Exceeding NQS in Quality Area 3: Upkeep (Element 3.1.2)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 3: Element 3.1.2

To achieve an Exceeding NQS rating in the National Quality Standard 3.1, specifically for Element 3.1.2 (Upkeep), your service should consider the following practical steps:

Element 3.1.2: Upkeep

Premises, furniture, and equipment are safe, clean, and well maintained.

What Element 3.1.2 aims to achieve:

• Ensure the safety of children and service staff by maintaining buildings, furniture, and equipment.
• Implement effective maintenance, cleaning, and appropriate safety precautions to prevent injuries and the spread of infectious diseases.

Assessment guide for meeting Element 3.1.2:

1. Effective upkeep:
   • Ensure that premises, furniture, and equipment are safe, clean, and well maintained.
   • Regularly conduct safety checks and monitor the maintenance of buildings and equipment.
   • Follow safety advice from recognized authorities and manufacturers when arranging equipment, furniture, and experiences.
   • Ensure areas used by children are regularly cleaned.
2. Discussion points with assessors:
   • Have schedules for cleaning all toys and equipment used by children.
   • Establish procedures for undertaking building and equipment maintenance at the service.
   • Discuss the arrangements the service has for appropriate laundering of soiled items.
3. Documentation:
   • Maintain documented procedures, correspondence, and schedules relating to maintenance and safety checks.
   • Document the cleaning of buildings, premises, furniture, and equipment.
   • Adhere to manufacturers’ advice when using and cleaning furniture and equipment.
   • Ensure that equipment meets Australian Standards, for example for cots, other bedding equipment, and accessories.
   • Conduct risk assessments of the physical environment.
   • For centre-based services, have a management plan in place to protect the safety of children, families, and service staff while major work is occurring at the service.

Exceeding Practice Criteria:

1. Embedded in service operations (Theme 1):
   • Ensure that the upkeep practices occur consistently, frequently, and intentionally.
   • Ensure that all educators understand and implement the practices across all aspects of the program.
2. Informed by critical reflection (Theme 2):
   • Engage in deep, regular, and ongoing analysis, questioning, and thinking that goes beyond evaluation and review.
   • Ensure that the continuous reflection of all educators influences decision-making and drives continuous quality improvement.
3. Shaped by meaningful engagement with families and/or the community (Theme 3):
   • Actively seek input, guidance, and feedback from children, families, and the community.
   • Foster a culture of inclusiveness and a sense of belonging for all.

By following these steps and ensuring that the practices are embedded in your service operations, informed by critical reflection, and shaped by meaningful engagement with families and the community, you will be well-positioned to achieve an Exceeding NQS rating for Element 3.1.2. Remember, to be rated Exceeding NQS overall, 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 that an educator has 4 hours per week, which totals 16 hours in a month, here’s an example monthly schedule to prioritize and work on improving their service based on the practical steps for Element 3.1.2 (Upkeep):

Week 1: Assessment and Planning (4 hours)

1. Self-assessment (1 hour): Review the current state of premises, furniture, and equipment. Identify areas that need immediate attention.
2. Research and Learning (1 hour): Spend time understanding the safety advice from recognized authorities and manufacturers related to equipment, furniture, and experiences.
3. Planning (2 hours): Create a detailed plan for the month, breaking down tasks and allocating time for each. This should include setting up schedules for cleaning, maintenance checks, and other tasks.

Week 2: Implementation and Documentation (4 hours)

1. Safety Checks (1 hour): Begin by conducting safety checks of the premises, furniture, and equipment. Document any issues found.
2. Cleaning and Maintenance (2 hours): Start with the areas/items that need the most attention based on the self-assessment from Week 1.
3. Documentation (1 hour): Document the cleaning and maintenance activities. Start creating a maintenance and safety checks log.

Week 3: Engagement and Reflection (4 hours)

1. Engage with Families and Community (1.5 hours): Seek feedback on the physical environment and any suggestions for improvement. This can be done through surveys or direct conversations.
2. Critical Reflection (2 hours): Reflect on the practices implemented so far. Consider what’s working and what needs adjustment. Use this reflection to inform the next week’s actions.
3. Documentation (0.5 hours): Update the maintenance and safety checks log with any new activities.

Week 4: Finalization and Forward Planning (4 hours)

1. Final Checks and Cleaning (1.5 hours): Conduct a final round of safety checks and cleaning for the month.
2. Review and Update Documentation (1 hour): Ensure all activities, checks, and feedback are documented. Ensure adherence to manufacturers’ advice and check if equipment meets Australian Standards.
3. Planning for Next Month (1.5 hours): Based on the reflections from Week 3 and the activities of the current month, plan for the next month. This should include any new areas of focus, feedback to implement, and areas for continuous improvement.

By following this schedule, the educator can systematically address the key areas of Element 3.1.2 (Upkeep) and work towards achieving an Exceeding NQS rating.

Reflective Questions

Reflective questions are essential for educators to critically analyze their practices and identify areas for improvement. Here’s an exhaustive list of reflective questions tailored for Element 3.1.2 (Upkeep):

General Reflection:

1. How do I ensure that the premises, furniture, and equipment are consistently safe, clean, and well-maintained?
2. What strategies have been most effective in maintaining the upkeep of our service environment?
3. Are there areas or items that are frequently overlooked or neglected during maintenance checks?
4. How do I prioritize areas or items that need immediate attention?

Safety and Maintenance:

1. How often do I conduct safety checks, and are they thorough enough?
2. Are there any recent incidents or near misses that indicate a lapse in upkeep?
3. How do I stay updated with the latest safety advice from recognized authorities and manufacturers?
4. What procedures are in place to address any issues or hazards identified during safety checks?
5. How do I ensure that all equipment and furniture adhere to Australian Standards?

Cleaning and Hygiene:

1. How effective are our current cleaning schedules, and are there areas that need more frequent cleaning?
2. What measures are in place to prevent the spread of infectious diseases within the service environment?
3. How do I ensure that toys and equipment used by children are cleaned and sanitized regularly?
4. Are there any challenges faced in maintaining cleanliness, and how can they be addressed?

Engagement with Families and Community:

1. How often do I seek feedback from families and the community regarding the upkeep of our service environment?
2. Are there suggestions from families or the community that I haven’t yet considered or implemented?
3. How do I ensure that the feedback received is acted upon and integrated into our upkeep practices?

Documentation and Procedures:

1. How effective are our current documentation procedures for maintenance and safety checks?
2. Are there any gaps in our documentation that need to be addressed?
3. How do I ensure that all staff are aware of and follow the procedures related to upkeep?
4. Are there any resources or tools that could enhance our documentation and tracking processes?

Continuous Improvement:

1. Based on recent reflections, what changes or improvements have been made in our upkeep practices?
2. Are there any external resources, training, or professional development opportunities that could enhance our understanding and practices related to upkeep?
3. How do I ensure that reflection on Element 3.1.2 is a regular and ongoing process?
4. What long-term goals do I have for the upkeep of our service environment, and how am I working towards them?

Collaboration and Teamwork:

1. How do I ensure that all educators and staff are actively involved in the upkeep of the service environment?
2. Are there regular team discussions or meetings focused on reflecting and improving our upkeep practices?
3. How do I address any discrepancies or differences in upkeep practices among different educators or staff members?

By pondering these reflective questions, educators can gain deeper insights into their current practices, identify areas for improvement, and ensure that the upkeep of the service environment aligns with the standards set by Element 3.1.2.

Learning from ACEQA case studies

Let’s break down the practical steps from each case study:

Case Study 1

This before and after school and vacation care service situated in a regional city is based in a two-room cottage on the grounds of the local school. The service has access to other indoor spaces used by the school. This includes the newly refurbished kitchen and a meeting space for staff meetings. The service also uses the school’s playground, which includes a large grass area, sandpit and an area with fixed playground equipment. During vacation care when more children attend, the service also makes use of the school hall.

1. Collaborative Relationship with School:
   • Reason: The service coordinator established a strong relationship with the school principal and teachers, ensuring that the OSHC perspective is considered in school renovations.
   • Tips: Schedule regular meetings with the school principal and teachers to discuss mutual concerns and collaborate on shared spaces.
   • Estimated Time: 2-3 hours per meeting, quarterly.
2. Incorporating Aboriginal and Torres Strait Islander Perspectives:
   • Reason: The service collaborated with a local Aboriginal Elder to design a bush tucker garden, embedding cultural perspectives in the curriculum.
   • Tips: Engage with local Indigenous communities and seek guidance on incorporating cultural elements.
   • Estimated Time: 5-6 hours for initial planning and discussions.
3. Children’s Feedback on Physical Environment:
   • Reason: Children were involved in assessing the physical environment, providing insights into areas of improvement.
   • Tips: Regularly engage children in discussions about their environment and document their feedback.
   • Estimated Time: 3-4 hours for feedback sessions and documentation.
4. Action Research on Physical Environment:
   • Reason: The service initiated an action research project focusing on the physical environment’s design based on children’s feedback.
   • Tips: Dedicate time for staff meetings to discuss and reflect on children’s feedback and plan actionable steps.
   • Estimated Time: 4-5 hours for initial planning and research.
5. Engaging with Community for Renovations:
   • Reason: Children’s feedback on areas like the sandpit led to engaging with the community for potential renovations.
   • Tips: Involve children in the planning process and collaborate with local businesses for renovations.
   • Estimated Time: 5-6 hours for planning, discussions, and community engagement.

Case Study 2

This family day care service is situated in a regional town close to a major city. The coordination unit is located within a purpose-built integrated child and family service, which includes a long day care program, maternal and child health centre and a branch library. The service also has community spaces that are available to local community groups. The coordination unit makes use of these spaces for professional gatherings, such as team meetings, reflective practice meetings and professional learning sessions for educators.

1. Reflection on ‘Home’ Concept:
   • Reason: Educators reflected on the concept of ‘home’ and how their physical environment supports children’s well-being.
   • Tips: Organize reflective sessions with educators to discuss and understand their perspectives on the environment.
   • Estimated Time: 3-4 hours for reflection sessions.
2. Feedback from Families and Children:
   • Reason: The service designed an online survey to gather feedback from families on the physical environment.
   • Tips: Regularly seek feedback from families and children and make necessary adjustments based on their input.
   • Estimated Time: 2-3 hours for designing and analyzing the survey.
3. Exploring Different Play Session Venues:
   • Reason: The service considered holding play sessions in different locations to cater to children’s interests.
   • Tips: Explore local parks, playgrounds, and other venues that can offer diverse experiences for children.
   • Estimated Time: 4-5 hours for venue exploration and planning.
4. Engaging with Other Services for New Models:
   • Reason: The service engaged with another family day care service to understand their model of play sessions in different locations.
   • Tips: Collaborate with other services to learn and adopt best practices.
   • Estimated Time: 3-4 hours for meetings and discussions.
5. Development of New Resources:
   • Reason: The service developed a new resource for future educators about designing appropriate play spaces.
   • Tips: Continuously update and create resources that can guide and support new and existing educators.
   • Estimated Time: 5-6 hours for resource development and sharing.

These practical steps, when implemented, can guide services towards achieving an Exceeding NQS rating for Element 3.1.2.