Table 2 National Quality Standard and infant feeding summary (Australian Children’s Education & Care Quality Authority (ACECQA) 2017a, b)
Quality area | Element examples from the NQS: | Example of infant feeding provision from guide to the NQS: |
|---|---|---|
1. Educational program and practice | Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development Element 1.1.1 Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and to influence events and their world | “Assessors may observe: educators and coordinators supporting and promoting babies’ and toddlers’ early attempts to initiate interactions and conversation, acknowledging and responding sensitively to babies’ and toddlers’ cues and signals, initiating one-to-one interactions with babies and toddlers during daily routines. Babies and toddlers: reaching out and communicating for comfort, assistance and companionship, being playful and responding positively to others.” p. 24 |
2. Children’s health and safety | Standard 2.1 Each child’s health is promoted Element 2.1.1 Each child’s health needs are supported Element 2.1.3 Effective hygiene practices are promoted and implemented | “Assessors may observe: babies being fed individually by educators, educators following the service’s procedures for the safe storage and heating of food and drink, including breast milk, a supportive environment for mothers to breastfeed…” p. 63 |
3. Physical environment | Standard 3.1 The design and location of the premises is appropriate for the operation of a service Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose Element 3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses | “Assessors may observe comfortable and protected areas both indoors and outdoors where babies can * be cuddled or held by an adult.” p. 90 “Assessors may observe: *premises, furniture and equipment that are safe, clean and well maintained, * educators consistently conducting safety checks and monitoring the maintenance of buildings and equipment.” p. 8 |
4. Staffing arrangements | Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times Standard 4.2 Educators, coordinators and staff members are respectful and ethical Element 4.2.1 Professional standards guide practice, interactions and relationships | “Assessors may observe: * demonstration in everyday practice of care, empathy and respect for children, colleagues and families… Assessors may discuss * the ways in which educators, coordinators and staff members access copies of: *the service’s policies and procedures * other relevant professional publications.” p. 112 |
5. Relationships with Children | Respectful and equitable relationships are developed and maintained with each child Element 5.1.1 Interactions with each child are warm and responsive and build trusting relationships Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning | “Assessors may observe children demonstrating a sense of belonging and comfort in the environment, communicating their need for comfort and assistance…educators: comforting children who cry or show other signs of distress.” p. 127 “Educators: speaking in comforting tones and holding babies to soothe them when they are crying…” p. 137 |
6. Collaborative partnerships with families and communities | Standard 6.1 Respectful and supportive relationships with families are developed and maintained Standard 6.2 Families are supported in their parenting role and their values and beliefs about childrearing are respected Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing Element 6.3.1 Links with relevant community and support agencies are established and maintained | “Assessors may observe: daily information being exchanged with families at arrival and departure times.” p. 150 “(Aim) The service plays an active role in supporting families in their parenting role by becoming a reliable source of practical information about resources and services within the local community.” p. 149 |
7. Leadership and service management | 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 Element 7.2.2 The performance of educators, coordinators and staff members is evaluated and individual development plans are in place to support performance improvement Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly | “Assessors may sight the following required policies and procedures available at the service, which are also available to families: health and safety policies and procedures, including: health and safety, which covers:—nutrition, food and beverages, dietary requirements…*relationships with children policies and procedures, including interactions with children…” p. 187, 188 |