Quality Area 4 – Staffing arrangements

The aim of Quality Area 4 under the National Quality Standard is to ensure the provision of qualified and experienced educators, coordinators and nominated supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.

Staffing arrangements

Standard 4.1 Staffing arrangements Staffing arrangements enhance children's learning and development.
Element 4.1.1 Organisation of educators The organisation of educators across the service supports children's learning and development.
Element 4.1.2 Continuity of staff Every effort is made for children to experience continuity of educators at the service.
Standard 4.2 Professionalism Management, educators and staff are collaborative, respectful and ethical.
Element 4.2.1 Professional collaboration Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.
Element 4.2.2  


Professional standards Professional standards guide practice, interactions and relationships. 

Quality Area 4 resources:

Staffing arrangements

Staffing for quality

Work health and safety in education and care services

Supporting educators in family day care and in home care

Policies in practice: recruitment of educators, staff and volunteers

Qualifications matter 


ACECQA Information sheet: Quality Area 4 – Belonging, being and becoming for educators

Creating a community of learners - pages 14-15

Conducting staff meetings - OSHC

Team building- OSHC

ECA Code of Ethics

Developing inclusive relationships among early childhood staff

The Early Years Learning Framework team meeting package

Creating positive workplace relations

Working with people who challenge us

A strengths-based approach to empowering educators as agents of change - FDC

A fine balance: understanding the roles educators and children play as intentional teachers and intentional learners within the EYLF