Understanding the expectations of the revised NQS...The educational program enhances each child’s...

Understanding Contextual Excellence

Understanding the expectations of the revised NQS

Heather Barnes OAM

Bonkers Beat Wellness Summit, Summer 2019

Acknowledgment of Country

‘Professional learning supports and strengthens early childhood educator capability’

Torii et al 2017

Supporting educators . . . . . . Albury, Broken Hill, Newcastle, Orange, Sydney, Wollongong, Atherton, Ayr, Bowen, Brisbane, Cairns, Charters Towers, Cooktown, Cooya Beach, Croydon, Georgetown, Gold Coast, Gympie, Ingham, Innisfail, Karumba, , Mackay, Magnetic Island, Mareeba, Maroochydore, Mission Beach, Mossman, Mt Isa, Normanton, Port Douglas, Rockhampton, Surfers Paradise, Toowoomba, Tully, Townsville, Weipa, Yungaburra, Ballarat, Bairnsdale, Benalla, Bendigo, Echuca, Geelong, Hamilton, Inverloch, Leopold, Melbourne, Mildura, Point Cook, Port Fairy, Portland, Sale, Seymour, Shepparton, Swan Hill, Torquay, Traralgon, Warrnambool, Werribee, Winchelsea, Wodonga, Yarram, Alice Springs, Alyangula, Darwin, Gunbalanya, Jabiru, Katherine, Nhulunbuy, Ntaria, Palmerston, Tennant Creek, Yuendumu, Yulara, Albany, Bunbury, Boddington, Brookton, Broome, Busselton, Carnarvon, Denmark, Derby, Dunsborough, Esperance, Fremantle, Geraldton, Kalgoorlie, Karratha, Katanning, Kununurra, Mandurah, Margaret River, Mount Barker, Narrogin, Northampton, Perth, Port Hedland, Wyndham, Canberra, Burnie, Devonport, Hobart, Launceston, Adelaide, Port Augusta, Christmas Island, Cocos Islands. Falkland Islands

QAG NCAC 2011

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

This morning . . . .

Explore the expectations of the revised NQF

Unpack the three Exceeding themes

Preparing for Assessment and Rating

Q & A

Not many people really like change

NQF – Some background to the changes

Do we get it right and then roll it out?

Or

Do we roll it out and evaluate after the first 2 years?

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

Changes to the NQS

15 standards instead of 18, and 40 elements instead of 58

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

Revised NQS

The quality areas are mostly the same

The colours have changed!

All quality areas now have 2 standards except for QA 1

Each standard and element has a key concept

The language used can be more readily and consistently understood

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 observe:

• educators providing experiences for children that actively promote or initiate the investigation of ideas, complex concepts and thinking, reasoning and hypothesising by, for example: engaging children in exploration of creative arts such as musical rhythms or beat, or lines or shapes in visual arts

Also in Element 1.1.1 (Approved learning framework)

Assessors may discuss:

• how learning outcomes are promoted through the program and children’s experiences

• how the service communicates learning outcomes for children with their families

Element 1.1.2 (Child-centred) Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program

Assessors may observe educators

»» observing, listening and talking with children for sustained periods of time and paying close attention to what they are saying, thinking and doing

»» demonstrating flexibility in program delivery to incorporate children’s ideas, culture and interests to ensure that experiences are relevant and engaging

»» integrating children’s emerging ideas to support their participation in the program

Element 1.1.2 (Child-centred) Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program

Assessors may observe children

»» engaging in play during long periods of uninterrupted time.

Assessors may sight:

• examples of how educators plan programs that are responsive to children’s knowledge, strengths, ideas, culture, abilities and interests

• evidence that information about each child, their family, culture and community is collected and used to plan programs

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.


• 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)


• ‘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.


• 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).

Element 2.1.3 (Healthy lifestyle) Healthy eating and physical activity are promoted and appropriate for each child.

Assessors may observe

• educators planning and implementing opportunities for children to engage in dance, creative movement and drama and to respond to traditional and contemporary music and storytelling

Explore the fine print in order to meet the NQS

Then 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.

Changes to the Excellent rating

The fee for Excellent rating applications will be removed.

Applications will be limited to services rated Exceeding NQS in all Quality Areas.

Exceeding themes


On-the-same-page

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 practice Standard 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.


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

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

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 why Not 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. Educators often frame their reflective practice within a set of overarching questions.’ (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

Critical reflection

Quality Area 1

Exceeding themes Quality Area 1: Educational program and practice

What are some key words/concepts/phrases that you notice are within each theme?


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.

Which theorists or theoretical perspectives jump into your

head?

Theoretical perspectives referred to in the EYLF:

Developmental

Socio-cultural

Socio-behaviourist

Critical

Post-structuralist

Implementing practice without theory or knowledge is not professional.

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.

As we implement change we continue with this cycle.

PSC Alliance Fact Sheet – Reflecting on Practice

www.childaustralia.org.au

Reflective practice cycle

Reflect - to ponder, mull over or think about

Reframe - to look at practice in new ways, to decide if things could be done differently

Plan/Act - to try new practices

Revisit - how is it working, do we need to change/alter/plan again?

Thinking about practice, EYLF PLP e-Newsletter 21

1. Reflect

Identify an issue or topic

Gather evidence

Talk to children, families & other professionals

2. Reframe

Who benefits?

Who is disadvantaged?

Is there another way? What could be

improved?

How does it meet the big ideas of the EYLF?

3. Plan/Act

Decide and plan any changes that may be

necessary.

Change or modify practice

4. Review

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






Use reputable sources such as:

ACECQA

ECRH

ECA’s Learning Hub

ELAA

Attend professional learning workshops, conferences or network meetings

Network with other educators and services

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)

Use your QIP to demonstrate how you are meeting the Exceeding Themes


• how the service:

»» collects and uses information from a range of sources as part of the process of self-assessment and planning for quality improvements

»» engages in reflective practice on inclusion in the service’s Quality Improvement Plan

• processes for regularly updating the Quality Improvement Plan and identifying new goals and strategies for quality improvement


• the service’s Quality Improvement Plan displayed so that families and staff can view the current goals and strategies for quality improvement

• the documented process for ongoing self-assessment, planning and review against the National Quality Standard

• systems for collecting information from families, children and staff members about their perceptions of the service.

NO

OR

Some hints . . .

• If it is too long, it will be harder for everyone to remember and to stay focussed on improvements

• It needs to be reviewed regularly to see whether or not the improvements have occurred by the estimated time-line AND progress updated

• Services don't get rated on how well they write it!

Self-assessment

Identify strengths and improvements

needed

Plan improvements and

include in QIP

Implement improvements

Review

Remember it is a Quality Improvement Plan

Copy and paste what has already been achieved into a new template called Achievements

Be proactive

Use the strengths section of your QIP to demonstrate how you are meeting the three Exceeding themes for each standard:

• Create headings for each Exceeding Theme

• Include actual examples of how you meet these (each service will meet them in different ways depending upon their philosophy, their context and their location)

Review the reflective questions in standard 7.2

• Do we need to collect additional or different data?

• In what ways does our service analyse feedback, complaints, serious incidents, injuries and illness to drive continuous improvement?

• How are resources allocated and targeted to support our QIP?

• How can the guiding principles be considered in our self-assessment process?

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

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.

Let us take care of the children for they have a long way to go Let us take care of the elders

for they have come a long way And let us take care of the ones in between

For they are doing the work

Nelson Mandela

References and further reading

ACECQA (February 2017) Changes to the National Quality Framework.

http://files.acecqa.gov.au/files/NQF/SummaryOfChangesToTheNQF.pdf

ACECQA (April 2017) Comparison between current and revised National Quality Standard.

http://files.acecqa.gov.au/files/NQF/ComparisonBetweenCurrentandRevisedNQS.pdf

ACECQA (April 2017) Revised National Quality Standard and other changes.

http://files.acecqa.gov.au/files/NQF/RevisedNQSandOtherChanges.pdf

ACECQA Slide Packs – Changes to the NQS Presentation & Quest for Quality game.

http://www.acecqa.gov.au/nqf-changes/information-sheets-and-resources

Early Childhood Resource Hub (ECRH)

http://www.ecrh.edu.au/

Education Council (2017) Decision Regulatory Impact Statement for Changes to the National Quality Framework

http://scseec.edu.au/site/DefaultSite/filesystem/documents/Reports%20and%20publications/Final%20NQF%20DRIS%20January%202017.pdf



















http://scseec.edu.au/site/DefaultSite/filesystem/documents/Reports and publications/Final NQF DRIS January 2017.pdf



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