part 2 Notes for QA3–QA7: Guide to the National Quality Standard (comprehensive notes)

Standard 3: Learning Environments, Resources and Sustainability

  • Overview of Standard 3 aims:

    • Quality Education and Care settings promote learning through well-designed environments and resources.
    • Environments should reflect children’s lives, support play-based learning, and provide opportunities for exploration, problem solving, creation, and construction.
    • For school age care (SAC), environments should offer play and leisure that foster fun, enjoyment, mastery, and social responsibility.
    • Resources should be flexible and usable in multiple ways to allow regular rearrangement, variety, and challenge.
    • Accessibility and inclusivity: reflect the diversity of the children, families, and the broader community; be accessible to children so they can choose and participate actively.
    • Children should be able to initiate and lead aspects of learning with appropriate support from educators.
    • Emphasis on natural, real, recycled, commercial and homemade materials to support learning across domains: art, mathematics, technology, imagination, daily care tasks, and environmental care.

  • Element 3.2.2: Resources, materials and equipment are sufficient in number and organised for effective program implementation and multiple uses.

    • Key ideas:
    • Choose equipment that can be used in multiple ways to permit regular rearrangement and added interest, variety, and challenge.
    • Outdoor and indoor resources should enable exploration and free use by children, supporting problem solving, cooperation and engagement.
    • Resources should reflect breadth of ages, interests, and capabilities; be accessible so children can select and take responsibility for their actions.
    • Environments must be organised to support appropriate and effective implementation of the program.
    • Assessment guidance for 3.2.2 (what assessors may observe):
    • Outdoor environment is regularly rearranged or adjusted to add interest and challenge.
    • Resources in indoor and outdoor spaces can be freely explored and used by children.
    • Variety and number of resources are sufficient to meet interests, ages and abilities; avoid overcrowding; minimize waiting; minimise disputes; usable in multiple ways.
    • Resources reflect the lives of children, families, and the broader community and are inclusive.
    • Resources are organised to support program implementation.
    • Resources are flexible and can be rearranged to add interest, variety and challenge.
    • Resources include natural elements (plants, trees, edible gardens, sand, rocks, mud, water) and provide many sensory experiences.
    • Opportunities for children (including babies and toddlers) to connect with nature.
    • Resources provide opportunities for risk-appropriate challenges.
    • Children participate in a variety of meaningful, enquiry-based experiences; are supported to take on challenges and try new things.
    • A wide range of equipment and materials are used to engage in energetic experiences that develop movement skills (balance, coordination, flexibility, strength).
    • Materials include real, commercial, natural, recycled, and simple homemade items to support learning across domains (visual arts, dance, drama, music; mathematical concepts; representing thinking; exploring technology; sorting; categorising; order; comparing collections; imagination and invented games; daily tasks such as food preparation, caring for living things, and environmental care).
    • Educators and coordinators enhance child-initiated experiences by providing additional resources, participating in and extending play where appropriate.
    • Educators co-create resource choices with children to support belonging, relationships, creativity and learning.
    • Adequate time and resources are provided for children to initiate and become actively involved in experiences.
    • Introduce appropriate tools, technologies and media to enhance learning.
    • Educators demonstrate the potential of resources and suggest new/different uses.
    • Educators use creativity in resource use to stimulate curiosity and interest.

  • Element 3.2.2: Practical implications for practice

    • Educators design learning experiences around children’s interests and provide a range of challenges.
    • Resources are chosen to support diverse, inclusive learning and reflect children’s lives and community.
    • Space and time are allocated for ongoing rearrangement to maintain engagement and challenge.
    • Access to materials supports responsibility, choice, and belonging.

  • Element 3.2.2: Role of educators and coordinators

    • Enhancing child-initiated experiences by providing additional resources and, where appropriate, participating in and extending play.
    • Choosing resources with children; using them in ways that support belonging, relationships, creativity and learning.
    • Providing sufficient time and resources for children to initiate and become actively involved in experiences.
    • Introducing tools, technologies and media to boost learning; demonstrating resource potential and suggesting new uses.
    • Being creative in using equipment to stimulate interest and curiosity.

  • Relationships to broader theory and practice

    • Draws on Early Years Learning Framework (EYLF) and Framework for SAC: emphasizes play-based learning, problem solving, and sustainable practices.
    • Emphasises inclusive practice and responsiveness to family/community diversity.
    • Emphasis on environmental awareness and responsibility through resource selection and space design.

  • Guided reflections for Standard 3.2.2 (examples of questions assessors may discuss):

    • How do we ensure outdoor and indoor spaces are regularly rearranged to provide variety and challenge?
    • How do we ensure resources reflect the breadth of ages/interests and are accessible to all children?
    • How do we use a mix of real, natural, recycled, and simple homemade resources to support learning across domains?
    • How do we promote children’s sense of belonging and responsibility through resource choices?

  • Standard 3.3: Sustainable practices in the service and environment

  • Element 3.3.1: Sustainable practices are embedded in service operations.

    • What we aim to achieve: Educators and children work together to learn about and promote the sustainable use of resources and the development/implementation of sustainable practices.
    • Assessment guidance for 3.3.1 includes:
    • Observing sustainable practices (recycling, recycled resources, energy and water efficiency) embedded in daily routines.
    • Children engage in planned experiences that involve sustainable practices within the service.
    • Educators and coordinators share information with children about the environment and the impact of human activities.
    • The service’s environmental strategy is consistently implemented.
    • Guidance may include discussion about the service’s approach to sustainability, specific practices, and sharing information with families.
    • Documentation: the service’s environmental and sustainability strategy; evidence that information about sustainable practices is shared with families.

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

    • What we aim to achieve with 3.3.2: Children develop understanding and respect for the natural environment and interdependence between people, plants, animals and the land. Educators and children model respect, care and appreciation for the natural environment.
    • Assessment guidance for 3.3.2 includes:
    • Observing children being supported to appreciate and care for natural and constructed environments; participation in planned experiences that foster engagement with the environment and awareness of human impact; development of knowledge and respect for environments and interdependence.
    • Educators/co-ordinators developing environmental awareness programs and providing access to information about environmental impact.
    • Spaces that promote life skills (growing/Preparing food, waste reduction, recycling) and connections with nature.
    • Visible environmental strategy implemented consistently.

  • Connections to practice and reflection for Standard 3.x

    • Discuss how environmental education is integrated into daily routines and long-term planning.
    • Explore how resources and spaces invite curiosity, risk-taking and environmental stewardship.

  • Relationship to National Law/Regulations (where applicable)

    • Assessment may reference alignment with applicable regulations and standards (e.g., support for inclusive access, safety and supervision in resource use).

  • Glossary notes (selected terms from the glossary portion)

    • Additional needs: children who require or will benefit from specific considerations or adaptations; encompasses Aboriginal/Torres Strait Islander status, recent arrivals, Culturally and Linguistically Diverse (CALD) background, isolation, family stress, risk of abuse/neglect, language difficulties, disability, medical conditions, or other support needs.
    • Approved learning framework: learning framework approved by the Ministerial Council (National Law).
    • Approved provider: person who holds a provider approval under the National Law.
    • Centre-based service: an education and care service other than family day care.
    • Certified supervisor: a person who holds a supervisor certificate.
    • Family day care service: education and care delivered through two or more educators in residences.
    • Family day care educator assistant: person engaged to assist family day care educators.
    • Family member: a parent, grandparent, relative, or other person defined as family in relation to the child.
    • Educational leader: person designated to lead development and implementation of educational programs.

Standard 4: Staffing Arrangements

  • Overview: Ensures qualified and experienced staff, and the creation of warm, safe learning environments with strong educator-child relationships. Emphasizes effective deployment, professional conduct, collaboration, and ongoing improvement.

  • 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.
    • Observations to support 4.1.1:
    • Ratios and qualifications maintained throughout the day, including during meal breaks and planning time.
    • Centre-based services: rosters showing educators on duty at start/end of day; supervision, engagement in activities; room setup/pack-away; time for planning/parent meetings; inclusion support planning; communication with families.
    • Family day care considerations: coordination unit support; rosters to maintain continuity; emergency or overnight care arrangements.
    • Related regulatory references: National Law sections and regulations detailing staffing and qualifications, including supervisory roles, first aid qualifications, and other staffing requirements (Regulations 118, 119–136, 137–143, etc.).

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

    • Element 4.2.1: Professional standards guide practice, interactions and relationships.
    • What we aim to achieve: Ethical, professional conduct guiding decision-making; roles and responsibilities clearly stated; code of conduct/code of ethics accessible to families.
    • Assessment guidance includes observation of care, empathy and respect; implementation of the service’s code of conduct; engagement with regulatory and framework documents; access to resources like EYLF, Framework for SAC, and policies.
    • Element 4.2.2: Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to improve practice and relationships.
    • What we aim to achieve: A culture of professional inquiry; ongoing cycle of review; collaborative planning; sharing tasks; mutual support.
    • Guidance for assessments includes team meetings, mentoring, reflective practice, and shared responsibilities; evidence of collaborative work and professional growth.
    • Element 4.2.3: Interactions convey mutual respect, equity and recognition of strengths and skills.
    • What we aim to achieve: Professional and respectful communication; recognition of diverse contributions; ongoing commitment to cultural competence and ethical practice.
    • Guidance for reflection and documentation includes code of ethics access, staff handbooks, and ongoing professional conversations; awareness of diversity and inclusion in practice.

  • Practical implications and connections

    • Emphasizes induction, continuity of staff, and educational leadership to support curriculum development and learning outcomes.
    • Requires governance, record-keeping, confidentiality, and policies that support professional behavior and ethical practice.
    • Highlights the importance of teamwork, professional development, and staff wellbeing to sustain program quality.

Standard 5: Relationships with Children

  • Overview: Focuses on warm, respectful interactions and enabling secure attachments; supports children’s sense of belonging and capacity to learn through positive relationships with educators and peers.

  • Standard 5.1: 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.
    • Aims: Attuned educators support wellbeing; secure relationships form the base for learning in SAC as well as in early childhood.
    • Assessment guidance includes observing relaxed atmospheres, mealtime conversations, open dialogue, and sustained conversations; educators responding to children; use of strategies to engage children in conversations; support for home languages.
    • Guidance for babies/toddlers: responsive routines; language development; one-to-one interactions.
    • Guidance for family day care: educators’ relationships with children in home visits and playgroups; equity and fairness in responding to own children and the children they care for.
    • 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.
    • Aims: Intentional teaching; social context of learning; use of cues to guide involvement; inclusion of children with additional needs; sign language/resources.
    • Assessment guidance includes two-way conversations; educators participating in play and guiding with children’s cues; modeling reasoning and reflective language; collaboration with children about routines; inclusion strategies.
    • Element 5.1.3: Each child is supported to feel secure, confident and included.
    • Aims: Belonging through acceptance, attachments, and trusted adults; secure base for exploration.
    • Assessment guidance includes observing belonging and comfort; children seeking comfort; helping activities; inclusive environments reflecting families and community; routines that support transitions and family communication; educators showing genuine respect and responsiveness; support for home language maintenance.

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

    • Element 5.2.1: Each child is supported to work with, learn from and help others through collaborative learning opportunities.
    • Aims: Children learn about responsibility, connectedness, interdependence, collaboration; SAC as living and learning through living.
    • Assessment guidance includes children engaged in small group friendships, collaborative projects, shared planning; educators modelling interaction strategies; peer scaffolding; sense of community.
    • Element 5.2.2: Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.
    • Aims: Positive guidance to self-regulation; inclusion; fair and respectful behavior; dialogue on emotions and inclusion; conflict resolution.
    • Guidance for practice includes discussing emotions and inclusion with families, strategies to listen to others, setting expectations, and consistency in guidance; managing challenging behaviours; involvement of families and schools for consistent approaches; handling differences in expectations.
    • Element 5.2.3: The dignity and the rights of every child are maintained at all times.
    • Aims: Rights-based practice; avoidance of corporal punishment; positive behaviour guidance; support for emotional regulation.
    • Guidance for practice includes strategies to support positive behaviour, inclusive practices for children with additional needs, and collaboration with families and professionals; documented behaviour guidelines and plans; consideration of different settings (babies, school age, family day care).

  • Additional guidance and reflection for Standard 5

    • Emphasizes development of a culture of belonging, equal opportunities for conversations, and respecting diverse family backgrounds.

Standard 6: Collaborative Partnerships with Families and Communities

  • Overview: Focuses on partnerships with families and the community to support learning and wellbeing; emphasizes two-way communication, shared decision-making, and inclusion.

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

    • Element 6.1.1: There is an effective enrolment and orientation process for families.
    • Aims: Welcoming families; sharing values and expectations; understanding child strengths and needs; preparation for orientation; settling-in support.
    • Element 6.1.2: Families have opportunities to be involved in the service and contribute to service decisions.
    • Aims: Open, respectful communication; families contributing to plans, documentation and decisions; welcoming environment for all families; ongoing two-way information sharing.
    • Element 6.1.3: Current information about the service is available to families.
    • Aims: Display of operation information; easy-to-read information in local languages; ongoing communication about the National Quality Framework and service progress.

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

    • Element 6.2.1: The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.
    • Aims: Families as first teachers; respect for histories, cultures, languages, and parenting practices; daily information exchange; discussion of child needs and experiences; sharing successes with families.
    • Element 6.2.2: Current information about community resources is available to families to support parenting and family wellbeing.
    • Guidance: Service provides information about community services; maintain current contact details; assist families to access resources; document and display community resources.

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

    • Element 6.3.1: Links with relevant community and support agencies are established and maintained.
    • Aims: Develop professional knowledge through partnerships with families, communities, and services; outline referral processes and collaboration with professionals.
    • Element 6.3.2: Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.
    • Aims: Positive transitions between home, service, preschool/kindergarten, and school; transportation and attendance considerations; cross-setting information sharing for smooth transitions.
    • Element 6.3.3: Access to inclusion and support assistance is facilitated.
    • Aims: Inclusion for children with additional needs; collaboration with professionals; development of individual support plans; documentation and evidence of capacity to respond to needs.
    • Element 6.3.4: The service builds relationships and engages with the local community.
    • Aims: Reflect lives of children and families; involve community members; promote community connections; Aboriginal and Torres Strait Islander awareness and respect for local protocols; children’s understanding of social and cultural heritage.

  • Guidance for Standard 6.3

    • Assessors may discuss strategies for continuity of care, shift changes, and sharing information with other services.
    • Guidance on community engagement and inclusion; evidence of relationships with community partners; process for referrals; and documentation of inclusion efforts.

Standard 7: Leadership and service management

  • Overview: Focuses on effective leadership, governance, continuous improvement, and robust administrative systems to support quality education and care.

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

    • Element 7.1.1: Appropriate governance arrangements are in place to manage the service.
    • Element 7.1.2: The induction of educators, co-ordinators and staff members is comprehensive.
    • Element 7.1.3: Every effort is made to promote continuity of educators and coordinators at the service.
    • Element 7.1.4: Provision is made to ensure a suitably qualified and experienced educator or coordinator leads curriculum development and sets clear teaching/learning goals.
    • Element 7.1.5: Adults working with children and those managing the service or residing on premises are fit and proper.
    • Governance and accountability: includes National Law/regulations references (sections 12, 13, 21; regulation 163; 164; 168–172; 173–176; 177–180; 181–184).
    • Educational leadership: designation of educational leader, role clarity in leading curriculum and ensuring outcomes in line with approved learning frameworks.

  • Standard 7.2: There is a commitment to continuous improvement.

    • Element 7.2.1: A statement of philosophy is developed and guides all aspects of the service’s operations.
    • Element 7.2.2: The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place.
    • Element 7.2.3: An effective self-assessment and quality improvement process is in place.
    • Guidance for 7.2.1–7.2.3 includes assessment guidance, examples of documentation (Quality Improvement Plan, staff records, performance reviews, professional development), and family/child involvement in the self-assessment process.

  • Standard 7.3: Administrative systems enable the effective management of a quality service.

    • Element 7.3.1: Records and information are stored appropriately to ensure confidentiality and are available; required to meet legislative requirements.
    • Element 7.3.2: Administrative systems are established and maintained to ensure effective operation of the service.
    • Element 7.3.3: The Regulatory Authority is notified of changes, serious incidents, and complaints alleging a breach of legislation.
    • Element 7.3.4: Grievances and complaints are addressed, investigated fairly and documented in a timely manner.
    • Element 7.3.5: Service practices are based on clearly documented policies and procedures that are available and reviewed regularly.
    • Governance/regulatory references: National Law and Regulations 7.1.5, 7.3.1–7.3.5; 7.3.2 guidance on IT usage for administration; confidentiality and record-keeping.

  • Additional notes on Standard 7

    • Emphasizes the role of leaders in setting direction, communicating values, and enabling continuous improvement.
    • Underlines the importance of a shared philosophy, staff development, and ongoing self-evaluation to improve outcomes for children and families.
    • Highlights the necessity of clear parent/family information about governance, policies, and compliance.

Glossary (selected terms from the provided glossary)

  • Additional needs: children who require or benefit from specific considerations/adaptations due to diverse backgrounds, language, disability, or risk factors; can change over time.
  • Approved learning framework: a learning framework approved by the Ministerial Council (National Law).
  • Approved provider: a person who holds a provider approval under the National Law.
  • Centre-based service: an education and care service other than family day care.
  • Family day care service: education and care delivered via two or more educators in residences, with potential other locations.
  • Family day care educator assistant: a person assisting family day care educators.
  • Educational leader: designated to lead the development and implementation of educational programs.
  • Governance: arrangements that ensure compliance with the National Law/Regulations; includes confidentiality and policy governance.
  • Nominated supervisor: person designated to supervise day-to-day operations of the service.
  • Quality Improvement Plan (QIP): a plan guiding continuous quality improvement, aligned with self-assessment.
  • Self-assessment: process of reflecting on service performance against the National Quality Standard to inform improvement.

Notes and references embedded in this guide reflect the content provided for QA3–QA7, including elements 3.2.2, 3.3.1, 3.3.2, 4.1.1, 4.2.1–4.2.3, 5.1–5.2 (and sub-elements), 6.1–6.3 (and sub-elements), 7.1–7.3 (and sub-elements), and related National Law/Regulations. The structure emphasizes: aims, assessment guides, practitioner guidance, and practical implications to support exam preparation and practical understanding of the National Quality Standard (NQS).