New South Wales Consolidated Regulations New South Wales Consolidated RegulationsNotes :1 The National Quality Standard is used to assess education and care services to determine rating levels under Part 5 of the Law.2 The Regulatory Authority may suspend a service approval if an education and care service has operated at a rating level as not meeting the National Quality Standard and there has been no improvement in that rating level and a service waiver or temporary waiver does not apply to the service in relation to the non-compliance--see section 70(d) of the Law.3 To determine whether and at what rating level an education and care service meets the National Quality Standard and the requirements of these regulations, Part 5 of the Law provides that the Regulatory Authority that granted the service approval for the service may assess the service in accordance with these Regulations.
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.