The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5

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

A statement of philosophy guides all aspects of your service operations and your approach to achieving quality outcomes for children and families. But how can this statement be a living document that is the foundation for continuous improvement every day? In this final instalment, we wrap up the series by exploring the connection between your service philosophy and self-assessment and quality improvement processes.  

Part 5: A philosophy of continuous improvement

A statement of philosophy, which guides all aspects of a service’s operations, is a requirement under Element 7.1.1 of the National Quality Standard (NQS). The National Regulations (Regulation 55) further require the approved provider of an education and care service to ensure the service Quality Improvement Plan (QIP) links to a statement of the philosophy of service.

Your service’s statement of philosophy should be a living document used in daily experience, setting the foundation for your approach to achieving quality outcomes for children. It should be used in daily practice and clearly guide your decision making and service practice – outlining the purpose and principles under which your service operates. Further, it should reflect the unique ‘personality’ of your service and incorporate the beliefs, goals, commitments, aspirations and intentions of those who belong to your service community. This service philosophy should also express a shared understanding of the role of the service with educators, children, families and the community.

The 2018 NQS provides an opportunity to think through your service philosophy and actively consider the extent to which it references quality improvement and/or speaks to the intent and importance of self-assessment and quality improvement processes within your service. It is also an opportunity to reflect on how your service self-assessment and quality improvement practices are informed by the philosophy and how well this is understood in your service community. You may also look at the introduction of the 2018 NQS as a chance to reflect on how your service philosophy advocates more widely for the profession and the provision of quality education and care.

: In making decisions about operating education and care services and working to achieve the National Quality Standard to improve quality at services, the guiding principles of the National Quality Framework (NQF) apply. The guiding principles of the NQF can be found on pages 10-11 of the Guide to the National Quality Framework or section 3(3) of the National Law.

Your service philosophy should also reflect the approved learning framework/s that guide curriculum decision-making and inform educational program and practice.


Questions for consideration:

  • How is your service philosophy used to inform decision making, build commitment and align actions with your self-assessment and quality improvement priorities, goals and outcomes? How do your practices match your philosophy?
  • Is your service philosophy statement a living document that reflects the views, values and beliefs of current management, educators, children, families and the service community regarding quality, self-assessment, best practice and the commitment to continuous quality improvement? How often is it reviewed?
  • How accessible is your service’s statement of philosophy? Is it visible and made available to your service community, such as induction processes for all staff members, orientation processes for families, on the service website?
  • What messages does your philosophy communicate to the broader community about the importance of self-assessment and continuous quality improvement in providing quality outcomes for children and the importance of quality education and care more generally?


I hope this series has provided you with useful and practical ideas, prompts and resources to support and strengthen your self-assessment and quality improvement planning processes. It is important to recognise and remember these processes reflect the uniqueness of your service and are shaped by your meaningful and collaborative relationships with children, families and communities.


Read the complete series:

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 1

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 2

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 3

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 4

The cycle of self-assessment and continuous improvement: What do you need to consider? Part 5

Why are we so afraid to march to the beat of our own drum?

This month on We Hear You, Meghan Woods, an early childhood teacher and member of the Educational Leadership Working Group at Gumnut Cottage, located on the campus of Macquarie University in Sydney, reflects on the important role of a service’s philosophy and the key issue that might be driving practice in early childhood education and care services across Australia.

ACECQA Newsletter - August 2016 - Content - Meghan Woods - Gumnut Cottage photo #2

In the last year I have had the opportunity to attend a variety of different professional training sessions. Meeting educators from all across NSW, I recently found myself reflecting on a recurring driver in all of our conversations. While there was always passion, energy and knowledge, there was often also a sense of fear. Regardless of the topic of conversation, this fear, this anxiety, was lurking in the background. At times, it was underlying in our conversations, at others it was clearly articulated: “Is what we are doing right?”

My reflections seemed to be suggesting that there is an underlying anxiety in some early childhood educators around their pedagogy, the programs they are delivering and how they are documenting their practice, as well as the way this might affect their rating as a quality early childhood service.

Today, I was sitting in our outdoor space when I was handed a book by Caspar, one of the two-year-olds in my class. His smile said that he wanted to share this book with me. So we found a spot on a rug and began to read.

Many of you would be familiar with this book – Giraffes Can’t Dance by Giles Andreae and Guy Parker-Rees. As I began to read, I couldn’t help but smile. The story had me drawing a direct parallel between my earlier reflections and the tale of a giraffe who had no confidence in his ability to dance, and who, with the support of a wise cricket, discovered he could be the best dancer once he found the right music.

So, how can we as educators find the music that we need to be the best we can be?

I believe that our music can be found in our service’s philosophy. The philosophy is the one document in a service that is unique and only applicable to that service. It communicates the distinctive rhythm and beat that is created when we work together with children, their families and our team of educators.

With that in mind, here is my challenge to our leaders in early childhood services: Does your philosophy clearly communicate the distinctive rhythm of your community? We need more leaders who can embrace their inner wise cricket and help us all to establish the music that we need to be our best dancers/educators.

Our responsibility as educators is to find the music that allows us to be the best dancers we can be.

Are we salsa dancers, ballroom dancers, jazz dancers, tap dancers, break dancers or head bang along to 80s rock dancers?  With so many styles of music, how can we be sure which is the right one for us?

Music can be so varied, however it still contains fundamental elements. In all music, you find components such as rhythm, melody, harmony, dynamics, texture, tone or colour. In this same way, our approaches to our teaching, documentation, programs and practices need to be underpinned by our fundamentals – the regulations, the Early Years Learning Framework and current research. We need to be mindful that our music must also be reflective of our community and sector. It is dynamic in nature. It is an expression of who we are and what we value.

As a sector, we need to be like a good radio station – we need to be broadcasting and celebrating the unique role that early childhood education services play within the Australian community. We have a deep connection with a huge number of families and work in partnership with them to nurture the future generations of the Australian community.