• Document No.

  • Service Name

  • Suburb

  • Date assessed

  • Name of the person conducting the assessment.

  • Staff details of other staff members who where involved in the assessment process.

  • Element 1.1.3 <br>The program, including routines, is organised in ways that maximise opportunities or each child's learning.

  • Element 1.1.5<br>Every child is supported to participate in the program.

  • Element 1.1.6<br>Each child's agency is promoted, enabling them to make choices and decisions and to influence events and their world.

Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.

  • Element 1.2.1<br>Each child's learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

  • Element 1.2.2<br>Educators respond to children's ideas and play and use intentional teaching to scaffold and extend each child's learning.

Quality Area 2 - Children's health and safety

Standard 2.1 Each child's health is promoted.

  • Element 2.1.2<br>Each child's comfort is provided for and there are appropriate opportunities to meet each child's need for sleep, rest and relaxation.

  • Element 2.1.3<br>Effective hygiene practices are promoted and implemented.

  • Element 2.2.1<br>Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

  • Element 2.2.2<br>Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

Standard 2.3 Each child is protected.

  • Element 2.3.1<br>Children are adequately supervised at all times.

  • Element 2.3.2<br>Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.

Quality Area 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<br>Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.

  • Element 3.1.2<br>Premises, furniture and equipment are safe, clean and well maintained.

  • Element 3.1.3<br>Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.

Standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.

  • Element 3.2.1<br>Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

  • Element 3.2.2<br>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.

Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.

  • Element 3.3.1<br>Sustainable practices are embedded in services operations.

  • Element 3.3.2<br>Children are supported to become environmentally responsible and show respect for the environment.

Quality Area 4 - Staffing arrangements

Standard 4.1 Staffing arrangements enhance children's learning and development and ensure their safety and wellbeing.

  • Element 4.1.1<br>Educator-to-child ratios and qualification requirements are maintained at all times.

Standard 4.2 Educators, co-ordinators and staff members are respectful and ethical.

  • Element 4.2.1<br>Professional standards guide practice, interactions and relationships.

  • Element 4.2.2<br>Educators, co-ordinators and staff members work collaboratively and affirm challenge, support and learn from each other to further develop their skills and to improve practice and relationships.

  • Element 4.2.3<br>Interactions convey mutual respect, equity and recognition of each other's strengths and skills.

Quality Area 5 - Relationships with children

Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.

  • Element 5.1.1<br>Interactions with each child are warm and responsive and build trusting relationships.

  • Element 5.1.2<br>Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.

  • Element 5.1.3<br>Each child is supported to feel secure, confident and included.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

  • Element 5.2.1<br>Each child is supported to work with, learn from and help others through collaborative learning opportunities.

  • Element 5.2.2<br>Each child is supported to manage their own behaviour, respond appropriately to the behavious of others and communicate effectively to resolve conflicts.

  • Element 5.2.3<br>The dignity and the rights of every child are maintained at all times.

Quality Area 6 - Collaborative partnerships with families and communities

Standard 6.1 Respectful and supportive relationships with families are developed and maintained.

  • Element 6.1.2<br>Families have opportunities to be involved in the service and contribute to service decisions.

  • Element 6.1.3<br>Current information about the service is available to families.

Standard 6.2 Families are supported in their parenting role and their values and beliefs about childrearing are respected.

  • Element 6.2.2<br>Current information is available to families about community services and resources to support parenting and family wellbeing.

Standard 6.3 The service collaborates with other organisations and service providers to enhance children's learning and wellbeing.

Quality Area 7 - Leadership and service management

Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.

  • Element 7.2.1<br>A statement of philosophy is developed and guides all aspects of the service's operations.

The templates available in our Public Library have been created by our customers and employees to help get you started using SafetyCulture's solutions. The templates are intended to be used as hypothetical examples only and should not be used as a substitute for professional advice. You should seek your own professional advice to determine if the use of a template is permissible in your workplace or jurisdiction. You should independently determine whether the template is suitable for your circumstances.