Element 3.1.2 Upkeep – Premises, furniture and equipment are safe, clean and well maintained.

Click on the button below that best describes you and follow the simple steps. Complete each step as it will automatically write your QIP and Self Assessment Tool.

Educators

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you implement service cleaning schedules as rostered/required?
  2. Do you immediately remove broken or damaged resources or equipment or make sure children can’t access them?
  3. Do you create risk assessments for the physical environment, including assessments for all new potentially dangerous equipment and furniture that enters your room/service?

What Regulation goes with this NQS Element?

Reg 103 Premises, furniture and equipment to be safe, clean and in good repair

Who has to do what?

You must:

  • regularly clean and maintain the building, equipment and furniture
  • immediately remove broken and unsafe equipment and furniture
  • complete risk assessments for new equipment, furniture and resources that could injure children to ensure steps are taken to remove or minimise the risk.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Would families agree you immediately remove damaged resources or make sure children can’t access them?
  • Would team members agree you’re familiar with all service cleaning procedures including those for the bathroom, toilet, nappy change areas, rooms, high chairs, toys, cots and stretchers/beds, and sandpit?
  • Would team members agree you complete risk assessments for all new potentially dangerous equipment and furniture that enters your room/service?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

We had an instance recently where an educator was not cleaning the bathroom properly. The Nominated Supervisor spoke with her about cleaning expectations. We’ll see what happens in the coming weeks.


The green text is directly related to the meeting indicators for Element 3.1.2 on pages 184-185 of the NQS Guide.

We had an instance recently where an educator was not cleaning the bathroom properly. The Nominated Supervisor organised a meeting with the educator. She spoke with the educator about cleaning expectations and referred to our documented cleaning procedure. The educator was given a warning letter stating her cleaning practices needed to improve to meet our documented procedure (available in personnel file). The Nominated Supervisor also decided to display the procedure on the back of the bathroom door along with a cleaning schedule which all educators were required to sign off on when the cleaning was completed. The Nominated Supervisor set another meeting time with the educator for the following week to review her cleaning practices.


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 186-187.

We had an instance recently where an educator was not cleaning the bathroom properly. To ensure the bathroom was always safe, clean and well-maintained, the Nominated Supervisor organised a meeting with the educator. She spoke with the educator about cleaning expectations and referred to our documented cleaning procedure. The educator was given a warning letter stating her cleaning practices needed to improve to meet our documented procedure (available in personnel file). The Nominated Supervisor also decided to display the procedure on the back of the bathroom door along with a cleaning schedule which all educators were required to sign off on when the cleaning was completed. The Nominated Supervisor advised all room leaders of this change in practice and they discussed it with educators at the next room meeting to ensure al staff understood what was required. The Nominated Supervisor set another meeting time with the educator for the following week to review her cleaning practices. She also emailed a short questionnaire to families asking them for their views on service hygiene (see family communication file).

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Work Health and Safety Policy

  • The Approved Provider (AP) and Nominated Supervisor (NS) have a duty of care to ensure the health and safety of all everyone who enters the service. They will identify and eliminate or reduce all hazards and provide relevant training.
  • Educators, staff and volunteers have a responsibility to take care of their own health and safety and ensure their conduct does not adversely affect the health and safety of others.
  • The AP or NS will consult with educators, staff and volunteers about health and safety issues
  • Educators, staff and volunteers are entitled to elect a health and safety representative
  • The AP or NS must notify the Work Health and Safety Regulator as soon as they’re aware of a death or serious injury or illness at the service.

Physical Environment (WHS, Learning and Admin) Policy – Safety hygiene checks, cleaning, hazardous substances, extreme heat

The Approved Provider, Nominated Supervisor and/or educators will:

Safety/Hygiene Checks

  • carry our daily safety checks of premises before children arrive
  • carry our regular pest inspections using accredited pest control company
  • regularly inspect trees for potential risks
  • regularly organise testing of fire and electrical equipment
  • ensure visitors sign in and out

Cleaning

  • implement structured cleaning schedules
  • use the least toxic cleaning substance possible
  • use detergent to clean most surfaces
  • use colour-coded sponges to eliminate cross-contamination of different areas
  • wash toys at the end of each day, especially in younger children’s rooms, and immediately remove a toy for washing that has been sneezed on, mouthed, soiled or discarded by a child who has been unwell
  • make a new batch of play dough each week and get children to wash hands before and after using play dough
  • store cleaning equipment securely
  • clean the service at the end of each day and throughout the day as the need arises
  • clean up accidents and spills as quickly as possible

Hazardous substances

  • ensure dangerous substances have a Material Data Safety Sheet, are stored in original containers with original labels and are inaccessible to children
  • keep a register of all hazardous substances and equipment
  • ensure child resistant lids or caps are properly closed after use

Extreme Heat

  • implement steps in policy to protect all children from effects of abnormal hot weather eg regularly offer children water to drink, regularly sponge the faces of babies using cool, wet washers, ensure children are dressed in cool clothing and keep children indoors with air conditioning or fans

Room/Group Leader

  1. Set a goal for the week.
    Goal doesn’t always need to link to NQS Element. A goal can be used to solve a challenge or be positive improvement i.e. learning area setup
    Click here for goal template.
  2. Identify barriers
  3. Track the goal daily
  4. Celebrate achieved goal.

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you implement service cleaning schedules as rostered/required?
  2. Do you immediately remove broken or damaged resources or equipment or make sure children can’t access them?
  3. Do you create risk assessments for the physical environment, including assessments for all new potentially dangerous equipment and furniture that enters your room/service?

What Regulation goes with this NQS Element?

Reg 103 Premises, furniture and equipment to be safe, clean and in good repair

Who has to do what?

You must:

  • regularly clean and maintain the building, equipment and furniture
  • immediately remove broken and unsafe equipment and furniture
  • complete risk assessments for new equipment, furniture and resources that could injure children to ensure steps are taken to remove or minimise the risk.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Would families agree you immediately remove damaged resources or make sure children can’t access them?
  • Would team members agree you’re familiar with all service cleaning procedures including those for the bathroom, toilet, nappy change areas, rooms, high chairs, toys, cots and stretchers/beds, and sandpit?
  • Would team members agree you complete risk assessments for all new potentially dangerous equipment and furniture that enters your room/service?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

We had an instance recently where an educator was not cleaning the bathroom properly. The Nominated Supervisor spoke with her about cleaning expectations. We’ll see what happens in the coming weeks.


The green text is directly related to the meeting indicators for Element 3.1.2 on pages 184-185 of the NQS Guide.

We had an instance recently where an educator was not cleaning the bathroom properly. The Nominated Supervisor organised a meeting with the educator. She spoke with the educator about cleaning expectations and referred to our documented cleaning procedure. The educator was given a warning letter stating her cleaning practices needed to improve to meet our documented procedure (available in personnel file). The Nominated Supervisor also decided to display the procedure on the back of the bathroom door along with a cleaning schedule which all educators were required to sign off on when the cleaning was completed. The Nominated Supervisor set another meeting time with the educator for the following week to review her cleaning practices.


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 186-187.

We had an instance recently where an educator was not cleaning the bathroom properly. To ensure the bathroom was always safe, clean and well-maintained, the Nominated Supervisor organised a meeting with the educator. She spoke with the educator about cleaning expectations and referred to our documented cleaning procedure. The educator was given a warning letter stating her cleaning practices needed to improve to meet our documented procedure (available in personnel file). The Nominated Supervisor also decided to display the procedure on the back of the bathroom door along with a cleaning schedule which all educators were required to sign off on when the cleaning was completed. The Nominated Supervisor advised all room leaders of this change in practice and they discussed it with educators at the next room meeting to ensure al staff understood what was required. The Nominated Supervisor set another meeting time with the educator for the following week to review her cleaning practices. She also emailed a short questionnaire to families asking them for their views on service hygiene (see family communication file).

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Work Health and Safety Policy

  • The Approved Provider (AP) and Nominated Supervisor (NS) have a duty of care to ensure the health and safety of all everyone who enters the service. They will identify and eliminate or reduce all hazards and provide relevant training.
  • Educators, staff and volunteers have a responsibility to take care of their own health and safety and ensure their conduct does not adversely affect the health and safety of others.
  • The AP or NS will consult with educators, staff and volunteers about health and safety issues
  • Educators, staff and volunteers are entitled to elect a health and safety representative
  • The AP or NS must notify the Work Health and Safety Regulator as soon as they’re aware of a death or serious injury or illness at the service.

Physical Environment (WHS, Learning and Admin) Policy – Safety hygiene checks, cleaning, hazardous substances, extreme heat

The Approved Provider, Nominated Supervisor and/or educators will:

Safety/Hygiene Checks

  • carry our daily safety checks of premises before children arrive
  • carry our regular pest inspections using accredited pest control company
  • regularly inspect trees for potential risks
  • regularly organise testing of fire and electrical equipment
  • ensure visitors sign in and out

Cleaning

  • implement structured cleaning schedules
  • use the least toxic cleaning substance possible
  • use detergent to clean most surfaces
  • use colour-coded sponges to eliminate cross-contamination of different areas
  • wash toys at the end of each day, especially in younger children’s rooms, and immediately remove a toy for washing that has been sneezed on, mouthed, soiled or discarded by a child who has been unwell
  • make a new batch of play dough each week and get children to wash hands before and after using play dough
  • store cleaning equipment securely
  • clean the service at the end of each day and throughout the day as the need arises
  • clean up accidents and spills as quickly as possible

Hazardous substances

  • ensure dangerous substances have a Material Data Safety Sheet, are stored in original containers with original labels and are inaccessible to children
  • keep a register of all hazardous substances and equipment
  • ensure child resistant lids or caps are properly closed after use

Extreme Heat

  • implement steps in policy to protect all children from effects of abnormal hot weather eg regularly offer children water to drink, regularly sponge the faces of babies using cool, wet washers, ensure children are dressed in cool clothing and keep children indoors with air conditioning or fans

Educational Leader

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Together as a team, use what you do (from your brainstorming session and the checklist) to write 6 short sentence that show “how” you are doing it. We’ve chosen 3 questions from the checklist for you. Why are you doing this? QIP’s need to have personalised stories about your practice so the assessor can ask you about why and how you do things. The sentences below can be used for Friday’s QIP writing section.

  1. Do you implement service cleaning schedules as rostered/required?
  2. Do you immediately remove broken or damaged resources or equipment or make sure children can’t access them?
  3. Do you create risk assessments for the physical environment, including assessments for all new potentially dangerous equipment and furniture that enters your room/service?

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Would families agree you immediately remove damaged resources or make sure children can’t access them?
  • Would team members agree you’re familiar with all service cleaning procedures including those for the bathroom, toilet, nappy change areas, rooms, high chairs, toys, cots and stretchers/beds, and sandpit?
  • Would team members agree you complete risk assessments for all new potentially dangerous equipment and furniture that enters your room/service?

You have discovered where your practice is compared to the NQS Guide (comparing what you currently do and the checklist). This is the process of self-assessment. If you have discovered practices, processes, checklist areas you need to improve upon, write them below. This section will be copied into your QIP.

We had an instance recently where an educator was not cleaning the bathroom properly. The Nominated Supervisor spoke with her about cleaning expectations. We’ll see what happens in the coming weeks.


The green text is directly related to the meeting indicators for Element 3.1.2 on pages 184-185 of the NQS Guide.

We had an instance recently where an educator was not cleaning the bathroom properly. The Nominated Supervisor organised a meeting with the educator. She spoke with the educator about cleaning expectations and referred to our documented cleaning procedure. The educator was given a warning letter stating her cleaning practices needed to improve to meet our documented procedure (available in personnel file). The Nominated Supervisor also decided to display the procedure on the back of the bathroom door along with a cleaning schedule which all educators were required to sign off on when the cleaning was completed. The Nominated Supervisor set another meeting time with the educator for the following week to review her cleaning practices.


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 186-187.

We had an instance recently where an educator was not cleaning the bathroom properly. To ensure the bathroom was always safe, clean and well-maintained, the Nominated Supervisor organised a meeting with the educator. She spoke with the educator about cleaning expectations and referred to our documented cleaning procedure. The educator was given a warning letter stating her cleaning practices needed to improve to meet our documented procedure (available in personnel file). The Nominated Supervisor also decided to display the procedure on the back of the bathroom door along with a cleaning schedule which all educators were required to sign off on when the cleaning was completed. The Nominated Supervisor advised all room leaders of this change in practice and they discussed it with educators at the next room meeting to ensure al staff understood what was required. The Nominated Supervisor set another meeting time with the educator for the following week to review her cleaning practices. She also emailed a short questionnaire to families asking them for their views on service hygiene (see family communication file).

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.

Nominated Supervisor

The following is an example of a Code of Conduct. These types of codes must be negotiated and agreed upon by the service. Please review your Code of Conduct and compare with the one below. Change or add accordingly to your services needs and requirements.

The Approved Provider, Nominated Supervisor, educators, staff members, volunteers and students will uphold the following ethical conduct principles at all times, and promote positive interactions within the Service and the local community.

  1. Commitment to our Service philosophy and values, including the promotion of a meaningful connection to the NQF and best practice in early childhood education in partnership with our families
  2. Effective, open and respectful two-way communication and feedback between employees, children, families and management
  3. Honesty and integrity in all interactions between children, families, employees and managers
  4. Consistency and reliability in all exchanges with children, families, employees and managers
  5. Commitment to a workplace which values and promotes the safety, health and wellbeing of employees, volunteers, children and families.

Commitment to an Equal Opportunity workplace and culture which values the knowledge, experience and professionalism of all employees, team members and managers, and the diverse heritage of our families and children.

Why are you doing the checklist?

The practices identified in the checklist are what the assessor needs to see you do so they can check you’re ‘meeting the NQS.’ If you embed all the things in the checklist, then you are meeting the Element. If there’s something on the checklist that you’re not doing, then you need to either adjust your practice to do it, or ask for help and training to do what’s on the checklist ie work with your educational leader or room leader who should teach/coach you how to do it.

Step 1 Critical Reflection
The EYLF and MTOP say “Critical reflection involves closely examining all  aspects of events and experiences from different perspectives.” There is no checklist for critical reflection, it is all about other peoples perspectives.

Select one or more from below or from the checklist to critically reflect upon:

  • Would families agree you immediately remove damaged resources or make sure children can’t access them?
  • Would team members agree you’re familiar with all service cleaning procedures including those for the bathroom, toilet, nappy change areas, rooms, high chairs, toys, cots and stretchers/beds, and sandpit?
  • Would team members agree you complete risk assessments for all new potentially dangerous equipment and furniture that enters your room/service?

Your team crave feedback on their weekly Centre Support professional development.

Getting appropriate feedback and seeing actions which come from their comments and reflections inspires them to keep on completing the professional development. It’s important therefore that you read the Educators’ section and make sure you and/or the Educational Leader:

  • action the checklist results eg if educators ask for help by answering ‘T’ they get the help they need
  • follow up their critical reflection ie help implement outcomes
  • use their QIP contributions and celebrate them with your educators.

We had an instance recently where an educator was not cleaning the bathroom properly. The Nominated Supervisor spoke with her about cleaning expectations. We’ll see what happens in the coming weeks.


The green text is directly related to the meeting indicators for Element 3.1.2 on pages 184-185 of the NQS Guide.

We had an instance recently where an educator was not cleaning the bathroom properly. The Nominated Supervisor organised a meeting with the educator. She spoke with the educator about cleaning expectations and referred to our documented cleaning procedure. The educator was given a warning letter stating her cleaning practices needed to improve to meet our documented procedure (available in personnel file). The Nominated Supervisor also decided to display the procedure on the back of the bathroom door along with a cleaning schedule which all educators were required to sign off on when the cleaning was completed. The Nominated Supervisor set another meeting time with the educator for the following week to review her cleaning practices.


Below is a case study that demonstrates how the Exceeding themes 1 Embedded Practice, 2 Critical Reflection and 3 Meaningful engagement with families and communities link into practice. The blue text is based on or directly quotes the exceeding indicators in the NQS Guide pages 186-187.

We had an instance recently where an educator was not cleaning the bathroom properly. To ensure the bathroom was always safe, clean and well-maintained, the Nominated Supervisor organised a meeting with the educator. She spoke with the educator about cleaning expectations and referred to our documented cleaning procedure. The educator was given a warning letter stating her cleaning practices needed to improve to meet our documented procedure (available in personnel file). The Nominated Supervisor also decided to display the procedure on the back of the bathroom door along with a cleaning schedule which all educators were required to sign off on when the cleaning was completed. The Nominated Supervisor advised all room leaders of this change in practice and they discussed it with educators at the next room meeting to ensure al staff understood what was required. The Nominated Supervisor set another meeting time with the educator for the following week to review her cleaning practices. She also emailed a short questionnaire to families asking them for their views on service hygiene (see family communication file).

Use the below points to analyse your above exceeding example to see if you have included everything.

1. Write the room location into the strength. This will ensure the assessor knows where to look for your strengths.
2. Write the educator’s name into the strength. This will ensure the assessor knows who to ask about your strengths.
3. Include the child/children’s names in your strength. This will give educators confidence to talk about a subject they know about (the child/ren).
4. Evidence eg learning story, photo that’s easy to access.
5. Write how you are achieving the exceeding themes.
Embedded Practice
Critical Reflection
Engagement with families/community
6. Tell the assessor exactly where to find the location of other evidence they need to see to show how you’re exceeding.
7. Show the assessor the location and time of other practice they need to observe to show how you’re exceeding.