Case study

Cassidy's service in Perth has recently completed its first assessment and rating process. It achieved the following ratings for each quality area:

• Quality area 1 = meeting expectations
• Quality area 2 = exceeding expectations
• Quality area 3 = meeting expectations
• Quality area 4 = exceeding expectations
• Quality area 5 = meeting expectations
• Quality area 6 = working toward expectations
• Quality area 7 = exceeding expectations

Some of the stakeholders felt they were unprepared for the assessment and rating visit and were unaware of the importance of the self-assessment. Cassidy was anxious and, in her hurry, to prepare the service environment, her evidence of compliance was disorganised and incomplete.

With the next self-assessment in progress for 2024, Cassidy has been researching contemporary principles and emerging trends, and has identified the following findings:

• Partnership between families and educators helps engage families in the service.
• Bush Kinder enables intentional teaching and supports child-initiated learning.
• Services must offer support towards children with autism spectrum disorder (ASD).
• Mentoring staff throughout their employment is important for creating professional learning relationships.
• Introducing the Australian 24-hour movement guidelines for the early years (birth to five years) will impact the service timetable and routines.
• Resources such as apps and programs can assist the service to complete its assessment and ratings processes.
• Artificial grass should only be used in shaded areas as can get very hot in full sun.

1. Services are given a rating for each of the 7 quality areas and an overall rating based on these results. Name all five (5) levels of quality rating.

2.Which of the following is the overall rating Cassidy's service achieved from the assessment and rating process?

Excellence rating.

Exceeding NQS.

Meeting NQS.

Working towards NQS.

Significant improvement required.

Provisional rating.

3.Cassidy will need to collect self-assessment feedback from stakeholders on a regular basis in the quality improvement process.

Identify and explain briefly (in not more than 3o wrds each) two (2) methods that Cassidy could use on a regular ongoing basis to gather information from each of the stakeholders below:

1. Staff: -
2. Children: -
3. Families: -
4. Community: -

4.Number each step from 1 to 5 in the order that an assessment and rating process should occur.

	The service is contacted and informed of an impending visit. The service must submit a QIP to the regulatory authority. The regulatory authority nominates a date for the visit.
	A draft report is provided to the service. The service provides feedback on the draft.
	A final report is developed and notice of final rating is issued. The service provides feedback about the final report and can apply for a review of the final rating within a set period.
	The visit occurs and a representative observes activities, discusses service practices and overlooks relevant documentation. The seven quality areas are rated, and the elements and regulations are assessed.
	Staff in the service should be informed about details of the assessment and rating process so they can participate fully. Self-assessment is completed, and a quality improvement plan is developed.

5.In preparation for the next self-assessment in 2024, identify the two (2) relevant approved learning frameworks that Cassidy would use as a guide for educators in supporting curriculum decision-making, planning, delivering, and evaluating quality programs for early childhood and school-age children in the service.

6.Complete the table below by outlining how Cassidy can engage each stakeholder at various stages in the quality improvement process. Provide one (1) example for each stakeholder at each stage.

Stakeholders/	Educators	Children	Families	Local community
Stages in Quality Improvement Process
Service Philosophy
2.Self-Assess
3.Identify Strengths and Areas for Improvement
4.Quality Improvement Planning
5.Review and Reflect

7.Provide one (1) government and one (1) non-government compliance support resource to help Cassidy access further information to support her service's compliance and competence in relation to the NQF.

1. Government:
2. Non-Government:
3. 8Match the contemporary principles and emerging trends Cassidy researched as part of her self-assessment with the correct Quality Area.

Movement guidelines	Quality area 1: Educational program and practice.
2.Artificial grass	Quality area 2: Children's health and safety.
3.Bush Kinder	Quality area 3: Physical environment.
4Apps and programs	Quality area 4: Staffing arrangements.
5Partnerships with families	Quality area 5: Relationships with children.
6.Service support for ASD	Quality area 6: Collaborative partnerships with families and communities.
7.Mentoring	Quality area 7: Governance and leadership.

9.Cassidy is prioritising the information she has collected through research. Consider the points she researched as contemporary principles and emerging trends, as well as the ratings of her service. Identify which goal she should focus on first and explain why she should choose this goal.