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.”

-o-

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

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