Element 7.1.3 Roles and responsibilities – Roles and responsibilities are clearly defined, and understood, and support effective decision making and operation of the service.

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 your practices always keep children safe eg do you always minimise/remove hazards, report child protection concerns?
  2. Do you understand it’s part of your job to keep the Service clean and hygienic and willingly participate in cleaning activities?
  3. Do you always support the Educational Leader and willingly implement their ideas?

What Regulation goes with this NQS Element?

 

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 new staff agree you’re always happy to explain Service practices, policies and procedures, or share your expertise?
  • Would team members agree you always do your job properly and ask for help if you’re busy or unsure what to do?
  • Would your Educational Leader/ Room/Group Leader agree you confidently implement the EYLF which focuses on learning from relationships?

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 have a fairly basic Induction Process for new staff. There’s no actual written procedure or checklist because we want to be responsive to the experience each new staff member brings to the Service.


The green text is directly related to the meeting indicators for Element 7.1.3 on pages 297-298 of the NQF Guide.

We have a comprehensive written Induction Procedure (in our Staff files) which covers all the necessary information, policies and procedures new staff need to know. We stagger the process over several weeks so staff are not overwhelmed and can absorb the information, making sure to prioritise what’s most important (eg safety issues).


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 NQF Guide pages 299-301.

To ensure all staff are aware of their roles and responsibilities, we have a comprehensive written Induction Procedure (in our Staff files) which covers all the necessary information, policies and procedures new staff need to know. We stagger the process over several weeks so staff are not overwhelmed and can absorb the information, making sure to prioritise what’s most important (eg safety issues). Our Induction Procedure includes evaluations by new staff and families. We recently added reviewing the Procedure when an employee is running late or is sick following feedback from a new employee.

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.

Staffing Arrangements Policy

Policy includes requirements:

  • for minimum educator to child ratios
  • for adequately supervising children including issues which may affect this
  • for always supervising educators under 18 years of age
  • ensuring students and volunteers are never left alone with any child
  • to have an Educational Leader and Early Childhood Teachers (ECTs)
  • to always have a ‘responsible person’ present (ie one of approved provider, nominated supervisor, person in day to day charge) who “hands over” responsibility for the role to another eligible person if they leave the service
  • for educator, Educational Leader and ECT qualifications, including first aid and child protection clearances
  • for experience and fitness to hold ‘responsible person’ positions
  • for fitness and propriety in persons dealing with Child Care Subsidy
  • to design and implement rosters to promote continuity of care.

Governance Policy

The Governance Policy outlines our Service structure, roles and responsibilities and adopts several governance principles including:

  • clearly defined reporting relationships
  • effective delegation guidelines
  • regular communication between managers to ensure compliance and best practice
  • ethical and responsible decision making eg consistent with our Code of Conduct, policies and the National Education and Care Law and Regulations
  • fraud prevention eg in relation to administration of the Child Care Subsidy
  • making timely and balanced disclosures eg as required under National Law and Regulations
  • rights of children and families to be involved in decision making eg through regular requests for feedback and provision of information
  • recognising and managing risk eg through risk assessments, WHS and hygiene procedures, compliance with policies and procedures.

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 your practices always keep children safe eg do you always minimise/remove hazards, report child protection concerns?
  2. Do you understand it’s part of your job to keep the Service clean and hygienic and willingly participate in cleaning activities?
  3. Do you always support the Educational Leader and willingly implement their ideas?

What Regulation goes with this NQS Element?

 

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 new staff agree you’re always happy to explain Service practices, policies and procedures, or share your expertise?
  • Would team members agree you always do your job properly and ask for help if you’re busy or unsure what to do?
  • Would your Educational Leader/ Room/Group Leader agree you confidently implement the EYLF which focuses on learning from relationships?

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 have a fairly basic Induction Process for new staff. There’s no actual written procedure or checklist because we want to be responsive to the experience each new staff member brings to the Service.


The green text is directly related to the meeting indicators for Element 7.1.3 on pages 297-298 of the NQF Guide.

We have a comprehensive written Induction Procedure (in our Staff files) which covers all the necessary information, policies and procedures new staff need to know. We stagger the process over several weeks so staff are not overwhelmed and can absorb the information, making sure to prioritise what’s most important (eg safety issues).


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 NQF Guide pages 299-301.

To ensure all staff are aware of their roles and responsibilities, we have a comprehensive written Induction Procedure (in our Staff files) which covers all the necessary information, policies and procedures new staff need to know. We stagger the process over several weeks so staff are not overwhelmed and can absorb the information, making sure to prioritise what’s most important (eg safety issues). Our Induction Procedure includes evaluations by new staff and families. We recently added reviewing the Procedure when an employee is running late or is sick following feedback from a new employee.

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.

Staffing Arrangements Policy

Policy includes requirements:

  • for minimum educator to child ratios
  • for adequately supervising children including issues which may affect this
  • for always supervising educators under 18 years of age
  • ensuring students and volunteers are never left alone with any child
  • to have an Educational Leader and Early Childhood Teachers (ECTs)
  • to always have a ‘responsible person’ present (ie one of approved provider, nominated supervisor, person in day to day charge) who “hands over” responsibility for the role to another eligible person if they leave the service
  • for educator, Educational Leader and ECT qualifications, including first aid and child protection clearances
  • for experience and fitness to hold ‘responsible person’ positions
  • for fitness and propriety in persons dealing with Child Care Subsidy
  • to design and implement rosters to promote continuity of care.

Governance Policy

The Governance Policy outlines our Service structure, roles and responsibilities and adopts several governance principles including:

  • clearly defined reporting relationships
  • effective delegation guidelines
  • regular communication between managers to ensure compliance and best practice
  • ethical and responsible decision making eg consistent with our Code of Conduct, policies and the National Education and Care Law and Regulations
  • fraud prevention eg in relation to administration of the Child Care Subsidy
  • making timely and balanced disclosures eg as required under National Law and Regulations
  • rights of children and families to be involved in decision making eg through regular requests for feedback and provision of information
  • recognising and managing risk eg through risk assessments, WHS and hygiene procedures, compliance with policies and procedures.

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 your practices always keep children safe eg do you always minimise/remove hazards, report child protection concerns?
  2. Do you understand it’s part of your job to keep the Service clean and hygienic and willingly participate in cleaning activities?
  3. Do you always support the Educational Leader and willingly implement their ideas?

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 new staff agree you’re always happy to explain Service practices, policies and procedures, or share your expertise?
  • Would team members agree you always do your job properly and ask for help if you’re busy or unsure what to do?
  • Would your Educational Leader/ Room/Group Leader agree you confidently implement the EYLF which focuses on learning from relationships?

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 have a fairly basic Induction Process for new staff. There’s no actual written procedure or checklist because we want to be responsive to the experience each new staff member brings to the Service.


The green text is directly related to the meeting indicators for Element 7.1.3 on pages 297-298 of the NQF Guide.

We have a comprehensive written Induction Procedure (in our Staff files) which covers all the necessary information, policies and procedures new staff need to know. We stagger the process over several weeks so staff are not overwhelmed and can absorb the information, making sure to prioritise what’s most important (eg safety issues).


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 NQF Guide pages 299-301.

To ensure all staff are aware of their roles and responsibilities, we have a comprehensive written Induction Procedure (in our Staff files) which covers all the necessary information, policies and procedures new staff need to know. We stagger the process over several weeks so staff are not overwhelmed and can absorb the information, making sure to prioritise what’s most important (eg safety issues). Our Induction Procedure includes evaluations by new staff and families. We recently added reviewing the Procedure when an employee is running late or is sick following feedback from a new employee.

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 new staff agree you’re always happy to explain Service practices, policies and procedures, or share your expertise?
  • Would team members agree you always do your job properly and ask for help if you’re busy or unsure what to do?
  • Would your Educational Leader/ Room/Group Leader agree you confidently implement the EYLF which focuses on learning from relationships?

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 have a fairly basic Induction Process for new staff. There’s no actual written procedure or checklist because we want to be responsive to the experience each new staff member brings to the Service.


The green text is directly related to the meeting indicators for Element 7.1.3 on pages 297-298 of the NQF Guide.

We have a comprehensive written Induction Procedure (in our Staff files) which covers all the necessary information, policies and procedures new staff need to know. We stagger the process over several weeks so staff are not overwhelmed and can absorb the information, making sure to prioritise what’s most important (eg safety issues).


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 NQF Guide pages 299-301.

To ensure all staff are aware of their roles and responsibilities, we have a comprehensive written Induction Procedure (in our Staff files) which covers all the necessary information, policies and procedures new staff need to know. We stagger the process over several weeks so staff are not overwhelmed and can absorb the information, making sure to prioritise what’s most important (eg safety issues). Our Induction Procedure includes evaluations by new staff and families. We recently added reviewing the Procedure when an employee is running late or is sick following feedback from a new employee.

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.