Exceeding NQS in Quality Area 7: Roles and responsibilities (Element 7.1.3)

Practical Steps Towards an Exceeding NQS Rating in Quality Area 7: Element 7.1.3

To achieve an Exceeding NQS rating in the National Quality Standard 7.1, specifically for Element 7.1.3 “Roles and Responsibilities”, you should consider the following practical steps:

Element 7.1.3: Roles and Responsibilities

• Clear Definition: Ensure that roles and responsibilities are clearly defined, understood, and support effective decision-making and operation of the service.
• Induction Process: Implement a comprehensive induction process for every individual who starts work at the service. This process should provide a clear understanding of their role, responsibilities, and performance expectations.
• Engage with Philosophy: Encourage new staff to engage with the service’s philosophy and context as early as possible.
• Staffing Structure: Foster a clear and open understanding of the staffing structure and responsibilities of all staff members.
• Stay Updated: Familiarize yourself with the updated national approved learning frameworks, such as Version 2 of Belonging, Being and Becoming: The Early Years Learning Framework for Australia and My Time, Our Place: Framework for School Age Care in Australia.
• Communication: Ensure that responsibilities and expectations are effectively communicated to all staff members.
• Understanding of Frameworks: Ensure that educators have a clear understanding of the National Law, National Regulations, National Quality Standard, and the Early Years Learning Framework or any other approved learning framework implemented at the service.
• Code of Conduct: Ensure that educators are familiar with the service’s particular code of conduct and any code of ethics used to inform and evaluate practice.
• Documented Induction Procedure: Have a well-documented induction procedure in place and provide information to all staff members about the service and their role, such as position descriptions.

Exceeding NQS Guidance for Standard 7.1: Governance

To exceed the NQS in Standard 7.1, consider the following themes:

Theme 1: Practice is embedded in service operations

• Ensure that educators, the educational leader, and coordinators demonstrate a deep understanding of the requirements of the Standard and are committed to high-quality practice.
• Establish governance arrangements and administrative systems that consistently support the operation of a high-quality service.
• Ensure that the service’s statement of philosophy underpins daily practice and is regularly reviewed.

Theme 2: Practice is informed by critical reflection

• Implement changes to the service’s approach to governance that are understood by all and implemented appropriately.
• Engage in regular reviews of systems, policies, and procedures to ensure they align with quality practice.
• Respectfully consider feedback from all members of the service team to strengthen governance and administrative systems.

Theme 3: Practice is shaped by meaningful engagement with families and/or the community

• Ensure that the governance of the service reflects the unique geographical, cultural, and community context.
• Actively support families and the community to engage with the service philosophy, policies, and procedures.
• Enable families and the community to provide feedback on governance arrangements and administrative systems.

By implementing these steps and reflecting on the provided guidance, your service can work towards achieving an Exceeding NQS rating in the National Quality Standard 7.1.

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 to work on improving their service based on the practical steps mentioned:

Week 1: Understanding and Documentation

Total Hours: 4

1. Hours 1-2: Research and Familiarization
   • Spend time understanding the National Quality Standard 7.1, specifically Element 7.1.3.
   • Familiarize oneself with the updated national approved learning frameworks.
2. Hours 3-4: Documentation Review
   • Review the service’s current roles and responsibilities documentation.
   • Identify gaps or areas that need clarity.

Week 2: Engagement and Communication

Total Hours: 4

1. Hours 1-2: Engage with Philosophy
   • Dedicate time to engage with the service’s philosophy and context.
   • Reflect on how this philosophy aligns with daily practices and where improvements can be made.
2. Hours 3-4: Communication
   • Draft a plan on how to effectively communicate responsibilities and expectations to all staff members.
   • Consider setting up a meeting or workshop for the following month to discuss these with the team.

Week 3: Induction and Training

Total Hours: 4

1. Hours 1-2: Induction Process Review
   • Review the current induction process for new staff.
   • Identify areas for improvement and update the documentation accordingly.
2. Hours 3-4: Training
   • Dedicate time to familiarize oneself with the service’s particular code of conduct and any code of ethics.
   • Consider creating a brief training module or guide for other staff members.

Week 4: Feedback and Reflection

Total Hours: 4

1. Hours 1-2: Feedback Mechanisms
   • Review current mechanisms for obtaining feedback from staff, families, and the community.
   • Identify areas for improvement or new methods to implement.
2. Hours 3-4: Critical Reflection
   • Reflect on the changes made and the feedback received.
   • Document insights and areas for further improvement.
   • Plan for the next month, considering the feedback and reflections from this month.

By following this schedule, the educator can systematically address key areas for improvement in their service, making the most of their limited time.

Reflective Questions

Reflective questions are essential tools to guide critical thinking and continuous improvement. Here’s an exhaustive list of reflective questions specifically tailored for Element 7.1.3 “Roles and Responsibilities”:

Understanding and Clarity

1. Do all staff members have a clear understanding of their individual roles and responsibilities within the service?
2. How are roles and responsibilities communicated to new staff during their induction?
3. Are there any ambiguities or overlaps in roles that might cause confusion or inefficiencies?
4. How often are roles and responsibilities reviewed and updated to ensure they remain relevant?

Alignment with Service Philosophy

1. How do the defined roles and responsibilities align with the service’s overarching philosophy and goals?
2. Are there aspects of the service’s philosophy that aren’t clearly reflected in current roles and responsibilities?

Communication and Collaboration

1. How are changes in roles and responsibilities communicated to the team?
2. Are staff members comfortable discussing their roles and any challenges they face in fulfilling them?
3. How do team members collaborate to ensure that all responsibilities are met, especially in the event of absences or changes in staffing?

Training and Development

1. Are there adequate training and resources available to help staff fulfill their roles effectively?
2. How are staff members supported in expanding their skills and taking on new responsibilities?

Feedback and Evaluation

1. How does the service gather feedback about the effectiveness of current roles and responsibilities?
2. Are there mechanisms in place for staff to provide feedback or voice concerns about their roles?
3. How are performance evaluations conducted, and do they effectively assess how well roles and responsibilities are being fulfilled?

Engagement with Families and Community

1. How do roles and responsibilities ensure meaningful engagement with families and the community?
2. Are there roles specifically dedicated to family and community engagement?

Continuous Improvement

1. Are there any roles or responsibilities that have become redundant or need to be updated?
2. How does the service ensure that roles evolve in response to changing needs or feedback?
3. Are there opportunities to introduce new roles or responsibilities to better serve the children and families?

Inclusivity and Diversity

1. How do roles and responsibilities reflect the diversity of the community and the children being served?
2. Are there roles that specifically focus on inclusivity, cultural competence, or supporting diverse needs?

Risk Management

1. How do roles and responsibilities incorporate aspects of risk management and safety?
2. Are there clear responsibilities defined for handling emergencies or unexpected situations?

Professional Development and Growth

1. How do roles and responsibilities support the professional growth and development of staff members?
2. Are there opportunities for staff to take on leadership roles or mentor newer team members?

By reflecting on these questions, educators and service providers can gain deeper insights into the effectiveness of their current roles and responsibilities and identify areas for improvement.

Learning from ACEQA case studies

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

Case Study 1

This long day care service located in regional Australia has recently undergone a process of reviewing its philosophy with educators, families and community. The service undertakes an annual review to ensure they maintain high quality practice, identify further quality improvements and ensure that the philosophy reflects their current purpose, strengths and priorities, including the guiding principles of the National Quality Framework.

1. Reviewing Service Philosophy with Stakeholders
   • Reason for Exceeding NQS: Engaging with educators, families, and the community to ensure the philosophy reflects current purpose, strengths, and priorities.
   • Tips: Conduct regular meetings, surveys, and feedback sessions. Engage with local community groups to gain insights.
   • Estimated Time: 2-3 weeks for a comprehensive review process.
2. Engaging with Local Aboriginal Elders
   • Reason for Exceeding NQS: Deepening understanding of local culture and fostering a sense of identity and belonging.
   • Tips: Establish partnerships with local cultural groups and invite them for regular interactions and discussions.
   • Estimated Time: Ongoing, with initial setup taking 1-2 weeks.
3. Research on Benefits of Nature Play
   • Reason for Exceeding NQS: Informing practice based on evidence and enhancing children’s physical, cognitive, and social skills.
   • Tips: Dedicate time for research, attend workshops, and share findings in staff meetings.
   • Estimated Time: 1-2 weeks for initial research and ongoing updates.
4. Visits to Nearby Nature-Based Services
   • Reason for Exceeding NQS: Observing best practices in action and gaining practical insights.
   • Tips: Organize field trips, take notes, and discuss observations with the team.
   • Estimated Time: 1 day for a visit and subsequent discussion.
5. Involving Families in Decision-Making
   • Reason for Exceeding NQS: Ensuring practices are shaped by meaningful engagement with families.
   • Tips: Organize information nights, seek feedback, and involve families in the review process.
   • Estimated Time: 1-2 weeks for organizing and conducting sessions.

Case Study 2

This outside school hours care (OSHC) service is situated in a regional city and is one of several OSHC services in the community. The service is located in a local school and governed by a volunteer parent committee. The committee strives to achieve ongoing quality improvement and support the OSHC service team through the coordinator (appointed as nominated supervisor) who leads the day to day operations and management of the service.

1. Viewing Feedback as an Opportunity for Reflection
   • Reason for Exceeding NQS: Using feedback, including complaints, as a catalyst for critical reflection and improvement.
   • Tips: Establish a clear feedback mechanism and ensure all feedback is discussed and acted upon.
   • Estimated Time: Ongoing, with initial setup taking 1 week.
2. Engaging with Children and Families for Feedback
   • Reason for Exceeding NQS: Ensuring practices are informed by the primary stakeholders of the service.
   • Tips: Use surveys, informal chats, and creative methods like art or video feedback.
   • Estimated Time: 2 weeks for gathering and analyzing feedback.
3. Setting Up a Homework Club
   • Reason for Exceeding NQS: Addressing specific needs of children and families and providing a dedicated space for academic support.
   • Tips: Collaborate with children in designing the space and roster educators based on their strengths.
   • Estimated Time: 2-3 weeks for setup and implementation.
4. Reviewing Induction Processes and Handbooks
   • Reason for Exceeding NQS: Ensuring clarity in roles, responsibilities, and service operations for all stakeholders.
   • Tips: Regularly update handbooks, use visual aids, and gather feedback on induction processes.
   • Estimated Time: 2 weeks for a comprehensive review.
5. Developing a Child-Friendly Handbook
   • Reason for Exceeding NQS: Making information accessible and understandable for children, ensuring they are informed and empowered.
   • Tips: Collaborate with children in the creation process and use simple, engaging language.
   • Estimated Time: 3-4 weeks for development and review.

Implementing these steps will require dedicated effort and collaboration among all stakeholders. Regular reviews and updates will ensure that the service continues to meet and exceed the NQS standards.