Exceeding guidance for Standard 4.1: Staffing arrangements


The following guidance is questions for services to ask of their own practice to consider whether their service Exceeds the NQS in Standard 4.1.

Authorised officers determine the rating of each Standard by considering each theme in relation to each Standard descriptor.
For further information on the three Exceeding themes, including what authorised officers consider when reviewing whether evidence demonstrates a theme, see Exceeding NQS theme guidance.
You can find case studies describing examples of practice for this Standard at https://www.acecqa.gov.au/assessment/exceeding-themes

Questions to guide reflection on practice for Standard 4.1

Exceeding theme 1: Practice is embedded in service operations

  • How do educators, the educational leader, and co-ordinators demonstrate a deep understanding of the requirements of the Standard, concepts and the component elements, and a commitment to high quality practice at all times?
  • Is, at all times, purposeful consideration given to organisation of educators to ensure familiarity and continuity for children and a high quality learning and care environment?
  • How do all educators and co-ordinators:
    • explain how the organisation and continuity of educators enhances children’s wellbeing, learning and development?
    • demonstrate awareness of how decisions are made about the organisation of educators across the service?
    • understand and implement effective processes to support organisation and continuity of educators to enable the establishment and maintenance of secure relationships with children?
  • How does the observed and discussed approach to organisation and continuity of educators, including relief educators, consistently align with the service’s philosophy, policies and procedures?

Exceeding theme 2: Practice is informed by critical reflection

  • How is the service’s approach to organisation and continuity of educators:

    • reflective of robust debate, discussion, and opportunities for input by all educators, and informed by critical reflection and past incidents?
    • informed by the qualifications, strengths, priorities and professional development goals of educators?
    • informed by current recognised guidance?
  • Are any changes to the service’s approach to organisation and continuity of educators understood by all and implemented appropriately?
  • How are the service team:
    • reflecting together on opportunities to further enhance children’s wellbeing, learning and development through possible changes to the organisation of educators or improvement in staff continuity?
    • working together to implement agreed changes across the service where necessary?

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

  • How does the organisation and continuity of educators:

    • reflect the unique geographical, cultural and community context of the service?
    • welcome, reflect and draw on the voices, priorities and strengths of the children and families at the service and, in particular, family input on ways to support familiarity and continuity of their child’s learning and development at the service?
  • How are opportunities for collaboration with family and community partners built into the service’s approach to organisation and continuity of educators?
  • How does the service’s approach to organisation and continuity of educators support all children to participate fully in the service program at all times?
See the ACECQA Educational Leader Resource for information for educational leaders.