Schedule National Quality Standard
Notes—
The educational program and practice is stimulating, engaging and enhances children’s learning and development. In services for children over preschool age the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.
The educational program enhances each child’s learning and development.
Curriculum decision-making contributes to each child’s learning and development outcomes in relation to that child’s identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.
All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.
Educators facilitate and extend each child’s learning and development.
Educators are deliberate, purposeful, and thoughtful in their decisions and actions.
Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.
Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.
Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.
Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing, learning, documentation, planning, implementation and reflection.
Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
Families are informed about the program and their child’s progress.
Every child’s health and wellbeing is safeguarded and promoted.
Each child’s health and physical activity is supported and promoted.
Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
Effective illness and injury management and hygiene practices are promoted and implemented.
Healthy eating and physical activity are promoted and appropriate for each child.
Each child is protected.
At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.
Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.
The physical environment is safe, suitable and provides a rich and diverse range of experiences which promote children’s learning and development.
The design and location of the premises is appropriate for the operation of a service.
Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.
Premises, furniture and equipment are safe, clean and well maintained.
The service environment is inclusive, promotes competence and supports exploration and play-based learning.
Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.
Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.
The service cares for the environment and supports children to become environmentally responsible.
Staffing arrangements create a safe and predictable environment for children and support warm, respectful relationships. Qualified and experienced educators and co-ordinators encourage children’s active engagement in the learning program. Positive relationships among educators, co-ordinators and staff members contribute to an environment where children feel emotionally safe, secure and happy.
Staffing arrangements enhance children’s learning and development.
The organisation of educators across the service supports children’s learning and development.
Every effort is made for children to experience continuity of educators at the service.
Management, educators and staff are collaborative, respectful and ethical.
Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.
Professional standards guide practice, interactions and relationships.
Relationships that are responsive, respectful and promote children’s sense of security and belonging free them to explore the environment and engage in learning.
Respectful and equitable relationships are maintained with each child.
Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.
The dignity and rights of every child are maintained.
Each child is supported to build and maintain sensitive and responsive relationships.
Children are supported to collaborate, learn from and help each other.
Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
Collaborative relationships with families are fundamental to achieve quality outcomes for children. Community partnerships that focus on active communication, consultation and collaboration also contribute to children’s learning and wellbeing.
Respectful relationships with families are developed and maintained and families are supported in their parenting role.
Families are supported from enrolment to be involved in the service and contribute to service decisions.
The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing.
Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.
Collaborative partnerships enhance children’s inclusion, learning and wellbeing.
Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.
Effective partnerships support children’s access, inclusion and participation in the program.
The service builds relationships and engages with its community.
Effective leadership contributes to sustained quality relationships and environments that facilitate children’s learning and development. Well documented policies and practices that are developed and regularly evaluated in partnership with educators, co ordinators, staff members and families contribute to the ethical management of the service. There is a focus on continuous improvement.
Governance supports the operation of a quality service.
A statement of philosophy guides all aspects of the service’s operations.
Systems are in place to manage risk and enable the effective management and operation of a quality service.
Roles and responsibilities are clearly defined and understood, and support effective decision-making and operation of the service.
Effective leadership builds and promotes a positive organisational culture and professional learning community.
There is an effective self-assessment and quality improvement process in place.
The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.
Educators’, co-ordinators’ and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.
Schedule 2 Prescribed fees
Part 1 Fees relating to provider approvals, service approvals and ratings
Fee | ||||
Item no. | Section of the Law | Description | Centre-based service (No. of approved placed or places to be offered | Family day care service (No. of family day care educators engaged by or registered with service) |
1 | Section 11(d) | Application for provider approval | $219 | $219 |
2 | Section 22(2)(c) | Application to amend provider approval | Nil | Nil |
3 | Section 37(2)(c) | Application to voluntarily suspend provider approval | Nil | Nil |
4 | Section 39(6)(c) | Application by executor for provider approval | Nil | Nil |
5 | Section 40(3)(c) | Application by legal personal representative or guardian for provider approval | Nil | Nil |
6 | Section 44(1)(e) | Application for service approval | 24 places or fewer $438 | $658 |
25 to 80 places $658 | $658 | |||
81 or more places $878 | $658 | |||
7 | Section 53 | Annual fee—approved service | 24 places or fewer approved places $200 | 5 or fewer family day care educators $200 |
25 to 80 approved places $301 | 6 to 20 family day care educators $301 | |||
81 or more approved places $399 | 21 or more family day care educators $399 | |||
8 | Section 54(2)(c) | Application to amend service approval | Nil | Nil |
9 | Section 59(2)(c) | Notification of intended transfer of service approval | $108 | $108 |
10 | Section 85(2)(c) | Application to voluntarily suspend service approval | Nil | Nil |
11 | Section 88(c) | Application for service waiver | $108 | $108 |
12 | Section 95(c) | Application for temporary waiver | $108 | $108 |
13 | Section 98(4) | Application to extend temporary waiver | $108 | $108 |
14 | Section 139(2)(c) | Application for reassessment and re-rating | 24 or fewer approved places $438 | 5 or fewer family day care educators $438 |
25 to 80 approved places $658 | 6 to 20 family day care educators $658 | |||
81 or more approved places $878 | 21 or more family day care educators $878 | |||
15 | Section 141(4)(d) | Request for review by Regulatory Authority | Nil | Nil |
16 | Section 145(2)(c) | Application for further review by Ratings Review Panel | 24 or fewer approved places $438 | 5 or fewer family day care educators $438 |
25 to 80 approved places $658 | 6 to 20 family day care educators $658 | |||
81 or more approved places $878 | 21 or more family day care educators $878 | |||
17 | Section 152(3)(c) | Application for highest rating | 24 or fewer approved places | 5 or fewer family day care educators |
Nil | Nil | |||
25 to 80 approved places | 6 to 20 family day care educators | |||
Nil | Nil | |||
81 or more approved places | 21 or more family day care educators | |||
Nil | Nil | |||
18 | Section 159(3)(c) | Re-application for highest rating | 24 or fewer approved places | 5 or fewer family day care educators |
Nil | Nil | |||
25 to 80 approved places | 6 to 20 family day care educators | |||
Nil | Nil | |||
81 or more approved places | 21 or more family day care educators | |||
Nil | Nil |
Part 2 Other fees
Item no. | Provision of the Law or regulation | Description | Fee |
1 | Section 266(4) | Copy or extract from register of approved providers | $5 per page or $70 for an electronic copy |
2 | Section 267(4) | Copy or extract from register of approved education and care services | $5 per page or $70 for an electronic copy |
3 | Regulation 138 | Application for qualification to be assessed for inclusion on list of approved qualifications | $2200 |
4 | Regulation 139 | Application for determination of equivalent qualification | $108 |
sch 2: Subst 2017 (543), reg 133. Am 2017 (735), reg 18.
Schedule 3 Compliance directions—prescribed provisions
Regulation 188
Regulation | Description |
Regulation 55(1) | Quality improvement plans |
Regulation 72(1), (2) | Offences in relation to giving false or misleading statements about ratings |
Regulation 74(1) | Documenting of child assessments or evaluations for delivery of educational program |
Regulation 75 | Information about educational program to be kept available |
Regulation 76 | Information about educational program to be given to parents |
Regulation 77(1) | Health, hygiene and safe food practices |
Regulation 78(1) | Food and beverages |
Regulation 79(1) | Service providing food and beverages |
Regulation 80(1) | Weekly menu |
Regulation 81(1) | Sleep and rest |
Regulation 82(1) | Tobacco, drug and alcohol-free environment |
Regulation 83(1) | Nominated supervisors, staff members and volunteers not to be affected by alcohol or drugs |
Regulation 84 | Awareness of child protection law |
Regulation 89(1) | First aid kits |
Regulation 91 | Medical conditions policy to be provided to parents |
Regulation 97(2), (3), (4) | Emergency and evacuation procedures |
Regulation 98 | Telephone or other communication equipment |
Regulation 103(1) | Premises, furniture and equipment to be safe, clean and in good repair |
Regulation 104(1) | Fencing |
Regulation 105 | Furniture, materials and equipment |
Regulation 106(1), (2) | Laundry and hygiene facilities |
Regulation 107(2) | Space requirements—indoor |
Regulation 108(2) | Space requirements—outdoor |
Regulation 110 | Ventilation and natural light |
Regulation 111 | Administrative space |
Regulation 112(3) | Nappy change facilities |
Regulation 113 | Outdoor space—natural environment |
Regulation 114 | Outdoor space—shade |
Regulation 115 | Premises designed to facilitate supervision |
Regulation 116(1) | Assessments of family day care residences and approved family day care venues |
Regulation 117(1) | Glass |
Regulation 118 | Educational leader |
Regulation 119 | Family day care educator and educator assistant to be at least 18 years old |
Regulation 120 | Educators who are under 18 to be supervised |
Regulation 136(1) | First aid qualifications |
Regulation 156(1) | Relationships in groups |
Regulation 157(1) | Access for parents |
Regulation 163(1), (2) | Residents at family day care residence and family day care educator assistants to be fit and proper persons |
Regulation 164 | Requirement for notice of new persons at residence |
Regulation 168(1) | Education and care service must have policies and procedures |
Regulation 169(1) | Additional policies and procedures—family day care service |
Regulation 170(1), (2) | Policies and procedures to be followed |
Regulation 171(1), (2) | Policies and procedures to be kept available |
Regulation 172(1)(b) | Notification of change to policies or procedures affecting ability of family to utilise service |
Regulation 177(2), (3) | Prescribed enrolment and other documents to be kept by approved provider |
Regulation 183 | Storage of records and other documents |
Regulation 185 | Law and regulations to be available |