National Quality Standard

This chapter describes the National Quality Standard. It includes information about practice, programs, environments and policies at the meeting the National Quality Standard level and questions to prompt reflection on the quality of education and care practice. Examples of what an authorised officer might observe, sight and discuss are outlined for each of the 40 National Quality Standard elements.

Exceeding Themes (see Exceeding NQS Theme Guidance)

This chapter also provides guidance to assist services and authorised officers consider whether a service is Exceeding National Quality Standard.

Exceeding National Quality Standard requires a service to go above and beyond what is expected at the Meeting National Quality Standard level for that Standard.

The higher benchmark for quality that is expected at the Exceeding NQS rating level is described by three Exceeding themes. To determine if a service meets this benchmark, authorised officers ask questions of the evidence they have gathered for each Standard against the Exceeding themes. This chapter describes the Exceeding themes, and provides guidance to assist authorised officers and services. That guidance includes questions to help guide services’ reflections for each of the 15 Quality Standards.

Additionally, questions used by authorised officers in reviewing whether evidence establishes Exceeding practice are provided for each of the three Exceeding Themes. Authorised officers will measure and analyse evidence they have gathered against each of these questions. Authorised officers need to determine an answer of ‘yes’ against all questions in all Exceeding themes for any Standard to be rated Exceeding NQS.

Exceeding NQS Theme Guidance

To achieve a rating of Exceeding NQS for any Standard, the Exceeding themes need to be demonstrated in service practice for that Standard:

1. Practice is embedded in service operations
2. Practice is informed by critical reflection
3. Practice is shaped by meaningful engagement with families and/or the community

This section describes each of the three Exceeding themes. It includes indicators and questions to assist services and authorised officers consider whether the quality of practice they observe is at the Exceeding NQS level. Further information on what is expected for each Standard is provided throughout the Guide.

The delivery of the NQF is guided by set objectives and guidelines to ensure consistent and effective function. 

Exceeding Theme 1: Practice is embedded in service operations

Overview

At the Exceeding level for any Standard, high quality practice is demonstrated consistently and frequently across the service. It is interwoven through all aspects of the program and is visible, directly or indirectly, in many forms.

At the Exceeding level, educators’ embedded practice is consistent with what is considered high quality practice in relation to the Standard. When practice is ‘embedded’ this means it is usual practice for the Standard. Members of the service team know and understand what is expected in regard to high quality practice for the Standard and consistently work at this level as appropriate for their role and responsibilities within the service.

When high quality practice is embedded, it is reflected across the service’s operations and systems. Observed and discussed practices align with the service’s philosophy, the vision, principles and practices of the approved learning framework/s, and policies and procedures that relate to the Standard.

At the Exceeding level, educators demonstrate a deep understanding of pedagogy. This leads to exemplary practice such as embedding high quality practice throughout service provisions, underpinning all practice with critical reflection and creating contextually appropriate practice for the service community. When educators demonstrate this they are able to link their practice with the National Quality Standards and the reasons behind this approach, in particular how it connects to the service philosophy and broader vision for quality.

Fundamentally, educators understand the themes of exceeding for high quality practice and for the purpose of improving learning and development outcomes for children.

What we aim to achieve with Exceeding Theme 1

When the service team approaches practice with a shared sense of understanding, purpose and agency, this creates a stable, high quality education and care environment that benefits children, families, and the broader service community.

The underlying consistency in intent and approach to practice across the service helps to create a sense of continuity, predictability, and security for each child. A consistent approach to practice does not mean that practice is rigid, unchanging, unreflective, or habit-based. Rather, practice is of high quality, thoughtful and intentional, but is also responsive to the everyday flow of events.

Understanding what is expected and why provides a basis for ongoing discussions about practice, and for ensuring systems are in place to re-think and refine practice, contributing to continuous quality improvement over time.

Assessment indicators for Exceeding Theme 1

Services may demonstrate Exceeding level practice for Standards in a variety of ways that suit their particular operating environment and approach to practice. The following list of indicators is designed to assist services and authorised officers to consider if practice is demonstrated at the Exceeding NQS level.

• Quality practice is demonstrated consistently and frequently across the service at all times.
• Members of the service team, as appropriate to their role and responsibilities within the service:
  • understand what is expected in regard to quality practice for the Standard and work consistently at this level
  • are able to explain how their practice in relation to the Standard connects to the service’s philosophy and supports the service’s broader vision for quality
  • are thoughtful and intentional in their practice for the Standard and respond confidently to the daily flow of events.
• Observed and discussed practice aligns with the service’s philosophy, the vision, principles and practices of the approved learning framework/s and programs in place, and any policies and procedures that underpin practice for the Standard.

Questions used by authorised officers to establish Exceeding NQS practice

Exceeding Theme 1

• Are high quality practices consistent across the service for this Standard?

If so:

• Does the service have processes to ensure consistent high quality practices are in place regardless of the staffing or situation on any given day?
• Do staff/educators have a shared understanding of the service’s approach to high quality practice for the Standard?
• Are you ‘seeing’ usual high quality practice in line with the service philosophy throughout the day? Consider in relation to all aspects of the Standard. Where relevant, this will include during:
  • meal times;
  • rest times; and
  • transition times.

A tailored list of reflective questions for services for each Standard is included in the National Quality Standard.

Exceeding Theme 2: Practice is informed by critical reflection

Overview

Critical reflection means continually thinking about, questioning, analysing and re-evaluating practice to identify where further improvements could be made for educators, children and families. It involves engaging with diverse perspectives and evaluating these in context, leading to pedagogical decisions and actions that are transformative. 

Critical reflection informs future practice in ways that demonstrate an understanding of each child’s learning, development and wellbeing, and have implications for equity and social justice (Early Years Learning Framework; Framework for School Age Care). 

At the Exceeding level for any Standard, members of the service team engage in ongoing critical reflection on their practice, as appropriate for their role and responsibilities within the service. Individually and as a team they:

• ask why and how questions of themselves and each other, such as:
  • Why do we do that?
  • Why do we do it in this way?
  • How does this practice contribute to improved outcomes for all children and families?
  • Does this practice advantage some children and families and disadvantage others?
  • Does this practice include any stereotyping, bias or inequity?
  • Does this practice need to change?
  • How can we improve this practice?
• consider the theoretical perspectives underpinning their actions and decision-making
• seek different views and opinions and are open to exploring possibilities that they may not have previously considered
• draw on various sources of knowledge and research evidence, and evaluate these sources for their credibility and relevance as well as their ‘fit’ to the context of the service
• consider the rationale behind new ideas and practices to assess if they align with the approved learning framework and the philosophy of the service.

Respect, trust and collegiality are valued so that all members of the service team are able to raise concerns, ask difficult questions, challenge the way things are currently done, and create change in the approach to practice across the service.

The service is responsive to issues, incidents, complaints or feedback. All members of the service team are willing to reconsider their views and re-evaluate their practice, and are mindful of their responsibility to make ethical and well-informed decisions.

What we aim to achieve with Exceeding Theme 2

Engaging in critical reflection supports the service team to make well-informed decisions and plans, to implement and evaluate carefully considered changes to their practice, and to respond with integrity to complex situations and challenges. It also assists them to articulate the reasons for their decisions and practices and to be accountable to children, families, colleagues and communities for their choice of approaches.

Continuously reflecting on practice assists educators to become increasingly thoughtful about their work and motivated to explore new ideas and approaches. Reflective practice supports educators to continue their ongoing professional learning by further developing their knowledge, skills and practices. It also encourages them to stay focussed on continuous quality improvement to improve outcomes for children.

Assessment indicators for Exceeding Theme 2

Services may demonstrate Exceeding level practice for standards in a variety of ways that suit their particular operating environment and approach to practice. The following list of indicators is designed to assist services and authorised officers to consider if practice reflects critical reflection as expected at the Exceeding NQS level.

• Practice is systematically and regularly reflected on and implications for further improvements are purposefully identified and implemented.
• Ongoing learning and quality improvements occur through a systematic cycle of inquiry.
• All members of the service team, as appropriate to their role and responsibilities:
  • are aware of the influences on their practice including the key theoretical perspectives identified in the approved learning framework/s and are able to describe how they draw on these in their work
  • can identify personal, professional and organisational values in relation to practice
  • are comfortable raising concerns and challenging the way things are done, with the expectation that their views will be valued and considered
  • are mindful of their responsibility to make ethical and informed decisions
  • consider the social justice and equity implications of their practice.
• Decision-making processes draw on diverse perspectives, which are considered in relation to how they align with the service philosophy and the approved learning framework/s used at the service.
• Reasons for decisions that result in changes to practice are clearly understood by all.
• The service is responsive to issues, incidents, complaints or feedback, and these inform ongoing quality improvement.

Questions used by authorised officers to establish Exceeding NQS practice

Exceeding Theme 2

• Is the service reflecting on its practice for this Standard?

If so:

• Is it critical reflection? Critical reflection may:
  • involve robust debate;
  • reference theorists, or current research or information from outside the service;
  • incorporate social justice considerations;
  • hypothesise, test and evaluate different approaches to doing things;
  • aid the service in responding to complex situations, challenges and expectations;
  • involve more than repetition of events that occurred, identifies underlying concepts of significance.
• Can decisions about practice at the service be linked back to critical reflection, and is this evident in observable practice?
• Have staff/educators, relevant to their roles and responsibilities, shown:
  • a clear understanding of the reasons behind any changes to their practice or continuation of their current practice?
  • the ability to articulate what they are doing and why?

A tailored list of reflective questions for services for each Standard is included in the National Quality Standard.

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

Overview

At the Exceeding level for any Standard, practice is informed by meaningful engagement with children, families and the community and is suited to the unique context of the service.

Educators learn from, and build on the strengths of children, families, colleagues and the community. They view secure, respectful and reciprocal 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 funds of knowledge, capacities, expertise and resources within families, the community and colleagues, including professionals from local support agencies. Educators look for opportunities to build purposeful collaborations and partnerships that utilise and extend these strengths in ways that contribute to achieving the aspirations and priorities of children, families and the service.

Respect for different perspectives is central to the culture of the service. This respect is evident in the way educators seek input, guidance and feedback from all involved in the service, including children. Educators are committed to listening to children’s voices and to trying to understand their perspectives so that they can honour children’s rights to have input into matters that affect them.

Each service has a unique context that is shaped by its families, community and location. Diversity in factors such as language, cultural identity, child rearing practices, values and beliefs contributes to the unique depth and complexity of each service. At the Exceeding level for any Standard, practice is suited to and draws inspiration from this unique context. The service team is culturally responsive and inclusive, modelling and actively promoting respect and valuing of diversity with children, families, colleagues and the community.

Educators demonstrate a genuine commitment to embed Aboriginal and Torres Strait Islander perspectives in all aspects of the curriculum. Being culturally responsive includes respecting and working collaboratively with culturally and linguistically diverse children and families. Cultural responsiveness is evident in everyday practice when educators demonstrate an ongoing commitment to developing their own cultural knowledge in a three-way process with children, families and communities (Early Years Learning Framework; Framework for School Age Care). Educators take every opportunity to extend children’s understanding of their local context and of their wider world.

What we aim to achieve with Exceeding Theme 3

Services that demonstrate that they are Exceeding the NQS do so in ways that are unique to the children, families and context of their service. Educators consider the children and families who are using the service as well as the particular characteristics, priorities and strengths of the local community when planning, delivering and reflecting on everyday practice. This results in practice that is tailored and responsive to the needs of the children, families and community.

Children learn and develop in the different contexts in which they live. They are more likely to be confident and involved learners when they see connections and experience continuity of learning between their different contexts. Drawing on the strengths of the service context fosters a culture of inclusiveness that enhances families’ sense of belonging, making it more likely that they will sustain their engagement with the service. It also provides opportunities for children to develop a sense of identity, to actively participate and see themselves as agents of change in a tolerant and diverse world.

Assessment indicators for Exceeding Theme 3

Services may demonstrate Exceeding level practice for Standards in a variety of ways that suit their particular operating environment and approach to practice. The following list of indicators is designed to assist services and authorised officers to consider if practice reflects meaningful engagement with families and/or the community and suits the unique context of the service as expected at the Exceeding NQS level.

• Practice reflects, utilises and builds on the unique strengths and priorities of children and families at the service.
• The service actively builds and maintains relationships with families and/or community partners, drawing on a range of communication strategies to support meaningful participation by all.
• Opportunities are regularly provided for family and/or community partners to meaningfully participate in service decisions and solve problems.
• Practice suits the unique environmental context and/or location of the service.
• Practice reflects the cultural and community context of the service.
• The voices of children are valued and taken into account.
• Practice fosters a sense of inclusiveness and belonging for children, families, the service team, and the broader community.

Questions used by authorised officers to establish Exceeding NQS practice

Exceeding Theme 3

• Does the service engage with families and/or the community (local communities, community organisations, Aboriginal and Torres Strait Islander communities and local support agencies) in relation to this Standard?

If so:

• Is the engagement meaningful? Meaningful engagement may, but does not have to:
  • be consistent and ongoing;
  • make families and/or the community integral in the decision-making process;
  • involve actively seeking and carefully considering and valuing family and community feedback;
  • result in shared decision making and problem solving;
  • foster a culture of inclusiveness and sense of belonging;
  • result in practice that is tailored and responsive to the needs of the children, families and the community.
• Does this meaningful engagement inform and shape practice?
• Does the way in which the service engages with families and/or the community reflect the service and its context?

A tailored list of reflective questions for services for each Standard is included in the National Quality Standard.