Thinking about applying for the Excellent rating?

We regularly hear of exceptional practice occurring in education and care services however when speaking with educators and providers, many are unsure of what it takes to be rated Excellent by ACECQA. In this We Hear You post, ACECQA provides advice on applying for the rating and we hear tips from the Director of an Excellent rated service, Megan Dodds of KU Corrimal East Preschool.

Services rated Exceeding National Quality Standard (NQS) overall are eligible to apply to ACECQA for the highest quality rating – the Excellent rating.

Many of these services are delivering exceptional practice but are hesitant to apply for the Excellent rating, thinking the application process involves a lot of work. While this might be a common first impression, the process needn’t be as time-consuming and complex as you may think. The truly hard work lies in the delivery of exceptional practice.

Choosing to apply for the Excellent rating may involve some internal discussions and as Megan from KU Corrimal East Preschool describes, getting started is a time for reflection.

Once a service has decided to apply, they will need to submit an application which addresses the following criteria:

  1. The service exemplifies and promotes exceptional education and care that improves outcomes for children and families.
  2. The service demonstrates leadership that contributes to the development of a community, a local area, or the wider education and care sector.
  3. The service demonstrates commitment to sustained excellent practice through continuous improvement and comprehensive forward planning.

This is a different process to that carried out by the regulatory authority during assessment and rating as Megan shares.

The application does not need to be lengthy; you can succinctly describe exemplary examples of leadership, environments and/or practices and the resultant quality outcomes for children and families.

For KU Corrimal East Preschool, choosing the themes to respond to was one of the most challenging parts of the application process.

There is no one set formula; each application will be different and assessed in relation to the context of the service and community. The focus is not the amount of information provided or the format you choose to present it in, but rather on the way the application clearly identifies and outlines genuine examples of:

  • leadership, practice and/or environments that address the criteria and themes, and
  • quality outcomes for children, families and communities.

Excellence is contextual; it is about improving outcomes for children, families and communities while connecting with community through strong leadership and a commitment to engaging with continuous improvement on a deep level.

When preparing your application, Megan suggests that you collaborate and network to get other people’s perspectives on the work that you do as this may identify ideas for your application that you had not considered.

ACECQA staff will seek additional information from the relevant regulatory authority and will conduct a teleconference to discuss the application. A visit may also be arranged to verify, clarify or add to the information provided in the application. ACECQA staff are also available to answer questions and guide applicants through the process.

ACECQA has awarded the Excellent rating to a range of services across Australia. Long day care, family day care, outside school hours care, kindergartens and preschools in both city and regional areas and across the range of socio-economic areas have been recognised.

For more information about the application process, take a look at the application criteria and guidelines and the presentation identifying tips on addressing the selection criteria.

Our Assessment and Rating Journey

This Justeene-McKnight-picweek on We Hear You, Justeene McKnight, Nominated Supervisor Education and Care Services at Campbelltown City Council, tells us about Amarina Early Learning Centre’s recent assessment and rating journey. 

Before the assessment and rating visit

On receipt of our letter requesting the submission of the Quality Improvement Plan (QIP), we were nervous. However, as we thought about the process and the standards, we realised we didn’t need to be.

The more knowledge and information we gained about the process, the more we realised that we were already achieving many of the elements in each of the seven quality areas and we would just need to demonstrate this to the assessor.

We had been working hard to ensure many of our practices were embedded in our daily program and we needed to reflect this in our QIP. We held regular discussions during team meetings by making the assessment and rating process a static agenda item.

We used journals to assist us to reflect on how we believed we met each National Quality Standard within our service as a team. We discussed information such as what would an assessor be able to see, feel and hear within our service. Areas that we felt needed improvement were then included within the Quality Improvement Plan.

Families also had regular opportunities to share ideas and feedback through our monthly surveys and discussions at our flexible parent meeting. Each child regularly had the opportunity, both individually and in group discussions, to express their opinions, ideas and views about the service, how it made them feel and about the relationships that they had developed at the centre.

The children’s ideas and opinions were then included in the QIP as part of our strengths and areas for improvements. We also placed the plan in the foyer so families could track our ongoing improvement and provide feedback on any areas they would like us to focus on.

The visit

As soon as the assessor arrived, she made all the educators feel at ease. It was obvious through our conversations with the assessor that she knew our service philosophy and had spent some time researching to fully understand our beliefs and practices.

This allowed us to feel that the assessor, and the assessment process, was focused on ensuring our service had the opportunity to be unique and respond to our individual children, family and community needs. The assessor spent time discussing our current community needs and what strategies we utilise to support not only the children within our service, but the families and the surrounding community also.

She looked at our environment indoors and outdoors and asked questions as to why certain things were the way they were. For example, we discussed how we had created a kitchen in the 0-3 year room out of a recycled TV unit, as part of our sustainability management plan.

This opportunity to discuss our environment allowed the assessor to understand our practices, as well as the vision and philosophy of the service and organisation. She spent time interacting with the children and held several discussions with staff.

During the visit, we felt that we had the opportunity to showcase our service and point out what we feel we do well, what we would like to spend time working on and how we implemented our philosophy for the best interest of all stakeholders.

At the end of the visit, we had adequate time with the assessor to go through the report and a further opportunity to show or demonstrate any other information or evidence to support our assessment visit.

Post visit

When we received the draft report, we found it very useful to reflect on the assessment and rating process, as well as our practices within the service. The assessor provided feedback that we were able to incorporate into our QIP to ensure that we can continue to improve our practices and our service delivery.

Regular consultation with children has now become embedded into the practice at Amarina Early Learning Centre. This provides them the opportunity to have their voices heard and integrate their ideas and opinions into the philosophy and every day practices at the service.

The report also validated that the service’s philosophy was evident within our everyday practice and that what we had hoped to be evident to the assessor had been observed.

The Excellent rating application

Once our final assessment and rating report was received confirming our rating of Exceeding, we began gathering evidence to apply for the Excellent rating. It provided an unbelievable opportunity to reflect on our position within the community, as well as our practices within the service.

The application process was thorough and required us to gather examples of how we demonstrated excellence in three separate criteria, and that we had a clear vision for what we wanted to achieve within the service, the community and within the education and care services sector in the future.

As a team, we spent our time ensuring the application was the best it could be and included supportive attachments. The day that we were notified of our Excellent rating was rewarding – not only for the organisation and the staff members, but also for the families and the community. It validated that their contributions to our service were valued and noticed not only by the service and the organisation, but also by ACECQA.

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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. 

Jindi Woraback’s QIP encourages children to contribute

This week on We Hear You, Michelle Walker, Director of Jindi Woraback Children’s Centre, tells us about their Quality Improvement Plan and how they incorporate into their daily program. 

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ACECQA is a girl with a blue face, red and pink hair, pink arms and a green body and legs. She likes to eat fruit, ride her bike, read books and draw.

This is ‘ACECQA child’, the newest addition to Jindi Woraback Children’s Centre (Jindi Woraback) in Victoria.

During the process of reflection whilst developing our Quality Improvement Plan (QIP), we decided to develop a visual QIP that would involve the children, educators and families.

After our assessment and rating visit, we wanted to ensure we were continuously working on our QIP.

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Proudly we received Exceeding in all seven quality areas, which meant we needed a plan of ‘where to next?’

Our visual QIP was placed in a common area, which became a meeting place of ‘Belonging, Being and Becoming’ where children, educators and families could share their stories.

ACECQA child was developed to encourage the children to contribute to the QIP at anytime and for the children and their families to drive its development.

We see children as the directors of the service and our children determine what we do and as educators one of our roles is to facilitate this.

I thought ‘ACECQA’ sounded like a child’s name, so we began by talking with our children about ACECQA being lost and that if they shared with each other what we like doing at Jindi Woraback then maybe she will come and join us.

The children decided what ACECQA looked like and what she liked doing. We then built ACECQA child, which was introduced during group time.

Now ACECQA lives in the room with the children, moves from activity to activity, joins in our Friday Kinder Sports program and has her own portfolio for children to contribute their observations of what ACECQA likes to do while at Jindi Woraback.

She is a vessel for the children to be able to have their say as they tell us what they want.

ACECQA child has been a way to introduce ACECQA to the children and families and make their QIP fun and interactive as well as reduce paperwork.

The children drive the QIP and rather than the educators going away to make notes we involve the children.

No one is telling us to do mountains of paperwork so we try to think of ways to reduce the paperwork.

Now ACECQA is discussed everyday, so rather than just turning up when we have our assessment and rating, the educators, children and families are comfortable because they are working with it all the time, and we can all just enjoy the process.

Zac takes ACECQA out to play outside.
Zac takes ACECQA out to play outside.