NQS Weekly Schedule
Click on the week you are currently working on to go to the professional development tools to self assess against the NQS Elements and to complete your QIP and Self Assessment Tool.
|1||27.1.20||6.1.1 Engagement with the service
Families are supported from enrolment to be involved in the service and contribute to service decisions.
|2||3.2.20||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
|3||10.2.20||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.
|4||17.2.20||Standard 6.1 Supportive Relationships with Families Exceeding Themes|
|5||24.2.20||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.
|6||2.3.20||5.1.2 Dignity and rights of the child
The dignity and rights of every child are maintained.
|7||9.3.20||Standard 5.1 Relationships between educators and children Exceeding Themes|
|8||16.3.20||5.2.1 Collaborative learning
Children are supported to collaborate, learn from and help each other.
Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
|10||30.3.20||No PD –focus on COVID-19 resources|
|10a||6.4.20||Policy Review only|
|Catch Up 10b||13.4.20||Policy Review only|
|11||20.4.20||Standard 5.2 Relationships between children Exceeding themes|
|12||27.4.20||Standard 1.3 Assessment and planning Exceeding Themes|
|13||4.5.20||2.1.1 Wellbeing and comfort
Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
|14||11.5.20||2.1.2 Health practices and procedures
Effective illness and injury management and hygiene practices are promoted and implemented.
|15||18.5.20||2.1.3 Healthy lifestyle
Healthy eating and physical activity are promoted and appropriate for each child.
|16||25.5.20||Standard 2.1 Health Exceeding Themes|
|17||1.6.20||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.
|18||8.6.20||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.
|19||15.6.20||3.2.3 Environmentally responsible
The service cares for the environment and supports children to become environmentally responsible.
|20||22.6.20||Standard 3.2 Use Exceeding Themes|
|Catch Up 20a||29.6.20|
|Catch Up 20b||6.7.20|
|21||13.7.20||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.
|22||20.7.20||4.2.2 Professional standards
Professional standards guide practice, interactions and relationships
|23||27.7.20||Standard 4.2 Professionalism Exceeding Themes|
|24||3.8.20||Standard 1.2 Practice Exceeding Themes|
|25||10.8.20||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.
Premises, furniture and equipment are safe, clean and well maintained.
|27||24.8.20||Standard 3.1 Design Exceeding Themes|
At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
|29||7.9.20||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.
|30||14.9.20||2.2.2 Incident and emergency management
Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
|Catch Up 30a||21.9.20|
|Catch Up 30b||28.9.20|
|31||5.10.20||Standard 2.2 Safety Exceeding Themes|
|32||12.10.20||Standard 1.1 Program Exceeding Themes|
|33||19.10.20||7.1.1 Service philosophy and purpose
A statement of philosophy guides all aspects of the service’s operations.
|34||26.10.20||7.1.2 Management systems
Systems are in place to manage risk and enable the effective management and operation of a quality service.
|35||2.11.20||7.1.3 Roles and responsibilities
Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.
|36||9.11.20||Standard 7.1 Governance Exceeding Themes|
Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities
|38||23.11.20||6.2.2 Access and participation
Effective partnerships support children’s access, inclusion and participation in the program.
|39||30.11.20||6.2.3 Community engagement
The service builds relationships and engages with its community.
|40||7.12.20||Standard 6.2 Collaborative partnerships Exceeding Themes|