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.

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 talk with families about the values and expectations they have for their child’s wellbeing and learning eg social interaction, literacy, play-based learning, exploring different foods?
  2. Do you make sure families can see how their input was used to promote their child’s learning?
  3. Do you respond to families’ suggestions / queries quickly and professionally ie implement suggestions or explain why you haven’t done so?

 

What Regulation goes with this NQS Element?

As there are no specific Regulations applying to Element 6.1.2, let’s take a quick look at how the National Quality Standard (NQS) fits into the Law and Regulations. The NQS is not something extra that centres and staff need to do. It is a legal requirement under the Law.

Law section 5 Definitions

(1) National Quality Standard means the National Quality Standard prescribed by the national regulations

 Regulation 8 National Quality Standard

(1)  For the purposes of the definition of National Quality Standard in section 5(1) of the Law, the prescribed National Quality Standard is set out in Schedule 1.

 Law section 133 Assessment for rating purposes

(1) The Regulatory Authority that granted the service approval for an education and care service may at any time assess the service in accordance with the national regulations to determine whether and at what rating level the service meets the National Quality Standard and the requirements of the national regulations

Who has to do what?

The Approved Provider must ensure that all staff including all educators can show how they implement the meeting indicators for each element to achieve a meeting rating, and the exceeding indicators to achieve an exceeding rating.

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:

  • Learning documentation is displayed in a way which encourages encourages families to contribute
  • The curriculum reflects the values and expectations of families
    Personal beliefs and values don’t affect children’s learning or wellbeing
  • Families are encouraged to contribute to the curriculum
  • Educators regularly share children’s achievements and interactions with families

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.

Zane was bitten by an ant while playing outside. He was very upset but we applied an icepack in line with St John Ambulance advice. We didn’t think Mum needed to get upset about it too so didn’t tell her.


The green text is directly related to the meeting indicators for Element 6.1.2 on pages 258-259 of the NQS Guide.

Zane was bitten by an ant while playing outside. He was very upset. Educator Rosa rang Mum to tell her what happened straight after he was bitten and we explained we were applying an icepack in line with St John Ambulance advice. She was happy to hear he was calming down and there were no adverse reactions to the bite.


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 262-264.

Zane was bitten by an ant while playing outside. He was very upset. Educator Rosa rang mum Kirsty (as this was her preferred method of communication) to tell her what happened straight after he was bitten and we explained we were applying an icepack in line with St John Ambulance advice. She was happy to hear he was calming down and there were no adverse reactions to the bite. She said we were doing the right thing and she was happy for us to continue.
At a room meeting we reflected on ways to ensure children weren’t bitten by ants in the future. All educators contributed and we eventually decided to speak with the Nominated Supervisor about moving the compost bin.

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.

Orientation for Children Policy
• Orientation procedures help maintain continuity of care during transitions (eg home to Service)
• Orientation visits enable educators to establish relationships with children and their families and understand their needs, interests and abilities
• During orientation visits we will advise families what they need to provide, how we will communicate, and where to access information
• We will also advise parents of techniques to help their child settle in as soon as possible, and invite them to ring if they have any concerns
• We will plan ahead with families to ensure transitions between rooms or to school are positive experiences for children and families

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 talk with families about the values and expectations they have for their child’s wellbeing and learning eg social interaction, literacy, play-based learning, exploring different foods?
  2. Do you make sure families can see how their input was used to promote their child’s learning?
  3. Do you respond to families’ suggestions / queries quickly and professionally ie implement suggestions or explain why you haven’t done so?

What Regulation goes with this NQS Element?

As there are no specific Regulations applying to Element 6.1.2, let’s take a quick look at how the National Quality Standard (NQS) fits into the Law and Regulations. The NQS is not something extra that centres and staff need to do. It is a legal requirement under the Law.

Law section 5 Definitions

(1) National Quality Standard means the National Quality Standard prescribed by the national regulations

 Regulation 8 National Quality Standard

(1)  For the purposes of the definition of National Quality Standard in section 5(1) of the Law, the prescribed National Quality Standard is set out in Schedule 1.

 Law section 133 Assessment for rating purposes

(1) The Regulatory Authority that granted the service approval for an education and care service may at any time assess the service in accordance with the national regulations to determine whether and at what rating level the service meets the National Quality Standard and the requirements of the national regulations

Who has to do what?

The Approved Provider must ensure that all staff including all educators can show how they implement the meeting indicators for each element to achieve a meeting rating, and the exceeding indicators to achieve an exceeding rating.

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:

  • Learning documentation is displayed in a way which encourages encourages families to contribute
  • The curriculum reflects the values and expectations of families
    Personal beliefs and values don’t affect children’s learning or wellbeing
  • Families are encouraged to contribute to the curriculum
  • Educators regularly share children’s achievements and interactions with families

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.

Zane was bitten by an ant while playing outside. He was very upset but we applied an icepack in line with St John Ambulance advice. We didn’t think Mum needed to get upset about it too so didn’t tell her.


The green text is directly related to the meeting indicators for Element 6.1.2 on pages 258-259 of the NQS Guide.

Zane was bitten by an ant while playing outside. He was very upset. Educator Rosa rang Mum to tell her what happened straight after he was bitten and we explained we were applying an icepack in line with St John Ambulance advice. She was happy to hear he was calming down and there were no adverse reactions to the bite.


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 262-264.

Zane was bitten by an ant while playing outside. He was very upset. Educator Rosa rang mum Kirsty (as this was her preferred method of communication) to tell her what happened straight after he was bitten and we explained we were applying an icepack in line with St John Ambulance advice. She was happy to hear he was calming down and there were no adverse reactions to the bite. She said we were doing the right thing and she was happy for us to continue.
At a room meeting we reflected on ways to ensure children weren’t bitten by ants in the future. All educators contributed and we eventually decided to speak with the Nominated Supervisor about moving the compost bin.

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.

Orientation for Children Policy
• Orientation procedures help maintain continuity of care during transitions (eg home to Service)
• Orientation visits enable educators to establish relationships with children and their families and understand their needs, interests and abilities
• During orientation visits we will advise families what they need to provide, how we will communicate, and where to access information
• We will also advise parents of techniques to help their child settle in as soon as possible, and invite them to ring if they have any concerns
• We will plan ahead with families to ensure transitions between rooms or to school are positive experiences for children and families

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 talk with families about the values and expectations they have for their child’s wellbeing and learning eg social interaction, literacy, play-based learning, exploring different foods?
  2. Do you make sure families can see how their input was used to promote their child’s learning?
  3. Do you respond to families’ suggestions / queries quickly and professionally ie implement suggestions or explain why you haven’t done so?

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:

  • Learning documentation is displayed in a way which encourages encourages families to contribute
  • The curriculum reflects the values and expectations of families
    Personal beliefs and values don’t affect children’s learning or wellbeing
  • Families are encouraged to contribute to the curriculum
  • Educators regularly share children’s achievements and interactions with families

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.

Zane was bitten by an ant while playing outside. He was very upset but we applied an icepack in line with St John Ambulance advice. We didn’t think Mum needed to get upset about it too so didn’t tell her.


The green text is directly related to the meeting indicators for Element 6.1.2 on pages 258-259 of the NQS Guide.

Zane was bitten by an ant while playing outside. He was very upset. Educator Rosa rang Mum to tell her what happened straight after he was bitten and we explained we were applying an icepack in line with St John Ambulance advice. She was happy to hear he was calming down and there were no adverse reactions to the bite.


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 262-264.

Zane was bitten by an ant while playing outside. He was very upset. Educator Rosa rang mum Kirsty (as this was her preferred method of communication) to tell her what happened straight after he was bitten and we explained we were applying an icepack in line with St John Ambulance advice. She was happy to hear he was calming down and there were no adverse reactions to the bite. She said we were doing the right thing and she was happy for us to continue.
At a room meeting we reflected on ways to ensure children weren’t bitten by ants in the future. All educators contributed and we eventually decided to speak with the Nominated Supervisor about moving the compost bin.

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:

  • Learning documentation is displayed in a way which encourages encourages families to contribute
  • The curriculum reflects the values and expectations of families
    Personal beliefs and values don’t affect children’s learning or wellbeing
  • Families are encouraged to contribute to the curriculum
  • Educators regularly share children’s achievements and interactions with families

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.

Zane was bitten by an ant while playing outside. He was very upset but we applied an icepack in line with St John Ambulance advice. We didn’t think Mum needed to get upset about it too so didn’t tell her.


The green text is directly related to the meeting indicators for Element 6.1.2 on pages 258-259 of the NQS Guide.

Zane was bitten by an ant while playing outside. He was very upset. Educator Rosa rang Mum to tell her what happened straight after he was bitten and we explained we were applying an icepack in line with St John Ambulance advice. She was happy to hear he was calming down and there were no adverse reactions to the bite.


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 262-264.

Zane was bitten by an ant while playing outside. He was very upset. Educator Rosa rang mum Kirsty (as this was her preferred method of communication) to tell her what happened straight after he was bitten and we explained we were applying an icepack in line with St John Ambulance advice. She was happy to hear he was calming down and there were no adverse reactions to the bite. She said we were doing the right thing and she was happy for us to continue.
At a room meeting we reflected on ways to ensure children weren’t bitten by ants in the future. All educators contributed and we eventually decided to speak with the Nominated Supervisor about moving the compost bin.

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.