Shedding Light on the Exceeding Themes · theme recognises differences across service types. Heather Barnes Pty Ltd - Early Childhood Consultant Physical health and wellbeing Social

Shedding Light on the Exceeding Themes

Heather Barnes OAM

Acknowledgment of Country

Heather Barnes Pty Ltd - Early Childhood Consultant

QAG NCAC2011

Field test and Trial of the NQS 2010

NQS Train-the-trainer Assessor Training 2012

Training for Regulatory Authorities

Writer –Revisions to Guide to the NQS

NQS Assisting services with quality improvement



The aim of the changes to the NQS -

• Clarify expectations and streamline by reducing unnecessary overlap

• Retain a focus on continuous quality improvement

• Retain the quality benchmark of the current NQS

• Support transparent and consistent judgements of service quality



A - Haven’t had time to really get into it yet

B - Have had a surface read/quick skim

C - Have read it thoroughly


Guide to the NQF - Contents

1. Introduction

2. Applications and Approvals

3. National Quality Standard and Assessment and Rating (from p. 90)

4. Operational Requirements

5. Regulatory Authority Powers

6. Reviews

7. Glossary



Element 1.1.3 (Program learning opportunities) All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

Assessors may observe educators

• making decisions based on best learning outcomes for children rather than convenient options suited to educators

• planning and implementing transitions and routines that support individual children’s preferences and requirements

• minimising the times during which children are expected to do the same thing at the same time, or to wait for long periods without engaging in play or interactions

Guide to the NQS, 2018, p. 106


Links to Quality Area 3

Element 3.2.1 (Inclusive environment)

Assessors may observe educators

• ‘setting up and adapting the indoor and outdoor environments to encourage a free flow of activity throughout the day’


Element 1.2.3 (Child Directed Learning) Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world.

Assessors may sight:

• work developed by children with minimal educator input

• use of open-ended resources and materials that allow children to express themselves (rather than using templates, stencils or resources that limit children’s capacity to create, interpret, experiment and explore).


➢ Step 1.

Explore the fine print to make sure you are Meeting the NQS

➢ Step 2.

Begin to explore the Exceeding themes


What’s the difference between Meeting and Exceeding the NQS?

Meeting NQS means that you are already doing everything that is expected to support children’s learning, development and wellbeing.

Exceeding NQS rating means exactly that – the services is going above and beyond what is expected.


How did they get Exceeding?


The Assessment & Rating System is built on trust

➢ That the service is consistently implementing the same standard of practice not just on the day/s of the Visit

➢ That the service is actually doing/has done everything they tell the Authorised Officer.

➢ That the Authorised Officer is knowledgeable, objective, consistent, reliable and fair in completing the A & R visit and writing the Report.


Exceeding NQS

Feedback from the sector suggested that more information was needed to clarify what above and beyond means and ensure transparent expectations of quality at the Exceeding NQS rating level.


Governments, ACECQA, and education and care experts have collaborated to develop new guidance that clarifies the difference between the Meeting NQS and Exceeding NQS rating levels for each standard.


Exceeding NQS

The three themes that must be demonstrated in service practice for a standard to be rated as Exceeding NQS:

Theme 1: Practice is embedded in service operations

Theme 2: Practice is informed by critical reflection

Theme 3: Practice is shaped by meaningful engagement with families and/or the community


ACECQA We hear you – Are you exceeding the 2018 NQS?

Achieving an Exceeding Rating for a standard


https://acecqatemp.files.wordpress.com/2018/01/wp_new-guidance-determing-exceeding-nqs.jpg

Changes to the Exceeding NQS rating for Quality Areas

All standards in a Quality Area will need to be rated Exceeding NQS for that Quality Area to be rated Exceeding NQS.

There are no changes to the way in which the overall rating for Exceeding NQS is calculated.


Revised NQS

QA1 Educational program and practice

QA2 Children’s health and safety

QA3 Physical environment

QA4 Staffing arrangements

QA5 Relationships with children

QA6 Collaborative partnerships with families and communities

QA7 Governance and Leadership


To receive an overall Exceeding Rating . . .

All quality areas must be at least Meeting NQS, and four or more Quality Areas must be Exceeding NQS, with at least two of these being from Quality Areas 1, 5, 6 or 7.


‘As a result of these changes, it is more challenging for a

service to achieve a rating of Exceeding NQS under the

current (2018) NQS than it was under the previous 2012

NQS.

However, more than 4500 services have been assessed and

rated against the revised version and while Exceeding NQS is

a high benchmark under the 2018 NQS, almost a fifth of

services are achieving this rating.’

ACECQA newsletter July 18 2019


Exceeding themes



On-the-same-page Connections

shared understandings Continuity

Intentionality

Automatic Unconscious



This theme means that high quality practice for the standard is demonstrated consistently and frequently across the service. This ensures a sense of continuity and predictability for children.


A consistent approach to practice does not mean that practice is rigid, unchanging, unreflective, or habit-based. Rather, practice is thoughtful and intentional, but is also responsive to the everyday flow of events.

Guide to the NQF, Assessment and Rating Process, p. 331 & 332



➢ high quality practice is reflected across the service’s operations and systems. Observed and discussed practices align with:▪ the service’s philosophy

▪ the principles and practices of the approved learning framework/s,

▪ policies and procedures that relate to the standard


Philosophy

QA 1: Educational program and practiceStandard 1.1 (Program)

The educational program enhances each child’s learning and development.

Element 1.1.1 (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.

Assessors may discuss:

• how the service’s philosophy statement guides pedagogy and teaching decisions


The Guiding Principles

The rights and best interests of the child are paramount

Children are successful, competent and capable learners

Equity, inclusion and diversity underpin the framework

Australia’s Aboriginal and Torres Strait Islander cultures are valued

The role of parents and families is respected and supported

Best practice is expected in the provision of education and care service

Guide to the NQF/Introduction, p. 10


Principles and Practice of the EYLF

The Principles reflect contemporary theories and research evidence and underpin practice

• Secure, respectful and reciprocal relationships

• Partnerships

• High expectations and equity

• Respect for diversity

• On-going learning and reflective practice


The Practice section elaborates on the range of practice we use to promote children’s learning

Holistic approaches

Responsiveness to children

Learning through play

Intentional teaching

Learning environments

Cultural competence

Continuity of learning and transitions

Assessment for learning


VEYLDF Practice Principles

• Reflective practice.

• Partnerships with families.

• High expectations for every child.

• Respectful relationships and responsive engagement.

• Equity and diversity.

• Assessment for learning and development.

• Integrated teaching and learning approaches.

• Partnerships with professionals.



Policies and procedures

How well do all staff know these?

Where are they kept?

How can families access them?

How regularly are they updated?

What triggers an update?




Consistently examining what we do and whyNot just doing things because that’s the way we’ve always done

it

Examining what is informing our practice

Constantly reflecting on quality improvement

• inspiring

• uncomfortable


The EYLF

‘closely examining all aspects of events and experiences from different perspectives’ (p. 14, 2009)

The NQS

Encourages educators to closely examine ‘all aspects of events and experiences from different perspectives with a focus on implications for equity, inclusion, and diversity. It takes reflective practice to a deeper level and includes educators analysing or diagnosing what happened and why.’ (Element 1.3.2, p. 129)

Definitions




Respect and recognition for families – the child’s first educators, the primary educators, the most important people in the child’s life

Understanding the hopes, aspirations and concerns that families may have

Recognising that children feel more confident and connected when the people in their lives show an interest in each other

Fostering belonging for families as well as children



Every education and care service is unique, as are the children, families, and community at the service. This theme recognises that high quality practice is informed by and tailored to the unique strengths and needs of children, families and the community. This theme recognises differences across service types.


▪ Physical health and wellbeing

▪ Social competence▪ Emotional maturity▪ Language and cognitive

skills▪ Communication skills and

general knowledge



Educators view responsive, reciprocal and ongoing relationships as crucial to gaining a greater understanding of the priorities and aspirations of children, families and the community.

Educators recognise, respect and build on the primary role of families in their own child’s learning and development

Educators seek deeper insights into the wealth of knowledge, capacities, expertise and resources within families, the community and colleagues, including professionals from local support agencies


All three themes overlap and form the basis for exceeding practice

Embedded

Meaningful engagement

Critical reflection


Quality Area 1 Exceeding themes



A deep understanding of the requirements of the standard

… a commitment to high quality practice at all times

All educators work collaboratively with the educational leader

Consistently

Confidently



The observed and discussed approach to . . .

◦ consistently aligns with the service philosophy

◦ consistently demonstrates a strong commitment to the principles and practices of the approved learning framework/s



The service’s approach to . . . reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents.

. . . . is informed by current recognised guidance

Any change is understood by all and implemented appropriately



All educators, the educational leader and co-ordinators regularly reflect, individually and with each other on: . . . . .

»» social justice and equity implications of curriculum decisions/ their educational practice/ their assessment and planning

to ensure that the program considers the circumstances and rights of every child at the service



… opportunities to cultivate deep respect for, and knowledge of, the cultural diversity of the broader community in the educational program, including Aboriginal and Torres Strait Islander histories and cultures

»» the theoretical and philosophical influences on their curriculum decisions/practice/ assessment and planning including the theoretical perspectives identified in the approved learning framework/s

»» how they draw on theoretical and philosophical influences and how they have influenced practice over time.


‘deep respect for, and knowledge of, the cultural diversity of the broader community in the educational program’


‘including Aboriginal and Torres Strait Islander histories and cultures’


‘the theoretical and philosophical influences on their curriculum decisions/practice/ assessment and planning including the theoretical perspectives identified in the approved learning framework/s’

Which theorists or theoretical perspectives influence your work?

Developmental

Socio-cultural

Socio-behaviourist

Critical

Post-structuralist


Discussing and debating various theories and approaches enables educators to question their current practices and identify strengths and limitations. Educators’ Guide to the EYLF

Drawing on a range of perspectives and theories can challenge traditional ways of seeing children, teaching and learning’

EYLF, p.11.


➢There are strengths and limitations for every theory—which means it could be unwise to always rely on one perspective about children’s learning and development

➢Educators draw on or use different theories each day

➢Theories help us to understand what we do and why

➢Theories help us to deepen our understandings of children, families and communities and pedagogy.

NQS PLP e-Newsletter No.31 2012


➢ Critical reflection in team meetings can question practices and assumptions that are often taken for granted

➢ It assists in keeping up to date with current practice and research evidence and exploring what might need to change

www.childaustralia.org.au


Reflective practice is a process rather than a discrete task. It operates as a continuous ‘cycle of inquiry’ that includes stopping to think about how and why we do things and whether things need to change.

PSC Alliance Fact Sheet – Reflecting on Practice

www.childaustralia.org.au


Identify an issue or topicGather evidence

Talk to children, families & other professionals

Who benefits?Who is disadvantaged?Is there another way? What could be improved?How does it meet the big ideas of the EYLF?

Plan changesChange or modify practice

Reflect on changes made. Re-think and review as required


Every bump in the road is an invitation to grow and opportunity to learn



Strong commitment

Actively

Regularly

Strong connections

All educators

Consistently and meaningfully engage with children’s families and/or communities



»» actively seek out the voices, perspectives, and views of children throughout the day, and draw on this input to develop a child-centred educational program and enhance children’s learning and development/to facilitate and extend children’s learning and development/ draw on this input in ongoing assessment and planning


You can achieve them!

The descriptors for the exceeding themes have been based on examples drawn from around the country, practice that has been identified as above and beyond.

They are achievable.

It takes time, energy, patience and hard work.

But it has the potential to be exciting and affirming.

Exceeding National Quality Standard theme guidance YouTube clip

https://www.acecqa.gov.au/resources/supporting-materials/videos#videos


https://www.acecqa.gov.au/resources/supporting-materials/videos#videos

Revised template

Quality Improvement Plan template

National Quality Standard

Updated February 2019


Changes

➢ A link to additional information and resources on the first page of each quality area.

➢ Boxes for examples about how you meet the Exceeding themes


The strengths section is where the service summarise what they are doing well in relation to that quality area.

Then further detail can be added under the relevant themes, using actual examples to show how the service is going above and beyond in relation to the standard


Example - Quality Area 1

Strengths

We are guided by the VEYLDF and the EYLF in all of our decision-making and practice and use the learning outcomes to plan for and track children’s learning. We assess children’s progress with families.

(a summary of what they do well across the 3 standards).


Example Quality Area 1 – Standard 1.1

Exceeding theme 1 (Embedded)

All educators are consistently guided by the Practice Principles of the VEYLDF and the Principles and Practice of the EYLF in their daily work. The images that show the key elements of each Framework are displayed on our planning walls as a constant reminder. We regularly unpack a Practice Principle during team meetings so that we stay focused on it. This has led to a much greater awareness of the Frameworks and practice that demonstrates a strong commitment to quality practice.

This is giving actual examples of what they are doing.


Quality Area 1 – Standard 1.1

Exceeding theme 2 (Critical Reflection)

All educators continuously critically reflect on their practice in the shared room Reflection Journal. They review the Practice Principles of the VEYLDF and the Principles and Practice of the EYLF to prompt their reflections and to assist in identifying areas for quality improvement. For example, some educators' reflected that they needed to review what having high expectations of children really meant. This led to some further improvements in allowing children to challenge themselves physically and to take further responsibility for their decisions.


Quality Area 1 – Standard 1.1

Exceeding theme 3 (Families and/or Community)

Feedback from families showed that they had little understanding of the Frameworks even though there is information supplied about them in the Family Handbook and in their child's documentation. We have now displayed a poster in the foyer that explains how the two Frameworks are aligned, how they complement each other and how they guide educators decision-making. This visual approach has been very effective and we have received positive feedback from families.


How will Authorised Officers assess the Exceeding themes?

➢ They will read your QIP thoroughly as part of the desk-top review prior to the A & R Visit

➢ They will make notes of what evidence to look for to determine whether you are doing what you say you are doing

➢ They will observe

➢ They may prepare some questions to ask you (discuss)

➢ They may look at (sight)


They will use the 2018 National Quality StandardAssessment and Rating Instrument

Advice is provided for Authorised Officers:

‘refer to and consider the exceeding themes included as a reference point for each standard.

Evidence should be recorded for that standard where the service practice goes above the standard to further enhance outcomes for children’


Under each Standard:

Information from desktop review to follow up on during assessment and rating visit

Notes from service QIP

Then under each Element:

Prompts/Notes

Evidence


Then at the end of that standard there is a space for:

Additional evidence/notes for Standard 1.1

This is where they record evidence in relation to the Exceeding Themes.


Be proactive on the day of the Assessment and Rating Visit:

➢Know what you are doing and why you are doing it

➢Be proud of what you do and make every effort to show and tell the Assessor any further aspects of practice that you may not have thought to include in the QIP as well as reinforcing what was included


So . . . how are you feeling?



The NQF always been an aspirational system

Having the characteristics of aspiring to be successful in a chosen venture.




Documents

Shedding Light on the Exceeding Themes · theme recognises differences across service types. Heather Barnes Pty Ltd - Early Childhood Consultant Physical health and wellbeing Social