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NATIONAL QUALITY STANDARD AUSTRALIA - Coggle Diagram
NATIONAL QUALITY STANDARD
AUSTRALIA
Quality Area 1 – Educational program and practice
to ensure that the educational program and practice is stimulating and engaging, and enhances children’s learning and development.
In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.
Standard
PROGRAM
Approved learning framework
Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
Child-centred
Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.
Program learning opportunities
All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
PRACTICE
Intentional teaching
Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
Responsive teaching and scaffolding
Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.
Child directed learning
Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.
ASSESSMENT AND PLANNING
Assessment and planning cycle
Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
Critical reflection
Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
Information for families
Families are informed about the program and their child's progress.
Quality Area 2 – Children's health and safety
to safeguard and promote children’s health and safety, minimise risks and protect children from harm, injury and infection.
All children have the right to experience quality education and care in an environment that provides for their physical and psychological wellbeing and provides support for each child’s growing competence, confidence and independence.
STANDARD
Health
Wellbeing and comfort
Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
Health practices and procedures
Effective illness and injury management and hygiene practices are promoted and implemented.
Healthy lifestyle
Healthy eating and physical activity are promoted and appropriate for each child.
Safety
Supervision
reasonable precautions and adequate supervision ensure children are protected from harm and hazard
Incident and emergency management
Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented
Child protection
Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.
Quality Area 3 – Physical environment
to ensure that the physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.
The way that the environment is designed, equipped and organised determines the way that the space and resources are used and has the potential to maximise children’s engagement and level of positive experience and inclusive relationships.
STANDARD
Design
Fit for purpose
Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
Upkeep
Premises, furniture and equipment are safe, clean and well maintained.
Use
Inclusive environment
Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.
Resources support play-based learning
Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
Environmentally responsible
The service cares for the environment and supports children to become environmentally responsible.
Quality Area 4 – Staffing arrangements
to ensure the provision of qualified and experienced educators, coordinators and nominated supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.
STANDARD
Staffing arrangements
Organisation of educators
The organisation of educators across the service supports children's learning and development.
Continuity of staff
Every effort is made for children to experience continuity of educators at the service.
Professionalism
Professional collaboration
Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.
Professional standards
Professional standards guide practice, interactions and relationships.
Quality Area 5 – Relationships with children
to promote relationships with children that are responsive, respectful and promote children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.
STANDARD
Relationships between educators and children
Positive educator to child interactions
Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
Dignity and rights of the child
The dignity and rights of every child are maintained.
Relationships between children
Collaborative learning
Children are supported to collaborate, learn from and help each other.
Self-regulation
Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
Quality Area 6 – Collaborative partnerships with families and communities
to recognise that collaborative relationships with families are fundamental to achieving quality outcomes for children and that community partnerships that are based on active communication, consultation and collaboration are also essential.
STANDARD
Supportive relationships with families
Engagement with the service
Families are supported from enrolment to be involved in the service and contribute to service decisions.
Parent views are respected
The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing.
Families are supported
Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.
Collaborative partnerships
Transitions
Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.
Access and participation
Effective partnerships support children's access, inclusion and participation in the program.
Community engagement
The service builds relationships and engages with its community.
Quality Area 7 – Governance and leadership
to support effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community.
STANDARD
Governance
Service philosophy and purpose
A statement of philosophy guides all aspects of the service’s operations.
Management Systems
Systems are in place to manage risk and enable the effective management and operation of a quality service.
Roles and responsibilities
Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.