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Overview of the

National Regulations & National Quality Standard


Childcare Queensland

April 2012

Presentation overview
1. Operational requirements
- Educator to child ratios - Educator qualifications

2. 3. 4.

Assessment and ratings Conclusion Resources

Operational requirements
of the National Regulations

Educator to child ratios

1. Operational requirements

Educator to child ratios


Calculating ratios Implications for Queensland
Ratios apply across the service, not necessarily by room

Ratios are minimum standards


Services should consider outcomes for children, all seven Quality Areas of the NQS and impacts on service assessment and ratings

1. Operational requirements

Educator to child ratios


Long day care
No major changes to educator to child ratios until 1 January 2016 1:4 ratio for 0-24 months introduced nationally 1 January 2012 Eligible services must have applied by 31 March 2012 to continue using the 1:5 ratio for 15-24 months until 31 December 2017 Mixed age 1:7 ratio no longer applies.

1. Operational requirements

Educator to child ratios


2012 2015 0-24 mths 15-24 mths1 >24-35 mths >30-35 mths 3 yrs <7 yrs 4 yrs <7 yrs 4 yrs <13 yrs School age2 Family Day Care3 RATIO 1:4 1:5 1:6 1:8 1:12 1:13 1:12 1:15 1:7 Family Day Care4 1:7 Family Day Care4 1:7 2016 2017 0-24 mths 15-24 mths1 RATIO 1:4 1:5 1 JAN 2018+ 0-24 mths RATIO 1:4

>24-35 mths 36 mths <school age


School age2

1:5 1:11

>24-35 mths 36 mths <school age


School age2

1:5
1:11

1:15

1:15

< means less than and > means more than 1 Only applies if a service is approved by the Department to continue using 1:5 ratio from 31 March 2012 until 2018. Services licensed or approved from 1 January 2011 are ineligible. 2 School age means a child enrolled in schooling (Prep onwards) and attending anytime the same calendar year 3 From 2012, the 1:7 ratio cannot include more than four children preschool age or under. 4 Includes an educator's own children under school age until 2015 and then all children less than 13 years of age from 2016.

1. Operational requirements

Educator to child ratios


Mixed age group ratios what has changed?
1:7 mixed age group ratio no longer exists For mixed groups, the relevant ratio for each age group needs to be maintained How does this work?

The ratio of the youngest child in each educators care applies


Older children can be included in the ratio of younger children as long as the ratio of the youngest child is not exceeded

1. Operational requirements

Educator to child ratios


Considerations in determining staffing
Minimum educator to child ratios are maintained at all times (Regulation 123)

Only educators working directly with children are included in the ratio (Regulation 122)
Adequate supervision is maintained at all times (Regulation 120) The education, health, safety and wellbeing of children are paramount Outcomes for children develop relationships with other children and adults (Regulation 155 156)

Educator qualifications

1. Operational requirements

Educator qualifications
Centre-based (under school age)
1 January 2012
All educators must hold (or be actively working towards) at a minimum a Certificate III qualification; and The first of every two educators must hold (or be actively working towards) a Diploma qualification or above

1 January 2014
At least 50% of educators caring for children pre-school age or under that are required to meet minimum educator to child ratios within a service will need to hold, or be actively working towards, a Diploma qualification or above. An early childhood teacher (more details on upcoming slide)

Centre-based (under school age)


Qualification requirements Qualifications
Minimum qualification Diploma qualification

Child Care Act 2002


Certificate III (or be actively working towards1) Group leaders required to hold a Diploma (or be actively working towards2)

National Regulations
No change The first of every two educators must hold (or be actively working towards1) a Diploma qualification or above At least 50% of all staff to hold (or be actively working towards1) a Diploma qualification or above

Timeframe
1 January 2012 1 January 2012

1 January 2014

Advanced Diploma

Director required to hold Advanced Diploma (or be actively working towards1) No requirement

No requirement within the National Regulations

1 January 2012

Early Childhood Teacher

Refer next slide for detail

1 January 2014

Actively working towards1 (if educator at least 18 years)


Minimum qualification Commence Certificate III within three months of being engaged in service Satisfactory Progress2 No three month grace period3 Diploma qualification Commence Diploma within three months of being engaged in service. Must hold a Certificate III or equivalent Satisfactory Progress2 No three month grace period3 1 January 2012 31 Dec 2013 1 January 2014 1 January 2012 31 Dec 2013 1 January 2014

To be actively working towards a qualification an educator must be a) enrolled in the course, b) able to provide evidence to an Approved Provider that they have commenced study, c) making satisfactory progress, d) meeting the requirements for maintaining their enrolment as determined by the provider of the course, and e) holds an approved Certificate III level qualification if a Diploma holder. . Refer Regulation 10 for further detail. The definition of actively working towards requires an educator to demonstrate they are making satisfactory progress towards completing a qualification, as determined by the provider of the course. This is a change from the former Child Care Act 2002, whereby educators had a defined date to complete the course. In 2014, educators no longer have a three month grace period to commence study. For Diploma qualifications, educators must hold the relevant Certificate III. Regulation 302.

Centre-based (under school age)


Early childhood teacher requirement 2014 and 2020 Number of children Early childhood teacher requirement Timeframe

<25 children

Access to an early childhood teacher for at least 20% of the time the service is operating, which may be achieved by means of an Information and Communications Technology (ICT) solution. Employ or engage a full-time teacher OR have one early childhood teacher in attendance for six hours per day if operating for more than 50 hours per week, or 60% of the time if operating for less than 50 hours. The above requirements for 25-59 children apply to services with 6080 children until 2020. Employ or engage an additional (second) early childhood teacher for half the full-time hours of the service OR have a second early childhood teacher in attendance for at least three hours per day if operating for more than 50 hours per week, or 30% of the time if operating for less than 50 hours.

1 January 2014

25-59 children

1 January 2014

60-80 children

1 January 2014 1 January 2020

>80 children

The above requirements for 25-59 children apply to services with 80+ children until 2020. Employ or engage an additional (second) full-time early childhood teacher OR have a second early childhood teacher in attendance for at least six hours per day if operating for more than 50 hours per week, or 60% of the time if operating for less than 50 hours.

1 January 2014 1 January 2020

1. Operational requirements

Educator qualifications
Other qualifications First Aid & Anaphylaxis
For all centre-based services - 1) at least one educator who holds a current first aid qualification must be present at all times; AND 2) at least one educator who has undertaken anaphylaxis and asthma management training must also be present. One person can hold all required qualifications. Educators with a first aid qualification recognised prior to 1 January 2012 will only be required to renew or update this qualification when it expires, or by 31 December 2012, whichever comes first. Services that did not require this training under the Child Care Act 2002 have until 1 January 2013 to meet this requirement (Regulation 246-247).

1. Operational requirements

Physical environment
Building requirements
Until 31 December 2011 Queensland Development Code Applies to licensed centre-based services 1 January - May 2012 Applies to out-of- scope services Applies to in-scope services (excluding OSHC & FDC) Applies to all in-scope services May 2012 Applies to existing out-of-scope services only Applies to existing in-scope services (excluding OSHC & FDC) Applies to all in-scope services

National Regulations under National Law (Physical Environments) BCA National Building Legislation

N/A

Continue to meet current arrangements

Continue to meet current arrangements

BCA amended to incorporate specific standards for new in-scope services (excluding OSHC & FDC)

1. Operational requirements

Information to be displayed
Range of information to be displayed at the Service including:
the name of the educational leader at the service the name and telephone number of the person to whom complaints may be addressed the name and position of the responsible person in charge at any given time the name of the Nominated Supervisor the hours and days of operation the contact details for the Regulatory Authority (i.e DETE Regional office)

3. National Regulations

Assessment and ratings

Assessment & Rating

2. Assessment and ratings

Where to start?
Self-assessment and quality improvement planning process
Become familiar with the seven quality areas of the NQS and related regulatory requirements (Schedule 1, page 325 of the National Regulations) Refer to the Guide to the NQS

Engage with the approved learning frameworks


Develop the Quality Improvement Plan

2. Assessment and ratings

The Quality Improvement Plan


The Quality Improvement Plan is required to:
Be informed by an assessment of the quality of practice Identify areas for improvement Contain a statement of philosophy of the service Be updated at least annually Be available at the service for parents and the Regulatory Authority (DETE) Be submitted to the Regulatory Authority (6 weeks following notification of assessment and rating visit and on request) Be revised following the assessment and rating process (if required)

2. Assessment and ratings

The Quality Improvement Plan


Timing:
Services licensed / approved prior to 1 January 2012:
Must prepare their Plan by 30 April 2012 Available on request by Regulatory Authority or parents

New services approved between 1 January 2012 31 January 2012:


Must submit their Plan by 30 April 2012

New services approved on/after 1 February 2012:


Must submit their Plan within three months of grant of service approval.

2. Assessment and ratings

The Quality Improvement Plan


The statement of philosophy of the service
is unique to the service different settings have different priorities, and different families, children, educators and staff outlines the principles under which the service operates promotes shared understandings of these principles

guides all aspects of the services operation including the development of educational program and practice
forms part of a culture of evaluation, self-review and improvement is reviewed at least annually, and revised if necessary reflects the principles of the NQF and approved Learning Frameworks

2. Assessment and ratings

The Quality Improvement Plan


Summary of strengths and issues identified during self-assessment

2. Assessment and ratings

The Quality Improvement Plan


Quality Improvement Plan: example

2. Assessment and ratings

The Quality Improvement Plan


Revisiting and refreshing the Plan:
At least annually At any time when directed by the Regulatory Authority Triggered by suggestions made in the Assessment and Rating report As different issues or new understandings arise When new children and families join the service

As a result of staffing or management changes

2. Assessment and ratings

Formal assessment and rating


Steps in the assessment and rating process
Step #
STEP 1 STEP 2 (wk 6) STEP 3 (wk 12) STEP 4 (wk 15) STEP 5 (wk 18)

Action any time from 1 May 2012


Notification to submit QIP (6 weeks to do so) Notification of date for site visit Site visit occurs - some on the spot feedback Draft assessment report / rating provided Feedback on report by provider is considered

STEP 6 (wk 20)

Report is finalised & rating determined

2. Assessment and ratings

Formal assessment and rating


Tips for preparing for the assessment visit:
Inform parents and educators prior to the visit Introduce the Authorised Officer

Collaborate with the Authorised Officer


Ensure documentation related to the NQS and regulatory requirements is readily available

2. Assessment and ratings

Formal assessment and rating


Five levels against which services will be assessed:
Excellent (highest level) Exceeding National Quality Standard

Meeting National Quality Standard


Working towards National Quality Standard

Significant Improvement Required (lowest level)

3. Conclusion
Start the process of evaluating the quality of service provision against the NQS
Embed the approved learning frameworks into the education and care program Familiarise yourself with the resources available Develop your Quality Improvement Plan Focus on particular areas for improvement DETE regional officers are available to assist

4. Resources

www.det.qld.gov.au/earlychildhood www.acecqa.gov.au

Education and Care Services National Law

1
Guide to the National Quality Framework Guide to the National Law and National Regulations

National Quality Standard Assessment and Rating Instrument

Education and Care Services National Regulations


Source Documents

Guide to Assessment and Rating for Services


Support Documents

National Quality Standard

Guide to the National Quality Standard

Guide to Assessment and Rating for Regulatory Authorities

Early Years Learning Framework & Framework for School Age Care
(or other approved learning framework)

4
Guide to Developing a Quality Improvement Plan

4. Resources
det.qld.gov.au / earlychildhood
Podcasts
FAQs Regulation information Policies and procedures A-to-Z

Questions?