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Childcare Centre Manager - MQF Level 5

National Occupational Standards

Job Title Centre Manager

MQF Level 5

Mandatory Competences

CDC 501 Understanding Child Development Theories– Removed ‘Theories’

CDC 502 Protecting and Promotinge Children’s Rights

CDC 503 Manage Developing and Maintaining a Safe and Secure Healthy Environment

CDC 504 Collaboratinge with AllDifferent Stakeholders

Charmaine Bonello, 07/02/20,

Nomenclature – Early Years Leader

CDC 505 Working in Partnership with Parents1

CDC 5065 Lead the Planning, Implementation and Assessment of Children’s LearningExperiences -changed to – Leading to Enhance the Quality of Learning and Care

CDC 507 Promoting the Centre’s Inclusiveness in the Social, Physical and Learning Environment.

CDC 5086 Reflect on, Review and Develop Professional Practice – Establishing Ongoing Professional Growth

CDC 5097 Prepare for and Implement an Internal Review Process – Implementing and Monitoring an Internal Review Process

CDC 51008 Coordinate and Support the Revision of Policies, Procedures and Practices – Meeting Regulatory Requirements (title and content aligned with Childcare Educator CDC 412)

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1 The word ‘Parent’ in these National Occupational Standards denotes anyone who is the primary carer of the child.


CDC 501: Understanding Child Development TheoriesThe Centre Manager has a comprehensive knowledge of various child development theories covering the main areas of child development including the physical, cognitive, social, emotional and speech and language development. The Centre Manager understands how children grow and develop in the first three years of their life.

Performance CriteriaThe Centre Manager at MQF Level 5 must have the necessary knowledge and skills to understand:

physical development changes in children; cognitive development in children; social development in children; emotional development in children; speech and language developmental milestones in children;

the importance of having the necessary observation skills to determine and respond to the

children’s needs in the different stages of their development.

The Centre Manager has a comprehensive understanding of child development. The Centre Manager understands how young children learn, grow and develop in the first three years of their life to ensure that the centre is providing a learning programme that enables all children to develop holistically and reach their full potential.

Performance Critieria

The Centre Manager at MQF Level 5 must have the necessary knowledge and skills to:

Required Knowledge

The Centre Manager at MQF Level 5 should be able to:

explain how to support staff members and families where children’s developmental progress is a cause for concern.

Required Knowledge

The Centre Manager at MQF Level 5 must have a comprehensive understanding of:

support Childcare

Educators and families to respond to the developmental needs of every child;

provide constructive feedback to Childcare Educators on their observations, planning and assessment practices to support the holistic development of all children;

ensure that the service provision provided by the centre is underpinned by a holistic learning programme that incorporates all areas of child development.

recognise development as a continuing process of

describe theoretical knowledge related to child development;

explain how different theories of child development influence aspects of practice (observation, assessment, planning, the learning environment etc.);

identify the different areas of child development; explain how to support the different areas of child

development in practice; describe theoretical knowledge related to stages and

sequences of development from birth to three; recognise that development occurs in the same order but

the major child development theories that outline the developmental stages of children and identify the typical ages at which these milestones occur; the importance of adopting a pedagogy of care where attention is given to all the cues that children give about what they are interested in, how they are feeling and what would meet their needs.

Required Skills

The Centre Manager at MQF Level 5 should be able to: provide the necessary support and guidance for Childcare Educators and families to be able to help

each child develop and progress as smoothly and succesfully as possible; model good practice of how to give attention, respond and interact with the child to help secure

children’s development; support Childcare Educators to offer stimulating early learning environments; provide constructive feedback on observation, planning, assessment and reflective practices to

support staff members in assessing and scaffolding children’s learning and development; evaluate the centre’s learning programme together with Childcare Educators to keep improving on

the quality of nurturing care, adult-child interactions, and learning experiences that further promote each child’s overall development;

support Childcare Educators to communicate effectively the child’s developmental progress with family members and other professionals or stakeholders;

support Childcare Educators and families through partnership working and referral where children’s developmental progress is a cause for concern.

support the Childcare Educator in the observation and interpretation of children’s physical stage of development and in identifying strategies to further promote their physical development;

support the Childcare Educator in the observation and interpretation of children’s cognitive development and in identifying strategies to further promote their cognitive development;

support the Childcare Educator in the observation and interpretation of children’s social development and in identifying strategies to further promote their social development;

support the Childcare Educator in the observation and interpretation of children’s emotional development and in identifying strategies to further promote their emotional development;

support the Childcare Educator in the observation and interpretation of children’s speech and language development and in identifying strategies to further promote their speech and language development;

guide the Childcare Educator to be alert and respond sensitively to children’s individual cues togive the necessary care and support.

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CDC 502: Protecting and Promotinge Children’s Rights

The Centre Manager knows and understands that even the youngest children have rights and full entitlement to the rights enshrined in the United Nations Convention of the Rights of the Child. The Centre Manager ensures that the centre’s policies, programme and practice safeguard and promote children’s rights. The Centre Manager promotes awareness of children’s rights to ensure a shared vision among all stakeholders and knows how to proceed in cases of potential harm or suspected abuse.

The Centre Manager knows and understands that the children’s holistic wellbeing is of paramount importance. The Centre Manager ensures that children are cared for in a way that meets their individual needs, are kept safe and protected from harm or danger from adults as well as from other children. The Centre Manager safeguards children’s rights, promotes inclusive practices in daily activities and knows how to proceed in cases of potential harm or suspected abuse.

Performance Criteria


respect children as persons in their own right; actively support children’s rights through the centre’s policy, programme and practice; establish a shared vision among Childcare Educators and families to ensure that the concept

of the child as rights-holder is anchored during the child’s stay at the centre; e ncourage recognition of young children as social actors, with particular interests, capacities

and vulnerabilities with Childcare Educators and families; adhere to national and international legislation, regulations and the centre’s policies and

procedures regarding children’s rights and protection; m eet the requirements and adhere to codes of conduct posed by the aforesaid legislation,

regulations, policies and procedures.



understand national and international legislation, regulations and the centre’s policies andprocedures regarding children’s rights and protection; meet the requirements and adhere to codes of conduct posed by the aforesaid legislation, regulations, policies and procedures; ensure children are safely cared for and protected from harm or danger; ensure children are treated with dignity and respect and as individuals in their own right; ensure children are treated equally and not discriminated against; promote and ensure equality of access and remove any barriers to participation; ensure all children are fully included; ensure children are protected from abuse of any kind within the centre;

identify any threats to children’s rights and protection and report these through the appropriate channels;

report through the appropriate channels any suspected abuse; understand the legal implications of care and custody; protect data on children and only share information with other professionals on a ‘need-to-

know’ basis.

Required Knowledge

The Centre Manager at MQF Level 5 must have a comprehensive understanding ofshould be able to: :

state the principles underpinning the United Nations Convention of the Rights of the Child; define the meaning of the child as ‘rights-holder’; outline national and international legislation and regulations regarding children’s rights,

safeguarding and protection; describe the centre’s policies and procedures on Equal opportunities, Child protection, Data

protection and Whistleblowing; describe the centre’s policies and procedures concerning suspected or actual abuse, privacy and

confidentiality; identify their role in actively supporting, promoting awareness and establishing a shared vision of

children’s rights in practice ; explain how to promote and support child participation and anti-discriminatory practices within

the centre; recognise signs, situations and behaviour that may cause or lead to harm and abuse;

national and international legislation and regulations regarding children’s rights, safeguardingand protection; the centre’s policies and procedures specifically on Equal opportunities, Child protection, Data protection and Whistleblowing; their role in promoting children’s rights and wellbeing; that children have a right to a high quality service provision that meets their individual needs; how to work in ways that promote and maintain children’s dignity, beliefs, interests and preferences; how to implement inclusion and anti-discriminatory practices; various forms of discrimination and inequalities that can take place in a childcare centre and the negative effects of this on children and their families; possible barriers to participation and how these can be removed;

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Childcare Centre Manager - MQF Level 5 how to recognise signs, situations and behaviour that may cause or lead to harm and abuse; the policies and procedures of the centre concerning suspected or actual abuse; the legal implications of care and custody; the importance of privacy and confidentiality.

Required Skills


actively support a rights-based approach to establish and sustain a shared vision among Childcare Educators and families;

act in the best interest of each child as a primary consideration; observe and listen to children to take their views into account in decision-making

concerning the centre’s policy, programme and practice; values children’s views and takes them into account in decision-making concerning the

centre’s ensure that every child has the opportunity to [reach] her or his full potential

in the centre welcome all children (include statement on diversity from MQF level 4); monitor the implementation of inclusive practices and that barriers to

participation are identified and removed; support the Childcare Educator to adapt practices to children’s individual needs,

interests and abilities; promote equality and diversity through the centre’s policies, procedures and practices; recognise signs of suspected or actual abuse and respond appropriately; follow policies and procedures for protecting and safeguarding children; ensure that any concerns on children are recorded promptly and accurately, according to the

centre’s policies and procedures; ensure confidentiality and privacy of children.

monitor, support and evaluate practice to ensure child participation and that children’s individual needs, interests and abilities are met;

monitor, support and evaluate the learning programme to ensure that it promotes time and space for rest and leisure, play, exploration and learning and to participate freely in cultural life and the arts;

ensure that the centre provides for a culturally relevant programme through the active involvement of parents, centres, schools and community at large;

ensure that the service provision promotes equity and diversity through the centre’s policies, procedures and practices;

recognise signs of suspected or actual abuse and take the necessary action; observe and monitor to ensure that policies and procedures for protecting and

safeguarding children, confidentiality and privacy for children are adhered to by all staff membners;

follows on any records provided by Childcare Educators concerning children’s well-being reports through the appropriate channels any suspected abuse; protects data on children and only share information with other professionals on a ‘need-

to-know’ basis; adhere to legal implications of care and custody; observe and monitor to ensure children are safely cared for and protected from harm or

danger; observe and monitor to ensure children are treated equally and not discriminated

against; model and support inclusive practice within the centre; evaluate, together with childcare educators, the realisation of children’s rights in the

centre’s policy, programme and practice. take the necessary action when possible barriers to participation and any threats to

children’s rights and protection are identified.

Childcare Centre Manager - MQF Level 5CDC 503: Developing Manage and Maintaining a Safe,

Secure and Healthy Environment

The Centre Manager develops and maintains a safe, secure and healthy environment for all childrenensures that health and safety issues are appropriately handled and managed. S/he is aware of basic health and safety regulations, policies and procedures issues and is proactive in identifying and minimising risks for children, staff members, families and visitors. The Centre Manager makes health and safety considerations when reviewing with staff members the planning of activities within or outside the centre. S/he collaborates with the Legally Responsible Person, staff, and families parents/ guardians in keeping the necessary documentation related to health and safety and in drawing a plan of action to address any concerns regarding the health, safety and security of the children.any recommendations set out by the Health and Safety Officer and/or the External Review Team. The Centre Manager, together with parents/ guardians and other professionals, is able to draw an emergency plan of action for specific dietary or medical conditions.



develop, together with staff members, policies, procedures and practices that minimise risks and communicate these with different stakeholders;

identify and minimise risks to ensure that the premises and equipment are safe for children, members of staff and visitors;

develop policies, procedures and practices that minimise risks and communicate these with different stakeholders;assess, monitor and report risks to the Legally Responsible Person and proceed with the necessary action;

assess, monitor and report risks to the Legally Responsible Person;

ensure that all members of staff have valid certification in Paediatric First Aid and Food

Handling; draw and implement a plan of action that addresses any individual dietary or

medical needs or any risks identified by the Health and Safety Officer and/or External Review team; physically handle children, in a safe and dignified way to minimise risks for him/herself

and the child, when necessary; develop an emergency action plan, together with other staff members, parents/ guardians

and other professionals for specific dietary or medical conditions.ensure that one’s own health and hygiene do not pose a threat to others.

Required Knowledge

The Centre Manager at MQF Level 5 must should be able tohave a comprehensive understanding of:

describe the health and safety requirements as specified in the National Standards for Early Childhood and Care Services (0-3 years)2 and relevant national legislation;

the importance of health and safety and how this impacts the environment at the centre; the basic principles of health and safety legislation;identify one’s personal

responsibilities and liabilities under health and safety legislation; recognise the importance of setting a good example to staff members in relation to health

and safety; identify opportunities that offer training focused on health and safety issues; describe the centre’s regular safety checks and security procedures; explain how to revise and put into practice the centre’s written health and safety

policy; describe how to communicate the centre’s health and safety policy to members of

staff, parents/ guardians and visitors; identify effective ways that aim to how to develop a culture that puts health and

safety first; identify the type of hazards and risks that may arise in relation to health and

safety at the centre and during outings; explain how to develop and carry out an action plan; that addresses the risks

outlined by the Health and Safety Officer and/or the External Review team; explain how to draw and share an emergency plan of action for dietary or medical

conditions; the importance of setting a good example to staff members in relation to health and

safety; describe the emergency procedures in the centre, concerning fire emergencies, missing

children, allergic reactions, evacuations and Sudden Infant Death Syndrome (SIDS); describe safe sleep practices; where to seek training opportunities for sector-specific knowledge and understanding of

health and safety issues;memorise the location of emergency contacts and numbers.

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2 National Standards for Early Childhood Education and Care Services (0-3 years) … (insert full reference when published)

Childcare Centre Manager - MQF Level 5 how to draw and share an emergency plan of action for dietary or medical conditions; the good practice surrounding physical handling of children, particularly when they are highly distressed.

Required Skills


identify one’s personal responsibilities and liabilities under health and safety legislation; develop and regularly update ensure that the centre’s written health and safety

policy in ais clear manner; and updated regularly and is sharecommunicate the centre’s health and safety policy

with alld to members of staff, parentss/ guardians and other visitors; support families and staff members to put ensure that the centre’s health and safety

policy is put into practice; ensure regular consult ation with the Legally Responsible Person on potential

hazards at the centre; put in placeapply and maintain systems for effective monitoring, measuring and

reporting of health and safety issues; develop a culture of health and safety first and embed it in planning and decision-

making; liaise with the Legally Responsible Person to ensure that sufficient resources

are allocated to deal with health and safety issues ; respond quickly to crises and problems with a proposed course of action; draw and see through the implementation of a plan of action that addresses any risks

outlined in the Health & Safety Risk Assessment or External Review reports;

recognise the importance of proper food handling, specifically food hygiene, storage and preparation, while ensuring that all members of staff have valid certification;

recognise the importance of taking all the precautions necessary to avoid the spreading of disease, especially during toileting, diapering and bathing;

support staff to physically handle distressed children. t ake the necessary precautions to avoid the spreading of disease, especially during

toileting, diapering and bathing; support staff to physically handle distressed children; model proper food handling, specifically food hygiene, storage and preparation, while

ensuring that all members of staff have valid certification;

regularly monitors the learning environment to ensure that: the level of noise is not causing stress to the children, there is enough natural light, and that it has the required levels of temperature, humidity and ventilation;

draw and see through the implementation of a plan of action that addresses any risks outlined in the Health & Safety Risk Assessment or External Review reports.

Childcare Centre Manager - MQF Level 5CDC 504: Collaborating Collaborate with All

Differen t Stakeholders

The Centre Manager has the ability to collaborate with all stakeholders in professional ways that value and use the unique strengths of each individual to establish a growth culture. The Centre Manager nurtures positive strength-based relationships focused on the sharing of strengths, diverse skills and expertise to build a community of engaged learners – adults and children alike. The Centre Manager keeps everyone in the centre’s community, including parents, educators and professionals, focused on what they are working towards and why they need to work together to build a collaborative work environment.

builds and maintains meaningful positive relationships with all stakeholders, including the parents/ guardians, Childcare Educators and other staff members, children and external professionals/agencies. The Centre Manager keeps close contact with the parents/ guardians who are regularly informed of any developments taking place at the centre. The Centre Manager supports Childcare Educators to develop good working relationships, work as a team and promote a positive environment at the centre. The relationship with parents is initiated prior to the children’s registration and open communication is maintained throughout the children’s stay. The Centre Manager builds a professional working relationship with external professionals/agencies and seeks their support in particular issues arising at the centre.


The Centre Manager at MQF Level 5 must have the values, necessary knowledge and skills to:

b uild an inclusive model of collaboration where everyone is valued as a professional; focus on strengthening the skills that collaborative leadership requires; focus everyone on the vision and goals of the centre; guide and support each team in strengthening their work together; builds and maintains meaningful positive relationships with all stakeholders, including

the parents/ guardians, Childcare Educators and other staff members, children and external professionals/agencies. collaborate professionally with all stakeholders;

build and maintain meaningful positive relationships with all stakeholders; collaborate with all children and value them as active protagonists in constructing change; develop conditions that help Childcare Educators feel valued and safe to actively share their

strengths and talents with each other;

build a collaborative relationship with the parents/ guardians and keep regular contact;respect the uniqueness of each individual;

build a collaborative relationship with Childcare Educators and other members of staff, ensuring regular professional communication; ensure that relationships within the centre facilitate the children’s learning,

development and wellbeing;

strengthen relationships and sustain genuine understand and support staff;

deal promptly and effectively with conflict. form a close professional relationship partnership and trust with parents, which is

; based on mutual respect, communication and collaboration; prepare for aestablish policy and procedures that support smooth successful

transitions for all children of the children to kindergarten; by collaborating with the receiving institution and sharing the children’s progress;

seek the support from various external professionals/agencies regarding particular issues arising at the centre;

liaise and collaborate with the External Review Team during the External Review process;.

d eepen the commitment of all stakeholders to provide better outcomes for children and families.

Required Knowledge

The Centre Manager at MQF Level 5 must be able to have a comprehensive understanding of:

o outline theoetical knowledge and effective research-based practice related to

collaborative leadership; explain how to develop a collaborative work environment; explain how to support professional collaboration in the centre; explain how to maintain an open communication system; i dentify situations that are ethically challenging and ways how to act professionally; o utline the benefits of mentoring, professional learning communities and coteaching; explain a range of practical ways on how to communicate and collaborate effectively

with parents; i dentify reflective tools that generate deep meaningful discussions and enrich

professional conversations identify research-based assessment tools to provide meaningful information about

individual strengths and how each individual in a team views their work together. explain the value and purpose of professional collobaration with external

professionals/agencies and the External Reveiw Team; outline ethical and legal considerations when sharing information about children.

the importance of establishing a collaborative relationship with the parents/ guardians and the channels of communication which work best;

the importance of establishing a collaborative relationship with Childcare Educators and other staff members and how to maintain an open communication system; how to build a team and encourage staff members to work collaboratively;

how to share the centre’s philosophy, policies and procedures with parents/ guardians during the initial meeting; how to build a professional relationship with parents/ guardians, which centres around the best interests of children; the appropriate way to communicate and collaborate with parents/ guardians, both in formal and informal settings; how to communicate and collaborate with prospective Kindergarten Educators for a smoother transition; how to communicate and collaborate with the External Review team members during the

External Review process;

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the different external professionals/agencies who offer specialised support and how to build a working relationship with them; how to deal with conflict and resolve any difficulties with the parents/ guardians , Childcare Educators and other members of staff, , external professionals/agencies and other stakeholders;

ethical and legal considerations when sharing information about children

Required Skills


acknowledge and validate individual’s talents, uniques skills and competences; focus everyone on the vision and goals of the centre to support every child, Childcare

Educator and family and increase collaboration among different stakeholders; s upports alignment of individual, team, childcare centre’s goals; establish, together with staff members, meaningful and measureable goals to

illuminate what needs to be achieved and to keep collaborative work on track;

model collaborative ways of learning from others; share power; create opportunites for everyone to develop their skills; encourage active listening and honest feedback; supports Childcare Educators to develop positive working relationships and work as a

team; create opportunities for staff to discuss good practices together and learn from each

other and share knowledge and experiences, to continually improve the service offered at the centre;

encourage joint working within the centre, e.g., collaborative planning, team teaching, peer reviews, presentations for families and conferences;

use tools and resources to provide conversations, dialogue, learning and reflection; practice joint decision making; embrace diverse perspectives; a ddress issues of inequity, power and privilege; p ay close attention to dynamics of classroom teams;

invite and encourage individuals to take on new roles and reponsibilities based on their strengths to promote higher levels of enggement and positive working relationships;

foster an environment in which staff members feel able to discuss their progress and share any concerns or challenges they are facing;

collaborate professionally with kindergarten settings and share the children’s progress in learning and development to support smooth transitions;

collaborate with parents as partners; c ommunicate with parents on a regular basis;

take time and effort to listen to parents; s upport staff to develop the necessary skills and confidence to work on more equal

terms with parents; exchange accurate and up-to-date information with external professionals/agencies

whilst respecting requirements for confidentiality; take into account ethical and legal considerations when sharing information on the

children and parents/ guardians with external professionals/agencies; liaise with the External Review Team during the External Review process; prepare himself/herself for challenges by developing a strong professional identity; act professionally in ethically challenging situations;

handle any disagreements and complaints promptly, positively and in line with the centre’sprocedures and following professional guidelines;

reflect on his/her underlying values with regards to their professional roles;

CDC 505: Working in Partnership with Parents

The Centre Manager acknowledges that the best long-term outcomes for every child are achieved when all staff members work in partnership with parents. The Centre Manager, together with staff members, supports the parents’ interest and right3 to be actively engaged in their children’s well-being, learning and development in Early Childhood Education and Care services.


The Centre Manger at MQF Level 5 must have the necessary knowledge and skills to:

ensure that the parent’s right to be involved and engaged in their child’s life at the childcare centre is supported and respected;

ensure that partnership with parents is embedded in the ongoing day-to-day exchanges that take place between parents, educators and children;

ensure that parents are central in decision-making about their child; ensure that all staff members are building respectful and trusting relationships with parents; develop honest and regular two-way clear communication with parents; utilise the knowledge of each child's family; connect and engage with parents on a regular basis to encourage, develop and extend

children’s learning and development; commit to power-sharing between himself/herself and the parents; ensures that the progress in learning and development of each child is documented and shared

with parents; provide opportunities to support parents in contributing to their child’s learning and

development, both in the childcare centre and at home; r espect the family’s religious and cultural backgrounds and beliefs.

Required Knowledge

The Centre Manager at MQF Level 5 must be able to:

outline theoretical knowledge related the work of theorists that have recognised the important role of parents in young children’s learning and devlopment;

identify research evidence on the effectiveness of partnership with parents in Early Childhood Education and Care;

outline national legislation, standards, frameworks, policy and procedures related to working in partnership with parents;

define the key terms: ‘parent partnership’, ‘parental involvement’ and ‘parental engagement’; explain a range of empowering strategies to promote parental partnership in a childcare

centre; explain a range of practical ways on how to communicate effectively with parents; explain the value and purpose of parent participation in all transitions including the home-to-

centre and centre-to-kindergarten transitions; explain the importance of adopting a positive attitude towards all parents regardless of their

social, cultural, religious and economic background;

3 Article 18 of the UN Convention on the Rights of the Child (1989): “State parties shall render appropriate assistance to parents and legal guardians in the performance of their child rearing responsibilities.”

explain the importance of documenting and sharing children’s progress in their learning and development with parents.

Required Skills


adhere to ‘parent partnership’ standards, policy and procedures; adopt and maintain a parent partnership approach; support the right of parents to participate actively in the life of their children at the childcare

centre; build partnership with parents on respectful and reciprocal relationships; make all parents feel welcome and ‘at home’ in the centre; listen to parents and take their views into account; demonstrate a non-judgmental attitude to parents; maintain open communication with parents; offer written, oral and visual two-way communication opportunities with parents; support Childcare Educators to communicate and inform parents on the children’s daily

routines including eating/feeding, diapering/toileting, resting/sleeping routines and play experiences;

support Childcare Educators to share regularly and discuss, with parents, two-way observations about the children’s progress in learning and development;

engage parents in all transitions including the home-to-centre and centre-to-kindergarten transitions;

make joint decisions with parents; help parents develop support networks with other parents; ask for parents’ feedback; offer a variety of types and levels of involvement and engagement to parents; use parents' expertise and skills to extend children’s learning and devlopment. encourage Childcare Educators to support learning in the home through the sharing of ideas

with parents; offer links to other agencies and services; seek early intervention support to promote the welfare of all children and their families; address, together with staff members, any issues of concern with parents; adopt a positive attitude towards all parents regardless of their social, cultural, religious and

economic background.

establish a working relationship with the parents/ guardians who is regularly kept up to date with the latest developments and issues arising at the centre;

promote and share the philosophy of the centre with Childcare Educators and other staff members, and seek ways in which collaboration is increased with the aim of reaching the aforementioned philosophy;

create opportunities for staff to discuss good practices together and learn from each other and share knowledge and experiences, to continually improve the service offered at the centre;

foster an environment in which staff members feel able to discuss their progress and share any concerns or challenges they are facing;

support staff to collaborate and support each other; promote and share the philosophy of the centre with prospective parents/ guardians, while

keeping in mind the individual and diverse needs of every family; keep a professional relationship with all parents/ guardians, both in informal and formal

settings; identify and agree on appropriate means of communication with parents/ guardians to

keep them regularly updated on the progress and development of their children; give feedback to prospective Kindergarten Educators on the progress of the respective

child, while respecting the confidentiality of the child/family; take into account ethical and legal considerations when sharing information on the children and

parents/ guardians with external professionals/agencies; exchange accurate and up-to-date information with external professionals/agencies whilst

respecting requirements for confidentiality; liaise with the External Review Team during the External Review process; handle any disagreements and complaints promptly, positively and in line with the centre’s

procedures and following professional guidelines;

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CDC 5065: Leading to Enhance the Quality of Learning and Care the Planning, Implementation and Assessment of Children’s Learning Experiences

The Centre Manager employs empowering strategies to lead, motivate, and engage Childcare Educators to enhance the quality of learning and care. The Centre Manager in liaison with all stakeholders, leads, monitors and evaluates the implementation of policies, programmes, and practices that support child-centred, inquiry and play-based learning and responsive caregiving.

The Centre Manager provides planning, implementation and assessment support to Childcare Educators and ensures that there are adequate resources for curriculum delivery and assessment.

, in liaison with the parents/ guardians, leads the implementation of systems, procedures and practices that support the provision of a high quality education and care experience for children.. The Centre Manager leads the implementation of the centre’s philosophy, through a child-centred curriculum which facilitates the physical, language, emotional, cognitive, social and creative development of children, in partnership with the Childcare Educators, the children and their families. The Centre Manager provides planning, implementation and assessment support to Childcare Educators and ensures that there are adequate resources for curriculum delivery and assessment. The Centre Manager advises and supports Childcare Educators in the identification of children with individual educational needs who require early intervention and ensures that they are fully included in the learning experiences offered. The Centre Manager monitors and evaluates the effectiveness of the service provision and determines strategies for improvement.



build a strong image of the child; recognise children of all ages and families as key contributors in a democratic pedagogical

approach to learning; be open to new ideas and be willing to learn from the suggestions of others; establish and implement - in partnership with all stakeholders - a philosophy underpinned by the

principles of quality Early Childhood Education and Care; provide a direction to the learning programme through a compelling vision statement; i nspires and guides staff to bring quality-enhancing practices to their daily work; l ead and manage provision that promotes care, learning and development through engagement,

relationships, responsive caregiving, and child-centred, inquiry and play-based learning; monitors and evaluates the effectiveness of the service provision and determine strategies for

improvement; ensure that staff at the centre are aware of, and are provided with relevant knowledge and

information on the care, learning and development of young children; fully commits himself/herself to helping every educator reach her full potential to enhance the

quality of the education and care provided; support parent and community engagement to enrich the learning experience for all children; support multi-agency work to ensure that the diverse developmental and learning needs and

outcomes of all children are met;

engage in an ongoing process of self-reflection and critical evaluation of the centre’s policy, programme and practice that support the well-being, learning and development of all children.

Nurture a philosophy of quality Early Childhood Education and Care in the centre;

lead the implementation of systems, practices, policies and procedures that support the development of children;

lead and support the provision of a high quality education and care experience for children

through the planning of learning experiences, resources and programmes within the centre; lead and support the implementation of a child-centred curriculum with play being the central

medium through which all learning experiences are facilitated; lead and support procedures for the regular monitoring, assessment and review of

children's physical, language, cognitive, emotional and social development; ensure service provision meets the developmental needs of all children; promote and support interventions designed to meet children's individual educational needs; work in partnership with all stakeholders, including parents/ guardians and external

professionals/ agencies; critically evaluate the centre’s systems, practices, policies and procedures that support the development of children and help bring about effective change, if needed.

Required Knowledge

The Centre Manager at MQF level 5 must have a comprehensive understanding of:

outline theoretical knowledge about: quality and leadership in early years; current learning theories; attachment and ethic of care; and pedagogical and curriculum approaches that are based on child-centred, inquiry and play-based learning;

outline the principles and essential components underpinning the National Standards for Early Childhood and Care Services (0-3years) in relation to the quality of learning and care;

define the key terms ‘pedagogy’ and ‘curriculum’; explain the relationship between pedagogy and curriculum; explain the value and purpose of pedagogical leadership; describe the five broad Learning Outcomes of the Early Years Cycle (MEDE, 20124; DQSE,

20155) and its purpose as an overall guide to pedagogy and assessment; identify and outline the content of national legislations, frameworks, policy, standards in relation

to pedagogical and curriculum approaches for the birth to three phase; explain the purpose and value of observation, assessment and planning pedagogical processes;

4 Ministry for Education and Employment [MEDE] (2012). A national curriculum framework for all [NCF]. Gzira, Malta: Salesian

Press.

5 Directorate for Quality and Standards in Education [DQSE]. (2015). Educators’ Guide for Pedagogy and Assessment using a

learning outcomes approach. Malta, Ministry for Education and Employment. Retrieved from

http://www.schoolslearningoutcomes.edu.mt/files/documents/Early_Years.146700384962.pdf

outline strengths-based approaches that support educators in achieving professional goals that will enhance the quality of the education and care provided;

explain how social, cultural and historical experiences may influence his/her image of the child; outline theoretical knowledge related to children’s physical development, physical care and

health needs; identify his/her role in supporting designated Childcare Educators to respond to the physical

devlopment and care needs of individual children; outline national legislation, frameworks, standards, policy and procedures related to linguistic

and cultural diversity in Early Childhood Education and Care; explain how to promote a positive attitude towards Maltese and English and other languages that

may be spoken by children and staff at the centre; identify and value the purpose of research-based assessment tools that support his/her role in

monitoring, evaluating and reflecting on the quality of learning and care within the centre; i dentify and value the purpose of self-reflection on his/her own development to better

understand how perspective and possible biases may be affecting his/her work with educators.

child development and learning theories which are consistent with current research, theory and practices in quality Early Childhood Education and Care;

the importance of recognising and advocating all children's right to play; the importance of knowing and respecting each child as an individual;

9

Childcare Centre Manager - MQF Level 5 the National Standards for Early Childhood and Care Services (0-3years); the five broad learning outcomes of the national Learning Outcomes Framework, Early

Years (2015), emanating from the National Curriculum Framework (2012), which guide the Childcare Educators’ care and pedagogy; (footnote)

how to contribute to the development of systems, practices, policies and procedures that support the provision of a high quality education and care experience for children; child-centred approaches when working with children, and how these affect the

planning, implementation and assessment of the children’s learning experiences; different types of play which support children’s learning and development and how to support

active participation of the children in their play and learning; how effective use of the physical environment and resources can help children access a range

of rich pedagogical experiences; different methods of observing children and how to use this information to identify their

play interests and needs, to change, adapt or extend the learning experiences offered and to assess children’s progress and development; how to identify children with individual educational needs and how to access national support

services, including external professionals/agencies, for additional support or specialist intervention to address their development needs;

the validity and range of authentic assessment (resembling real life – footnote meaning)

practices to capture and respond to children’s development and learning.-

Required Skills

The Centre Manager at a MQF level 5 should be able to :

use pedagogical, reflective and management skills effectively to transfrom theories underpinning the theme of ‘leadership’ to enhance the quality of learning and care;

evaluate his/her role as a pedagogical leader; use effective listening and feedback giving skills; contribute to the development of policies, programmes and practice that support the provision

of a quality education and care experience for all children; develop a culture where the quality of the relationships between children and adults is central to

learning and development; support all staff members to develop, implement and promote pedagogical and curriculum

approaches based on child-centred, inquiry and play-based learning; g uide and support staff members in planning, observation and assessment pedagogical

processes; use time and resources effectively to support staff members in enhancing the quality of learning

and care they provide;

observe staff and address decreasing engagement as soon as it appears;

create conditions in which staff can try out innovative ideas and discuss different perspectives;

lead and support the implementation of an open and child-centred curriculum with play being the central medium through which all learning experiences are facilitated;

support active participation of the children in their play and learning experiences; monitor the provision of appropriate resources, how these are accessed and creatively used to

promote children’s learning and development; support staff members to ensure that all children’s physical development and care needs are being

met; encourage staff members to support children’s learning and development during physical care

routines; encourage awareness and understanding of cultural and linguistic diverstiy among staff members,

the children and families. promote, together with staff members, the exposure of the official Maltese and English languages

as well as the home development language of all children in the centre; provide opportunities for all staff members to reflect, question, and effectively respond to the

needs of linguistically and culturally diverse children. engage with families and the community to extend the learning experiences offered at the centre; collect appropriate and sufficient information on children's care, learning and development and

comply with policy, necessary procedures and external review requirements; use research-based assessment tools designed to measure the quality of learning and care, to

obtain reliable data and identify what needs to be changed; repeat the use of research-based measuring tools after a specified time frame to see what growth

and change has occurred.

liaise with the parents/ guardians to develop, implement and promote a philosophy of

quality Early Childhood Education and Care for the centre and communicate this philosophy to the different stakeholders including staff members and parents/ guardians;

liaise with the parents/ guardians to develop, implement and promote a child-centred curriculum which reflects the centre’s philosophy and which places play and daily routines as the central medium through which all learning experiences are facilitated;

liaise with the parents/ guardians in the development of systems, practices, policies and procedures that support the provision of a high quality education and care experience for children in the context of legislative, regulatory and organisational requirements;

ensure that Childcare Educators comply with the centre’s systems, practices, policies and procedures that support the provision of a high quality education and care experience for children;

liaise with the parents/ guardians and Childcare Educators to create a rich learning environment

that is inviting, aesthetically pleasing, safe and appropriate and ensure that Childcare Educators offer a caring and nurturing environment for all children;

guide, support and provide assistance and encouragement to Childcare Educators during the planning of the children’s learning experiences and ensure that these meet the learning and developmental needs of all children;

ensure that Childcare Educators provide children with a wide range of learning experiences and that there are adequate resources available to help them access these learning experiences; seek ways of maximising human and physical resources to enable the development of best

practice;

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Childcare Centre Manager - MQF Level 5 ensure that Childcare Educators engage in a range of authentic assessment (refer to footnote)

practices to capture and respond to children’s development and learning; ensure that Childcare Educators are able to identify when individual children are experiencing

difficulties in their progress and development and seek additional support or specialist intervention to address their individual educational needs;

lead the monitoring and evaluation of systems, practices, policies and procedures that supportthe provision of a high quality education and care experience for children, give feedback and make recommendations or changes to improve the service being offered.

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CDC 507: Promoting the Centre’s Inclusiveness in the Physical, Social and Learning Environment.

The Centre Manager promotes the principles of inclusive care and education in early childhood. Together with staff members s/her regularly reflects on the centre’s inclusiveness in the physical, social and learning environment. The Centre Manager engages effectively with parents, colleagues and wider professionals in the ongoing assessment and appropriate provision for children with special rights6.

Performance Criteria The Childcare Educator at MQF Level 4 must have the necessary knowledge and skills to:

adhere to international and national legislation and policy that promotes a rights-based approach to supporting the active participation of all children;

promote inclusive culture, practice and pedagogy in the childcare centre; establish and sustain inclusive social, physical and learning environments; secure the active engagement and inclusion of children with special rights through the

curriculum; recognise the significant role of play in the curriculum for all children; monitor the development, implementation and regular review of learning experiences aimed to

address the needs of all children; modify the physical environment and identify and provide resources that will allow children with

special rights to access and be fully included in the learning experiences offered; ensure that relevant background information about children with special rights is collected,

recorded and updated; liaise regularly with staff members and parents of children with special rights to ensure that both

the needs of the children and their parents are met; collaborate with external professionals and/or agencies where appropriate, to optimise support

for children with special rights; provide opportunities for all staff members to reflect on the centre’s inclusiveness in the

physical, social and learning environment.

Required Knowledge

The Childcare Educator at MQF Level 4 must be able to:

outline the legislation, regulations and codes of practice affecting: the rights of all children to participation and equality of access; and the provision for children with special rights;

6 In this document children are viewed as capable and full of potential. The phrase ‘children with special rights’ is used instead of ‘children with special educational needs’ as suggested by Reggio educators.

describe the Equal Opportunities Policy of the centre and the practices that are followed to ensure that all children are included;

outline theoretical knowledge related to Inclusive Education in the early years; desribe effective research-based practice related to collaborative practice and multi-agency team

working; identify his/her roles and responsibilities in relation to collaborative practice with parents, staff

members and other professionals connected with the inclusion of all children, particularly, with the inclusion of children with special rights;

describe a range of pedagogical approaches and strategies to support the participation of all children, with a particular emphasis being placed on the potential of play in the curriculum for children with special rights;

name the national school support services available, including professionals and/or agencies who can offer information about resources, options and interventions to optimise support for children with special rights and their parents;

describe the remit and responsibilities of other professionals and agencies involved in multi-disciplinary work;

explain how techniques of observation help in the early identification of children who are experiencing difficulties in their progress and development;

identify intervention practices that help to overcome barriers that might restrict accessibility to the learning experiences offered;

identify the availability of assistive technology/specialist aids/equipment for children with special rights and how these can be used safely and effectively;

explain the importance and identify models of reflective practice used in early years contexts to enhance the quality of inclusive Early Childhood Education and Care in the centre ;

identify research-based self-reflection tools to help him/her and all staff members reflect on the inclusiveness of the physical, social and learning enviromnet within the centre.

Required SkillsThe Childcare Educator at MQF Level 4 should be able to:

make all children and families feel welcome; enable children and their families to feel that they belong to the group/centre; establish and sustain a stimulating and inclusive environment in which children respect each

other’s differences; focus on the strengths of each child; observe and monitor the participation of all children in the social, physical and learning

environment; observe and monitor children’s engagement, learning and support needs; support staff members to plan, implement and review learning experiences with the needs of

all children in mind; support staff members to build learning experiences on children’s interests and choices; support staff members to facilitate transitions between learning opportunites for all children; check that peer interaction and play is incorporated within the learning experiences offered; promote the inclusion of children with special rights and their families; develop a positive relationship with children with special rights; support the participation of all children in out-of-centre learning experiences; observe and identify any barriers to participation, communication and socialisation in all

learning experiences offered; liaise with the Legally Responsible Person to provide the resources needed to ensure that all

children can access the learning experiences offered; support staff members and children to use any assistive technology/specialist aids/equipment,

as required; access external support whenever needed; listen and collaborate with staff members about any concerns related to individual children or

the centre’s inclusiveness as well as comply with the policy and procedures of the centre;

liaise with staff members to seek information from parents and external professionals and/or agencies in order to assess and respond to the children’s individual needs;

engage professionally with parents, colleagues and wider professionals in the ongoing assessment and appropriate provision for children with special rights;

contribute to multi-agency team working; develop an open and trusting relationship with the children’s parents in recognition that they

are their primary carers and have detailed knowledge of their child; provide a supportive environment in which the children’s parents are able to discuss their

child’s health, well-being, development and progress; monitor and provide feedback to staff members about the documentation shared with parents

concerning the children's progress in learning and development; provide the child’s parents with information about resources and options which are able to

provide additional support (e.g. other professionals/agencies); involve parents in decision-making about their child’s learning, development and support

needs; involve parents in planning, implementing and monitoring their child’s engagement,

development and leanring; use reflective practice to enhance staff members’ practice in inclusive Early Childhood

Education and Care. promote the use of research-based self-reflection tools to help all staff members reflect on the

inclusiveness of the physical, social and learning enviromnet within the centre; engage in continuous professional development in the area of Inclusive Early Childhood

Education and Care; seek opportunities for continuous professional development in Special Needs and Inclusive

Education.


CDC 5086: Reflect on, Review and Develop Professional PracticeEstablishing Ongoing Professional Growth

Title CDC 508 was changed to shift the focus from the individual as centre manager developing his own professional practice to a community where everyone is being supported to grow professionally. Professional development needs to be looked at as an ongoing process not as a one-time opportunity.

The Centre Manager participates together with staff members in ongoing, sustainable and meaningful professional development to ensure that the team’s dispositions, knowledge and skills are aligned with the profession’s ever-changing knowledge base. The Centre Manager supports the professional growth of Childcare Educators in alignment with the centre’s goals for educators and the programme.

The Centre Manager has a leadership role, regularly reflects on one’s practice and shares ideas with the parents/ guardians, Childcare Educators and other staff members. The Centre Manager seeks and actively participates in professional development opportunities to continually enhance the quality of one’s skills, knowledge and experience and supports the professional growth of Childcare Educatorsencourages other staff members to do likewise. The Centre Manager understands the importance of being professional at all times to develop the trust and respect of parents, staff members and other stakeholders.



be intentional and focused to influence change in practice; take responsibility for one’s continuing professional development and

contribute to the professional development of staff members;. build a connection between the professional development that s/he are

offering and the vision, goals and core values of the centre’s programme;

reflect on one’s leadership role and current practice; monitor and evaluate one’s practice; identify strengths and areas for development in one’s practice;

adopt a strength-based view of every Childcare Educator - as capable and eager to learn;

take responsibility for one’s continuing professional development and contribute to the professional development of staff members.

e stablish protocols that hold every individual accountable for his attitude, behaviour, and choice of actions in relation to his own professional growth;

take on the role of a pedagogical leader to support the team in the development of their professional competences;

take responsibility for one’s continuing professional development and contribute to the professional development of staff members.encourage collaboration, sharing, and joint activities that engage Childcare Educators in new and meaningful ways;

encourage and support centre-based professional development initiatives.


See me comment on nomenclature


Title was changed – to shift the focus from the individual as centre manager developing his own professional practice to a community where everyone is being supported to grow professionally. Professional development needs to be looked at as an ongoing process not as a one-time opportunity.

Required Knowledge

The Centre Manager at MQF level 5 must be able tohave a comprehensive understanding of:

o utline the value and purpose of aligning the centre’s vision with valuing the growth of Childcare Educators;

explain the importance of using a strength-based approach and exhibiting consistent professional conduct;

factors affecting the Early Childhood Education and Care sector, e.g. the National Standards for Early Childhood and Care Services (0-3 years), research, political and social climate, government policies;define the terms ‘dispositions’, ‘knowledge’ and ‘skills’ to address these three key areas in the professional development opportunities s/he offers to staff members;

o utline theoretical knowledge and research-based practice related to ‘professional accountability’, ‘continuous professional development’ and ‘professional development planning’ in an Early Childhood Education and Care context;

explain the importance of refelctive practice on personal effectiveness and professional development; identify a range of local and international training and professional development

opportunities and how to access them.

child development and learning theories which are consistent with current research, theory and practices in quality Early Childhood Education and Care and how to critically evaluate and apply related literature and research; theories about leadership and management and how to critically evaluate and applyleadership and management styles, principles and approaches relevant when leading and managing a childcare centre; legislation, regulations, guidelines, codes of practice and ethical requirements relevant when leading and managing a childcare centre; the National Standards for Early Childhood and Care Services (0-3years); how to develop, monitor and evaluate the centre’s philosophy, practices, policies and procedures and how these have an impact on the achievement of positive outcomes for children;

the importance of self-reflection and evaluation on personal effectiveness and professional development;

the importance of reflection on how personal life experiences, beliefs and values might impact and affect one’s practice;

different techniques of reflective analysis; how self-reflection can be used to challenge existing practices in the centre and

bring about meaningful change;

Childcare Centre Manager - MQF Level 5 how to address personal areas for development in one’s skills and knowledge,

following a process of self-reflection; the availability and range of local and international training and professional

development opportunities and how to access them;

how to integrate new knowledge and skills in order to provide a quality service provision; the importance of having a professional image and attitude and exhibiting

consistent professional conduct.

Required Skills

The Centre Manager at MQF level 5 should be able to:

inspire staff members to be vested in their own professional growth; m odel a commitment to professional growth by being transparent about his/her goals

and the steps taken to achieve them; gain and maintain staff members’ trust to establish professional accountabilty; mentor staff members in the identification of their strengths and their personal

and professional development needs; identify professional development opportunities that will meet the staff

members’ needs; align professional development efforts with the outcomes that s/he wants for

children, families and Childcare Educators; create a long-term plan for professional development that moves away from

relying on one-time workshops; involve staff in the planning of professional development sessions, (e.g.

conducting staff surveys or forming a professional-development committee that includes educators).

invite Childcare Educators to use their strengths to support the professional development of others;

carefully select external trainers who have the expertise and qualities to have a positive effect on staff members;

meet with individual Childcare Educators to discuss their professional-development plans and connect them to resources that will inspire their growth;

use goals to focus observation and feedback to increase professional accountability; support Childcare Educators to take full ownership of achieving their personal

professional development desired outcomes; p rovide the resources that Early Childhood Educators need, such as training and

materials to demonstrate that the leader is supportive of goal achievement; reflect on the individual support given to educators to enhance their professional

skills; use observations to observe new skills and strategies; offer encouraging (strengths-based) feedback on the positive changes

observed; p rovide encouragement by making the time to share positive observations of an

educator making progress related to her/his area of growth; u se team meetings to inspire educators by providing meaningful and relevant

opportunities to discuss areas of growth and how best to support each other;

guide educators to create their own personal learning networks around areas related to their goals;

u se reflective practice to increase engagement, gain new insights and promote sharing of diverse perspectives;

share knowledge and evidence-based practice from professional development opportunities with other staff members.

develop the knowledge, understanding and skills required to carry out the role effectively; evaluate how sound knowledge and sharing of good practice can contribute to effective

leadership and management; reflect on how personal life experiences and beliefs might affect one’s work; liaise with the parents/ guardians on how the centre’s practices, policies and procedures are

expected to be developed, monitored and evaluated; reflect and evaluate on one’s practice, identifying strengths and areas for development; reflect on interactions with other staff members;

share reflections with other staff members and use their feedback to improve one’s practice; seek and access opportunities for continuing professional development and act as a role model to promote continuing professional development amongst staff members; share knowledge and evidence-based practice from professional development opportunities

with other staff members; apply new knowledge, understanding and skills to improve one’s practice and the practice

of other staff members; mentor staff members in the identification of their strengths and their personal and professional

development needs and identify professional development opportunities that will meet these needs;

promote the ability to learn from every day experiences; consistently model professional conduct, that is expected of all members of staff.

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CDC 5097 : Implementing and Monitoring an Prepare for and Implement an Internal Review Process7

The Centre Manager understands that internal review or internal evaluation is a necessary together with the members of staff understand that internal evaluation is necessary process for more sustained change andcontinuous quality improvement within the centre of the centre. The Centre Manager, with the involvement of the whole team, facilitates implementation and monitors a continuous cycle of internal evaluation to systematically inquire into and evaluate the effectiveness of policies, programmes and practices. The outcome of this collaborative internal review is used to inform decision-making, improve quality of practice and promote positive outcomes for children. The Centre Manager is aware that internal evaluation complements an external review conducted by the national regulatory authority.

The Centre Manager uses a variety of research tools to gather and document the views of all the stakeholders and builds a shared understanding of strengths and areas of development of the centre. Feedback is used to identify priorities for improvement and together agree on the steps to be taken to secure improvement. The centre manager facilitates implementation and conducts regular monitoring and evaluation of the process.

Performance CriteriaThe Centre Manager at MQF Level 5 must have the necessary knowledge and skills to:

ensure that ongoing internal review is a continuous process at the centre;

engage in evaluation for improvement motivated by the need to make changes that will have a positive impact on the learning and well-being of children;

engage with staff members in evaluative thinking, an ongoing process of questioning, reflecting, learning and modifying;

e nsure that the centre has a strategic plan to engage in strategic internal evaluation;

ensure that an effective internal review process is carried out at the centre; communicate with stakeholders the purpose and benefit of the internal review

process; as an integral aspect of continuous improvement; use a range of research tools to engage with and consult the views of different stakeholders; use evidence-based data to build a shared understanding of strengths and

areas for development together with staff members; convince staff members of the merits of using data for productive change; create the conditions in which data can become an integral part of the centre’s decision

making; use a range of research tools to engage with and consult the views of different stakeholders;

identify the priorities on which the centre would be working on; work with staff to develop plans for improvement in the identified priority areas which include measurable and time-lined steps to facilitate implementation, monitoring and evaluation;

7 An internal review process is pivotal to evaluate what is and is not working, and for whom, and then determine what improvements are needed, particularly to enhance equity and achieve educational outcomes. Ministry for Education and Employment (2016). Retrieved from: https://education.gov.mt/en/qad/Pages/Resources/Internal-Review.aspx

ensure all plans and actions are directed at improving children’s care and educational l

experiences at the centre;. ensure that the processes are providing an opportunity for all involved to implement new

practices, learn from mistakes and consider where they are, where they want to be, what went right and went wrong.

Required Knowledge

The Childcare Manager at MQF Level 5 must have a comprehensive understanding of:

define the term ‘internal review’ or ‘internal evaluation’; describe the purpose of and the process of strategic planning that enables the team to

engage in strategic internal evaluation; outline the process of carrying out an internal review and how it is linked to

continuous quality improvement; outline the internal evaluation system in the centre’s policy and procedures document; outline how to communicate with staff the purpose and benefits of the internal review

process as an integral aspect of continuous improvement; explain how internal evaluation complements the external review; d escribe the purpose of and how to carry out a Strengths, Opportunities,Weakeness

and Threats (SWOT) analysis;

the importance of carrying out an internal review and how it is linked to continuous improvement; the process involved in carrying out an internal review;

identify one’s one’s role in leading an internal review process; explain how to collect data from various sources and using a variety of research tools; explain how to build a shared understanding of strengths and areas for development

together with staff members; explain how to prioritise areas for development and address them in an action plan; explain how to support staff in the implementation of action plans; identify effective ways to regularly monitor the progress of action plans; explain the purpose of reviewing and updating action plans together with staff; explain the importance of involving stakeholders in the internal review process; explain the process of carrying out performance appraisal.

how development planning has to be directed at improving children’s care and educational

experiences at the centre; how to communicate with staff the purpose and benefits of the internal review process as an integral aspect of continuous improvement;

the importance of involving stakeholders in the internal review process;

how to collect data from various sources and using a variety of research tools;

how to build a shared understanding of strengths and areas for development together with staff members;

how to prioritise areas for development and address them in an action plan; how to support staff in the implementation of action plans; effective ways to regularly monitor the progress of action plans; the importance of reviewing and updating action plans together with staff.

Required Skills

The Childcare Manager at MQF level 5 should be able to:

lead and participate in an internal evaluation process; communicate with staff the purpose and benefits of internal evaluation as an integral

aspect of continuous improvement; direct development planning at improving children’s care and educational

experiences at the centre;

consult with parents, children, external agencies and wider networks as part of the evaluation process;

use a variety of research tools to gather and document the views of all the stakeholders to guide evaluation decisions;

engage in conversation with staff members to evaluate the data; build a shared understanding of strengths and areas for development with staff; prioritise areas for development and develop action plans to address them; support staff in the implementation of action plans; monitor and ensure that the agreed on plans are being implemented; plan opportunities where staff can reflect and evaluate the progress of action plans and

revise them accordingly;

use performance appraisal to ensure Childcare Educators are reflecting on their own practices and performances as well as receiving feedback, advice and guidance;

document clearly each internal evaluation process carried out for all to see how the decisions have been made (e.g., new Childcare Educators, External Reviewers etc.).

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The Childcare Manager at MQF level 5 should be able to:

The Centre Manager uses a variety of research tools to gather and document the views of all the stakeholders and builds a shared understanding of strengths and areas of development of the centre. Feedback is used to identify priorities for improvement and together agree on the steps to be taken to secure improvement. The centre manager facilitates implementation and conducts regular monitoring and evaluation of the process.

lead the internal review process with the involvement of stakeholders; communicate with staff the purpose and benefits of internal evaluation as an integral aspect of continuous improvement; direct development planning at improving children’s care and educational experiences at thecentre; use various research tools and collect data from various sources; build a shared understanding of strengths and areas for development with staff; prioritise areas for development and develop action plans to address them; support staff in the implementation of action plans; monitor and ensure that the agreed on plans are being implemented; plan opportunities where staff can reflect and evaluate the progress of action plans and revise them accordingly.

Childcare Centre Manager - MQF Level 5CDC 51008: Meeting Regulatory RequirementsCoordinate, Implement and

Revise Policies, Procedures and PracticesThe Centre Manager is aware of the main compliance regulations, directions and standards issued by the national authorities that regulate the sector, while contributing to the up-keep of these regulations national legislation and standards related to the Early Childhood Education and Care provision. Together with the staff members, the Centre Manager coordinates, implements and revises the centre’s policies, procedures, programmes and practices, and ensures that these complement and reflect national legislation, regulations, standards and and policies. The Centre Manager is able to prepare for an External Review and addresses the required actions and recommendations put forward in the report.



reflect on daily practice to ensure s/he is meeting the regulatory standards to which the centre is expected to adhere to;

ensure that the requirements set out in the National Standards for Early Childhood and Care Services (0-3 years) are met;

coordinate, implement and revise the centre’s policies, procedures, programmes and practices, ensuring that these reflect the National Standards for Early Childhood and Care Services (0-3 years) and other relevant national legislation;

know how to meet the requirements set in the National Standards for Early Childhood and Care

Services (0-3 years);

review and update documentation, policies, procedures, programmes and practices, especially in the light of the Internal

Review and the requirements for registration and External Review visits; reflect on the purpose and expectation of an external review; plan for and participate actively in addressing the required actions and

recommendations put forward in the External Review reports.

Required Knowledge

The Centre Manager at MQF Level 5 must be able tohave a comprehensive understanding of:

identify national legislations, frameworks, policy, standards in relation to his/her role as a Centre Manager;

describe the standards and criteria for the provision of childcare in centre-based, home-based and work-based centres, including those offering night Early Childhood Education and Care service provision - National Standards for Early Childhood Education and Care Services (0-3 years);

describe the centre’s policies and procedures that are in line with regulatory requirements and current best practice;

describe legal and centre’s requirement for recording information and producing reports; explain the purpose and benefits of the regulatory requirements and external reviews;

describe the regulatory and employment requirements for every role within a childcare centre;

explain the roles and responsibilities of the Legally Responsible Person and staff working at the centre;

name and identify the remits of the different regulatory bodies for each aspect of provision;

the national and international legislation and standards (National Standards for Early

Childhood and Care Services (0-3 years) related to the Early Childhood Education and Care provision; describe the processes of how to evaluatione and revision ofe policies,

procedures and practices to reflect national and international legislation; describe effective ways of how to transformlate the centre’s policies and

procedures into practice; the remit of entities responsible for setting standards and regulation and any

other relevant entities; describe the requirements for an External Review and how the visit is conducted;

identify the different policies, procedures, records and documents that will provide evidence against regulatory requirements;

describe how to address the required actions and recommendations of the External Review report, in ways that are sensitive to staff members and which lead to beneficial outcomes for children, parents / guardians and other stakeholders. .

Required Skills


support staff members to apply in practice the centre’s policies and procedures that are in line with regulatory requirements and current best practice;

monitors programme, procedure, policy or practice to ensure these actually perform as intended.

reflect, evaluate and revise, together with stakeholders, the centre’s policies, procedures, programmes and practices in the light of national and international legislation, national policy and standards;

take appropriate action to meet regulatory requirements; collect required evidence to demonstrate compliance with regulatory requirements; keep accurate records and personal documetation organised; be responsible in relation to the external review; make documentation available for external review visits; collaborate and participate in the External Review process; evaluate, together with staff members, the recommendations from the external review

team; draw a plan of action with the staff members to address required actions and

recommendations; deal with the required actions identified in the External Review report in a timely

manner;

implement any changes in an organised and manageable way, ensuring all staff members are confident with this change;

consult with previous external review reports, use them to improve quality in the centre and prepare for future external reviews;

seek support in situations beyond his/her experience and expertice to meet regulatory requriements.

ensure that documentation is updated regularly and made readily available, especially forExternal Review purposes;

collaborate and participate in the External Review process; explain the External Review findings and draw a plan of action with the staff members to

address required actions and recommendations; ensure that the required actions identified in the External Review report are dealt with in

a timely manner; implement any changes in an organised and manageable way, ensuring all staff members

are confident with this change.

evaluate and revise the centre’s policies, procedures and documentation in the light of national and international legislation and standards;

disseminate the centre’s policies and procedures amongst all the stakeholders, includingparents/ guardians and staff members;

ensure that the centre’s policies and procedures are being reflected in practice; co-ordinate and support changes and development to practice in order to meet any changing requirements in the sector;

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ensure that documentation is updated regularly and made readily available, especially forExternal Review purposes;

collaborate and participate in the External Review process; explain the External Review findings and draw a plan of action with the staff members

to address required actions and recommendations; ensure that the required actions identified in the External Review report are dealt with

in a timely manner; implement any changes in an organised and manageable way, ensuring all staff

members are confident with this change.

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