NQS Quality Area 7: Leadership and service management

Transcription

1 CCSA NQS Quality Area 7: Leadership and service management Webinar Part B: Exploring self-assessment and quality improvement processes This webinar is the second of a two-part webinar series focussing on Quality Area 7 of the National Quality Standard Trainer: Romola Hollywood 2016

2 Section 1 Introductions and acknowledgements Webinar series overview Approach for this webinar

3 CCSA Introductions About your presenter: Romola Hollywood Senior Project Officer Sector Development Program CCSA Who is in our group today? 2016

4 We would like to pay our respect to the traditional custodians of the nation on whose land we are gathering today. We honour and respect Aboriginal elders past and present and those with us today. We thank Aboriginal people for their custodianship of the land, culture and heritage of this land.

5 Acknowledgments NSW Sector Development Program 2016 Embedding policy and regulatory changes into Quality Improvement Plans and understanding your legal obligations under the NQS through workshops, webinars and resource guides This training has been developed and delivered by Community Connections Solutions Australia (CCSA) This training has been provided by the Department of Education as part of the Early Childhood Education and Care Sector Development Program

6 About this webinar series Quality Area 1 Educational Program and Practice Quality Area 2 Children s Health and Safety Quality Area 4 Staffing Arrangements Quality Area 7 Leadership and Service Management March 2016 April 2016 May 2016 June 2016 Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement

7 About this webinar series Quality Area 1 Educational Program and Practice Quality Area 2 Children s Health and Safety Quality Area 4 Staffing Arrangements Quality Area 7 Leadership and Service Management March 2016 April 2016 May 2016 June 2016 Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement

8 Plan / Agenda 1. Introduction approach for the webinar 2. Overview of legal responsibilities and quality improvement goals under Quality Area 7: Leadership and service management 3. Exploration of approaches to support meeting and exceeding the Standard in Quality Area 7: Leadership and service management 4. Discussion of how to self-assess strengths and areas for improvement using the NSW Quality Improvement Plan template 5. Review of how to plan improvement projects using the planning tools in Section 3 of the NSW Quality Improvement Plan template. 6. Summary and overview of the soon-to-be-released Resource Guides

9 Approach I am happy to answer questions via the online chat I will stay online at the end of the webinar to answer questions too. Frequently Asked Question? Q: Will I be able to get copy of these slides? A: Yes! A copy of the slides will be available for download from CCSA s website by Monday 27 June. Go to:

10 Section 2 Refresher on legal responsibilities and quality improvement goals under Quality Area 7: Leadership and service management

11 Quality Area 7 Leadership and service management Focuses on: effective leadership and management of the service that contributes to quality environments for children s learning and development well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices to enable the service to function as a learning community an ongoing cycle of planning and review, including engagement with families that creates the climate for continuous improvement.* *From the ACECQA s Guide to the National Quality Standard

12 Quality Area 7 Leadership and service management Links most closely to Objectives 1, 2 and 3 of the National Quality Framework* 1. To ensure the safety, health and wellbeing of children attending education and care services 2. To improve the educational and developmental outcomes for children attending education and care services 3. To promote continuous improvement in the provision of quality education and care services* Quality Area 7 comprises three standards Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community Standard 7.2 There is a commitment to continuous improvement Standard 7.3 Administrative systems enable the effective management of a quality service * From Children (Education and Care Services) National Law (NSW) No 104a, page 2

13 Quality Area 7 National Law S 12-13, 21, , Requirements for approved provider/ supervisors Requirements for record keeping and mandated service policies and procedures National Regulation R 29, R 31, R55-56 R 118, 148 R R 87, R 93, R 99 R National Quality Standard 7.1 (Effective Leadership) National Quality Standard 7.2 (Continuous improvement) National Quality Standard 7.3 (Administration and effective management) NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element elements with direct regulatory requirements linked to least 7 elements

14 Quality Area 7 National Law S 12-13, 21, , Requirements for approved provider/ supervisors Requirements for record keeping and mandated service policies and procedures National Regulation R 29, R 31, R55-56 R 118, 148 R R 87, R 93, R 99 R National Quality Standard 7.1 (Effective Leadership) National Quality Standard 7.2 (Continuous improvement) National Quality Standard 7.3 (Administration and effective management) NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element NQS Element elements with direct regulatory requirements linked to least 7 elements

15 Quality Area 7 National Law S 12-13, 21, , National Regulation Part 4.7 R Links to National Regulation in other areas eg Part 3.1, Part 4.2 and Part 4.4 Division 1 Management of services R Division 2 Policies and procedures R Division 3 Information and recordkeeping requirements R Subdivision 1 sets out requirements for attendance and enrolment records, record keeping requirements, authorisations and health information to be kept. Subdivision 3 sets out requirements to keep records of the service s compliance history. Sets out the policies and procedures that an education and care service must have, the requirements that these policies and procedures be followed, kept available and that 14 days notice must given to families in respect of any changes to policies and procedures that impact on families access to the service and education and care provision. Subdivision 1 sets out requirements for prescribed information to be displayed and what must be notified to the Regulatory Authority and the timeframes for this to occur. Subdivision 2 sets out the prescribed records to be kept by the Approved Provider. Subdivision 3 sets out evidence of insurance information. Subdivision 4 sets out confidentiality and storage of records. Subdivision 5 sets out the requirements that laws and regulations are to be available to all parties engaged with the service.

16 Quality Area 7 National Quality Standard 7.1 (Effective Leadership) National Quality Standard 7.2 (Continuous improvement) National Quality Standard 7.3 (Administration and effective management) Element Appropriate governance arrangements are in place to manage the service. Element The induction of educators, co-ordinators and staff members, including relief educators, is comprehensive. Element Every effort is made to promote continuity of educators and co-ordinators at the service. Element Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. Element Adults working with children and those engaged in management of the service or residing on the premises are fit and proper. Element A statement of philosophy is developed and guides all aspects of the service s operations. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. Element An effective self-assessment and quality improvement process is in place. Element Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements. Element Administrative systems are established and maintained to ensure the effective operation of the service. Element The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and of any complaints which allege a breach of legislation. Element Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner. Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.

17 Quality Area 7 National Quality Standard 7.1 (Effective Leadership) National Quality Standard 7.2 (Continuous improvement) National Quality Standard 7.3 (Administration and effective management) Element Appropriate governance arrangements are in place to manage the service. Element The induction of educators, co-ordinators and staff members, including relief educators, is comprehensive. Element Every effort is made to promote continuity of educators and co-ordinators at the service. Element Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. Element Adults working with children and those engaged in management of the service or residing on the premises are fit and proper. Element A statement of philosophy is developed and guides all aspects of the service s operations. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. Element An effective self-assessment and quality improvement process is in place. Element Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements. Element Administrative systems are established and maintained to ensure the effective operation of the service. Element The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and of any complaints which allege a breach of legislation. Element Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner. Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.

18 What the data tells us about Quality Area 7 100% % of NSW Services achieving Elements, by Service Type 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% Met Not Met

19 What the data tells us about Quality Area 7 100% % of NSW Services achieving Elements, by Service Type 90% 80% 70% Elements % 50% 40% 30% 20% 10% 0% Met Not Met

20 Quality Area 7 National Quality Standard 7.1 (Effective Leadership) National Quality Standard 7.2 (Continuous improvement) National Quality Standard 7.3 (Administration and effective management) Element Appropriate governance arrangements are in place to manage the service. Element The induction of educators, co-ordinators and staff members, including relief educators, is comprehensive. Element Every effort is made to promote continuity of educators and co-ordinators at the service. Element Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. Element Adults working with children and those engaged in management of the service or residing on the premises are fit and proper. Element A statement of philosophy is developed and guides all aspects of the service s operations. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. Element An effective self-assessment and quality improvement process is in place. Element Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements. Element Administrative systems are established and maintained to ensure the effective operation of the service. Element The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and of any complaints which allege a breach of legislation. Element Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner. Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.

21 Quality Area 7 National Quality Standard 7.1 (Effective Leadership) National Quality Standard 7.2 (Continuous improvement) National Quality Standard 7.3 (Administration and effective management) Element Appropriate governance arrangements are in place to manage the service. Element The induction of educators, co-ordinators and staff members, including relief educators, is comprehensive. Element Every effort is made to promote continuity of educators and co-ordinators at the service. Element Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. Element Adults working with children and those engaged in management of the service or residing on the premises are fit and proper. Element A statement of philosophy is developed and guides all aspects of the service s operations. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. Element An effective self-assessment and quality improvement process is in place. Element Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements. Element Administrative systems are established and maintained to ensure the effective operation of the service. Element The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and of any complaints which allege a breach of legislation. Element Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner. Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.

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23 What the data tells us about Quality Area 1 Elements

24 What the data tells us about Quality Area 4 100% 90% 80% 70% 60% 50% 40% 30% 20% 10% 0% % of NSW Services achieving Elements, by Service Type Elements Met Not Met

25 What the data tells us about Quality Area 7 100% % of NSW Services achieving Elements, by Service Type 90% 80% 70% Elements % 50% 40% 30% 20% 10% 0% Met Not Met

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27 Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child Element The induction of educators, coordinators and staff members is comprehensive Element A suitability qualified educator or co-ordinator leads the development of the curriculum Element Every effort is made to promote continuity of educators and co-ordinators at the service Standard 4.1 Staffing arrangements enhance children s learning and development and ensure their safety and wellbeing Element Critical reflection on children s learning and development, both as individuals and in groups, is regularly used to implement the program. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance Element An effective self-assessment and quality improvement process is in place Element Educator-to-child ratios are maintained at all times. Element Each child s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly Element Professional standards guide practice, interactions and relationships

28 Broad Quality Improvement goals Quality Area 1 Quality Area 4 Educational leadership + staff management and development Improved outcomes for children and families Quality Area 7

29 Section 3 Exploration of approaches to support meeting and exceeding the Standard in Quality Area 7: Leadership and service management

30 Quality Area 7 National Quality Standard 7.1 (Effective Leadership) National Quality Standard 7.2 (Continuous improvement) National Quality Standard 7.3 (Administration and effective management) Element Appropriate governance arrangements are in place to manage the service. Element The induction of educators, co-ordinators and staff members, including relief educators, is comprehensive. Element Every effort is made to promote continuity of educators and co-ordinators at the service. Element Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. Element Adults working with children and those engaged in management of the service or residing on the premises are fit and proper. Element A statement of philosophy is developed and guides all aspects of the service s operations. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. Element An effective self-assessment and quality improvement process is in place. Element Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements. Element Administrative systems are established and maintained to ensure the effective operation of the service. Element The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and of any complaints which allege a breach of legislation. Element Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner. Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.

31 Quality Area 7: Leadership and service management Purpose of your service Governance arrangements Statement of Philosophy Quality Improvement Plan Self-assessment and quality improvement processes Administrative systems including record-keeping and reporting Educational Leadership to drive educational program and practice Staff management and development Policies and procedures

32 Quality Area 7: Leadership and service management Purpose of your service Governance arrangements Statement of Philosophy Quality Improvement Plan Self-assessment and quality improvement processes Administrative systems including record-keeping and reporting Educational Leadership to drive educational program and practice Staff management and development Policies and procedures

33 Quality Area 7: Leadership and service management Purpose of your service Governance arrangements Statement of Philosophy Quality Improvement Plan Self-assessment and quality improvement processes Administrative systems including record-keeping and reporting Educational leadership to drive educational program and practice Staff management and development Policies and procedures

34 Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child Element The induction of educators, coordinators and staff members is comprehensive Element A suitability qualified educator or co-ordinator leads the development of the curriculum Element Every effort is made to promote continuity of educators and co-ordinators at the service Standard 4.1 Staffing arrangements enhance children s learning and development and ensure their safety and wellbeing Element Critical reflection on children s learning and development, both as individuals and in groups, is regularly used to implement the program. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance Element An effective self-assessment and quality improvement process is in place Element Educator-to-child ratios are maintained at all times. Element Each child s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly Element Professional standards guide practice, interactions and relationships

35 Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child Element The induction of educators, coordinators and staff members is comprehensive Element A suitability qualified educator or co-ordinator leads the development of the curriculum Element Every effort is made to promote continuity of educators and co-ordinators at the service Standard 4.1 Staffing arrangements enhance children s learning and development and ensure their safety and wellbeing Element Critical reflection on children s learning and development, both as individuals and in groups, is regularly used to implement the program. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance Element An effective self-assessment and quality improvement process is in place Element Educator-to-child ratios are maintained at all times. Element Each child s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly Element Professional standards guide practice, interactions and relationships

36 Reviewing the differences between (W), (M), (E) Standard 7.1 Element Effective leadership promotes a positive organisational culture and builds a professional learning community Working towards the Standard (W) Meeting the Standard (M) Exceeding the Standard (E) Provision is made to ensure a suitably qualified educator or coordinator leads the development of the curriculum. Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. A suitably qualified and experienced educator or co-ordinator consistently leads the development of the curriculum and ensures the establishment of clear goals and high expectations for teaching and learning. From ACECQA s National Quality Standard Assessment and Rating Instrument, page 38

37 Educational leadership reflective questions Element Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. How was your educational leader selected and appointed at your service? What records do you have to demonstrate your designation of the educational leader? Did you use a structured expression of interest and merit selection process to build understanding of the purpose and scope of the role? How does your service s leadership and management team, educators, other staff and families understand the role of the educational leader at your service? If your director or co-ordinator is undertaking the role of educational leader how is this role being implemented in addition to the director s or co-ordinator s existing responsibilities? What goals for improvement in Quality Area 1 Educational program and practice is the educational leader seeking to facilitate at your service? How can your service demonstrate that the educational leader is consistently leading the effective development of the curriculum, and ensuring the establishment of clear goals and high expectations for teaching and learning?

38 Purpose and requirements of the role (qualifications, knowledge, skills experience) Position description Selection process Employment offer and conditions Recruitment Element Every effort is made to promote continuity of educators and coordinators at the service Induction Purpose of service philosophy and culture Goals of service: outcomes for children and families Policies and procedures Key relationships Participation in quality improvement Staff management phases Development and review of work plan and professional development plan Day-to-day coaching and development Reflection on performance Feedback on performance Supervision Performance review Formal annual or six monthly review of outcomes of staff member in their role Review / development of individual professional development plan for the following six months or year. Element The induction of educators, co-ordinators and staff members is comprehensive Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance

39 Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child Element The induction of educators, coordinators and staff members is comprehensive Element A suitability qualified educator or co-ordinator leads the development of the curriculum Element Every effort is made to promote continuity of educators and co-ordinators at the service Standard 4.1 Staffing arrangements enhance children s learning and development and ensure their safety and wellbeing Element Critical reflection on children s learning and development, both as individuals and in groups, is regularly used to implement the program. Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance. Element An effective self-assessment and quality improvement process is in place. Element Educator-to-child ratios are maintained at all times. Element Each child s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation Element Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly. Element Professional standards guide practice, interactions and relationships

40 Reviewing the differences between (W), (M), (E) Standard 7.1 Element Effective leadership promotes a positive organisational culture and builds a professional learning community Working towards the Standard (W) Meeting the Standard (M) Exceeding the Standard (E) Procedures for the induction of educators, co-ordinators and staff are in place. The induction of educators, co-ordinators and staff members is comprehensive. The induction of educators, co-ordinators and staff is comprehensive and contributes to sustained quality relationships and environments that facilitate children s learning and development. From ACECQA s National Quality Standard Assessment and Rating Instrument, page 38

41 Reviewing the differences between (W), (M), (E) Standard 7.1 Element Effective leadership promotes a positive organisational culture and builds a professional learning community Working towards the Standard (W) Meeting the Standard (M) Exceeding the Standard (E) Some efforts are made to maintain the continuity of educators and co-ordinators at the service. Every effort is made to promote continuity of educators and coordinators at the service. Effective processes are in place to consistently achieve continuity of educators and coordinators resulting in the establishment and maintenance of secure relationships with children. From ACECQA s National Quality Standard Assessment and Rating Instrument, page 38

42 Reviewing the differences between (W), (M), (E) Standard 7.2 Element There is a commitment to continuous improvement Working towards the Standard (W) Meeting the Standard (M) Exceeding the Standard (E) The performance of educators, coordinators and staff members is sometimes evaluated. The performance of educators, co-ordinators, and staff members is evaluated and individual development plans are in place to support performance improvement. Regular evaluation of the performance of educators, co-ordinators and staff members leads to individual development plans that provide a focus for continuous performance improvement. From ACECQA s National Quality Standard Assessment and Rating Instrument, page 40

43 Standard 7.2 There is a commitment to continuous improvement. Quality improvement researchers state: We define a true culture of quality as an environment in which employees not only follow quality guidelines but also consistently see others taking quality-focused actions, hear others talking about quality, and feel quality all around them. From Srinivasan, A. & Kurey, B. Creating a Culture of Quality, Harvard Business Review, April 2014, accessed 9 June 2016 <

44 Key steps for Quality Improvement Implement changes to drive further improvement Develop Quality Improvement Plan Act / Adjust Plan Review / assess outcomes Check / Study Do Implement Plan

45 Continuous Quality Improvement Act /Adjust Check Plan Do Act /Adjust Check Plan Do Act /Adjust Check Plan Do I m p R o v e m e n t Standards Time Adapted from

46 Creating a culture of quality Element How the service leadership demonstrate its value, enthusiasm and commitment to improving learning outcomes for children Leadership emphasis Message credibility how the service leadership talks about quality in ways that are meaningful to different educators, coordinators and other staff, as well as children and their families. An effective self-assessment and quality improvement process is in place How staff are empowered to think and act responsively and creatively to improve outcomes for children while meeting regulatory requirements Employee ownership Peer involvement how staff are engaging in the process of identifying, implementing and reviewing quality improvement projects Adapted from Srinivasan, A. & Kurey, B. Creating a Culture of Quality, Harvard Business Review, April 2014, accessed 9 June 2016 <

47 Effective continuous quality improvement involves leaders facilitating and developing the capacity of other staff, parents and children to explore opportunities for better service delivery involves team work draws on and values different people s perspectives to identify opportunities for improvement can t be left to one or two roles or people in a service

48 Reviewing the differences between (W), (M), (E) Standard 7.2 Element There is a commitment to continuous improvement Working towards the Standard (W) Meeting the Standard (M) Exceeding the Standard (E) Some self-assessment occurs and a quality improvement plan is in place. An effective selfassessment and quality improvement process is in place. All educators, coordinators, staff members, and where possible, families and children contribute to an effective self-assessment and quality improvement process that promotes ongoing service improvement. From ACECQA s National Quality Standard Assessment and Rating Instrument, page 40

49 Reviewing the differences between (W), (M), (E) Standard 7.3 Element Administrative systems enable the effective management of a quality service Working towards the Standard (W) Meeting the Standard (M) Exceeding the Standard (E) Some service practices are based on documented policies and procedures that are available at the service. Service practices are based on effectively documented policies and procedures that are available at the service and regularly reviewed. Service practices are based on effectively documented policies and procedures that are readily available at the service and reviewed and evaluated regularly in partnership with educators, co-ordinators, staff members and families. From ACECQA s National Quality Standard Assessment and Rating Instrument, page 40

50 Section 4 Analysis of how to self-assess strengths and areas for improvement using the NSW Quality Improvement Plan template

51 Extract from the QIP Page 2

52 Extract from the QIP Page 2

53 Extract from the QIP Page 2

54 Last webinar

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57 Step 2: Identify and record your strengths What are the practices that make you proud and that you like to showcase? Standard 7.1: Effective leadership promotes a positive organisational culture and builds a professional learning community Think about: How is the information about the management of the service, the roles and responsibilities of the approved provider, nominated supervisor, educators, co-ordinators and staff communicated to families? How do induction and handover processes promote strong working relationships and continuity for children and their families? How does the educational leader work with other educators to support a high standard of teaching and learning across the service? * Extract from NSW QIP Template Section 2 Self-assessment

58 Step 2: Identify and record your strengths What are the practices that make you proud and that you like to showcase? Standard 7.2 There is a commitment to continuous improvement Think about: How is the service philosophy used to guide both processes and practices at your service? How are feedback and professional development opportunities used to promote ongoing improvement in the performance of all your employees? What processes do you undertake to assess practices at your service against the National Quality Standard and how can educators, families and children contribute to the development of a QIP? * Extract from NSW QIP Template Section 2 Self-assessment

59 Step 2: Identify and record your strengths What are the practices that make you proud and that you like to showcase? Standard 7.3 Administrative systems enable the effective management of a quality service Think about: What record keeping and reporting systems do you have in place to ensure compliance with the Law and Regulations? How do you ensure that complaints made by families or staff are managed in a fair, transparent way? How do you ensure that policies and procedures are regularly reviewed to reflect best practice? * Extract from NSW QIP Template Section 2 Self-assessment

60 Step 3: Identify areas for improvement Identify the areas of your service s practices that you think could be improved or extended upon to raise quality outcomes for children. How can you: Fill the gaps o What don t you do now that you would like to do in the future? Improve what you do. o What do you do well now that you would like to do better? Explore interests o What area of interest would you like to explore further? * Extract from NSW QIP Template Section 2 Self-assessment

61 Step 3: Identify areas for improvement Create your list of areas for improvement (transitioning from Section 2 of the NSW QIP Template to Section 3 Developing your improvement plans) Standard Describe the area for improvement What goal or outcome do you want to achieve? Prioritise your area for improvement when you complete Section 3 Priority (H, M, L) 7.1 / 1.2 Build skills /capacity of our educational leader to improve educators skills in critical reflection on children s learning and development or Strengthen educational leadership in our service to improve critical reflection on children s learning and development Improved program design and implementation for each child. * Extract from NSW QIP Template Section 2 Self-assessment

62 Section 5 Review of how to plan improvement projects using the planning tools in Section 3 of the NSW Quality Improvement Plan template

63 Section 3 Our improvement plan Step 1: Prioritising areas for improvement Revisit your self-assessment (Section 2) and consider the areas you have identified for improvement. To help you decide where to focus your efforts and resources, return to Step 3 in each quality area to prioritise your identified areas for improvement as high, medium or low (H,M,L) priority. When prioritising you may want to consider: Should we address it immediately? For example if the issue is not addressed: Does it pose a risk to the health, wellbeing or safety of children? Will we be non-compliant with the Law and Regulations? Will addressing the issue result in significant improvements to the quality of our service delivery or in the outcomes for children? Should it be a long or short term goal? * Extract from NSW QIP Template Section 3 Our improvement plan

64 Identify areas for improvement Assessment of priorities involves a risk assessment Standard Describe the area for improvement What goal or outcome do you want to achieve? Prioritise your area for improvement when you complete Section 3 Priority (H, M, L) Tips: Compile the full list of identified improvement areas before prioritising Look for Quality Improvement goals that may be linked into one wider project

65 Section 3 Our improvement plan Step 2: Developing your Improvement plan Once you have prioritised your areas for improvement you need to develop some strategies about how it is going to be done, who is going to do it, how long it is going to take and how you will monitor progress. Transfer your prioritised areas for improvement from your self-assessment to either of the following planning templates: (A)Planning for Quality Improvement template to develop a detailed plan for each improvement initiative you propose to undertake A new plan can be created for each improvement initiative Together, these individual plans combine to become your overall plan for improvement You can use the Improvement Plan Summary template to list or summarise these plans (B) Improvement Plan Summary template, to develop a basic plan * Extract from NSW QIP Template Section 3 Our improvement plan

66 (B) Improvement Plan Summary (template)

67 (A) Planning for Quality Improvement (template) Monitoring Plan How will you check your plan is on track (Date) Review and Evaluation Plan Was the improvement successful? Rationale and Risk Assessment: 1. Name your improvement 2. Explain why the improvement is needed 3. List the outcomes for the improvement 4. List any consequences of NOT undertaking this improvement? 5. Prioritise (H,M,L) Quality Improvement Planning: 6. Strategies List steps, activities and task you plan to implement to achieve your improvement Short Term & Long Term 7. From your strategies above list the actions you will take to implement your improvement plan Action Steps (Implementation Plan) Responsibility By when could also be added (e.g. Who does what by when )

68 (A) Planning for Quality Improvement (template) Monitoring Plan How will you check your plan is on track (Date) Review and Evaluation Plan Was the improvement successful? Rationale and Risk Assessment: 1. Name your improvement 2. Explain why the improvement is needed 3. List the outcomes for the improvement 4. List any consequences of NOT undertaking this improvement? 5. Prioritise (H,M,L) Quality Improvement Planning: 6. Strategies List steps, activities and task you plan to implement to achieve your improvement Short Term & Long Term 7. From your strategies above list the actions you will take to implement your improvement plan Action Steps (Implementation Plan) Responsibility By when could also be added (e.g. Who does what by when )

69 Compile and review your list of improvement areas Prioritise according to improving outcomes for children, in particular managing health, safety and wellbeing. Look for links between improvement areas/goals Consider how your Quality Improvement Plan project can be used to improve other Quality Areas as well For example: can a project from Quality Area 7 on staff development be used to improve outcomes in Quality Area 1 Educational program and practice? Identify who will lead the project and engage others Consider how the development of your Quality Improvement Plan project can engage educators and other staff, children and families to deliver a high quality learning and care environment for children. This will help you demonstrate how you are meeting and potentially exceeding the standard.

70 Section 6 Summary and conclusion

71 Quality Area 7: Leadership and service management Purpose of your service Governance arrangements Statement of Philosophy Quality Improvement Plan Self-assessment and quality improvement processes Administrative systems including record-keeping and reporting Educational Leadership to drive educational program and practice Staff management and development Policies and procedures

72 Keys to quality improvement in Quality Area 7: Leadership and service management Educational leadership Staff management and professional development Engagement of staff, children and families in planning and review Quality improvement

73 Tips for effective Quality Improvement Quality improvement is neither top down nor bottom up! It involves people working together to reflect on how things are going, identify where things could be working better and how this can be achieved. In children s services, through the National Quality Standard, there is an agreed set of benchmarks outling what makes a good quality education and care service for children and families.

74 This concludes the webinar series Quality Area 1 Educational Program and Practice Quality Area 2 Children s Health and Safety Quality Area 4 Staffing Arrangements Quality Area 7 Leadership and Service Management March 2016 April 2016 May 2016 June 2016 Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part A: Legal and regulatory obligations Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement Part B: Selfassessment and continuous improvement

75 What s next? Resource Guides to support the webinar series will be available at the end of June These resources feature: An overview guide to developing your Quality Improvement Plan using the NSW QIP template Guides to strengthening your self-assessment processes to ensure compliance and promote quality improvement: Quality Area 1: Educational program and practice Quality Area 2: Children s health and safety Quality Area 4: Staffing arrangements Quality Area 7: Leadership and service management Links to the Resource Guides will be ed to webinar participants and will be available from CCSA s website.

76 Remember There are a range of resources available through the ACECQA website including: the Guide to the National Law and National Regulations the Guide to the National Quality Standard Early Childhood Australia also provides information through its extensive Professional Learning Program.

77 Support our own continuous improvement Please complete the short survey in your inbox to let us know how we can improve! It should only take a few minutes and your feedback is valuable.

78 Further Information Contact CCSA for further information and support: Telephone: Website:

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