week 6 NQF
The objectives of the NQF are to:
• ensure the safety, health and wellbeing of children attending education and care services • improve the educational and developmental outcomes for children attending education and care services • promote continuous improvement in the provision of quality education and care services • establish a system of national integration and shared responsibility between participating jurisdictions and the Commonwealth in the administration of the National Quality Framework • improve public knowledge, and access to information, about the quality of education and care services • reduce the regulatory and administrative burden for education and care services by enabling information to be shared between participating jurisdictions and the Commonwealth.
Governance arrangements under the NQF
1. Education Council:is made up of the Australian Government and state and territory government ministers responsible for education, including early childhood education and care. Education Council: • reviews and approves the NQS, rating level system, and learning frameworks • approves changes to the National Law and Regulations • appoints members of the ACECQA Board. 2. Australian Children's Education and Care Quality Authority ACECQA is a statutory authority which guides and monitors the implementation and administration of the NQF to promote consistency across all states and territories. ACECQA: • approves qualifications for people who work in education and care services • trains, tests and provides resources to state and territory regulatory authority authorised officers • awards the Excellent rating • undertakes second tier reviews of quality ratings • hosts the National Quality Agenda IT System • publishes guides and other resources • publishes the national registers of approved providers and services (including their quality rating).
The EYLF: Some things to note
1. It is a curriculum framework, not a syllabus 2. It was the first component of the NQF 3. It adopts a strengths based view of the child 4. It's not just about Outcomes. Principles and Practice are also key elements 5. The onus to be thinking teachers 6. The integration of care and education
five Principles reflect contemporary theories and research evidence concerning children's learning and early childhood pedagogy.
1. SECURE, RESPECTFUL AND RECIPROCAL RELATIONSHIPS 2. PARTNERSHIPS 3. HIGH EXPECTATIONS AND EQUITY 4. RESPECT FOR DIVERSITY 5. ONGOING LEARNING AND REFLECTIVE PRACTICE
Learning in relation to the outcomes is influenced by:
1. each child's current capabilities, dispositions and learning preferences 2. educators' practices and the early childhood environment 3. engagement with each child's family and community 4. the integration of learning across the outcomes.
Who's who in the NQF?
Australian Children's Education and Care Quality Authority (ACECQA): oversee and guide its implementation State and Territory Regulatory Authorities (eg., NSW Department of Education) for service approval, monitoring, and quality assessment
The National Quality Framework
Education and Care Services National Law (2010) + Regulations (2014) National Quality Standards (inc. the EYLF) Assessment and rating System
PRACTICE
Educators draw on a rich repertoire of pedagogical practices to promote children's learning by: 1. adopting holistic approaches 2. being responsive to children 3. planning and implementing learning through play 4. intentional teaching 5. creating physical and social learning environments that have a positive impact on children's learning 6 valuing the cultural and social contexts of children and their families 7. providing for continuity in experiences and enabling children to have successful transition 8. assessing and monitoring children's learning to inform provision and to support children in achieving learning outcomes.
What is the NQF intended to achieve?
Improve national consistency and reduce the administrative burden on service providers through streamlined regulatory requirements Improve quality ECEC for young children through new robust national standards, the Early Years Learning Framework, and a new assessment and rating system Improve families' access to information about child care quality through a new assessment and rating system
REVISED NATIONAL QUALITY STANDARD from 1 Feb 2018
QA1 Educational program and practice 1.1 program The educational program enhances each child's learning and development. 1.2 Practice Educators facilitate and extend each child's learning and development. 1.3 Assessment and planning Educators and co-ordinators take a planned and reflective approach to implementing the program for each child. Children's health and safety 2.1 Health Each child's health and physical activity is supported and promoted. 2.2 Safety Each child is protected. QA3 Physical environment 3.1 Design The design of the facilities is appropriate for the operation of a service. 3.2 Use The service environment is inclusive, promotes competence and supports exploration and play-based learning. QA4 Staffing arrangements 4.1 Staffing arrangements Staffing arrangements enhance children's learning and development. 4.2 Professionalism Management, educators and staff are collaborative, respectful and ethical. QA5 Relationships with children 5.1 Relationships between educators and children Respectful and equitable relationships are maintained with each child. 5.2 Relationships between children Each child is supported to build and maintain sensitive and responsive relationships. QA6 Collaborative partnerships with families and communities 6.1 Supportive relationships with families Respectful relationships with families are developed and maintained and families are supported in their parenting role. 6.2 Collaborative partnerships Collaborative partnerships enhance children's inclusion, learning and wellbeing. QA7 7.1 Governance 7.1.1 Service philosophy and purpose The service builds relationships and engages with its community. Governance and leadership Governance supports the operation of a quality service. A statement of philosophy guides all aspects of the service's operations. 7.2 Leadership Effective leadership builds and promotes a positive organisational culture and professional learning community.
National Quality Standard
Seven quality areas (15 standards; 40 elements) Educational program and practice (EYLF) 1. Educational program and practice (EYLF) 2. Children's health and safety 3. Physical environment 4. Staffing arrangements 5. Relationships with children 6. Collaborative partnerships with families and communities 7. Governance and leadership
Guiding principles
Six guiding principles: The rights and interests of the child are paramount Children are successful, competent and capable learners Equity, inclusion and diversity Valuing of Aboriginal and Torres Strait islander cultures The role of parents and families is respected and supported High expectations for children, educators and service providers
Key staffing requirements
Staff qualifications : Minimum Cert III in Children's Services 50% staff have or working towards a Diploma in Children's Services One ECT Staff:child ratios : Birth - 2 yrs = 1:4 > 2 yrs - < 3 yrs = 1:5 Over 3 yrs = 1:11 (NSW 1:10)
The National Law and National Regulations
The Education and Care Services National Law (National Law) and the Education and Care Services National Regulations (National Regulations) apply to most long day care, family day care, kindergarten/preschool and outside school hours care services in Australia. The law and regulations detail the operational and legal requirements for an education and care service
LEARNING OUTCOMES
The five Learning Outcomes are designed to capture the integrated and complex learning and development of all children across the birth to five age range. The outcomes are: 1. Children have a strong sense of identity 2. Children are connected with and contribute to their world 3. Children have a strong sense of wellbeing 4. Children are confident and involved learners 5. Children are effective communicators.
Scenario: Imagine you are a teacher at an ECE service. One of the parents who uses your service has heard in the media that child care fees are increasing because of the NQF, and that it should be scrapped. Note down six points about why the NQF is important and why it should be retained, that you might explain to this parent. Use dot points.
The rights and interests of the child are paramount Children are successful, competent and capable learners Equity, inclusion and diversity Valuing of Aboriginal and Torres Strait islander cultures The role of parents and families is respected and supported High expectations for children, educators and service providers
ELEMENTS OF THE EARLY YEARS LEARNING FRAMEWORK
The three themes of Belonging, Being and Becoming are contained overlapping all of these elements.
The NQF aims
To raise quality and drive continuous improvement and consistency in children's education and care services through: • the National Law and National Regulations • the National Quality Standard • an assessment and quality rating process • national approved learning frameworks • a regulatory authority in each state and territory responsible for the approval, monitoring and quality assessment of services in their state or territory • a national body - ACECQA, which guides the implementation of the NQF and works with regulatory authorities.
Quality Rating System
excellent (ACECQA) Exceeding NQS Meeting NQS Working towards NQS Significant improvement required
