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.

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 regularly review the family information area so you’re familiar with the current resources and information available about parenting and family wellbeing?
  2. Do you offer to connect families with professional support in the community?
  3. Do you giving families information in a way that’s easy to understand eg no acronyms or abbreviations they may not understand?

What Regulation goes with this NQS Element?

Law section 175 Offence relating to requirement to keep enrolment and other documents

(1) An approved provider of an education and care service must keep the prescribed documents available for inspection by an authorised officer in accordance with this section. Penalty: $4000, in the case of an individual. $20 000, in any other case.

(2) Documents referred to in subsection (1)— (a) must, to the extent practicable, be kept at the education and care service premises if they relate to— (i) the operation of the service; or (ii) any staff member employed or engaged by the service; or (iii) any child cared for, or educated at, those premises— in the previous 12 months; and (b) in any other case, must be kept at a place, and in a manner, that they are readily accessible by an authorised officer.

The following Regulation covers many documents. We’ve only included those particularly relevant to Element 6.1.3.

Regulation 177 Prescribed enrolment and other documents to be kept by approved provider

(1)  For the purposes of section 175(1) of the Law, the following documents are prescribed in relation to each education and care service operated by the approved provider—

(a)  the documentation of child assessments or evaluations for delivery of the educational program as set out in regulation 74;

(b)  an incident, injury, trauma and illness record as set out in regulation 87;

(2)  The approved provider of the education and care service must take reasonable steps to ensure the documents referred to in subregulation (1) are accurate.

Penalty: $2000.

(3)  Subject to Subdivision 4, the approved provider of the education and care service must ensure that—

(a)  subject to subregulation (4), the documents referred to in subregulation (1) in relation to a child enrolled at the service are made available to a parent of the child on request;

Penalty: $2000.

(4)  If a parent’s access to information of the kind in the documents referred to in subregulation (1) is limited by an order of a court, the approved provider must refer to the court order in relation to the release of information concerning the child to that parent.

 Who has to do what?

The Approved Provider must ensure that the documents listed in Regulation 177, including assessments and evaluations of children’s learning and incident records, are kept at the Service if they’re about an employee or child who was at the Service in the last 12 months, or about service operations over the last 12 months.  Otherwise they may be kept where they can be easily accessed. The Approved Provider can be fined $4,000 if they’re a person or else $20,000 and potentially prosecuted in a court of law if this isn’t done. The Approved Provider must make sure all required documents are accurate and (copies) given to parents who ask to see them (unless a Court Order prohibits this). They can be fined $2,000 if the documents are inaccurate or if they’re not given to parents.

In relation to Element 6.1.3, what do educators need to do to comply with Regulation 177 Prescribed enrolment and other documents to be kept by approved provider?

LDC

Educators must make sure they accurately document:

  • assessments of each child’s participation in the program, their needs, interests, experiences and progress against the learning outcomes (Reg 74)
  • incidents (Reg 87)

They must show/provide a copy of these records to parents who ask to see them (unless there’s a Court Order prohibiting this).

OSHC

Educators must make sure they accurately document:

  • evaluations of children’s wellbeing, development and learning (Reg 74)
  • incidents (Reg 87)

They must show/provide a copy of these records to parents who ask to see them (unless there’s a Court Order prohibiting this).

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:

  • Educators help families locate community services or parenting information
  • Educators regularly review information in family area
  • Educators work with outside professionals to support children
  • Educators talk with families about service events and changes

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.

Shania’s mum said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.


The green text is directly related to the meeting indicators for Element 6.1.3 on pages 260-261 of the NQS Guide.

Shania’s mum Jackie said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.  Educator Shauna took Jackie over to the parent library and gave her a brochure on sleep settling techniques, and contact details for a local baby sleep clinic.


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 262-264.

Shania’s mum Jackie said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.  Educator Shauna took Jackie over to the parent library and gave her a brochure with comprehensive, current and accessible information based on guidance from Better Health Channel on sleep settling techniques to support parenting and family wellbeing and contact details for a local baby sleep clinic. She also suggested a visit to the doctor in case Isaac had something physically wrong eg an ear infection. Jackie collected Shania the next day and said she’d taken Isaac to the GP who found a couple of ulcers in Isaac’s mouth. This would be causing him pain and also affecting his feeding. Doctor prescribed some anaesthetic mouth gel for the ulcers.  In the next couple of days Jackie could see how this interaction contributed to building a strong supportive relationship with Shania’s family, and made it much easier to exchange information about Shania’s progress towards learning outcomes.

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.

Incident, Injury, Trauma and Illness Policy

  • Parents must be notified about incidents involving their child as soon as possible on day of incident (no later than 24 hours after incident)
  • Policy contains first aid procedure and guidelines on contents and storage of first aid kits
  • The Nominated Supervisor will notify the Regulator within 24 hours:
    • if a child has a serious injury or illness which needed or should have received urgent medical attention from a doctor or hospital
    • if a child is missing, is mistakenly locked in or out of the service, is collected without authorisation or dies at the service
    • if emergency services attended because of likely/severe risk to someone’s health, safety or wellbeing
    • if someone complains that a serious incident has occurred/is occurring or the National Law or Regulations have been breached
    • if any children are being cared for in an emergency
    • of any incidents causing service to close/partly close
  • The Nominated Supervisor will notify the Regulator within 7 days:
    • of any circumstances that pose a risk to the health, safety and wellbeing of a child
    • of any incident, complaint or allegation that physical or sexual abuse of a child has occurred/is occurring to a child at the service
  • The Nominated Supervisor will notify the WHS Regulator about any ‘notifiable incident under Work Health and Safety legislation as soon as possible.
  • Educators will complete an Incident, Injury, Trauma and Illness Record.

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 regularly review the family information area so you’re familiar with the current resources and information available about parenting and family wellbeing?
  2. Do you offer to connect families with professional support in the community?
  3. Do you giving families information in a way that’s easy to understand eg no acronyms or abbreviations they may not understand?

What Regulation goes with this NQS Element?

Law section 175 Offence relating to requirement to keep enrolment and other documents

(1) An approved provider of an education and care service must keep the prescribed documents available for inspection by an authorised officer in accordance with this section. Penalty: $4000, in the case of an individual. $20 000, in any other case.

(2) Documents referred to in subsection (1)— (a) must, to the extent practicable, be kept at the education and care service premises if they relate to— (i) the operation of the service; or (ii) any staff member employed or engaged by the service; or (iii) any child cared for, or educated at, those premises— in the previous 12 months; and (b) in any other case, must be kept at a place, and in a manner, that they are readily accessible by an authorised officer.

The following Regulation covers many documents. We’ve only included those particularly relevant to Element 6.1.3.

Regulation 177 Prescribed enrolment and other documents to be kept by approved provider

(1)  For the purposes of section 175(1) of the Law, the following documents are prescribed in relation to each education and care service operated by the approved provider—

(a)  the documentation of child assessments or evaluations for delivery of the educational program as set out in regulation 74;

(b)  an incident, injury, trauma and illness record as set out in regulation 87;

(2)  The approved provider of the education and care service must take reasonable steps to ensure the documents referred to in subregulation (1) are accurate.

Penalty: $2000.

(3)  Subject to Subdivision 4, the approved provider of the education and care service must ensure that—

(a)  subject to subregulation (4), the documents referred to in subregulation (1) in relation to a child enrolled at the service are made available to a parent of the child on request;

Penalty: $2000.

(4)  If a parent’s access to information of the kind in the documents referred to in subregulation (1) is limited by an order of a court, the approved provider must refer to the court order in relation to the release of information concerning the child to that parent.

 Who has to do what?

The Approved Provider must ensure that the documents listed in Regulation 177, including assessments and evaluations of children’s learning and incident records, are kept at the Service if they’re about an employee or child who was at the Service in the last 12 months, or about service operations over the last 12 months.  Otherwise they may be kept where they can be easily accessed. The Approved Provider can be fined $4,000 if they’re a person or else $20,000 and potentially prosecuted in a court of law if this isn’t done. The Approved Provider must make sure all required documents are accurate and (copies) given to parents who ask to see them (unless a Court Order prohibits this). They can be fined $2,000 if the documents are inaccurate or if they’re not given to parents.

In relation to Element 6.1.3, what do educators need to do to comply with Regulation 177 Prescribed enrolment and other documents to be kept by approved provider?

LDC

Educators must make sure they accurately document:

  • assessments of each child’s participation in the program, their needs, interests, experiences and progress against the learning outcomes (Reg 74)
  • incidents (Reg 87)

They must show/provide a copy of these records to parents who ask to see them (unless there’s a Court Order prohibiting this).

OSHC

Educators must make sure they accurately document:

  • evaluations of children’s wellbeing, development and learning (Reg 74)
  • incidents (Reg 87)

They must show/provide a copy of these records to parents who ask to see them (unless there’s a Court Order prohibiting this).

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:

  • Educators help families locate community services or parenting information
  • Educators regularly review information in family area
  • Educators work with outside professionals to support children
  • Educators talk with families about service events and changes

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.

Shania’s mum said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.


The green text is directly related to the meeting indicators for Element 6.1.3 on pages 260-261 of the NQS Guide.

Shania’s mum Jackie said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.  Educator Shauna took Jackie over to the parent library and gave her a brochure on sleep settling techniques, and contact details for a local baby sleep clinic.


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 262-264.

Shania’s mum Jackie said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.  Educator Shauna took Jackie over to the parent library and gave her a brochure with comprehensive, current and accessible information based on guidance from Better Health Channel on sleep settling techniques to support parenting and family wellbeing and contact details for a local baby sleep clinic. She also suggested a visit to the doctor in case Isaac had something physically wrong eg an ear infection. Jackie collected Shania the next day and said she’d taken Isaac to the GP who found a couple of ulcers in Isaac’s mouth. This would be causing him pain and also affecting his feeding. Doctor prescribed some anaesthetic mouth gel for the ulcers.  In the next couple of days Jackie could see how this interaction contributed to building a strong supportive relationship with Shania’s family, and made it much easier to exchange information about Shania’s progress towards learning outcomes.

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.

Incident, Injury, Trauma and Illness Policy

  • Parents must be notified about incidents involving their child as soon as possible on day of incident (no later than 24 hours after incident)
  • Policy contains first aid procedure and guidelines on contents and storage of first aid kits
  • The Nominated Supervisor will notify the Regulator within 24 hours:
    • if a child has a serious injury or illness which needed or should have received urgent medical attention from a doctor or hospital
    • if a child is missing, is mistakenly locked in or out of the service, is collected without authorisation or dies at the service
    • if emergency services attended because of likely/severe risk to someone’s health, safety or wellbeing
    • if someone complains that a serious incident has occurred/is occurring or the National Law or Regulations have been breached
    • if any children are being cared for in an emergency
    • of any incidents causing service to close/partly close
  • The Nominated Supervisor will notify the Regulator within 7 days:
    • of any circumstances that pose a risk to the health, safety and wellbeing of a child
    • of any incident, complaint or allegation that physical or sexual abuse of a child has occurred/is occurring to a child at the service
  • The Nominated Supervisor will notify the WHS Regulator about any ‘notifiable incident under Work Health and Safety legislation as soon as possible.
  • Educators will complete an Incident, Injury, Trauma and Illness Record.

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 regularly review the family information area so you’re familiar with the current resources and information available about parenting and family wellbeing?
  2. Do you offer to connect families with professional support in the community?
  3. Do you giving families information in a way that’s easy to understand eg no acronyms or abbreviations they may not understand?

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:

  • Educators help families locate community services or parenting information
  • Educators regularly review information in family area
  • Educators work with outside professionals to support children
  • Educators talk with families about service events and changes

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.

Shania’s mum said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.


The green text is directly related to the meeting indicators for Element 6.1.3 on pages 260-261 of the NQS Guide.

Shania’s mum Jackie said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.  Educator Shauna took Jackie over to the parent library and gave her a brochure on sleep settling techniques, and contact details for a local baby sleep clinic.


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 262-264.

Shania’s mum Jackie said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.  Educator Shauna took Jackie over to the parent library and gave her a brochure with comprehensive, current and accessible information based on guidance from Better Health Channel on sleep settling techniques to support parenting and family wellbeing and contact details for a local baby sleep clinic. She also suggested a visit to the doctor in case Isaac had something physically wrong eg an ear infection. Jackie collected Shania the next day and said she’d taken Isaac to the GP who found a couple of ulcers in Isaac’s mouth. This would be causing him pain and also affecting his feeding. Doctor prescribed some anaesthetic mouth gel for the ulcers.  In the next couple of days Jackie could see how this interaction contributed to building a strong supportive relationship with Shania’s family, and made it much easier to exchange information about Shania’s progress towards learning outcomes.

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:

  • Educators help families locate community services or parenting information
  • Educators regularly review information in family area
  • Educators work with outside professionals to support children
  • Educators talk with families about service events and changes

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.

Shania’s mum said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.


The green text is directly related to the meeting indicators for Element 6.1.3 on pages 260-261 of the NQS Guide.

Shania’s mum Jackie said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.  Educator Shauna took Jackie over to the parent library and gave her a brochure on sleep settling techniques, and contact details for a local baby sleep clinic.


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 262-264.

Shania’s mum Jackie said the family had been awake a lot in the night because their 6 month old was very unsettled. They were all getting very sleep deprived and she hoped baby Isaac soon got over whatever was troubling him.  Educator Shauna took Jackie over to the parent library and gave her a brochure with comprehensive, current and accessible information based on guidance from Better Health Channel on sleep settling techniques to support parenting and family wellbeing and contact details for a local baby sleep clinic. She also suggested a visit to the doctor in case Isaac had something physically wrong eg an ear infection. Jackie collected Shania the next day and said she’d taken Isaac to the GP who found a couple of ulcers in Isaac’s mouth. This would be causing him pain and also affecting his feeding. Doctor prescribed some anaesthetic mouth gel for the ulcers.  In the next couple of days Jackie could see how this interaction contributed to building a strong supportive relationship with Shania’s family, and made it much easier to exchange information about Shania’s progress towards learning outcomes.

.

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.