The Importance of Critical Reflection
In the early childhood education and care sector, critically reflecting on our practices is of utmost importance. It allows us to continuously improve and provide the best possible experiences for the children in our care. Reflective practice enables us to delve deeper into our beliefs, values, and assumptions, and to question and challenge existing practices. By engaging in critical reflection, we gain valuable insights into the effectiveness of our pedagogical approaches, identify areas for growth and development, and make informed decisions that positively impact the learning and development of young children.
To support your reflective journey, we have curated a set of thought-provoking questions based on the National Quality Framework (NQF) quality areas.
QUALITY AREA 1 - EDUCATIONAL PROGRAM AND PRACTICE
QUALITY AREA 2 – CHILDREN'S HEALTH AND SAFETY
QUALITY AREA 3 – PHYSICAL ENVIRONMENT
QUALITY AREA 4 – STAFFING ARRANGEMENTS
QUALITY AREA 5 - RELATIONSHIPS WITH CHILDREN
QUALITY AREA 6 - COLLABORATIVE PARTNERSHIPS WITH FAMILIES AND COMMUNITIES
QUALITY AREA 7 - GOVERNANCE AND LEADERSHIP
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QUALITY AREA 1 - EDUCATIONAL PROGRAM AND PRACTICE
The aim of Quality Area 1 of the National Quality Standard is to ensure that the educational program and practice is stimulating and engaging, and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.
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.
Element 1.1.2 - Child-centred: Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.
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
Questions to help guide reflective practice for National Quality Standard 1.1
- How do we develop our understanding of the approved learning framework that we use in our service to foster learning outcomes for all children?
- How do we support all children to progress towards the learning outcomes
- How do we learn about each child’s knowledge, strengths, ideas, culture, abilities and interests?
- How do we make decisions about children’s daily experiences and routines, and who is involved in making these decisions?
- How do we use the learning outcomes to guide our goals and subsequent planning for individual children and groups of children?
- How do we plan and implement educational programs that are relevant and engaging for children?
- How do we ensure that experiences and routines are child-centred rather than adult-directed or clock-driven
- How do we support every child’s participation in the program?
- What experiences do we provide for children to work independently and collaboratively?
- How do we use conversations and interactions with children to make routine times enjoyable and meaningful learning opportunities?
- How do we develop a shared understanding of the learning outcomes and their importance to families?
- How do we ensure that children develop strong attachments and a sense of belonging in our service?
- How do we apply our knowledge of learning and development, and the content of the learning framework to this age group?
- How do we incorporate learning outcomes into leisure opportunities and the everyday experiences we provide
- How do we provide problem-solving, inquiry and challenge-based learning experiences for children to support their prior learning?
- How do we provide a differentiated curriculum that supports children’s varying capabilities, learning styles and interests?
- How do we incorporate the learning outcomes into everyday activities that children experience in the residence?
- What other activities or experiences can be incorporated into our program to ensure a range of learning opportunities for all children?
Standard 1.2 - Practice: Educators facilitate and extend each child’s learning and development.
Element 1.2.1 - Intentional teaching: Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
Element 1.2.2 - Responsive teaching and scaffolding: Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.
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.
Questions to help guide reflective practice for National Quality Standard 1.2
- How do we demonstrate intention in our practice and how does this impact on outcomes for children?
- How do we reflect on the range of intentional strategies suggested in the approved learning framework/s to support children’s development and learning (for example, modelling and demonstrating, open questioning, speculating, explaining, engaging in shared thinking and problem-solving?
- How responsive are we to children’s ideas, thinking and interests?
- How do we demonstrate that we value children’s ideas, thinking and interests?
- How do we extend the program and experiences being offered to each child and/or groups of children?
- How can we improve the ways in which we engage children in making decisions about their own learning?
- How do we arrange activities, routines and the physical environment to support children to make choices about what they would like to do and how they will do it?
- Do we provide children with the opportunity to make choices in circumstances where we promote their agency
- How do planned or intentional aspects of the program support spontaneous play and leisure experiences initiated by children?
Standard 1.3 - Assessment and planning: Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.
Element 1.3.1 - Assessment and planning cycle: Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.
Element 1.3.2- Critical reflection: Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
Element 1.3.3 - Information for families: Families are informed about the program and their child's progress.
Questions to help guide reflective practice for National Quality Standard 1.3
- How do we ensure that the way we document and plan for children’s learning aligns with current approaches
- How can we work collaboratively with each family to share information about children’s learning, development and participation in the program?
- How do we recognise and support continuity of learning at the service, and how does information gathered from each child’s home, school or other support service inform planning for continuity of learning?
- What do we do to critically reflect on and evaluate the program, how is this documented and how are our evaluations used to make informed curriculum decisions to improve outcomes for children?
- How do we use critical reflection when discussing programs with colleagues?
- How do we critically reflect on all aspects of pedagogical practice so that quality improvements occur?
QUALITY AREA 2 – CHILDREN'S HEALTH AND SAFETY
The aim of Quality Area 2 under the National Quality Standard is to safeguard and promote children’s health and safety, minimise risks and protect children from harm, injury and infection.
All children have the right to experience quality education and care in an environment that provides for their physical and psychological wellbeing and provides support for each child’s growing competence, confidence and independence.
Standard 2.1 - Health: Each child’s health and physical activity is supported and promoted.
Element 2.1.2 - Health practices and procedures: Effective illness and injury management and hygiene practices are promoted and implemented.
Element 2.1.3 - Healthy lifestyle: Healthy eating and physical activity are promoted and appropriate for each child.
Questions to help guide reflective practice for National Quality Standard 2.1
- How do we find out about individual children’s routines, and ensure that all relevant staff members are informed about these?
- How do we seek information from families about their children’s routine experiences, such as sleeping and toileting patterns, and support the same approaches within the service?
- How do we encourage and support mothers who wish to breastfeed in the service?
- How do we arrange routine times to ensure that children are able to follow their individual needs or preferences, including arrangements for children who do not need or wish to sleep or rest when other children do?
- How do we seek information from children and families about children’s well-being, physical comfort or personal needs, and support children sensitively within the service?
- How do we keep informed of, and implement, current practices and guidelines from recognised authorities in relation to child and adult immunisation, allergies and anaphylaxis, food safety and hygiene practices, administration of medication, rest and safe sleep requirements, sun safe practices?
- How do we find out about individual children’s health requirements, and ensure that all relevant staff members are informed about these?
- How do we maintain acceptable levels of hygiene while minimising the use of toxic products?
- How do we ensure that families are informed about and follow the service’s policy and guidelines for the exclusion of ill children?
- What arrangements do we have in place to regularly review and update our child health-related policies and procedures?
- How do we communicate with families if there is an outbreak of an infectious disease?
- How do family day care educators and co-ordinators discuss and manage risks associated with working in isolation, when managing children’s illnesses and injuries?
- What arrangements do we need to make for older children to independently administer their own medication?
- How do we ensure that all educators are familiar with current guidelines about healthy eating, physical activity, rest and safe sleeping?
- How do we ensure that all educators understand and implement correct procedures relating to food handling, transportation and storage?
- How do we plan food and beverages to meet the preferences of each child as well as their dietary and nutrition requirements, including during excursions or other special activities?
- How do we incorporate discussions and activities about healthy eating, physical activity and allergies into children’s everyday experiences so that each child is encouraged to make healthy food and beverage choices?
- How do we plan the program to ensure that there is a balance between planned and spontaneous active play as well as a balance between passive and active experiences?
- How do we set up the environment and resources to encourage and support children to engage in movement and physical play?
- How do we plan the program to include opportunities for active play during periods of inclement weather?
- How do we encourage children to solve problems in relation to physical challenges in the environment?
- How do we encourage play and recreational experiences that are child-initiated, child-directed, and appropriate for the age and capabilities of school-aged children?
Standard 2.2 - Safety: Each child is protected.
Element 2.2.1 - Supervision: At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
Element 2.2.2 - Incident and emergency management: Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
Element 2.2.3 - Child protection: Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.
Questions to help guide reflective practice for National Quality Standard 2.2:
- How do we identify potential supervision risks in the service?
- How do we plan to ensure that all areas used by children are effectively supervised, including when children are participating in high-risk activities or varying their activities?
- How do we plan to manage supervision of small groups of children who may need to be in a different space from the main group, such as children who sleep for longer periods than others ir at different times, children who take longer to finish mealtimes or children who want to engage in quiet, solo activities away from other groups of children?
- How do we identify, assess, manage and record hazards and potential risks for children, such as potentially dangerous products, plants, objects and animals at the service, and how often do we do this?
- How do we ensure children are alerted to safety issues and encouraged to develop the skills to assess and manage risks to their own safety?
- How do we ensure that all equipment and materials used in the service meet relevant safety standards, including bedding and sun protection resources and equipment?
- How do we conduct risk assessments for potential excursions and plan for children’s safety during excursions?
- How do we identify which emergency procedures and specific action plans are required for our service and how often do we practise these? What recognised authorities are consulted in the development of these plans?
- How do we maintain an awareness of the people who have contact with children at the service and/or who collect children from the service?
- How do we keep up to date with current legislation in our state or territory in relation to child protection, and ensure that all staff understand how to report their concerns about child protection issues?
- How do we discuss and manage supervision risks associated with working in isolation?
- How do we discuss and manage transport arrangements, including supervision and safety considerations (for example, child safety in educators’ vehicles and safe fitting of car seats)?
- How do we keep up to date with current information on travelling safely, such as bus travel and bike safety?
QUALITY AREA 3 – PHYSICAL ENVIRONMENT
The aim of Quality Area 3 under the National Quality Standard is to ensure that the physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.
The way that the environment is designed, equipped and organised determines the way that the space and resources are used and has the potential to maximise children’s engagement and level of positive experience and inclusive relationships.
Standard 3.1 - Design: The design of the facilities is appropriate for the operation of a service.
Element 3.1.1 - Fit for purpose: Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
Element 3.1.2 - Upkeep: Premises, furniture and equipment are safe, clean and well maintained.
Questions to help guide reflective practice for National Quality Standard 3.1:
- How does the environment support children’s learning? What barriers do we need to overcome?
- What processes are in place to monitor the cleanliness and safety of the premises, furniture and equipment?
- How does the design of the environment promote and foster children’s learning, development and well-being?
- How do we ensure that children are safe entering and leaving the service?
- How does the environment support the access of all children and families enrolled at the service and children who may enrol in the future?
- How do we ensure the environment is organised to meet supervision requirements, and also provide appropriate spaces and activities for children’s need for privacy and autonomy?
- How are FDC educators supported and encouraged to maintain the upkeep of their residence’s environment to ensure children’s safety and wellbeing?
Standard 3.2 - Use: The service environment is inclusive, promotes competence and supports exploration and play-based learning.
Element 3.2.1 - Inclusive environment: Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.
Element 3.2.2 - Resources support play-based learning: Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
Element 3.2.3 - Environmentally responsible: The service cares for the environment and supports children to become environmentally responsible.
Questions to help guide reflective practice for National Quality Standard 3.2:
- Is the environment welcoming, home-like and inviting for children and families (within the constraints of our setting)?
- What opportunities do we provide for children to be involved in planning, setting up and modifying the environment?
- How is the environment equipped and organised to cater for all ages and levels of capabilities?
- How are the backgrounds and cultures of families and the broader community reflected in the environment?
- How can the physical environment be adapted to include all children and provide for their needs and interests?
- How can we create a physical environment that welcomes and respects all children and families, and encourages their participation in learning experiences?
- How can we organise environments and spaces to provide children with opportunities to play independently as well as promote small and large group interactions, engage in unstructured play?
- How do we plan to use the physical space to support children in building relationships?
- How do we support children’s interaction between the indoor and outdoor environments?
- How does the organisation of the indoor and outdoor environment allow for a variety of uses by children and educators?
- How do we arrange indoor and outdoor spaces that support children’s access to materials and equipment?
- What adaptions can be made to the environment or additional resources introduced to provoke interest, creativity, sustained shared thinking and collaborative learning?
- How do we provide spaces that promote safe exploration, learning through play and interaction with the environment for children of all ages?
- What equipment do we provide that allows for multiple uses?
- How does the physical environment contribute positively to children’s developing autonomy and independence?
- What features in the physical environment encourage open-ended interactions, spontaneity, risk-taking, exploration, discovery and connection with nature?
- How do we regularly evaluate the effectiveness of learning environments and draw links to the intended learning outcomes?
- What messages are given to children about how the service cares for the environment?
- What strategies can we implement to support educators to model environmentally responsible practices, and foster children’s capacity to value and respect the broader environment?
- How can we access additional information, ideas and strategies to support children to take an active role in caring for the environment and contribute to a sustainable future?
- How do we foster children’s capacity to understand, care for and respect the natural environment and the interdependence between people, plants, animals and the land?
- What strategies are in place to provide appropriate levels of challenge to children while ensuring that younger children are safe?
- How do we ensure the environment provides a diverse range of meaningful learning experiences while maintaining a warm, homely environment for children?
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.
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.
Questions to guide reflection on practice for Standard 4.1
- How do our staffing arrangements support each child’s learning and development?
- How do our staffing arrangements support educators to direct their full attention to their work with children, including getting to know each child?
- How do our staffing arrangements support the consistent practice, including staff members’ and children’s transitions?
- How does our staffing roster support continuity of care and positive experiences for children on a day-to-day basis?
- How do we inform children and families when an educator is on leave and who will be working with them instead?
- How do we facilitate children’s and families’ familiarity with relief staff?
- How do we support relief staff to learn about and understand the service’s policies, processes?
- How do our staffing arrangements support educators to develop positive and respectful relationships with families?
- How do we provide feedback and support to educators so that they continue to learn and feel fulfilled, resulting in continuity of educators over time?
- How do we engage in reflective practice to support and encourage each other, support ongoing learning and focus on quality improvement?
- Do our service’s procedures support families to access alternative care when their usual educator is unavailable at short notice?
- What arrangements are in place to ensure that our principal office can support educators and families when children are in care overnight and at weekends?
- How do we communicate with educators and with families when there is a change of coordinator(s) 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.
Questions to guide reflection on practice for Standard 4.2
- How do we ensure that the service’s statement of philosophy reflects the different views, beliefs and values of the team?
- How do we acknowledge the personal strengths, professional experiences and diversity that our colleagues bring to our work?
- What beliefs about relationships between management, educators, coordinators and other staff are reflected in our statement of philosophy?
- How do we promote professionalism, confidentiality and ethical conduct?
- What strategies have we developed to ensure information is appropriately shared between management and service staff?
- How do we use critical reflection to challenge our beliefs?
- How do we promote the personal and collective strengths of our team?
- How do we share the successes of our team with families?
- What opportunities do we provide for educators, co-ordinators and other staff to have conversations and discussions to further develop their skills, or to improve practice and relationships? How do we ensure that everyone’s voice is heard and considered?
- What makes our service a positive place to work?
- What strategies do we use to find out how staff members feel about/within our team?
- How effective are the processes we have implemented to resolve any ethical issues that may arise?
- How regularly do we review Early Childhood Australia’s Code of Ethics (2016) and our own service’s code of conduct and service philosophy to ensure that our practices and policies align with current recognised approaches?
QUALITY AREA 5 - RELATIONSHIPS WITH CHILDREN
Reflecting is not only about what happened and why. It also guides our decision making. It forces us to analyse different aspects of experiences we offer to make judgements in what should be repeated, extended or changed.
The following questions are to be used as a guide for reflecting on each of the standards within Quality Area 5. Use the information from these questions to recognize good practice or to change and improve what is not working well. It can also be used as part of Self-Assessment or Quality Improvement Plan.
Standard 5.1 - Relationships between educators and children: Respectful and equitable relationships are maintained with each child.
Element 5.1.1 - Positive educator to child interactions: Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
Element - 5.1.2 Dignity and rights of the child: The dignity and rights of every child are maintained.
Questions to guide reflection on practice for Standard 5.1
- How do we build close, secure relationships with children of all ages, abilities, genders and backgrounds?
- How do we ensure children feel that they belong and are included in the service, can participate in all learning experiences and that their contributions are appreciated and recognised?
- How do we learn about individual children’s non-verbal cues and communication strategies, and the specific communication requirements of each child? How do we cater for and help each child to reach their potential?
- How do we promote children’s social and emotional competence?
- How do we identify and overcome potential barriers to inclusion at the service so that each child’s participation is supported?
- How do we respectfully engage in children’s play? What roles do we play?
- How do we deliberately, purposefully and thoughtfully interact with children to support their learning?
- What strategies and techniques do we use to extend and build on children’s comments and conversations?
- How do we respond to the distress some children experience when they have to adapt to unfamiliar routines, new people and new places?
- How do we respond sensitively and appropriately to all children’s efforts to communicate?
- How do we respond in a fair and consistent way to our own children and to the children who attend the service?
- How do we consider the rights of every child when planning and implementing the program?
- How do we encourage all children to understand their rights and the rights of others?
- How do our service’s policies and procedures support each child’s dignity and rights?
- How do we identify and minimise the impact of our own biases on our practices and relationships with children and families? How are children’s rights considered in these reflections?
- How do we support children to form and maintain positive relationships with others?
- How is a culture of respect, equity and fairness encouraged in the service? How is this communicated to educators, children and families?
- How do we model positive and respectful relationships with children?
- How do we support children’s development and understanding of respectful relationships?
Standard 5.2- Relationships between children: Each child is supported to build and maintain sensitive and responsive relationships.
Element 5.2.1 - Collaborative learning: Children are supported to collaborate, learn from and help each other
Element 5.2.2 - Self-regulation: Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
Questions to guide reflection on practice for Standard 5.2
- How do we promote a sense of community within the service?
- How do we foster positive relationships between members of the educator’s family and the children being educated and cared for?
- How do we plan the program and routines to ensure adequate time for children to engage in uninterrupted play experiences and projects of their own choosing, with a variety of peers and adults?
- How do educators plan and create opportunities for children to collaborate with others to progress their learning?
- How do we support individual children to engage with others in ways that are appropriate for each child’s development?
- How do we ensure that our policies regarding interactions with children and behaviour guidance reflect current information about child development and current recognised approaches in guiding young children’s behaviour?
- How do we reflect on our own experiences, beliefs and attitudes that may influence the way in which we guide children’s behaviour?
- How do we support children to recognise their own emotions and those of others?
- What opportunities do children have to make decisions about rules, expectations and consequences in relation to their own and others’ behaviour?
- How do we manage situations where we experience challenges in guiding the behaviour of a child or a group of children?
- How do we work with families, other professionals and support agencies to ensure that behaviour guidance strategies maintain the rights of each child to be included in the environment and program at all times? How are different expectations managed?
- How do we meet older children’s needs for independence and greater freedom?
- How do we ensure a consistent approach to guiding children’s behaviour between schools and the service as well as meeting the rights of children in a recreation and leisure program?
- How do we support educators when they are feeling stressed by, or are having difficulty coping with, a child’s behaviour? Reference: New Guide To The National Quality framework, ACECQA, Oct 2017
QUALITY AREA 6: COLLABORATIVE PARTNERSHIPS WITH FAMILIES AND COMMUNITIES
Quality Area 6 focuses on supportive, respectful relationships with families which are fundamental to achieving quality outcomes for children. Community partnerships that are based on active communication, consultation and collaboration also contribute to children’s inclusion, learning and wellbeing.
Standard 6.1 Supportive relationships with families: Respectful relationships with families are developed and maintained and families are supported in their parenting role.
Element 6.1.1 Engagement with the service: Families are supported from enrolment to be involved in the service and contribute to service decisions.
Element 6.1.2 Parent views are respected: The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing.
Element 6.1.3 Families are supported: Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.
Questions to guide reflection on practice for Standard 6.1
- How do we help all families to feel comfortable, welcome and valued at the service?
- Does our concept of family reflect the diversity of family structures in the service and the wider community?
- How could we improve our approach to support relationships with all families?
- How do we promote a common understanding of inclusion?
- How do we promote the benefits and value of inclusion for all children and families?
- How can we engage in genuine partnership with families to challenge and address stereotypical or biased views of family compositions?
- How do we listen to families and include their perspectives in the educational program?
- What role do families play in the service? How can we recognise their contributions?
- How do we share decision-making with families? What decisions can we make together with families?
- How does the information that families provide to the service contribute to operational decision-making?
- How does the service establish and maintain meaningful partnerships with all families?
- How can the service be more accessible to families?
- How do we communicate our philosophy and educational choices with families?
- What strategies are in place for information sharing between families and the service during orientation, settling in and onwards?
- What techniques or strategies do we use to communicate with families who have specific or diverse communication preferences?
- How can we find out if our communication strategies are reaching all families and if they would prefer other methods?
- How do we encourage families to contribute to their child’s experiences in ways that are meaningful for them?
- How do we learn about children’s families and others who are important in their lives?
- How do we respond when families make requests or express concerns?
- How do we find out and share information about the community resources that are relevant to our service and to the children in the service and their families?
- How do we support families to access community services and resources? How do we find out what kinds of support would be beneficial to families?
- How do we support and reassure families whose children are using an education and care service for the first time?
- How do we seek information that will assist children to manage separation from their primary caregiver without anxiety?
Standard 6.2 Collaborative partnerships: Collaborative partnerships enhance children’s inclusion, learning and wellbeing.
Element 6.2.1 Transitions: Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.
Element 6.2.2 Access and participation: Effective partnerships support children's access, inclusion and participation in the program.
Element 6.2.3 Community engagement: The service builds relationships and engages with its community.
While reflecting it forces us to analyse different aspects of experiences we offer to make judgements in what should be repeated, extended or changed. This enables us to develop and extend on children’s learning and build upon their knowledge and skills.
The following questions are to be used as a guide for reflecting on each of the standards within Quality Area 6. Use the information from these questions to recognize good practice or to change and improve what is not working well. It can also be used as part of Self-Assessment or Quality Improvement Plan.
Questions to guide reflection on practice for Standard 6.2
- How do we help all families to feel comfortable, welcome and valued at the service?
- Does our concept of family reflect the diversity of family structures in the service and the wider community?
- How could we improve our approach to support relationships with all families?
- How do we promote a common understanding of inclusion?
- How do we promote the benefits and value of inclusion for all children and families?
- How can we engage in genuine partnership with families to challenge and address stereotypical or biased views of family compositions?
- How do we listen to families and include their perspectives in the educational program?
- What role do families play in the service? How can we recognise their contributions?
- How do we share decision-making with families? What decisions can we make together with families?
- How does the information that families provide to the service contribute to operational decision-making?
- How does the service establish and maintain meaningful partnerships with all families?
- How can the service be more accessible to families?
- How do we communicate our philosophy and educational choices with families?
- What strategies are in place for information sharing between families and the service during orientation, settling in and onwards?
- What techniques or strategies do we use to communicate with families who have specific or diverse communication preferences?
- How can we find out if our communication strategies are reaching all families and if they would prefer other methods?
- How do we encourage families to contribute to their child’s experiences in ways that are meaningful for them?
- How do we learn about children’s families and others who are important in their lives?
- How do we respond when families make requests or express concerns?
- How do we find out and share information about the community resources that are relevant to our service and to the children in the service and their families?
- How do we support families to access community services and resources? How do we find out what kinds of support would be beneficial to families?
- How do we support and reassure families whose children are using an education and care service for the first time?
- How do we seek information that will assist children to manage separation from their primary caregiver without anxiety?
QUALITY AREA 7: GOVERNANCE AND LEADERSHIP
Whether you are reflecting on yourself or reflecting on others, reflective practices provide you with an opportunity to learn and draw open diverse knowledge, views, experiences, views and attitudes within yourself and others.
The following questions are to be used as a guide for reflecting on each of the standards within Quality Area 7. Use the information from these questions to recognize good practice or to change and improve what is not working well. It can also be used as part of Self-Assessment or Quality Improvement Plan.
Standard 7.1 Governance Governance supports the operation of a quality service.
Element 7.1.1 Service philosophy and purpose: A statement of philosophy guides all aspects of the service’s operations.
Element 7.1.2 Management systems: Systems are in place to manage risk and enable the effective management and operation of a quality service.
Element 7.1.3 Roles and responsibilities: Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.
Questions to guide reflection on practice for Standard 7.1
- What are the strengths of our management and administration systems that contribute to delivering a quality service for children and their families?
- How does our service’s governance contribute to the development of a service vision and purpose?
- How do we determine the appropriate management and governance structure at our service?
- How do we support the development of effective leaders at the service?
- What is the process for making decisions within the service and is this process fair and equitable?
- How can we improve the efficiency and effectiveness of our systems and processes?
- Does our management of confidential information meet requirements?
- To what extent does our statement of philosophy reflect our purpose, guide our practice and show a commitment to continuous improvement?
- How and when is our statement of philosophy reviewed?
- How do we address complaints? How is the complaints management process used to identify strategies for quality improvement?
- Is our complaints management system/process effective in supporting quality improvement and empowering families to express their concerns and suggestions?
- How can we ensure that families are able to contact the appropriate person when making a complaint?
- What systems are in place to ensure the service’s compliance with the National Law and Regulations?
- What systems are in place to regularly check the currency and validity of working with children checks, teaching registrations, first aid qualifications, and anaphylaxis and asthma management training?
- How and when are our policies and procedures reviewed?
- What systems are in place to ensure policies and procedures are being used to inform practice and is this information being communicated to families in respectful ways?
- How does the service involve stakeholders in consultation, evaluation and advisory processes?
- What information is provided to families about our governance structures?
Standard 7.2 Leadership Effective leadership builds and promotes a positive organisational culture and professional learning community.
Element 7.2.1 Continuous improvement: There is an effective self-assessment and quality improvement process in place.
Element 7.2.2 Educational leadership: The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.
Element 7.2.3 Development of professionals: Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.
Questions to guide reflection on practice for Standard 7.2
- How is the leadership in our service contributing to the development of a positive organisational culture?
- How can we develop the skills and capacity of team members in a way that leads to improved shared leadership?
- How are we creating opportunities for professional conversations?
- How do our performance management processes support continuous improvement?
- How can we share the collective knowledge of the team?
- What do we know about the rate of, and reasons for, turnover of educators, coordinators and staff members at this service?
- How can we structure our staffing arrangements to improve continuity of care for children?
- How does the evidence/data we collect inform our self-assessment and quality improvement processes? Do we need to collect additional or different data?
- How are children, families and communities included in evaluating the quality of our service?
- 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 quality improvement plan?
- How do we raise awareness of inclusion amongst service staff, and support educators to promote and reduce the barriers to inclusion for all children and families?
- What strategies are proving successful in building a professional learning community? How do we know they are successful
- How can we use the Assessment and Rating Instrument in our self-assessment process?
- How can the guiding principles of the National Law be considered in our self-assessment process?
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References for Quality Area 1: Educational program and practice + Further Reading: The Guide to the NQS chapter, within the Guide to the NQF, draws from a number of useful resources and publications.References for Quality Area 2 – Children's health and safety + Further Reading: The Guide to the NQS chapter, within the Guide to the NQF, draws from a number of useful resources and publications.
References for Quality Area 3 – Physical environment+ Further Reading: The Guide to the NQS chapter, within the Guide to the NQF, draws from a number of useful resources and publications.
References for Quality Area 4 – Staffing arrangements + Further Reading: The Guide to the NQS chapter, within the Guide to the NQF, draws from a number of useful resources and publications.
References for Quality Area 5: Relationships with children + Further Reading: The Guide to the NQS chapter, within the Guide to the NQF, draws from a number of useful resources and publications.
References for Quality Area 6: Collaborative partnerships with families and communities + Further Reading: The Guide to the NQS chapter, within the Guide to the NQF, draws from a number of useful resources and publications.
References for Quality Area 7: Governance and leadership + Further Reading: The Guide to the NQS chapter, within the Guide to the NQF, draws from a number of useful resources and publications.