Using the NQF to support Quality Area 1 in FDC

National data from the Australian Children's Education and Care Quality Authority (ACECQA) shows trends in the assessment and ratings performance of Family Day Care (FDC) services across Australia.

Of the 97 services nationally who received Working Towards ratings, the six most common 'Not Met' elements are:

• approved learning framework (1.1.1)
• intentional teaching (1.2.1)
• assessment and planning cycle (1.3.1)
• critical reflection (1.3.2)
• supervision (2.2.1)
• educational leadership (7.2.2).

This indicates that Quality Area 1 (QA1) is where the most support is required. The Guide to the National Quality Framework (NQF) resource can be used as a tool to unpack each element and promote continuous improvement in FDC.

Element 1.1.1 - Approved learning framework

An approved learning framework guides the development of the curriculum at an education and care service and supports curriculum decision-making. Curriculum decision-making is guided by the vision, principles, practices and learning outcomes of the approved learning framework. This involves educators drawing on their pedagogy and their in-depth knowledge and understanding of each child to intentionally foster and nurture children’s learning, development and wellbeing.

In an FDC setting, this can be difficult to manage due to:

• coordinators supporting from a distance
• educators mostly working independently
• mixed age groups
• flexible attendance.

The Guide to the NQF provides cues on observation and discussion points on how to source and apply those observations to curriculum development and planning. In an FDC setting, this might include collecting information from families and caregivers to better understand children's knowledge, strengths, learning styles and much more.

Element 1.2.1 - Intentional teaching

Educators who engage in intentional actions actively promote children's learning through worthwhile and meaningful experiences and interactions that foster exploration, curiosity, and high-level thinking skills.

Educators act with intentionality when they move in and out of different roles/play and purposefully draw on different strategies as the content of children's play changes. They actively support the inclusion of all children in play and leisure activities, helping children to recognise when play is unfair and work in partnership with each other to build a caring, fair and inclusive community.

The Guide to the NQF shares several scenarios in which intentional teaching can be demonstrated. They include instruction, imagination, modelling, researching, scaffolding and many more.

Element 1.3.2 - Critical reflection

Program planning and implementation is driven by critical reflection on children's learning and development, both as individuals and in groups.

This reflection can help educators be thoughtful about their work, motivated to explore new ideas and approaches and identify ways to improve opportunities for children's participation, learning, development and wellbeing. ACECQA's Developing a culture of learning through reflective practice resource further defines critical reflection.

Key to this reflection is documentation of findings and discussions to consider in future practice. There is no specific requirement to document critical reflection as part of the National Quality Standard (NQS), however services may consider documentation as a useful way to track and demonstrate how critical reflection influences their practice.

In an FDC settings, this can include:

• program plans demonstrating intentionality
• learning story or narrative of key events
• reflective journals or diaries
• children's comments and conversations with examples of work
• team meeting minutes.

Through documenting critical reflection, educators can build their own capacity, professional knowledge, and skills to identify practice that can be continued or improved.