen to them.

References

UN General Assembly. (1989) Convention on the Rights of the Child, 20 November 1989, United Nations, Treaty Series, vol. 1577, p. 3.

Failing services is failing to understand – the emphasis is on continuous quality improvement

we-hear-you-blog-karen-curtisAustralian Children’s Education and Care Quality Authority (ACECQA) Chief Executive Officer Karen Curtis addresses the importance of continuous quality improvement under the National Quality Framework (NQF).

One of the most important aspects of our system of assessing and rating the quality of education and care services is its emphasis on continuous improvement. This is deeply embedded within the NQF, starting with the requirement for all services to have a Quality Improvement Plan in place.

ACECQA’s latest published Snapshot, based on data as at 30 September 2016, shows that, of the 15,429 services approved to operate under the NQF, 83% have been assessed and rated, with 71% rated at Meeting the National Quality Standard (NQS) or above.

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As you can see from the information above, most jurisdictions have assessed and rated more than 80% of services in their state or territory and the focus for some, particularly those that have assessed and rated more than 90% of services, is increasingly upon reassessing services.

When state and territory regulatory authorities undertake quality assessment, the goal is to drive the quality improvement of services, improve outcomes for children and make meaningful information available to families and communities.

To make the best use of available resources, regulatory authorities take a responsive, risk-based approach, focussing on services in need of quality improvement. This typically results in more frequent assessments of services that do not meet the NQS, as well as potential reassessments of services that have experienced significant changes or adverse events. As at 30 September 2016, a total of 1332 reassessments had taken place. Almost two thirds of these resulted in a higher overall rating being given, with the most common improvement being services moving from Working Towards NQS to Meeting NQS.

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The NQS is made up of a series of standards and elements and it is at the element level where we get a comprehensive picture of quality improvement. To date, 75% of reassessments have resulted in a higher number of elements being assessed as met. On around 100 occasions there has been a very notable improvement in performance, with 21 or more elements on aggregate moving from being assessed as not met to met.

In contrast, just over 10% of reassessments have resulted in a lower number of elements being assessed as met. On seven occasions, there have been marked deteriorations in performance, with 21 or more elements on aggregate moving from being assessed as met to not met.

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More than half of reassessments have resulted in between one to 10 elements on aggregate moving from being assessed as not met to being assessed as met. My previous article, which looked more closely at the nature and diversity of the Working Towards NQS rating, is relevant to this, in particular the high proportion of services that are rated at Working Towards NQS due to not meeting a low number of elements.

When looking at changes in performance at reassessment, it is also informative to examine individual elements to see which are most and least likely to exhibit improved performance. We can do this by looking at the number of times an individual element has changed from:

  • not met to met
  • met to not met, or
  • continued to be assessed as not met.

Of  the 10 elements most likely to exhibit improved performance at reassessment, two each are from standards 5.1, 6.2 and 7.1:

  • Element 5.1.2 (children’s interactions with educators)
  • Element 5.1.3 (support for children to feel secure, confident and included)
  • Element 6.2.1 (recognition of families’ expertise and shared decision making with families)
  • Element 6.2.2 (availability of current information about community services and resources to support families)
  • Element 7.1.2 (comprehensive staff induction)
  • Element 7.1.3 (continuity of educators and co-ordinators)

At the other end of the spectrum, of the 10 elements least likely to exhibit improved performance at reassessment, three are from Standard 2.1, and two each are from standards 2.3 and 7.3:

  • Element 2.1.1 (support for children’s health needs)
  • Element 2.1.3 (effective hygiene practices)
  • Element 2.1.4 (infectious disease control and management of injuries and illnesses)
  • Element 2.3.2 (protection of children from harm and hazard)
  • Element 2.3.3 (incident and emergency planning and management)
  • Element 7.3.1 (storage, maintenance and availability of records and information)
  • Element 7.3.5 (effectively documented policies and procedures)

Unsurprisingly, in the list of the 10 elements most likely to continue to be assessed as not met are five of the most challenging elements of the NQS:

  • Element 1.2.1 (ongoing cycle of planning, documenting and evaluation)
  • Element 1.2.3 (critical reflection)
  • Element 3.3.1 (sustainable practices)
  • Element 3.3.2 (environmental responsibility)
  • Element 7.2.2 (staff evaluation and individual performance development plans)

Also included in the list of the 10 elements most likely to continue to be assessed as not met are two of the elements from Standard 1.1:

  • Element 1.1.3 (program maximised opportunities for children’s learning)
  • Element 1.1.4 (availability of children’s documentation to families)

Reflecting upon these elements and considering why they appear in the respective lists will help prioritise and direct future quality improvement efforts. For example, it may be that efforts to improve performance against some standards need to be more intense, targeted and prolonged.

I also want to highlight that the consistent picture over the last four years is that Quality Area 1: Educational program and practice is the most challenging of the seven quality areas, with Standard 1.2 (focused, active and reflective educators and co-ordinators) and Standard 1.1 (curriculum enhances each child’s learning and development) the most challenging of the 18 standards, and Element 1.2.3 (critical reflection) and Element 1.2.1 (ongoing cycle of planning, documenting and evaluation) the most challenging of the 58 elements. Devoting dedicated time to discussing, reflecting on and prioritising aspects for improvement around the educational program and practice, particularly reviewing the feedback received as part of the assessment and rating process, will provide a solid foundation for continuous quality improvement efforts.

In my final blog post next month, I look forward to sharing with you my reflections on the last five years, a period of momentous change for our sector.

Helping families understand quality

This month on We Hear You, Jessica Annerley, Chief Executive Officer of Bruce Ridge Early Childhood Centre and Preschool talks about helping families understand the National Quality Standard, and building support for quality education and care.

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Our service was rated Working Towards National Quality Standard (NQS) between 2013–2016. Conversations with families at the time were focused on why we achieved this rating, why we felt it was an appropriate rating at the time of the assessment, and what we were doing to improve our practices.

Our educators recognised the importance of including families in our quality improvement journey, helping them understand the quality areas, and what we were doing to support their child’s learning, development and wellbeing.

We used the information in the assessment and rating report as the basis of our Quality Improvement Plan (QIP). We then shared this in a formal process with families, along with our philosophy and policies, and asked our families what they felt we were doing well and what we could improve in relation to the NQS. After integrating this feedback into our programs and practice, the hard but rewarding work paid off in October 2016 when we celebrated the outcome of our reassessment with the families from our service. We are all thrilled to have achieved the Exceeding NQS rating, and look forward to our ongoing journey to achieve excellence.

exceeding-300-rgbIt was great timing with the release of the new NQS logos. So far the Exceeding logo, which is displayed on our website and signature blocks, has been a useful conversation starter, helping new families understand a little more about quality education and care.

Having achieved Exceeding NQS in all seven quality areas, our conversations with families are less about the areas we are doing well in and more about the areas that support our philosophy and that we feel passionate about as a community. Unique aspects of our service, such as our relationships with the community, the professional learning and development our educators are committed to and our ‘Bush School’ program, are often topics we discuss with families. We also outline how they directly link to the NQS and support children’s learning on a daily basis.

The assessment and rating process is another opportunity for us to talk to families about the NQS. It helps families recognise the value of what we do, and helps refocus the importance of our profession and the way it contributes to the outcomes and benefits for children both in the early years and later in life. We believe it’s a step towards improving what is a largely undervalued and underpaid sector at present.

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Families are often surprised to hear that prior to the National Quality Framework there was no national law, regulation or mandatory curriculum framework. This leads to conversations around professionalising our sector and mandatory qualifications for educators. It provides an avenue for us to talk to families about the importance of early childhood education and care – that is, not just child care.

Educators are often a family’s first experience of education for their child, and we play an important role in helping them understand the sometimes confusing terminology, complexity and importance of the NQS.

Looking for resources to help you talk to families about individual quality areas and the NQS? Check out the Guide to the NQS – the summary paragraph before each quality area might be particularly useful.

Practical strategies for reviewing, planning and improving team performance

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

William Shakespeare said ‘we know what we are but not what we may be’. One of the many roles of leaders is to assist team members to realise, and reach their full potential.

Assessment and rating data shows that element 7.2.2 of the National Quality Standard (NQS) is among the top five most challenging to meet, requiring that ‘the performance of educators, coordinators and staff members is evaluated and individual development plans are in place to support performance improvement’.

Professional development supports educators in their work to provide quality outcomes for children and families. We know when education and care services establish and maintain a culture of ongoing reflection and self-review, team members are more likely to feel challenged and motivated, and experience job satisfaction (Early Years Learning Framework p.13, Framework for School Age Care p. 12).

The National Quality Standard refers to a cyclical process for performance review and improvement, but doesn’t set specific guidelines around timing or how the process should work in practice. Services should establish a process that works best for their staff and management structure. The process should be one that identifies staff members’ strengths and assesses and enhances staff performance.

Strategies

When implementing a performance review system, (including Professional Development Plans for each team member) a Self-assessment Tool developed by ACECQA is a useful resource. The tool can be used to establish goals and identify areas for professional development.

When education and care professionals engage in self-assessment with managers, they’re able to build on strengths, identify areas they would like to develop and celebrate the successes and contributions of all team members. Whatever system is used, it’s important the purpose is communicated clearly to staff and they feel empowered and supported in the process.

Another approach to self-assessment might be regular one-on-one catch ups to discuss current achievements and challenges. Meeting regularly ensures the team is supported on an ongoing basis and through periods of change. This is especially helpful when teams consist of casual or short term members. It can also reduce the sometimes onerous task of undertaking the process annually.

Additional strategies to self-assessment can be found in our previous article on professional development planning, as well as the OECD Working PaperLeadership for Quality Early Childhood Education and Care.

Quality Improvement Plan

Reviewing your current process for planning, supporting and improving team performance is important and can form part of your Quality Improvement Plan. How does the team feel about the process? Are there opportunities to share achievements? How do other services approach professional development? These are some questions you might like consider when reviewing your service’s plan.

Sustainability in children’s education and care

Sustainability

Rhonda Livingstone, ACECQAThis month ACECQA’s National Education Leader, Rhonda Livingstone, promotes sustainability and looks at why it’s important for children to explore values and develop an appreciation of the environment.

Living sustainably means living within the capacity of the natural environment to support life and ensuring our current lifestyle has minimal impact on generations to come. Sustainable practices relate not only to the natural environment, but also our society and culture, including aspects such as consumerism and community well-being.

As the need for greater sustainability becomes more apparent globally, so does the importance of embedding sustainability in children’s programs. Through hands-on experiences and relevant educator pedagogies, children can explore and learn about their local contexts and environmental issues. They can develop the creativity and critical thinking skills necessary to make informed decisions for change, improving the quality of their lives, and those of future generations.

Practicing sustainability empowers children to construct knowledge, explore values and develop an appreciation of the environment and its relationship to their worlds. This lays the foundations for an environmentally responsible adulthood.

Sue Elliott, Senior Lecturer from the University of New England, NSW, says ‘early childhood education for sustainability is a transformative and empowering process actively engaged in by children, families and educators who share an ecocentric worldview’ (Elliott, 2014, p.15).  An ecocentric worldview is one that embraces all the Earth’s life forms and physical elements, not just humans.

When there is an alignment of philosophies, ethics and beliefs in a service, sustainability becomes the norm and has a positive impact on children’s learning and the wider community.

The Early Years Learning Framework, the Framework for School Age Care and the National Quality Standard promote embedding sustainability in all daily routines and practices. Services often find elements relating to sustainability under Quality Area 3 challenging to meet.

Holistic approach

Educators typically focus on sustainable practices and activities for children in the outdoor environment. However, it is important to embed sustainability more broadly in all aspects of service operations. A holistic approach to sustainability is essential, acknowledging the natural, social, political and economic dimensions as defined by UNESCO (2010).

Sue Elliott (2014, p. 52) offers the following questions to get started on a journey of change:

  • What practical first step or action priority could we engage in that best reflects the interests and/or strengths of this community?
  • How will we decide on the most relevant and achievable action?
  • Which stakeholders in our service may have an interest in this action priority?

Other questions for reflection include:

  • What strategies do we use to foster children’s capacity to value and respect the broader environment and appreciate the interdependence between people, plants, animals and the land?
  • How are children involved in the environmentally sustainable practices already existing at the service and in the community?
  • What connections have we made within the local indigenous community that support a deeper connection to the land?
  • How will we maintain the inspiration and momentum for the journey of change?

Starting point

Nadine McCrea (2015, p. 64), Associate Professor at University of New England, suggests the following sustainable practices as starting points.

  • create edible gardens for sharing and/or cooking produce
  • implement an energy saving policy including heating, cooling, lights, appliances
  • practise green cleaning
  • be active citizens for sustainability in local community projects
  • collect natural materials for play ethically, only taking a few and using respectfully
  • install a solar hot water system
  • reuse and repurposing materials for play
  • create a second-hand children’s book or clothing exchange for families
  • use forest-friendly paper products
  • avoid disposable, single use items
  • investigate local indigenous environmental knowledge
  • implement a sustainable purchasing policy including local products and minimised packaging

What other possibilities might be relevant to your education and care service?

Network

Educators might consider joining a sustainable education network for ideas to engage in sustainable practices. Current networks include:

The Early Childhood Environmental Education Network has developed the Eco Smart for Early Childhood – a sustainability filter for Quality Improvement Plans along with a version designed specifically for family day care educators. Other useful resources include:

References and resources

Davis, J. (Ed.) (2015). Young children and the environment: Early education for sustainability (2nd edn.), Port Melbourne, Victoria: Cambridge University Press.

Elliott, S. (2014). Sustainability and the Early Years Learning Framework. Mt Victoria, NSW: Pademelon Press.

McCrea, N. (2015). Leading and management: Early childhood settings – Inspiring people, places and practices. Port Melbourne, Victoria: Cambridge University Press.

NSW ECEEN (2012). ECO SMART for Early Childhood – A sustainability filter for Quality Improvement Plans. Sydney, NSW: OEH ET & NSW ECEEN.

NSW ECEEN (2015). ECO SMART for Early Childhood – A sustainability filter for Quality Improvement Plans Family Day Care revision. Sydney, NSW: OEH ET & NSW ECEEN.

UNESCO (2010) Four dimensions of sustainable development. Retrieved 25 September, 2014, from http://www.unesco.org/education/tlsf/mods/theme_a/popups/mod04t01s03.html

Young, T. & Elliott, S. (2014) Ways of thinking, acting and relating about sustainability. Deakin West, ACT: Early Childhood Australia.

Embracing the assessment and rating process

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Being assessed and rated can understandably be a nervous time for educators. ACECQA caught up with Vashti Hicks, an Authorised Officer with the Queensland Department of Education and Training, to discuss her role and how services can prepare and embrace the assessment and ratings process.

Tell us a little about your background

 I have been in the early childhood sector for 16 years. I started as an assistant in a privately owned service but soon discovered that I wanted to focus on teaching. I then completed my diploma before taking on a group leader role.

Following this, I had the opportunity to take on the role as a service Director, which I undertook for five years. I was lucky to stay at this service for 11 years and felt supported in my growth in the sector. After a short break, I took on a position with the department focusing on monitoring and licensing, I have been here for five years and am looking forward to many more.

How do you think the National Quality Standard (NQS) has improved quality education and care?

With the changes to the National Law and National Regulations and the development of the NQS, approved providers, educators and families have come together to ensure wonderful outcomes for children.

Services can think outside the box and engage their educators and children in new and exciting ways, which they may not have looked at in the past as early education programs tended to be structured and ‘one size fits all’.

Additionally, with the law and regulations looking at operational requirements, it’s positive to see a framework that has raised the benchmark and for services to focus on continuous improvement.

Can you describe some of the innovative ways you have seen services approach the Quality Areas or Standards?

Services are embracing being able to change their indoor and outdoor environments to feel more natural and homely. Many are sourcing design ideas from collaboration websites such as Pinterest and finding inspiration for using natural materials that allow children to explore living and non-living things.

I’m delighted when I visit services where the outdoor space has become equally as dynamic and important in terms of learning by using things like wooden materials, gardens and mud pits.

We have definitely seen an increase in services and families building stronger relationships, including families participating more in the program, giving feedback and services using families’ skills and incorporating these into programs. One service that I visited had moved away from displaying children’s artwork on the walls to photos of children’s families that created a homely learning environment.

What preparation do you do before a visit?

I try to develop a relationship with my services to ensure that they are ready for the assessment and rating process. Prior to visiting I read through their Quality Improvement Plan (QIP) and identify strengths and improvements that they have highlighted and discuss these.

If I have additional time, I call the service and speak to the nominated supervisor and ask if there is anything I need to know for the visit such as: allergies, staff that may be away or any other major changes that have occurred. Asking these questions makes me aware of how the service operates daily.

I encourage services to make contact with their assessment authority before their visit as developing this relationship is an important step in ensuring the assessment and rating is as stress-free as possible.

If you could offer services a word of advice, what would it be? 

I would recommend services to:

  • embrace the process (see it as an opportunity to show your service off to the world)
  • breathe, discuss and reflect
  • ensure you’re prepared (knowledge is power, use the National Quality Framework Resource Kit)
  • highlight your service’s strengths.

Professional development planning

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

As part of a service’s commitment to quality improvement and the delivery of quality education and care programs, service providers have the responsibility to build and maintain a skilled and engaged workforce. To meet NQS Element 7.2.2, the performance of educators, coordinators and staff members need to be evaluated, with individual development plans in place to support performance improvement.

What is professional development?

Professional development is the processes used to develop knowledge and skills in identified areas and assists in keeping up to date with emerging research and best practice. Service staff can engage in professional development through informal methods such as networking with other professionals, staff meetings and personal reading or through formal methods such as attending training, workshops, conferences or through mentoring.

Identifying areas for professional development

Services must develop Individual Professional Plans for educators, coordinators and staff. There are many ways services can identify areas for professional development and for whole service improvement:

  • through use of the Quality Improvement Plan
  • undertaking an open and honest self-assessment
  • using the assessment and rating instrument
  • and using the service philosophy to decide on focus areas for professional
    development

Performance evaluation

There is flexibility in the structure used to evaluate staff performance, however processes should be in place to ensure that quality feedback on performance is provided and areas of development can be identified. The process might include agreeing on Key Performance Indicators (KPIs) for achievement within designated time frames. The evaluation may include
competencies (skills and knowledge) and behaviours (professional standards). Engaging in self-assessment allows education and care professionals, together with their managers, to identify areas they would like to develop. The performance evaluation is also a chance for service providers to acknowledge the achievements and contributions of staff.

What is an individual development plan?

The most effective individual development plans are:

  • developed collaboratively by the employee and the manager
  • identified through self and service evaluation processes, which outline career objectives and areas of development
  • documented with appropriate resources allocated
  • reviewed at least annually.

 

 

 

 

 


Further reading and resources

ACECQA – Guide to the National Quality Framework

Child Care Staff: Learning and growing through professional development

Food for thought

DBOOSH_32 copyACECQAPhotos_headshot1_edited‘s National Education Leader, Rhonda Livingstone, explores the physical implications of nutritious food and why healthy eating practices are such an important component of the National Quality Framework. 

We are all familiar with the saying “an apple a day keeps the doctor away” and likely remember being told that “carrots help you see in the dark”. But what are the physical implications of the intake of nutritious food and why is their consumption so highly promoted in the National Quality Framework (NQF)?

When receiving nutrients, studies have shown the body prioritises survival first, followed by growth, then brain development. Being well-nourished can have a significant impact on children’s long term health including physical and motor development, brain development, immunity and metabolic programming.

Due to the rapid pace of brain development, nutrition can affect a child’s learning capacity, analytical and social skills, and their ability to adapt to different environments and people. Research also shows that good nutrition protects the body against disease and determines the body’s metabolic programming of glucose, protein, lipids and hormones.

Longitudinal studies have shown that responding early to cases of insufficient nutrition significantly improves long term health and productivity.

The National Quality Standard (NQS) acknowledges the importance of nutrition for children. For example, Standard 2.2 of the National Quality Standard aims to ensure food and drinks provided by services are nutritious and appropriate for each child. To make informed decisions about what is nutritious and appropriate for children, services are encouraged to refer to guidelines and advice from recognised authorities such as the Department of Health and Ageing’s publication, Get up and Grow: Healthy Eating and Physical Activity for Early Childhood and the Dietary Guidelines for Children and Adolescents in Australia.

Services are also encouraged to ensure that food is consistent with advice provided by families about their child’s dietary requirements, likes, dislikes and cultural or other requirements families have regarding their child’s nutrition.

To meet approved learning framework outcomes, services should provide many opportunities for children to experience a range of healthy foods and to learn about food choices from educators and other children (Early Years Learning Framework, page 30; Framework for School Age Care, page 30).

The Education and Care Services National Regulations require that:

  • the food or beverages offered are nutritious and adequate in quantity, and are chosen having regard to the dietary requirements of each child including their growth and development needs and any specific cultural, religious or health requirements (Regulation 79) (this does not apply to food supplied for the child by child’s parents)
  • if the service provides food and drinks (other than water), a weekly menu which accurately describes the food and drinks must be displayed at the service at a place accessible to parents (Regulation 80)
  • the approved provider must ensure policies and procedures are in place in relation to health and safety, including nutrition, food and drinks, and dietary requirements (Regulation 168).

The NQF recognises the professionalism of the education and care sector. Providers and educators are encouraged to use their professional judgement to make informed decisions when developing policies and procedures for their service, children and families.

Collaborative relationships with families play an important role and will help in promoting understanding of healthy eating for children.

Nutrition Australia – Children and the Guide to the National Quality Standard pp. 60- 63 are also useful resources for educators and parents.

ACECQA spoke with a NSW service to see how they promote healthy eating practices, nutritional value and physical play.

Double Bay OSHC in Sydney encourages children to adopt healthy eating practices on a daily basis. Team Leader, Karim Moulay, said by displaying posters and signs around the kitchen and service, staff and children are reminded of the nutritional value of the food they prepare and eat.

“One of our signs in particular reminds us not to add extra salt or sugar to our food,” Karim said. “And we often refer to our nutritional poster board which illustrates the high sugar content in the foods most children want to eat compared to a healthy replacement.”

“Ensuring the safety of children during food-based activities is also a focus for educators.

“We teach children the safe way to pass a knife, the correct chopping boards to use for meat and vegetables, the importance of tying hair back off their face and shoulders, and to wash their hands throughout the food preparation process to stop cross-contamination.”

In addition, all food-based activities contribute to their overarching health and nutrition curriculum, and learning outcomes.

“Even in our cooking classes our children are learning lifelong skills such as teamwork, cooperation, volume and quantities, cleaning, sanitising and cooking,” Karim said.

Reviewing your Quality Improvement Plan

Photos_headshot1_editedThis week on We Hear You, Rhonda Livingstone, ACECQA’s National Education Leader, tells us about reviewing your Quality Improvement Plan.

Service providers have described how developing and implementing a QIP has been useful in identifying their strengths and where their efforts should be focused. While many services reflect on and review their plans regularly, if you have not already done so, it may be timely to review your plan, as you are required to update your QIP annually. 

The Progress Notes column in the QIP template is there to make the document dynamic and allow for evolution as goals are achieved and new priorities are identified. Remember, you don’t need to use the ACECQA QIP template. You can use any format that suits your service, however, it should address the areas identified in the template as a minimum.

You should use the National Quality Standard (NQS) and the relevant regulatory standards to reassess your service and determine where goals have been achieved and where improvements are required.

If you haven’t already used them, the reflective questions in the Guide to the National Quality Standard are a great starting point for the review and are useful discussion prompts for staff and parent meetings.

Reviewing your QIP does not need to be time consuming; sharing around the tasks then discussing, as a group, is a time efficient strategy. The insights and perceptions of others will enrich this process. As the improvements you are seeking to make are mainly to benefit children, it is particularly important to include their voices in these processes. 

The best plans are developed and reviewed collaboratively, involving, wherever possible, children, families, educators, staff members, management and other interested parties, such as those who assist children with additional needs.

It is important to remember that it is not about the length of your plan, but rather the quality. Identify the key priorities for your service and ensure the strategies and goals are achievable. Consider identifying short, medium and longer-term priorities. There is no minimum or maximum number of pages required when completing your QIP. 

While it is important to reflect on practice, policies and procedures against the seven quality areas of the NQS, there is also no expectation that all 18 standards and 58 elements will be addressed in the QIP.

If your service is doing particularly well in one quality area you may choose to include statements about how this will be maintained and focus energy on other areas for improvement.

The purpose of the QIP is to guide quality improvements to the service. Now that you have revised the plan, it is important to keep the momentum going by reviewing progress and updating the plan regularly. The Guide to Developing a Quality Improvement Plan, on the ACECQA website is a useful resource to assist in the planning and documenting stages. 

This article first appeared in Early Edition — Childcare Queensland’s magazine.