Quality Area 4: Staffing arrangements


Quality Area 4 of the National Quality Standard focuses on the provision of qualified and experienced educators who build secure, respectful and reciprocal relationships with children and young people, create predictable environments and encourage children’s active and meaningful engagement and participation in the learning program. A collaborative and ethical culture where professional standards guide all aspects of practice is critical to a quality service.

Educators’ professional judgements are central to their active role in facilitating children’s learning, development and wellbeing. Educators draw upon different theories, world views, knowledge and perspectives including developmental, socio-cultural and practice theories, and Aboriginal and Torres Strait Islander perspectives, to inform their approaches and practices to promote children’s learning, wellbeing and development (Early Years Learning Framework; Framework for School Age Care).

Educators continually seek ways to build their knowledge and skills and develop professional learning communities. Educators evaluate and critically reflect on the effectiveness of their planning and implementation of curriculum for children’s learning, wellbeing and development. Together as a team and with the involvement of children and families, educators establish a robust culture of critical reflection (Early Years Learning Framework; Framework for School Age Care). 

The approved provider, educational leader, nominated supervisor, co-ordinators and educators all play a vital role in establishing effective and ethical practices in the service. A sound philosophy guides decision-making, including decisions about the appropriate arrangement of appropriately qualified educators and staff members at the service. This helps to promote continuity of staff, which contributes to children’s learning, development and wellbeing.

Standards, elements and concepts

Quality Area 4 has two Standards that focus on the organisation and professionalism of educators, staff and management. These Standards are crucial to delivering quality outcomes for children under the National Quality Framework because:

  • professional and collaborative relationships between management, educators and staff support continuous improvement, leading to improved learning experiences and outcomes for children
  • careful organisation of staff contributes to the continuous support of each child’s learning and development in an effectively supervised environment
  • professional standards set quality benchmarks for educators’ practice and relationships.
QA4 Staffing arrangements
4.1Staffing arrangementsStaffing arrangements enhance children's learning and development.
4.1.1Organisation of educatorsThe organisation of educators across the service supports children's learning and development.
4.1.2Continuity of staffEvery effort is made for children to experience continuity of educators at the service.
4.2ProfessionalismManagement, educators and staff are collaborative, respectful and ethical.
4.2.1Professional collaborationManagement, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.
4.2.2Professional standardsProfessional standards guide practice, interactions and relationships.
See the ACECQA Educational Leader Resource for information for educational leaders.