National Quality Framework Information Forum

1. National Quality FrameworkInformation Forum Good morning/afternoon/evening, and welcome, Thank you for taking the time today to come to this information forum on the new National Quality Framework for early childhood education and care. I acknowledge and pay respect to the traditional owners and continuing custodians of this land: (insert table when completed) and acknowledge elders past and present.Good morning/afternoon/evening, and welcome, Thank you for taking the time today to come to this information forum on the new National Quality Framework for early childhood education and care. I acknowledge and pay respect to the traditional owners and continuing custodians of this land: (insert table when completed) and acknowledge elders past and present.

2. This forum Provide information about the COAG reforms. Update on implementation activities. An opportunity to hear your views. This forum is one of a dozen or so being held around Australia to provide you with information about the National Quality Framework, and especially about implementation activities and how these might affect you. It is also an important opportunity for you to let us know your thoughts and ideas on how the new system can best to put in place between now and January 2012. I would also like to thank Early Childhood Australia for their great work in bringing these forums together at quite short notice. My colleague <<name>> from the (state or territory) Department responsible for early childhood education and care is also here today. Together, we will try and answer your questions on the new system. Please feel free to raise any issues as we go along, though we will also make sure there is time for questions and answers later in the forum.This forum is one of a dozen or so being held around Australia to provide you with information about the National Quality Framework, and especially about implementation activities and how these might affect you. It is also an important opportunity for you to let us know your thoughts and ideas on how the new system can best to put in place between now and January 2012. I would also like to thank Early Childhood Australia for their great work in bringing these forums together at quite short notice. My colleague <<name>> from the (state or territory) Department responsible for early childhood education and care is also here today. Together, we will try and answer your questions on the new system. Please feel free to raise any issues as we go along, though we will also make sure there is time for questions and answers later in the forum.

3. Overview of the COAG decision

4. As shown in this diagram, these reforms are taking place on a number of fronts. You will find key documents relating to these initiatives in the folder I have given you. Within DEEWR, the Office of Early Childhood Education and Care has been established to drive major reforms in early childhood education and care. The Office of Early Childhood Education and Child Care (OECECC) aims to achieve a nationally consistent, accessible, affordable and high quality early childhood education and child care system for all Australian children and families. The OECECC was launched by the then Parliamentary Secretary for Early Childhood Education and Child Care, the Hon Maxine McKew MP on 18 March 2008. As shown in this diagram, these reforms are taking place on a number of fronts. You will find key documents relating to these initiatives in the folder I have given you. Within DEEWR, the Office of Early Childhood Education and Care has been established to drive major reforms in early childhood education and care. The Office of Early Childhood Education and Child Care (OECECC) aims to achieve a nationally consistent, accessible, affordable and high quality early childhood education and child care system for all Australian children and families. The OECECC was launched by the then Parliamentary Secretary for Early Childhood Education and Child Care, the Hon Maxine McKew MP on 18 March 2008.

5. The National Quality Framework The new National Quality Framework agreed by the Council of Australian Governments on 7 December 2009. It comprises: a National Quality Standard (seven quality areas) a new ratings system to complement the NQS streamlined regulatory system a new national body. Implemented progressively from 1 July 2010, the system will be fully operational by 1 January 2012. On 7 December 2009, the Prime Minister of Australia and the leaders of all state and territory governments agreed that a new National Quality Framework for early childhood education and school age care would be implemented. This new national framework will replace the current licensing and accreditation processes undertaken by states and territories and the National Childcare Accreditation Council (NCAC) on behalf of the Commonwealth. The new framework takes account of feedback from consultation with the sector and the general public - including on a consultation Regulation Impact Statement released by the Council of Australian Governments (COAG) in July 2009. The agreement encompasses and integrates education and care, with standards that apply consistently across services. The new reforms will be implemented progressively, over a number of years to allow the sector time to accommodate the changes. The transition period period commenced on the signing of the National partnership and continues up to 1 January 2012 when the new Framework is to be fully operational. The changes to ratio and qualifications requirements will be implemented gradually from then until 2020. The National Quality Framework comprises: National Quality Standard (NQS) (with seven quality areas); a new ratings system to complement the NQS; a streamlined regulatory system; and a new National Body. On 7 December 2009, the Prime Minister of Australia and the leaders of all state and territory governments agreed that a new National Quality Framework for early childhood education and school age care would be implemented. This new national framework will replace the current licensing and accreditation processes undertaken by states and territories and the National Childcare Accreditation Council (NCAC) on behalf of the Commonwealth. The new framework takes account of feedback from consultation with the sector and the general public - including on a consultation Regulation Impact Statement released by the Council of Australian Governments (COAG) in July 2009. The agreement encompasses and integrates education and care, with standards that apply consistently across services. The new reforms will be implemented progressively, over a number of years to allow the sector time to accommodate the changes. The transition period period commenced on the signing of the National partnership and continues up to 1 January 2012 when the new Framework is to be fully operational. The changes to ratio and qualifications requirements will be implemented gradually from then until 2020. The National Quality Framework comprises: National Quality Standard (NQS) (with seven quality areas); a new ratings system to complement the NQS; a streamlined regulatory system; and a new National Body.

6. There will be a review commencing at the beginning of 2013 to examine progress made towards meeting the qualification requirements due to come into force from 1 January 2014. In particular, it will look at requirements for early childhood teachers and those jurisdictions in which there are significant rural and remote workforces. The whole National Quality Framework will be reviewed in 2014 to examine the progress made with implementation. It will focus on workforce availability, governance arrangements and appropriate regulatory agencies for preschool. Another review is planned for 2019 and then they will most likely occur every five years after that. There will be a review commencing at the beginning of 2013 to examine progress made towards meeting the qualification requirements due to come into force from 1 January 2014. In particular, it will look at requirements for early childhood teachers and those jurisdictions in which there are significant rural and remote workforces. The whole National Quality Framework will be reviewed in 2014 to examine the progress made with implementation. It will focus on workforce availability, governance arrangements and appropriate regulatory agencies for preschool. Another review is planned for 2019 and then they will most likely occur every five years after that.

7. Who is Affected? The new National Quality Framework applies to: Long Day Care (LDC) Family Day Care (FDC) Out of School Hours Care (OSHC) and Preschool Budget based, MACS, mobile services and occasional care services not included at this stage From January 2012 the jointly governed unified national framework will apply to Long Day Care (LDC), Family Day Care (FDC), School Age Care services and Preschools (referred to as Kindergartens and pre-prep in some jurisdictions). At a later stage, consideration may be given to the inclusion of additional service types. We can also explore the capacity of other service types (such as mobile services or budget based services) to participate on a voluntary basis, pending any agreement formally bringing them into the new system. From January 2012 the jointly governed unified national framework will apply to Long Day Care (LDC), Family Day Care (FDC), School Age Care services and Preschools (referred to as Kindergartens and pre-prep in some jurisdictions). At a later stage, consideration may be given to the inclusion of additional service types. We can also explore the capacity of other service types (such as mobile services or budget based services) to participate on a voluntary basis, pending any agreement formally bringing them into the new system.

8. Arrangements for preschools within schools National Quality Standard will apply National Quality Framework will ensure in-school and LDC/FDC preschool programs are similar Regulatory arrangement will acknowledge existing school quality assurance procedures Details to be advised when finalised For those states and territories where this applies (SA, WA, Tas, ACT): Where preschool provision is part of schools, the National Quality Standard may be may be administered through existing government quality assurance procedures. Quality assurance procedures for preschools within schools will be comparable to the broader administration of the National Quality Standard, and subject to transparent accountability. In jurisdictions where the current regulation of preschools and child care is separate and preschool is part of schools, those jurisdictions will, over time, strive to: move to have a single regulator for ECEC services, or limit the number of regulators; regulate any other ECEC services that are directly provided by schools.For those states and territories where this applies (SA, WA, Tas, ACT): Where preschool provision is part of schools, the National Quality Standard may be may be administered through existing government quality assurance procedures. Quality assurance procedures for preschools within schools will be comparable to the broader administration of the National Quality Standard, and subject to transparent accountability. In jurisdictions where the current regulation of preschools and child care is separate and preschool is part of schools, those jurisdictions will, over time, strive to: move to have a single regulator for ECEC services, or limit the number of regulators; regulate any other ECEC services that are directly provided by schools.

9. Issues for preschools Regulation Rating Specific legal provisions Offences Approved or authorised supervisor Second tier review of the rating there is a piece of work for each jurisdiction to map their current QA processes within schools to see how they match the national quality standards, and if there are any gaps. We want to avoid duplication; the National Partnership agreement has agreed that all ECEC services will be subject to the same system including the rating. We acknowledge that this will be different for schools who currently are not subject to a rating system. And that there is a link to the my schools website. We also acknowledge that teachers may feel singled out as they may be the only pre-school teacher, but the fact is that everything is being rated - the environment, parent and community engagement, leadership, parents and friends involvement etc. The messaging will be important as we do this.there is a piece of work for each jurisdiction to map their current QA processes within schools to see how they match the national quality standards, and if there are any gaps. We want to avoid duplication; the National Partnership agreement has agreed that all ECEC services will be subject to the same system including the rating. We acknowledge that this will be different for schools who currently are not subject to a rating system. And that there is a link to the my schools website. We also acknowledge that teachers may feel singled out as they may be the only pre-school teacher, but the fact is that everything is being rated - the environment, parent and community engagement, leadership, parents and friends involvement etc. The messaging will be important as we do this.

10. National Quality Standard As part of the framework, a single National Quality Standard (NQS) will be introduced that reflects the importance of high quality education and care. It will provide clarity, for the first time at a national level, about the expectations for the provision of quality education and care. There are 7 quality areas that will form the new national standard: The educational program and practice is stimulating and engaging and enables children’s learning and development Every child’s health and safety is safeguarded and promoted The physical environment is safe, suitable and provides a rich and diverse range of experiences to promote children’s learning and development Staffing arrangements create a safe and predictable environment for children and support warm, respectful relationships. Qualified and experienced educators, Coordinators and staff encourage children’s active engagement. Relationships with children are responsive, respectful and promote children’s sense of security and belonging, and free them to explore the environment and engage in learning. Collaborative relationships with families are fundamental to the quality outcomes for children and focus on communication, consultation and collaboration. Effective Leadership is reflected in well documented policies and practices developed in partnership with Educators, Coordinators, Staff and families and evaluated regularly with a focus on continuous improvement. In total there are 23 standards included in these seven quality areas.As part of the framework, a single National Quality Standard (NQS) will be introduced that reflects the importance of high quality education and care. It will provide clarity, for the first time at a national level, about the expectations for the provision of quality education and care. There are 7 quality areas that will form the new national standard: The educational program and practice is stimulating and engaging and enables children’s learning and development Every child’s health and safety is safeguarded and promoted The physical environment is safe, suitable and provides a rich and diverse range of experiences to promote children’s learning and development Staffing arrangements create a safe and predictable environment for children and support warm, respectful relationships. Qualified and experienced educators, Coordinators and staff encourage children’s active engagement. Relationships with children are responsive, respectful and promote children’s sense of security and belonging, and free them to explore the environment and engage in learning. Collaborative relationships with families are fundamental to the quality outcomes for children and focus on communication, consultation and collaboration. Effective Leadership is reflected in well documented policies and practices developed in partnership with Educators, Coordinators, Staff and families and evaluated regularly with a focus on continuous improvement. In total there are 23 standards included in these seven quality areas.

11. The major changes to staffing arrangements within the new NQS relate to educator-to-child ratios and the educational qualifications of the workforce. The table shows educator-to-child ratios and the timeframes for when the new requirements become compulsory. New South Wales will move to a 1:4 ratio for 0 – 24 months from January 2011, and will retain a 1:10 ratio for 36 months and older. Victoria will maintain its 1:4 ratio for under 3’s from 1 January 2012. New ratio and qualification requirements for Long Day Care (LDC), preschool (or kindergartens) and Family Day Care (FDC) will be implemented progressively and strategies to assist the transition of early childhood services and educators will be developed in consultation with the sector. As previously mentioned, changes will be implemented over a period of several years to allow the sector time to accommodate the changes. The National Quality Standard and ratings system will also apply to school age care services but at this stage no changes to educator-to-child ratios or educator qualifications are proposed. The National Quality Standard does include a provision for determining an appropriate ratio for mixed age groups of children, which takes account of the composition of such groups. It is not intended that these will apply to the normal operations of a Long Day Care centre. Regulations currently being drafted will clarify when these mixed age group ratios will apply – such as early in the morning, or late in the day. The major changes to staffing arrangements within the new NQS relate to educator-to-child ratios and the educational qualifications of the workforce. The table shows educator-to-child ratios and the timeframes for when the new requirements become compulsory. New South Wales will move to a 1:4 ratio for 0 – 24 months from January 2011, and will retain a 1:10 ratio for 36 months and older. Victoria will maintain its 1:4 ratio for under 3’s from 1 January 2012. New ratio and qualification requirements for Long Day Care (LDC), preschool (or kindergartens) and Family Day Care (FDC) will be implemented progressively and strategies to assist the transition of early childhood services and educators will be developed in consultation with the sector. As previously mentioned, changes will be implemented over a period of several years to allow the sector time to accommodate the changes. The National Quality Standard and ratings system will also apply to school age care services but at this stage no changes to educator-to-child ratios or educator qualifications are proposed. The National Quality Standard does include a provision for determining an appropriate ratio for mixed age groups of children, which takes account of the composition of such groups. It is not intended that these will apply to the normal operations of a Long Day Care centre. Regulations currently being drafted will clarify when these mixed age group ratios will apply – such as early in the morning, or late in the day.

12. By 1 January 2014: At least 50 per cent of educators in LDC and preschool services will need to have (or be actively engaged in working towards) a Diploma level early childhood education and care qualification or above Other educators will need to have (or be actively engaged in working towards) a Certificate III level early childhood education and care qualification or equivalent. By 1 January 2014: At least 50 per cent of educators in LDC and preschool services will need to have (or be actively engaged in working towards) a Diploma level early childhood education and care qualification or above Other educators will need to have (or be actively engaged in working towards) a Certificate III level early childhood education and care qualification or equivalent.

13. By 1 January 2014: Family Day Care coordinators will need to have a Diploma-level early childhood education and care qualification or above. All family day care educators will need to have (or be actively working towards), a minimum of a Certificate III level early childhood education and care qualification or equivalent. By 1 January 2014: Family Day Care coordinators will need to have a Diploma-level early childhood education and care qualification or above. All family day care educators will need to have (or be actively working towards), a minimum of a Certificate III level early childhood education and care qualification or equivalent.

14. Also, most services will be required to have an early childhood teacher in attendance whenever a service is being provided, with smaller services required to have a teacher in attendance for some of the time. In a small number of instances where the current State and Territory standards for ratios and qualifications are already stronger than the new changes, the existing arrangements will continue to apply. For eg, in New South Wales existing requirements of: 1 teacher for 25-39 children 2 teachers for 40-59 children 3 teachers for 60-79 children 4 teachers for 80+ children will be retained. No changes to educator to child ratios or educator qualifications have been made to OSHC at this stage. The research evidence regarding the benefits of closer educator-to-child ratios and educator qualifications in OSHC settings is not as conclusive as it is for the remaining service types. Also, most services will be required to have an early childhood teacher in attendance whenever a service is being provided, with smaller services required to have a teacher in attendance for some of the time. In a small number of instances where the current State and Territory standards for ratios and qualifications are already stronger than the new changes, the existing arrangements will continue to apply. For eg, in New South Wales existing requirements of: 1 teacher for 25-39 children 2 teachers for 40-59 children 3 teachers for 60-79 children 4 teachers for 80+ children will be retained. No changes to educator to child ratios or educator qualifications have been made to OSHC at this stage. The research evidence regarding the benefits of closer educator-to-child ratios and educator qualifications in OSHC settings is not as conclusive as it is for the remaining service types.

15. By 1 January 2020 – services will need to have a second early childhood teacher or another suitably qualified leader in attendance at the service for at least half the time the service is provided to 60 children or more, and whenever the service is provided to more than 80 children. By 1 January 2020 – services will need to have a second early childhood teacher or another suitably qualified leader in attendance at the service for at least half the time the service is provided to 60 children or more, and whenever the service is provided to more than 80 children.

16. Early Years Learning Framework Australia’s first national early childhood learning framework a key component of the new National Quality Agenda required for use in the new National Quality Standard (Educational Program and Practice) The Early Years Learning Framework (EYLF) is Australia’s first national early childhood learning framework designed to guide early childhood professionals in the development of their education programs. The EYLF is part of Australia’s reform agenda for early childhood education and care and a key component of the Government’s National Quality Agenda. It was endorsed by the Council of Australian Governments (COAG) on 2 July 2009. It will be incorporated into the new National Quality Standard in order to ensure delivery of nationally consistent and quality early childhood education. An Educators’ Guide to the Early Years Learning Framework has been developed and is expected to be released in mid 2010. The Australian Government-funded Professional Support Coordinators program and the Indigenous Professional Support Units are providing training and mentoring for child care services. A web-based training package and professional development materials for remote Indigenous settings are under development. Further information is available at http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx Universal access to early childhood education is also supported through the Standard, with the direct provision of a preschool program, or access to one particularly for Family Day Care, being considered during the rating of the Educational Program and Practice Quality Area. The Early Years Learning Framework (EYLF) is Australia’s first national early childhood learning framework designed to guide early childhood professionals in the development of their education programs. The EYLF is part of Australia’s reform agenda for early childhood education and care and a key component of the Government’s National Quality Agenda. It was endorsed by the Council of Australian Governments (COAG) on 2 July 2009. It will be incorporated into the new National Quality Standard in order to ensure delivery of nationally consistent and quality early childhood education. An Educators’ Guide to the Early Years Learning Framework has been developed and is expected to be released in mid 2010. The Australian Government-funded Professional Support Coordinators program and the Indigenous Professional Support Units are providing training and mentoring for child care services. A web-based training package and professional development materials for remote Indigenous settings are under development. Further information is available at http://www.deewr.gov.au/EarlyChildhood/Policy_Agenda/Quality/Pages/EarlyYearsLearningFramework.aspx Universal access to early childhood education is also supported through the Standard, with the direct provision of a preschool program, or access to one particularly for Family Day Care, being considered during the rating of the Educational Program and Practice Quality Area.

17. OSHC Learning Framework Will be modelled on the Early Years Learning Framework Will ensure school aged children get leisure/play-based learning experiences. The national initiative is being developed cooperatively between all level of government and will operate as a key component of the National Quality Standard (NQS) and will be able to be used by Outside School Hours Care Services, Long Day Care Centre based services and Family Day Care services – where ever school age children are being cared for outside school hours. It will: support and provide guidance to develop and provide quality programs; promote professional practice and provide a language to support effective dialogue amongst stakeholders; and provide nationally consistent requirements for the delivery of quality outside school-aged care programs across sectors and jurisdictions. The national initiative is being developed cooperatively between all level of government and will operate as a key component of the National Quality Standard (NQS) and will be able to be used by Outside School Hours Care Services, Long Day Care Centre based services and Family Day Care services – where ever school age children are being cared for outside school hours. It will: support and provide guidance to develop and provide quality programs; promote professional practice and provide a language to support effective dialogue amongst stakeholders; and provide nationally consistent requirements for the delivery of quality outside school-aged care programs across sectors and jurisdictions.

18. The new rating system A five point ratings scale Excellent High Quality National Quality Standard Operating Level Unsatisfactory The seven quality areas will be rated using a five-point rating scale. Each service will receive an overall rating and a rating for each of the seven quality areas. This will provide families with a comprehensive understanding of the quality of a service. It will also allow services to highlight areas where they perform well, even when they may be unable to meet the National Quality Standard level in some quality areas. All services will be required to prominently display their approval and rating information. Ratings will also be available on the internet. Excellent: indicates that a service demonstrates excellence and is recognised as a sector leader. High Quality: indicates that a service is exceeding the NQS. National Quality Standard: indicates that a service is meeting the NQS. Operating Level: indicates that a service is working towards meeting the NQS. All new services will commence operation with an Operating Level rating. Unsatisfactory: indicates that a service is not meeting the NQS and the regulator is working closely with the service to immediately improve its quality, otherwise the centre will need to be closed. The seven quality areas will be rated using a five-point rating scale. Each service will receive an overall rating and a rating for each of the seven quality areas. This will provide families with a comprehensive understanding of the quality of a service. It will also allow services to highlight areas where they perform well, even when they may be unable to meet the National Quality Standard level in some quality areas. All services will be required to prominently display their approval and rating information. Ratings will also be available on the internet. Excellent: indicates that a service demonstrates excellence and is recognised as a sector leader. High Quality: indicates that a service is exceeding the NQS. National Quality Standard: indicates that a service is meeting the NQS. Operating Level: indicates that a service is working towards meeting the NQS. All new services will commence operation with an Operating Level rating. Unsatisfactory: indicates that a service is not meeting the NQS and the regulator is working closely with the service to immediately improve its quality, otherwise the centre will need to be closed.

19. National applied laws legislation National Quality Framework will be a uniform national system National applied laws model introduced The host jurisdiction (Victoria) will pass a Bill. Other states and territories will adopt this law ‘by reference’ to the Victorian Bill WA will pass its own corresponding legislation New legislation will replace existing state and territory Acts and Regulations. COAG has agreed to a streamlined regulatory approach. The National Quality Framework will be a uniform national system jointly governed by the Commonwealth, States and Territories. This cooperative legislative model will confer functions on State and Territory agencies to ensure consistency and create the national body. The law governing the new NQA will be based on a ‘national applied laws’ model: a Bill will be considered and passed in the parliament of the host jurisdiction, which is Victoria. once the Bill is passed, the other states and territories (except Western Australia) will adopt the law in their respective parliaments ‘by reference’ to the Victorian Bill. Western Australia will pass its own identical law. The Bill and associated Regulations will reflect the National Partnership Agreement made at COAG, further informed by discussions between the Commonwealth, state and territory governments, and feedback received from the early childhood sector, especially via the Stakeholder Reference Group. The national legislation brings together the assessment of quality, the approval to operate process, and compliance and enforcement activities. Whereas the Commonwealth, through the National Childcare Accreditation Council, was responsible for assessing quality and accrediting services, States and Territories will be responsible for the regulation and administration of the new system that integrates quality assurance with current licensing arrangements. The legislation will also create the new national body (or National Authority), which will have a role in auditing the system at a national level, ensuring national consistency, and potentially assessing second level appeals. The legislation will also give the Ministerial Council for Education, Early Childhood Development and Youth Affairs, the power to make amendments to the new system, including amendments to the new standards, if required. The new national laws will replace the current laws and regulations in each state and territory that relate to early childhood education and child care services that will come under the new system. COAG has agreed to a streamlined regulatory approach. The National Quality Framework will be a uniform national system jointly governed by the Commonwealth, States and Territories. This cooperative legislative model will confer functions on State and Territory agencies to ensure consistency and create the national body. The law governing the new NQA will be based on a ‘national applied laws’ model: a Bill will be considered and passed in the parliament of the host jurisdiction, which is Victoria. once the Bill is passed, the other states and territories (except Western Australia) will adopt the law in their respective parliaments ‘by reference’ to the Victorian Bill. Western Australia will pass its own identical law. The Bill and associated Regulations will reflect the National Partnership Agreement made at COAG, further informed by discussions between the Commonwealth, state and territory governments, and feedback received from the early childhood sector, especially via the Stakeholder Reference Group. The national legislation brings together the assessment of quality, the approval to operate process, and compliance and enforcement activities. Whereas the Commonwealth, through the National Childcare Accreditation Council, was responsible for assessing quality and accrediting services, States and Territories will be responsible for the regulation and administration of the new system that integrates quality assurance with current licensing arrangements. The legislation will also create the new national body (or National Authority), which will have a role in auditing the system at a national level, ensuring national consistency, and potentially assessing second level appeals. The legislation will also give the Ministerial Council for Education, Early Childhood Development and Youth Affairs, the power to make amendments to the new system, including amendments to the new standards, if required. The new national laws will replace the current laws and regulations in each state and territory that relate to early childhood education and child care services that will come under the new system.

20. Implementation of COAG decision

21. COAG agreed that the new National Quality Framework would be implemented via the National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care, signed by the Commonwealth and all states and territories. COAG gave overall responsibility for the new national system to Commonwealth, state and territory Ministers with responsibilities for early childhood education and care – the Ministerial Council on Education, Early Childhood Development and Youth Affairs (MCEECDYA). MCEECDYA are advised by a senior officials’ group for all jurisdictions (AEEYSOC). MCEECDYA established an Early Childhood Development Working Group (ECD WG) to work directly on implementation of the new National Quality Framework. To help it achieve this in the timeframes agreed at COAG, ECD WG in turn established three project groups: the Operations Project Group looking at issues such as developing new assessment arrangements and the new five-level quality ratings system the Legislation Project Group to oversee the drafting and passage of the national cooperative legislative framework; and the Transition and Establishment Project Group to oversee the establishment of the new national body. ECD WG has also convened a Stakeholder Reference Group of key sector organisations to provide it with important feedback from service providers, early childhood professionals and industry groups.COAG agreed that the new National Quality Framework would be implemented via the National Partnership Agreement on the National Quality Agenda for Early Childhood Education and Care, signed by the Commonwealth and all states and territories. COAG gave overall responsibility for the new national system to Commonwealth, state and territory Ministers with responsibilities for early childhood education and care – the Ministerial Council on Education, Early Childhood Development and Youth Affairs (MCEECDYA). MCEECDYA are advised by a senior officials’ group for all jurisdictions (AEEYSOC). MCEECDYA established an Early Childhood Development Working Group (ECD WG) to work directly on implementation of the new National Quality Framework. To help it achieve this in the timeframes agreed at COAG, ECD WG in turn established three project groups: the Operations Project Group looking at issues such as developing new assessment arrangements and the new five-level quality ratings system the Legislation Project Group to oversee the drafting and passage of the national cooperative legislative framework; and the Transition and Establishment Project Group to oversee the establishment of the new national body. ECD WG has also convened a Stakeholder Reference Group of key sector organisations to provide it with important feedback from service providers, early childhood professionals and industry groups.

22. Stakeholder Reference Group Comprises representatives from key early childhood organisations First met in March 2010, will meet regularly during implementation States and territories will consult through their usual Advisory Groups Stakeholder Reference Group will provide feedback to ECD Working Group. Membership of the Stakeholder Reference Group comprises representatives from: Early Childhood Australia National Out of School Hours Services Association Family Day Care Australia Childcare Associations Australia Australian Childcare Alliance National Childcare Accreditation Council Independent Education Union of Australia (IEUA) Early Childhood Intervention Australia Secretariat of National Aboriginal and Islander Child Care Inc. Australian Community Children’s Services Liquor, Hospitality, Miscellaneous Union (LHMU) National Office Australian Education Union (AEU) Lady Gowrie Tasmania (representing National Gowrie Resource and Advisory Program Consortium) Charles Darwin University Melbourne Graduate School of Education University of Melbourne Australian Primary Principals Association (APPA) National Catholic Education Commission Independent Schools Council of Australia (ISCA) The Stakeholder Reference Group will meet at least quarterly during the implementation phase (to January 2012), and may be asked to meet on other occasions, or provide consider issues ‘out of session’. Existing state and territory level consultation forums will continue to operate as a conduit for feedback on implementation. In addition, the implementation process itself will generate opportunities for service providers to provide feedback on their experience of the new system through the provisional assessment and ratings process. On a later slide, there is an email address where you can send in any comments you may have as implementation progresses. There is also a website address where you can access more information, including a ‘questions and answers’ page. Membership of the Stakeholder Reference Group comprises representatives from: Early Childhood Australia National Out of School Hours Services Association Family Day Care Australia Childcare Associations Australia Australian Childcare Alliance National Childcare Accreditation Council Independent Education Union of Australia (IEUA) Early Childhood Intervention Australia Secretariat of National Aboriginal and Islander Child Care Inc. Australian Community Children’s Services Liquor, Hospitality, Miscellaneous Union (LHMU) National Office Australian Education Union (AEU) Lady Gowrie Tasmania (representing National Gowrie Resource and Advisory Program Consortium) Charles Darwin University Melbourne Graduate School of Education University of Melbourne Australian Primary Principals Association (APPA) National Catholic Education Commission Independent Schools Council of Australia (ISCA) The Stakeholder Reference Group will meet at least quarterly during the implementation phase (to January 2012), and may be asked to meet on other occasions, or provide consider issues ‘out of session’. Existing state and territory level consultation forums will continue to operate as a conduit for feedback on implementation. In addition, the implementation process itself will generate opportunities for service providers to provide feedback on their experience of the new system through the provisional assessment and ratings process. On a later slide, there is an email address where you can send in any comments you may have as implementation progresses. There is also a website address where you can access more information, including a ‘questions and answers’ page.

23. Key design features of new system from January 2012 A simpler, streamlined system which promotes national consistency Services will maintain their relationship with state and territory authorities Reduced regulatory burden Focus on both quality improvement and mandatory minimum standards Consistent across settings, while recognising diversity (e.g. preschools in schools) The new system will feature a single assessment and ratings process involving a single regulator at the state/territory level. This will replace existing state and territory licensing and NCAC quality accreditation processes. In this way, we expect the new system to reduce the regulatory burden on services. The new system will be overseen by a new national body, with Commonwealth, State and Territory representation. We are still working collaboratively to fully define the roles and responsibilities of the new body – and what it will be called – but we do know that it will have an important role in ensuring national consistency in the application of the new National Quality Standard and in the quality ratings provided under the new system. In some areas, such as educator to child ratios and qualifications, some states and territories already require a higher standard that the agreed National Quality Standard. In those cases, existing state and territory requirements will be retained. We are also working on developing a new relationship between regulators and services. There will be a greater emphasis on enabling services to demonstrate how they feel they can best meet or exceed the standards, rather than being required to meet an exhaustive list of prescribed activities or criteria. In this way, the assessment process itself should contribute to a service’s continuous improvement and reflections on the delivery of quality care. Legal obligations, and consequences should they not uphold these obligations will be clear but the focus will be on continuous improvement and outcomes for children. While the nature of the assessment will be more collaborative, the final outcome of the assessment will be determined by the assessors. The new system will feature a single assessment and ratings process involving a single regulator at the state/territory level. This will replace existing state and territory licensing and NCAC quality accreditation processes. In this way, we expect the new system to reduce the regulatory burden on services. The new system will be overseen by a new national body, with Commonwealth, State and Territory representation. We are still working collaboratively to fully define the roles and responsibilities of the new body – and what it will be called – but we do know that it will have an important role in ensuring national consistency in the application of the new National Quality Standard and in the quality ratings provided under the new system. In some areas, such as educator to child ratios and qualifications, some states and territories already require a higher standard that the agreed National Quality Standard. In those cases, existing state and territory requirements will be retained. We are also working on developing a new relationship between regulators and services. There will be a greater emphasis on enabling services to demonstrate how they feel they can best meet or exceed the standards, rather than being required to meet an exhaustive list of prescribed activities or criteria. In this way, the assessment process itself should contribute to a service’s continuous improvement and reflections on the delivery of quality care. Legal obligations, and consequences should they not uphold these obligations will be clear but the focus will be on continuous improvement and outcomes for children. While the nature of the assessment will be more collaborative, the final outcome of the assessment will be determined by the assessors.

24. The underlying principles Key principles behind the new system include: - ongoing quality improvement - minimum standards - clear obligations and responsibilities - transparency of assessment and ratings - participatory and evidence based approach - reducing administrative burden - consistency across locations and settings and through use of the Early Years Learning Framework Several principles informed the development of the draft assessment process. The focus of the new quality system is on the quality of services as a critical contributor to outcomes for children and of ongoing quality improvement. The assessment and rating process itself should contribute to a service’s continuous improvement and reflection on the delivery of quality care. Ownership of the standard and system by the services - the assessment and rating approach will enable services to demonstrate the extent to which they meet or exceed the NQS rather than being required to meet an exhaustive list of prescribed activities or criteria, noting the certain minimum standards will apply and be enforceable. Clarity of obligations and responsibilities - services need to have clear information about the obligations and responsibilities in meeting the NQS. Ongoing quality improvement - The assessment and rating process itself should contribute to a service’s continuous improvement and reflection on the delivery of quality care. Transparency – the self assessment and rating process and supporting information for services will, as much as possible, mirror the process and information provided to the assessors. Participatory approach – the assessment and rating process should be viewed as a collaborative process recognising that regulators would still have power to enforce decisions if necessary; Based on evidence – the assessment and rating process and tools should be based on evidence that supports quality outcomes for children; Reduction of administrative burden for both service and regulator – the assessment and rating process will be developed with a focus on minimising paper work and leverage as much as possible from observation and existing information; Applicability and comparability across locations and types of service – while the initial focus is on Long Day Care service types the development will as much as possible ensure the process is applicable to other service types and does not need to be varied to take account of the variety of locations across Australia; An overarching principle of alignment and use of the EYLF documents to underpin guidance for early childhood settings recognising that it is a national framework for guiding quality practice. Several principles informed the development of the draft assessment process. The focus of the new quality system is on the quality of services as a critical contributor to outcomes for children and of ongoing quality improvement. The assessment and rating process itself should contribute to a service’s continuous improvement and reflection on the delivery of quality care. Ownership of the standard and system by the services - the assessment and rating approach will enable services to demonstrate the extent to which they meet or exceed the NQS rather than being required to meet an exhaustive list of prescribed activities or criteria, noting the certain minimum standards will apply and be enforceable. Clarity of obligations and responsibilities - services need to have clear information about the obligations and responsibilities in meeting the NQS. Ongoing quality improvement - The assessment and rating process itself should contribute to a service’s continuous improvement and reflection on the delivery of quality care. Transparency – the self assessment and rating process and supporting information for services will, as much as possible, mirror the process and information provided to the assessors. Participatory approach – the assessment and rating process should be viewed as a collaborative process recognising that regulators would still have power to enforce decisions if necessary; Based on evidence – the assessment and rating process and tools should be based on evidence that supports quality outcomes for children; Reduction of administrative burden for both service and regulator – the assessment and rating process will be developed with a focus on minimising paper work and leverage as much as possible from observation and existing information; Applicability and comparability across locations and types of service – while the initial focus is on Long Day Care service types the development will as much as possible ensure the process is applicable to other service types and does not need to be varied to take account of the variety of locations across Australia; An overarching principle of alignment and use of the EYLF documents to underpin guidance for early childhood settings recognising that it is a national framework for guiding quality practice.

25. Key milestones for Transition The sequence of events between now and January 2012 is lengthy. There are many steps leading to the formal commencement of the new system on 1 January 2012, including finalising and testing the assessment process, communicating the changes to the sector, developing and consulting on the processes, and establishing the new body. It is important to recognise that until legislation comes into effect, licensing will continue to be a State and Territory responsibility and ongoing assurance of quality will continue to be maintained by the National Childcare Accreditation Council (NCAC). During transition we will be working to develop processes that bring the two systems (Licensing and Quality assurance) together, focussing on reducing duplication and administrative burden and developing consistent assessment processes for the new National Standard. To develop this process, the Commonwealth, State and Territories will work together to improve sharing of information and minimising duplication of activity. This will be a focus of our work during the first half of 2010. The new processes will initially be trialled in the field testing to occur in June 2010, and further developed and fine-tuned during the rolling program of assessment and ratings from July 2010. The sequence of events between now and January 2012 is lengthy. There are many steps leading to the formal commencement of the new system on 1 January 2012, including finalising and testing the assessment process, communicating the changes to the sector, developing and consulting on the processes, and establishing the new body. It is important to recognise that until legislation comes into effect, licensing will continue to be a State and Territory responsibility and ongoing assurance of quality will continue to be maintained by the National Childcare Accreditation Council (NCAC). During transition we will be working to develop processes that bring the two systems (Licensing and Quality assurance) together, focussing on reducing duplication and administrative burden and developing consistent assessment processes for the new National Standard. To develop this process, the Commonwealth, State and Territories will work together to improve sharing of information and minimising duplication of activity. This will be a focus of our work during the first half of 2010. The new processes will initially be trialled in the field testing to occur in June 2010, and further developed and fine-tuned during the rolling program of assessment and ratings from July 2010.

26. Transition period provides opportunity to: Involve the sector to test and refine the assessment process familiarise the sector with the National Quality Standard identify current practices that will need to change prior to implementation The transition to the new system will be a rolling process, culminating in a fully developed assessment and ratings process by the time the new system is fully operational in January 2010. This will be backed up by all the necessary infrastructure, such as guidelines and manuals, application processes, appeal structures, information management systems, etc. The transition period provides us with the opportunity to work closely with services to: develop, test and refine the assessment process, including rating methodology; provide an opportunity to be involved in the design and development of the system prior to January 2012; build a rigorous process that is clearly defined, understood and can be consistently applied across all settings and locations; provide the sector with an opportunity to understand the NQS and identify any gaps in their current practice that need to be addressed prior to implementation; provide an opportunity to be involved in the design and development of the system prior to January 2012. I will describe the details of proposed transition activities shortly. The transition to the new system will be a rolling process, culminating in a fully developed assessment and ratings process by the time the new system is fully operational in January 2010. This will be backed up by all the necessary infrastructure, such as guidelines and manuals, application processes, appeal structures, information management systems, etc. The transition period provides us with the opportunity to work closely with services to: develop, test and refine the assessment process, including rating methodology; provide an opportunity to be involved in the design and development of the system prior to January 2012; build a rigorous process that is clearly defined, understood and can be consistently applied across all settings and locations; provide the sector with an opportunity to understand the NQS and identify any gaps in their current practice that need to be addressed prior to implementation; provide an opportunity to be involved in the design and development of the system prior to January 2012. I will describe the details of proposed transition activities shortly.

27. Key infrastructure activities include: National body fully operational by 1 January 2012 13 member Board - 1 member nominated by each State and Territory; 4 members nominated by Commonwealth; 1 independent Chair National information technology system established by 1 January 2012 manage the transition of responsibility from the current accreditation arrangements to the new regulatory framework (including ceasing the operations of the National Childcare Accreditation Council and the Accreditation Decisions Review Committee) In terms of the organisation itself, the new national body will be directed by a 13 member Board, with 1 member nominated by each State and Territory; 4 members nominated by Commonwealth; 1 independent Chair Board members will be appointed by the Ministerial Council (MCEECDYA) and will have an appropriate balance of professional skills and expertise. When considering appointing members to the board, the Ministerial Council will ensure that there is an appropriate balance of skills and expertise related to: Assessment of quality; Early childhood development; Labour market and workforce participation and development issues; Best practice regulation; Financial management or economics; Audit and corporate governance; Research, evaluation and performance information. The organisation will also be managed by a Chief Executive, who will be responsible for: day-to-day operations; performance and financial management; management of national body staff; interaction with the State and Territory regulatory agencies. The Chief Executive will report to the Board. The selection of senior management positions, including the Chief Executive, will be undertaken through an open and transparent recruitment process, managed by an external recruitment agency. In terms of the organisation itself, the new national body will be directed by a 13 member Board, with 1 member nominated by each State and Territory; 4 members nominated by Commonwealth; 1 independent Chair Board members will be appointed by the Ministerial Council (MCEECDYA) and will have an appropriate balance of professional skills and expertise. When considering appointing members to the board, the Ministerial Council will ensure that there is an appropriate balance of skills and expertise related to: Assessment of quality; Early childhood development; Labour market and workforce participation and development issues; Best practice regulation; Financial management or economics; Audit and corporate governance; Research, evaluation and performance information. The organisation will also be managed by a Chief Executive, who will be responsible for: day-to-day operations; performance and financial management; management of national body staff; interaction with the State and Territory regulatory agencies. The Chief Executive will report to the Board. The selection of senior management positions, including the Chief Executive, will be undertaken through an open and transparent recruitment process, managed by an external recruitment agency.

28. The new National Body will: guide the implementation of the integrated national regulatory system advise the Ministerial Council on the National Quality system ensure uniformity in the application and enforcement of the Standard and rating levels determine the approval, rating assessment, audit, compliance and sanction regimes reduce unnecessary regulatory burden The new National Body will be responsible for guiding the implementation and management of the integrated national regulatory system. In this capacity it will have a range of critical functions: advising the Ministerial Council on the NQF (including any amendments for consideration) ensuring uniformity in the application and enforcement of the standards and ratings levels; determine the approval, rating assessment, audit, compliance and sanction regimes reduce unnecessary regulatory burden (continued next slide)The new National Body will be responsible for guiding the implementation and management of the integrated national regulatory system. In this capacity it will have a range of critical functions: advising the Ministerial Council on the NQF (including any amendments for consideration) ensuring uniformity in the application and enforcement of the standards and ratings levels; determine the approval, rating assessment, audit, compliance and sanction regimes reduce unnecessary regulatory burden (continued next slide)

29. undertake research evaluation activities Undertake education awareness raising maintain a national register of approved providers, services and supervisors/key contacts;  maintain data on assessment and regulation of services; Drive continuous quality improvement. Functions of the new national body – continues from previous slide: undertake broad research and evaluation activities undertaking education and awareness raising among the sector and broader community; ensuring that regulatory burden on services is minimsed to the extent possible; maintaining a national register of approved providers, services and supervisors/key contacts as well as national data on assessment and regulation of services; driving continuous quality improvement; Functions of the new national body – continues from previous slide: undertake broad research and evaluation activities undertaking education and awareness raising among the sector and broader community; ensuring that regulatory burden on services is minimsed to the extent possible; maintaining a national register of approved providers, services and supervisors/key contacts as well as national data on assessment and regulation of services; driving continuous quality improvement;

30. Moving to a new system 

31. Moving to the new system – first steps assessment and rating against the National Quality Standard begins 1 July 2010 Meeting this commitment requires: developing an assessment and ratings process developing a strategy for implementing the assessment and ratings process from 1 July 2010 Reinforce here that period between now and 2012 is opportunity to get it right and raise awareness before it becomes law. Remind them that current licensing and accreditation is still in force until then. Reminder that there will be opportunities during the transition phases for feedback on how this is progressing. Reinforce here that period between now and 2012 is opportunity to get it right and raise awareness before it becomes law. Remind them that current licensing and accreditation is still in force until then. Reminder that there will be opportunities during the transition phases for feedback on how this is progressing.

32. A basic principle of the new system is that resources will be expended where they are needed most. Services that are experienced and operating at a high quality will have less intervention but will be able to receive it if they want. Services that need more assistance will be given the additional support required to move to a higher quality. There will be ‘triggers’ to alert regulators should quality change for example spot checks, complaints, notifiable events. Still requirements for services to review their practices regularly. A basic principle of the new system is that resources will be expended where they are needed most. Services that are experienced and operating at a high quality will have less intervention but will be able to receive it if they want. Services that need more assistance will be given the additional support required to move to a higher quality. There will be ‘triggers’ to alert regulators should quality change for example spot checks, complaints, notifiable events. Still requirements for services to review their practices regularly.

33. Earned autonomy and the risk based approach ‘High quality’ services will be assessed every three years ‘National Quality Standard’ services will be assessed every two years ‘Operating Level’ services will be assessed annually Spot checks and targeted campaign visits will occur across all quality levels. Use this slide to assist in explanation of diagram of high level processUse this slide to assist in explanation of diagram of high level process

34. Assessment and ratings process Initial focus - developing assessment guidelines for seven quality areas Quality Improvement Plan Advice provided by Australian Council for Education Research Initial focus on Long Day Care services Assessment of Family Day Care, Outside School Hours Care, Long Day Care and preschool settings from 1 July 2010 We are building on the experience and expertise in the system already with the NCAC and regulators represented on the team leading the development of the process. Several principles have informed the development of the draft assessment and ratings process: The focus of the new system is on the quality of services as a crucial contributor to outcomes for children The assessment approach will enable services to demonstrate the extent to which they meet or exceed the NQS rather than being required to meet an exhaustive list of prescribed activities or criteria but balanced with the need to still regulate strongly as appropriate Services will have clear information about the requirements of the standard and how the assessment process works The assessment process itself should contribute to a service’s continuous improvement and reflection on the delivery of quality care. Templates and guidelines for a Quality Improvement plan will be developed to help services briefly document quality improvement strategies. We are building on the experience and expertise in the system already with the NCAC and regulators represented on the team leading the development of the process. Several principles have informed the development of the draft assessment and ratings process: The focus of the new system is on the quality of services as a crucial contributor to outcomes for children The assessment approach will enable services to demonstrate the extent to which they meet or exceed the NQS rather than being required to meet an exhaustive list of prescribed activities or criteria but balanced with the need to still regulate strongly as appropriate Services will have clear information about the requirements of the standard and how the assessment process works The assessment process itself should contribute to a service’s continuous improvement and reflection on the delivery of quality care. Templates and guidelines for a Quality Improvement plan will be developed to help services briefly document quality improvement strategies.

35. This timeline shows key activities in the development of the assessment and ratings process. Field testing will commence in June 2010, with around 20 volunteer Long Day Care services Assessment and rating of services will commence in July 2010, starting with a small number of Long Day Care services, but broadening out to a greater number of services across all service settings. This will generate an iterative process during which the assessment and ratings process is reviewed and refined. As this occurs, training and support materials will also be being developed, reviewed and refined. Training and development of assessors will become an increasing focus as the assessment and ratings process becomes fully developed The new national body will be established and be ‘geared up’ ready to commence on 1 January 2012. In addition: DEEWR will update our internet Frequently Asked Questions page regularly with information that becomes available, and in response to queries received; DEEWR will provide services with regular updates of information via our Child Care Management System email facility During the transition phase, there will be ongoing consultations with the Stakeholder Reference Group in addition to regular meetings (in grey at the bottom of the slide) We would welcome your views about how this process could be made to work better for you.This timeline shows key activities in the development of the assessment and ratings process. Field testing will commence in June 2010, with around 20 volunteer Long Day Care services Assessment and rating of services will commence in July 2010, starting with a small number of Long Day Care services, but broadening out to a greater number of services across all service settings. This will generate an iterative process during which the assessment and ratings process is reviewed and refined. As this occurs, training and support materials will also be being developed, reviewed and refined. Training and development of assessors will become an increasing focus as the assessment and ratings process becomes fully developed The new national body will be established and be ‘geared up’ ready to commence on 1 January 2012. In addition: DEEWR will update our internet Frequently Asked Questions page regularly with information that becomes available, and in response to queries received; DEEWR will provide services with regular updates of information via our Child Care Management System email facility During the transition phase, there will be ongoing consultations with the Stakeholder Reference Group in addition to regular meetings (in grey at the bottom of the slide) We would welcome your views about how this process could be made to work better for you.

36. Field testing the new System (1) From June 2010, 20 volunteer Long Day Care services to trial draft assessment process, including: Self assessment Quality Improvement plan Additional key focus - minimising administrative burden State and territory agencies have worked with service providers in their jurisdictions to nominate a total of 20 volunteer LDC services nation-wide to help with initial trialling. The National Partnership Agreement notes that the NCAC and the state and territory regulatory agencies will adopt a ‘joint planning’ approach during the transition phase – with the intention that, as far as possible, services will receive a single visit covering both quality assurance and licensing activities. The NCAC will primarily focus on aspects of the NQF that are not addressed by state and territory regulators. State and territory agencies have worked with service providers in their jurisdictions to nominate a total of 20 volunteer LDC services nation-wide to help with initial trialling. The National Partnership Agreement notes that the NCAC and the state and territory regulatory agencies will adopt a ‘joint planning’ approach during the transition phase – with the intention that, as far as possible, services will receive a single visit covering both quality assurance and licensing activities. The NCAC will primarily focus on aspects of the NQF that are not addressed by state and territory regulators.

37. Field testing the new System (2) Services will receive a provisional rating an assessment report outlining how they compare with the National Quality Standard, description of strengths and areas of improvement. Feedback provided by services will inform final assessment process beginning in July 2010. The field testing process will involve: Step one A letter is sent to participating services, requesting that they complete the attached self-assessment/QIP template and return by the specified date. Guidance will be provided on how to complete the self-assessment/QIP. Step two Services complete a self-assessment to identify compliance with the NQS, as well as identifying strengths, weaknesses and areas for improvement against the seven Quality Areas. Draft QIPs are prepared by services which identify areas for quality improvement and the proposed strategies and timeframes to achieve the improvements against the seven Quality Areas. Services would be offered assistance through this process should they request it. Services forward the completed draft QIPs to the assessors to inform discussion at the field test assessment visits. Step three Assessors review the draft QIPs and also review the services’ licensing and accreditation history in preparation for the field test assessment visit. The assessors liaise with services to plan the field test assessment visit. Step four The field test assessment visit occurs. The co-ordinator or key contact person is available to discuss and provide evidence of compliance with the NQS based on the draft QIP. Step five Assessors prepare ‘post assessment written advice’ for services which would include the provisional rating for each quality area and overall. Based on this advice, services review their draft QIP and amend where required. Strategies and timeframes are discussed and agreed between the assessor and the service. Step six Services’ assessment report and QIPs are finalised and provisional rating determined. Services and Assessors are invited to reflect on the NQS and the draft assessment process to inform revision of the process and supporting documentation. There will be opportunities for feedback on all aspects of the process.The field testing process will involve: Step one A letter is sent to participating services, requesting that they complete the attached self-assessment/QIP template and return by the specified date. Guidance will be provided on how to complete the self-assessment/QIP. Step two Services complete a self-assessment to identify compliance with the NQS, as well as identifying strengths, weaknesses and areas for improvement against the seven Quality Areas. Draft QIPs are prepared by services which identify areas for quality improvement and the proposed strategies and timeframes to achieve the improvements against the seven Quality Areas. Services would be offered assistance through this process should they request it. Services forward the completed draft QIPs to the assessors to inform discussion at the field test assessment visits. Step three Assessors review the draft QIPs and also review the services’ licensing and accreditation history in preparation for the field test assessment visit. The assessors liaise with services to plan the field test assessment visit. Step four The field test assessment visit occurs. The co-ordinator or key contact person is available to discuss and provide evidence of compliance with the NQS based on the draft QIP. Step five Assessors prepare ‘post assessment written advice’ for services which would include the provisional rating for each quality area and overall. Based on this advice, services review their draft QIP and amend where required. Strategies and timeframes are discussed and agreed between the assessor and the service. Step six Services’ assessment report and QIPs are finalised and provisional rating determined. Services and Assessors are invited to reflect on the NQS and the draft assessment process to inform revision of the process and supporting documentation. There will be opportunities for feedback on all aspects of the process.

38. Provisional assessment begins July 2010 Assessment and rating against National Quality Standard begins in July 2010; Starts with volunteer Long Day Care services Family Day Care, Outside School Hours Care and preschools to follow National Quality Standard not enforceable until 1 January 2012. All services must continue to meet state and territory licensing requirements before this. It is anticipated that services will receive a provisional rating following assessment. Services will have the opportunity to provide feedback about the process which will be refined subject to this feedback, as well as feedback from assessors. We have in mind that services will be deemed to meet Commonwealth quality assurance processes for the purposes of CCB but we are still working this through. It is anticipated that services will receive a provisional rating following assessment. Services will have the opportunity to provide feedback about the process which will be refined subject to this feedback, as well as feedback from assessors. We have in mind that services will be deemed to meet Commonwealth quality assurance processes for the purposes of CCB but we are still working this through.

39. From January 2011 to June 2011 July - November 2010 – Analysis of assessments used to refine process March 2011 – process finalised Training and support material developed for assessors and services

40. From July 2011 to 1 January 2012 Training for assessment and regulation staff Information and support materials provided to services

41. More information on the National Quality Framework can be found at: www.mychild.gov.au www.deewr.gov.au/earlychildhoodYou can provide comments and ask further questions via our Enquiries email at ececquality@deewr.gov.au

42. Questions, comments