Exceeding NQS in Quality Area 1: Assessment and planning cycle (Element 1.3.1)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 1: Element 1.3.1

Based on the information provided from the ACECQA website, here’s an exhaustive list of practical steps to achieve an Exceeding NQS rating in Element 1.3.1: Assessment and Planning Cycle:

1. Embedded in Service Operations (Theme 1):

• Consistent Observation and Documentation: Ensure that the assessment and planning cycle, which includes observation, analyzing learning, documentation, planning, implementation, and reflection, is consistently followed for each child.
• Educator Training: Ensure all educators understand and implement the assessment and planning cycle, and that they are familiar with the service’s philosophy which guides their decision-making.
• Regular Implementation: Ensure that the planned experiences are implemented consistently, and that educators are responsive to ‘teachable moments’ that arise spontaneously.

2. Informed by Critical Reflection (Theme 2):

• Continuous Reflection: Encourage educators to reflect at every step of the planning cycle. This includes reflecting on their practices, decisions, children’s engagement with the program, and the effectiveness of learning experiences.
• Analysis of Child Progress: Regularly determine the extent to which each child is progressing towards the learning outcomes and identify any barriers to their progress.
• Pedagogical Practices Review: Ensure that the pedagogical practices are appropriate for the service context, align with the service’s philosophy, and cater to the children’s needs.

3. Shaped by Meaningful Engagement with Families and/or the Community (Theme 3):

• Gather Information: Collect diverse information about each child’s knowledge, strengths, ideas, culture, abilities, and interests. This information should be sourced both from families and through observations.
• Family Input: Plan experiences that follow up on input from families and relate to relevant community events.
• Feedback Mechanism: Provide opportunities for families and children to comment on or provide feedback about the program.
• Documentation Sharing: Ensure that documentation of children’s experiences is accessible to children and shared with families, promoting shared learning and collaboration.

Additional Steps:

• Documentation Requirements: Familiarize with and adhere to the specific documentation requirements for educational programs, especially for children over preschool age.
• Support for Additional Needs: Identify children who may benefit from additional support and strategize on how the service can provide that support or assist families in accessing specialist help.
• Stay Updated: Familiarize with the latest versions of the national approved learning frameworks and ensure their implementation.

To achieve an Exceeding NQS rating overall, remember that all Quality Areas must be at least Meeting NQS, and four or more Quality Areas must be Exceeding NQS, with at least two of these being Quality Areas 1, 5, 6, or 7.

An Example Monthly Schedule

Ready to implement these practical steps in your service? Using the constraints of 4 hours per week to work on improvements, we’ve created an example schedule below.

Given the limited time of 4 hours per week, it’s essential to prioritize tasks and break them down into manageable chunks. Here’s an example monthly schedule for an educator aiming to improve their service according to the steps mentioned:

Week 1: Familiarization and Reflection

• Day 1 (1 hour): Familiarize with the service’s philosophy and the assessment and planning cycle.
• Day 2 (1 hour): Reflect on current practices, identify areas of strength and areas needing improvement.
• Day 3 (1 hour): Review the latest versions of the national approved learning frameworks.
• Day 4 (1 hour): Begin collecting diverse information about each child’s knowledge, strengths, ideas, culture, abilities, and interests.

Week 2: Engagement and Documentation

• Day 1 (1 hour): Engage with families to gather input about their children and understand their expectations.
• Day 2 (1 hour): Start documenting children’s experiences and responses in a format that can be shared with families.
• Day 3 (1 hour): Reflect on the collected information and identify children who may need additional support.
• Day 4 (1 hour): Plan experiences based on family input and relevant community events.

Week 3: Implementation and Analysis

• Day 1 (1 hour): Implement the planned experiences and be responsive to ‘teachable moments’.
• Day 2 (1 hour): Analyze the effectiveness of the implemented experiences and children’s engagement.
• Day 3 (1 hour): Reflect on individual children’s learning and participation to support further planning.
• Day 4 (1 hour): Determine the extent to which each child is progressing towards the learning outcomes.

Week 4: Feedback and Continuous Improvement

• Day 1 (1 hour): Create a feedback mechanism for families and children to comment on the program.
• Day 2 (1 hour): Review feedback and identify areas for improvement.
• Day 3 (1 hour): Reflect on pedagogical practices and ensure they align with the service’s philosophy.
• Day 4 (1 hour): Plan for the next month, focusing on areas that need more attention based on feedback and reflection.

Remember, this schedule is just a guideline. The educator should remain flexible and adjust based on the unique needs of their service and the children they cater to. Regular reflection and adaptation are key to continuous improvement.

Reflective Questions

Reflective questions are crucial in guiding educators to think deeply about their practices and make informed decisions. Here’s an exhaustive list of reflective questions tailored for Element 1.3.1: Assessment and Planning Cycle:

Understanding and Implementation

1. How well do I understand the assessment and planning cycle in relation to the service’s philosophy?
2. In what ways am I ensuring that the assessment and planning cycle is consistently followed for each child?
3. How am I integrating the latest versions of the national approved learning frameworks into my practice?

Observation and Documentation

1. How am I ensuring that my observations are unbiased and truly representative of each child’s abilities and interests?
2. What methods am I using to document children’s experiences, and how effective are they in making learning visible to children, educators, and families?
3. Are there any barriers that prevent me from documenting consistently, and how can I overcome them?

Engagement with Families and Community

1. How am I actively seeking input, guidance, and feedback from families and the community?
2. In what ways am I ensuring that the experiences I plan are in line with the input received from families and relevant community events?
3. How am I promoting a culture of inclusiveness and a sense of belonging for all children and families?

Analysis and Planning

1. How am I analyzing the information collected about each child to make assessments of their progress towards specific learning outcomes?
2. What strategies am I using to plan experiences that cater to individual children’s goals, group goals, and emerging strengths?
3. How am I ensuring that the planned experiences are both intentional and responsive to ‘teachable moments’?

Reflection and Continuous Improvement

1. How often do I reflect on my practices, decisions, and the effectiveness of learning experiences?
2. What barriers, if any, might be impeding a child’s progress, and how can I address them?
3. How am I ensuring that my pedagogical practices are appropriate for the service context and the children I work with?
4. In what ways am I using feedback from families, children, and peers to inform my practice and drive continuous improvement?
5. How am I ensuring that children who need additional support are identified and provided with the necessary resources or interventions?
6. How am I measuring the success of the implemented experiences and the overall program?

Future Planning and Goals

1. Based on my reflections, what areas of the assessment and planning cycle do I need to focus on more in the coming weeks?
2. How can I better collaborate with other educators, the educational leader, and families to enhance the assessment and planning cycle?
3. What are my goals for further professional development in relation to Element 1.3.1, and how do I plan to achieve them?

These reflective questions are designed to prompt deep thinking and analysis, driving continuous improvement in the assessment and planning cycle. Regularly revisiting these questions can help educators stay aligned with the goals of Element 1.3.1 and ensure best practices are maintained.

Learning from ACEQA case studies

Let’s break down the practical steps taken by services in each case study to achieve Exceeding NQS standards in Element 1.3.1, along with the reasons, tips for implementation, and estimated time for each step.

Case Study 1

At this inner city before and after school care program, educators wanted to improve their educational program planning process to ensure it reflected children’s strengths, interests and abilities. As a starting point they set up a working group, which included children and educators, to review the service’s enrolment form. This was to ensure it captured key information from children and families, to strengthen knowledge of and relationships with children and to inform their program decision-making.

1. Setting up a Working Group for Reviewing Enrolment Forms
   • Reason: To ensure the enrolment form captures key information from children and families, strengthening relationships and informing program decision-making.
   • Tips: Involve both children and educators in the working group. Regularly review and update the enrolment form based on feedback.
   • Estimated Time: 10-15 hours (including meetings, discussions, and form revisions).
2. Introduction of a New Section for Children in the Enrolment Form
   • Reason: To collect information directly from children, which is crucial for the planning cycle.
   • Tips: Make this section engaging and age-appropriate. Use visuals and simple language.
   • Estimated Time: 3-5 hours.
3. Collaboration with Schools during Enrolment
   • Reason: To ensure children are supported during transitions between the service and school.
   • Tips: Regularly meet with school leaders and share resources, such as enrolment packages and handbooks.
   • Estimated Time: 5-8 hours.
4. Documentation of the Working Group’s Process
   • Reason: To keep all stakeholders informed and to reflect on the processes undertaken.
   • Tips: Use visual aids, charts, and summaries. Share documentation in staff meetings and with families.
   • Estimated Time: 6-10 hours.
5. Establishment of an Ongoing Working Group for Program Input
   • Reason: To continuously gather input from children and ensure their voices are heard in the program planning.
   • Tips: Rotate members to ensure fresh perspectives. Use tools like an ‘ideas’ book or wall for gathering suggestions.
   • Estimated Time: 8-12 hours monthly.

Case Study 2

This family day care service is situated in a coastal city. The service’s philosophy prioritises building strong and respectful relationships as the foundation for getting to know each child and their family. The service team believe that getting to know the children and families well, right from the start, is the key to developing and implementing educational programs for all children.

1. Comprehensive Enrolment and Orientation Process
   • Reason: To gather detailed information from families about their child’s knowledge, strengths, culture, abilities, and interests.
   • Tips: Organize interviews with families during enrolment to discuss goals and expectations.
   • Estimated Time: 10-15 hours per family.
2. Regular Coordination Unit/Educator Meetings
   • Reason: To provide ongoing professional learning opportunities and strengthen educators’ professional networks.
   • Tips: Set a fixed schedule for these meetings and have a structured agenda. Encourage open discussions.
   • Estimated Time: 10-12 hours monthly.
3. Critical Reflection on the Planning Cycle
   • Reason: To ensure all steps of the planning cycle are visible and completed effectively.
   • Tips: Use reflective questions to guide discussions. Share different methods and tools used by educators.
   • Estimated Time: 8-10 hours monthly.
4. ‘Be-Dazzled’ Segment in Meetings
   • Reason: To share inspiring or interesting practices from individual family day care services.
   • Tips: Encourage educators to prepare in advance and provide visual aids or examples during their share.
   • Estimated Time: 2-3 hours per meeting.
5. Engaging Children in Analyzing Learning
   • Reason: To involve children in the reflection process and make learning more meaningful.
   • Tips: Use open-ended questions and discussions. Document children’s insights and incorporate them into future planning.
   • Estimated Time: 5-7 hours weekly.

These practical steps, when implemented with dedication and consistency, can significantly contribute to achieving an Exceeding NQS rating in Element 1.3.1.