Workplace Assessment 019

CHCECE019 Facilitate compliance in an education and care service.
Workplace Tasks
WORKPLACEMENT ASSESSMENT TASK

Qualification CHC50113 Qualification Diploma of Early Childhood Education and Care
Code Title
Unit Code CHCECE019 Unit Title Facilitate compliance in an education and care
service
Student Name
Assessor Report
Assessment Task Satisfactory Not Satisfactory Date Signature
Workplace Assessment / /
Task
Student’s Declaration:
I certify that this assignment is my own work based on my personal study and/or research. I also certify that I have not
accessed any other student’s work, either electronically or written to complete this assignment. I have not copied in part
or whole or otherwise plagiarised the work of other students. Further, I understand that the copying of practical reports
and other work from students constitutes plagiarism. I confirm that if I am identified as cheating or plagiarising I will
receive NC. I understand that I will receive NC, if my result is not satisfactory in any of the above assessments tasks.
Student Signature Date
1
Early Childhood Education and Care.
© ICCC Resources v8
CHCECE019 Facilitate compliance in an education and care service. Workplace Tasks
CHCECE019
Facilitate compliance in an education and care service
Workplace Assessment Task
Unit Purpose
The assessment tasks within this unit provide you with the opportunity to demonstrate evidence of the
required knowledge and skills required to facilitate legislative, regulatory and National Quality Framework
compliance within an education and care service.
Elements
The following elements define the essential outcomes of this unit:
 Element 1 Interpret the National Quality Framework
 Element 2 Facilitate an organisation self-assessment
 Element 3 Facilitate the development of a quality improvement plan
 Element 4 Coordinate the service for a site visit
Assessment Requirements
 001: Facilitate an Organisation Self-Assessment
Authenticity Requirements
Copying or passing off someone’s work as your own is a form plagiarism and may result in a participant’s
exclusion from a unit or the entire course.
The following activities will be considered plagiarism:
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 Presenting any work by another individual as one's own intentionally or unintentionally
 Handing in work copied from another student.
 Presenting the work of another individual or group as their own work.
 Handing in work without the adequate acknowledgement of sources used, including work
taken totally or in part from the internet.
You must PRINT AND SIGN this document
Student Declaration
You must sign your completed workplace tasks and acknowledge the authenticity of your work prior to
submission to the College.
I understand my responsibility to provide assessment responses with my own materials and thoughts,
except where specifically acknowledged or taken from other sources. The material contained in these
tasks is my own work.
I understand that at any time if it is shown, that in an assessment task, a student has significantly
misrepresented material, any assessment outcome awarded to that student on the basis of this material
may be revoked including any qualification outcomes and/ or statement of attainment
Name: Signature: Date:
Supervisor Declaration
Your workplace supervisor must view your completed workplace tasks and acknowledge the authenticity of
your work prior to submission to the College.
I can confirm this task was completed by the above-named student, in a regulated children’s service.
These tasks were completed in accordance to organisation policy and procedures.
Supervisor: Signature: Date:
Assessment Instructions
Students are required to complete a range of assessment tasks throughout the training period to
demonstrate competency in each relevant unit. To facilitate the appropriate learning and practice of
developing skills ALL workplace assessment tasks MUST be completed within a regulated children's service.
Workplace supervisors must authenticate these tasks have been completed, under supervision and to an
acceptable workplace standard for organisation policies and procedures.
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Attempting assessment tasks

Students are required to provide appropriate responses to the indicated questions for each task.
Assessment Outcomes
The Early Childhood Education and Care training packages are vocational qualifications that are competency
based. For each assessment undertaken you will be assessed as Satisfactory, Not Yet Satisfactory or
Incomplete. Where students are assessed as ‘Not Yet Satisfactory’ or ‘Incomplete’ the trainer/assessor will
provide the student with feedback and guidance regarding what needs to be completed for resubmission.
Student Appeals
Students have the right to appeal an unfavourable decision or finding during assessment. All student appeals
must be made in writing using the Appeals Form and specify the particulars of the decision or finding in
dispute. Appeals must be lodged within 28 days of the decision or finding.
Required Readings
In order to complete this unit of competency you are required to access the following key resources.
Textbook
 Kearns, K. (2017). The Business of Child Care: Working in Early Childhood Education and Care
Series (4th ed.). Victoria: Cengage Learning Australia.
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Core Documents
 Education and Care Services National Regulations. (Dec 2016). Ministerial Council for Education,
Early Childhood Development and Youth Affairs.
 Guide to the National Quality Standard. (2017). Australian Children’s Education and Care Quality
Authority. ACT: Commonwealth of Australia.
Additional Readings:
 Additional Evidence to Support Quality Practices. Newcastle, NSW: ICCC.
 Guide to Developing A Quality Improvement Plan. (2014). Australian Children’s Education

and Care Quality Authority. ACT: Commonwealth of Australia
 Quality Improvement Plan (QIP): Key Principles and Process. Newcastle, NSW: ICCC.
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001 Facilitate an Organisation Self-Assessment

CHCECE019 Facilitate compliance in an education and care service
Element 1 Interpret the National Quality Framework
Element 2 Facilitate an organisation self-assessment
Element 3 Facilitate the development of a quality improvement plan
Element 4 Coordinate the service for a site visit
Performance Evidence
Knowledge Evidence
Pre-Activity 1
To complete this task refer to Chapter 2 of your textbook ‘The Business of Child Care’ and your readings:
 Additional Evidence to Support Quality Practices.

 Education and Care Services National Regulations.
 Guide to Developing A Quality Improvement Plan
 Guide to the National Quality Framework
 Quality Improvement Plan (QIP): Key Principles and Process.
This task requires the co-operation of your workplace supervisor and workplace colleagues, and provides
you with the opportunity to apply the skills and knowledge required to facilitate legislative, regulatory and
National Quality Framework compliance within an education and care service.
Specifically you will complete a review of the outdoor space at your service as outlined in Quality Area 3
Physical Environment:
 Standard 3.1: The design of the facilities is appropriate for the operation of a service
 Element 3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for
their purpose, including supporting the access of every child
 Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.
 Standard 3.2: The service environment is inclusive, promotes competence, and supports
exploration and play-based learning.
 Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every
child’s participation and to engage every child in quality experiences in both built and
natural environments
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 Element 3.2.2 Resources, materials and allow for multiple uses, are sufficient in number,
and enable every child to engage in play-based learning.
 Element 3.2.3 The services cares for the environment and supports children to become
environmentally responsible.
The review process will be undertaken through a series of steps (or activities). Please ensure you follow
each step sequentially. You will notice that some steps require you to write a report of your findings. These
reports, in most instances should be no more than 300 – 550 words. You may use bullet points to summarise
key points.
Once your review is complete you will complete one section of a Quality Improvement Plan (QIP) using a
range of assessment tools. The goal of the QIP is to assist stakeholders to evaluate the service and
benchmark against best practice. It is a collaborative process designed to be completed over a period of
time. However, for the purposes of assessment for this unit of competency you will be required to undertake
the role of evaluator.
Throughout this task you will need to access, read, interpret and apply documents from the Australian
Children’s Education & Care Quality Authority.
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Workplace Task – Pre - Activity 1
Self-Assessment Activity Checklist

This checklist has been designed to help the student, in consultation with the Workplace Supervisor, manage time,
plan and complete all the requirements for this task.
Student Name: Complete  / Supervisor Signature
Date
No. Activity
1 Action Planning 
Preparation for Assessment and Rating Process 

2
Disseminate Information to the Team 

3
Exploring the Outdoor Play Area 

4
Meeting Regulatory Requirements 

5
Checklist for Quality Improvement Plan 

6
The Child’s Perspective 

7
The Educator’s Perspective 

8
The Parent/Guardian’s Perspective 

9
Analysis of Findings for QA3 

10
Report the Findings 

11
Quality Improvement Plan 

12
Reflection on QIP Processes 

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All tasks approved and signed by Workplace Supervisor
Activity 1
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Action Planning
For this activity you will need to devise an action plan for completion of the entire workplace task (activities 2-
14).
In consultation with your Workplace Supervisor discuss the entire task and each of the activities involved.
Plan the steps you will undertake to complete each activity and use the template provided to document your
planned actions and set timeframes for the completion of activities 2-14. You will need to ensure that you
have regular opportunities for collaboration with team members.
Document your plan on the attached ‘Action Planning’ template.
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Workplace Task 001 – Activity 1

Action Planning
Activity Date / time Who is involved
Action
1 Today I setup obstacle frame activity Educator
2 Set-up analysis date for monitoring my progress Educator
3 Reread the plan if required
4 Collaboration effectively while making planning
5 Modify the plan as well as assessment
6 Evaluation and process of meeting
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Activity 2
Preparation for the Assessment and Rating Process
This activity requires you to meet with your workplace supervisor and/or Director and investigate the
processes your service uses, or has used, to undertake an Assessment and Rating review under the
National Quality Standards (NQS). In particular, you will need to discuss and document:
 The process the service used to complete the Quality Improvement Plan.
 How the service supported educators to understand the National Quality Framework (NQF) including
legislation, regulations and the NQS.
If your service has not yet undergone an assessment, discuss with your workplace supervisor how the
service is preparing for an Assessment and Rating Review.
Write a brief report on your findings.
Document your response on the ‘Preparing for Assessment and Rating Report’ template.
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Preparing for Assessment and Rating Report
The centre had been assessing the service in accordance with the National Quality
Standard as well as legislation on its own. They were attempting to integrate the results
into the center's quality improvement plan in order for us to participate actively in the
evaluation as well as rating process. The following is a findings of the evaluation as well
as rating report of the centres:
 Their own self-assessment as well as rating process is intended to be interactive

and motivating, with all instructors, parents, as well as children participating in
the self-assessment as well as conversations.
 Encourage all employees to learn more about the National Quality Standard as
well as how the plans fits into the relevant Learning Framework, such as the
Early Years Learning Framework and Victorian Early Years Learning and
Development Framework, and age care school service framework. To do this,
instructors are encouraged to do research using internet resources, as well as a
weekly conversation session has been established to share our knowledge.
Teachers are introspective as well as address issues by the Guideline to the
National Quality Standard with other members of the service.
 Examining the Guide to a National Quality Standard, which explains what the
approved officer is allowed to see, hear, as well as talk
 Notifying parents as well as teachers about the evaluation as well as rating
procedure, and the visit's anticipated date.
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Activity 3
Disseminate information to team
Disseminate information to all educators advising them that you are required to undertake an assessment of
the outdoor play space against the NQS as part of your studies.
In your communication inform educators that you will be seeking their contribution to help inform your
assessment. You will need to include four questions and/or ideas for them to seek feedback in regards to
the strengths, weaknesses and opportunities for improvement in the outdoor play space.
Choose an appropriate method to disseminate this information to your fellow educator’s e.g. via email,
written note to all educators, or a notice on the staff noticeboard.
Documentation Required:
a. Communication method used.

b. Copy of the information distributed to educators.
Document your response on the ‘Information Sharing’ template.
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Information Sharing
This information will be disseminated via:
 E-mail  Written note  Noticeboard  Other:
Provide a copy of the information given to your fellow educators.
Dear friends!
In this centre, I am conducting my job placement as part of diploma programme of mine. As part of my
job, I'd have to evaluate outside place area against the National quality standard.
Could I kindly ask everyone to assist me with the following queries?
 What role can the environment play in the learning of children?

 What obstacles should we addressed?
 How can the environment's design support as well as encourage children's learning, growth, as
well as development?
 How many points do they give it on a range of zero to 10?
 What could be done to make things better?
I value you taking the time to reply with the responses. Thank you very much.
Best regards!
……………..
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Activity 4
Explore the Outdoor Play Area
In consultation with your workplace supervisor identify the outdoor play area that you will assess. (For
example, your service may have separate play areas for infants/toddlers and preschool children).
Draw a sketch of this play area on the template provided. Show how the area is accessed from indoors;
include fixtures – sandpit, gardens, trees, storage sheds, gates, shade areas, paving, grassed areas, any
fixed equipment.
List the range of equipment and resources available within this area. Please Note: You are not required to
list every item of equipment - rather you should list general items available e.g. Sand play equipment, water
play equipment, bikes etc. You should also indicate any indoor equipment/resources that are regularly used
outdoors.
a. Sketch of outdoor play area.

b. List of equipment/resources used in the outdoor area.
Document your sketch and equipment list on the ‘Exploring the Outdoor Area’ template.
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Exploring the Outdoor Area – Sketch of Environment
Outdoor Play Area Selected:
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Exploring the Outdoor Area – Resource and Equipment
List indoor/ outdoor equipment/ resources that are regularly used in the area:
Furniture
Chalkboard
Cubby house
Construction area
Area of sand
Shelves
Swings
Slides
Sandcastle oriented toys
Sheds
Benches
Ball
Activity 5
Meeting regulatory requirements
For this activity you will need to investigate how the outdoor play area you have selected meets the
requirements of Regulation 113 and 114.
113 Outdoor space—natural environment
The approved provider of a centre-based service must ensure that the outdoor spaces
provided at the education and care service premises allow children to explore and
experience the natural environment.
114 Outdoor space—shade
The approved provider of a centre-based service must ensure that outdoor spaces
provided at the education and care service premises include adequate shaded areas to
protect children from overexposure to ultraviolet radiation from the sun.
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Ministerial Council for Education, Early Childhood Development and Youth Affairs. (2011). Education and Care
Services National Regulations, p. 52
Firstly, you will need to provide a description, including examples and photographs, of how the outdoor area
complies with these regulations.
Next you will analyse your findings and write a brief report on your findings. Comment on any challenges the
service may have in meeting these requirements (for example natural elements).
a. Description of how the outdoor area meets Regulation 113 and 114 (include examples and
photographs where appropriate).
b. Report on findings.
The centre I am doing

Service must ensure that outdoor space provides adequate shades for education and
care services to protect children from over-exposure to the sun.
Document your report on the ‘Meeting Regulatory Requirements’ template.
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Meeting Regulatory Requirements
How does the outdoor play area meet Regulation 113 Outdoor space – natural environment?
(Provide examples/photographs where appropriate)
How does the outdoor play area meet Regulation 114 Outdoor space – shade? (Provide
examples/photographs where appropriate)
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Meeting Regulatory Requirements – Report on Findings
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The findings are reported as follows:

o Outdoor areas that are properly scaled contain enough room for solo play
as well as for kids to study, play, as well as converse in small or large
groupings.
o Shelter from the sun regulatory fence that offers safety is being
implemented in outdoor places with shaded sections.
o Sufficient ventilation as well as natural ventilation, and a mix of natural as
well as artificial illumination.
o The equipment is well-kept and secure to employ.
o Organic as well as artificial plants are mixed in a way that is pleasing to
the eye.
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Activity 6
Checklist for QIP
For this task you are required to assess the outdoor play environment in relation to the National Quality
Standard, specifically:
Standard 3.2: The service environment is inclusive, promotes competence, and supports
exploration and play-based learning.
Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child’s
participation and to engage every child in quality experiences in both built and natural environments
In order to this you will need to complete the Quality Indicator Checklist for your selected outdoor play area.
You may add to or modify the checklist to suit your service. As you are completing this checklist think about
how the children and educators use the various elements of the play area and how it supports quality
outcomes for the children.
Write a report on your findings. The focus of the report is to identify key strengths. You should also identify
any challenges in relation to the outdoor physical environment and recommend any areas for improvement.
a. Assessment of environment against Quality Indicator checklist.

b. Report on findings, identifying strengths and challenges.
Document your report on the ‘Quality Indicator Checklist’ template.
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Quality Indicator Checklist
Quality Indicators How does the outdoor play area support this quality indicator?
Comfortable seating is available for Yes benches are comfortable for kids and teachers while play
children and educators to sit and area is large enough to sit on the floor as well
observe or interact.
The children have access to water and Yes, children are aware of Five bucket rules with a water access
are encouraged to be water wise.
Water play is made available each day. No
There is space for active play such as Yes an enough space available
running, kicking/throwing a ball.
There is space for messy and noisy Art free play area
play.
There are spaces for quiet play. Yes
The children have easy access to Yes

gardens.
There is sufficient space for children to Yes

play alone, in pairs and in small groups.
The equipment can accommodate Yes

children with a range of physical skills.
The play area layout encourages social Yes seems like a park where children can interact with each
play. other
The equipment encourages social play. Yes slides, swings
The play area and equipment promotes Yes

independence.
The equipment is open-ended and can Yes

be used in a variety of ways.
There are loose parts and moveable Yes

equipment.
The sandpit is large enough to Yes

accommodate the number of children
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accessing it.
The play area provides opportunities for Yes

children to interact with natural materials
– plants, bark, leaves, grass, soil, water,
rocks, boulders, logs, sticks, shells, etc.
There are pathways for bikes and other Yes

ride-on equipment.
Climbing equipment offers appropriate Yes

challenge.
There are opportunities for a level of Yes

age-appropriate risk-taking play.
Children are encouraged to care for and Yes

respect the environment and natural
resources.
Children have access to a range of Yes

recycled materials.
The outdoor environment reflects the Yes

cultural diversity of children attending
the program.
The outdoor area is accessible to Yes

children with physical disabilities.
The play area promotes problem- Yes

solving, investigation and discovery.
Key Strengths: slope and slides
Children has an ability to play in a secure manner with other mates and family
Challenges:
Carefully monitoring regularly
Recommendations:
Children should play in a group
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Activity 7
The Child’s Perspective
For this activity you are required ‘to look’ at the outdoor play space through the eyes of the child and
document your findings.
This may be done through, for example:
 Observing:
 How children move into and out of the outdoor area.
 Where children tend to congregate.
 What appears to be the most popular play spaces?
 How children use equipment.
 How children use play spaces.
 Discussing (where appropriate):
 What they like or don’t like about the area.
 What, if anything, they would like to add to the play area or change.
 What is their favourite space?
Make sure you get down to the child’s level and observe what the environment looks, feels and sounds like
from their height. Consider whether the environment promotes their sense of safety and security yet at the
same time supports them to take risks and challenges.
Document your findings on the ‘Report on The Child’s Perspective’ template.
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Report on The Child’s Perspective
Age Group: 4-5 years Date: 5-08-2021
How children move into and out of the outdoor play area?
Within outdoor play area, children move by kicking, jumping as well as throwing enthusiastically.
Where do children tend to congregate?
Slope, slides, garden
What appears to be the most popular play spaces?
Slides
Sea and saw
Sand area
How do children use equipment?
All instructors instruct the kids about how to approach the game as well as ensure that they are present
with their peers.
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How do children use the play spaces?
Through Group activity
Sharing with mates
Particular intervals
What are the children’s thoughts about the area? – What do they like/not like? What would they
add to or change about the play area? What is their favourite space etc.?
It is found that they loved to play in an outdoor space area where they like lot of equipment and resources
to play with. They want to have water play area with a sufficient space where they can enjoy with their
group fellows.
Get down to the child’s level and consider how does the environment promote their sense of
safety and security yet at the same time support them to take risks and challenges.
Always converse with the children as well as encourage them to participate in activities which involve
jumping, hitting, as well as throwing while guaranteeing that they're monitored all the time.
Other observations/findings:
It is essential to monitor the children all the time of play as there is a chance that they can fall down
Motivate them to play with love and care
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Activity 8
The Educator’s Perspective.
For this task you are required to consult with your fellow educators to investigate their perspectives on the
outdoor play space. Develop a list of questions to ask educators that will determine their opinions, ideas and
perspectives on the following:
a. Ease of access.
b. Ease of supervision.
c. Ease of access to equipment.
d. Effectiveness of specific play spaces.
e. What they believe children like about the play spaces.
f. What they like/don’t like about the play area.
g. What, if anything, they would change or add (if finances were available).
h. How it relates to the centre philosophy.
During your consultation with educators you should also discuss how they go about engaging with children to
support and challenge children’s learning in the outdoor play space.
Document any other relevant findings from your conversations with your fellow educators.
Document your findings on the ‘Report on the Educator’s Perspective’ template.
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Report on the Educator’s Perspective
Ease of access to the outdoor play environment and the areas within it.
Yes, the selected outdoor play area is easily accessible.
Ease of supervision.
The supervision of the slides area is a little difficult since we haven't any shady outdoor slides, therefore it
is difficult to stand on a sunny day.
Another difficulty is to monitor the children in such a large play area.
Ease of access to equipment.
All equipment can be accessed by all the children easily depending on their age.
Effectiveness of specific play spaces.
A toys such as ball and slide’s availability to children without facing any difficulty has enhanced the
children’s interest and level of motivation.
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Aspects that educators like/dislike about the outdoor play environment.
 The majority of the exercises are highly practical.

 Just one play spaces have very little shade, forcing instructors to stand in the sun often.
 There isn't an adequate water play facility.
What ideas (additions/changes) would the educators like to implement within the outdoor play
environment, if any?
 Covering greater area with a sheet for shading.

 Set up a permanent water play zone
How do educators engage with children to support and challenge learning in the play space?
 Teachers encourage children on the basis of their ages to engage in all areas of play.
 To motivate children to utilize the play equipment, describe how to use it.
 Make activities for groups to play.
Any other relevant findings.
There should be more equipment and resources for the children of all ages to play on the basis of their
needs and wants.
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Activity 9
To complete this task refer to Chapter 6 of your textbook ‘The Big Picture’ and refer to your readings:
 Orientation/Transition Policy.
 UN Convention on the Rights of the Child: In Child Friendly Language.
The Parent’s/Guardian’s Perspective
As part of your assessment of the outdoor environment you are required to talk to three parents/guardians to
gain their perspective of the outdoor space at the service. Areas you will need to discuss with each parent
include:
 How important is outdoor play to the parent/guardian?

 What does the parent/guardian like about the outdoor play space?
 What, if anything, would they change or improve?
Document any other relevant information provided by the parent/guardian.
Before you begin print three of the following templates and use these to record parent responses.
Three (3) copies of the attached parent/guardian perspectives template.
Document your findings on the attached ‘Report on the Parent’s Perspective’ template.
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Report on the Parent’s Perspective

Parent’s First Name: ………………………. Date:
Importance of play.
According to parents, children may enjoy the natural surroundings as well as enjoy activities while playing
outdoors. She or he may engage in games, test physical boundaries, express themselves, as well as
gain self-confidence. Such types of physical activities are beneficial to a children's wellbeing, fitness, as
well as physical growth.
What the parents/guardians like about the space.
Comfortable benches, sliding and big space
What, if anything, would they change or improve?
They called for the removal of the sand because they were worried their kid may ingest it.
Other relevant findings.
NA
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Activity 10
Analysis of Findings for Quality Area 3
For this task you are required to gather all the data you have collected and reflect on and analyse this
information to develop a report summarising your findings for:
Quality Area 3: Physical Environment
Standard 3.1: The design of the facilities is appropriate for the operation of a service
Standard 3.2: The service environment is inclusive, promotes competence, and supports exploration and
play-based learning.
Your summary will include:
 Documentation of the relevant policies and procedures that demonstrate evidence of this standard.
 Documentation of the practices, processes etc. that demonstrate evidence of meeting the standard
and elements. Use bullet points to highlight key points.
 Identified strengths in relation to the standard and elements.
 Identified areas for further development. These may be any gaps, issues, or areas of non-
compliance or they may be related to developing existing quality practices to a higher standard.
 Ideas for quality improvements.
Remember your findings and evidence should link directly to the information you have gathered including the
perspectives from children, educators and parent/guardians.
Please Note: You will be presenting this report to your fellow educators so ensure it is succinct.
Document your findings on the ‘Summary of Finding for QIP’ template.
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Summary of Finding for QIP
NQS Area QA3 Physical Environment
Standard Standard 3.1: The design of the facilities is appropriate for the operation of a service
Related Policies/Procedures:
Element Evidence of practices, processes etc.

3.1.1 Outdoor and indoor spaces, buildings, fixtures and
Yes everything is alright in the pre-kinder
fittings are suitable for their purpose, including
supporting the access of every child
3.1.2 Premises, furniture and equipment are safe, clean Yes safe and secure
and well maintained.
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Standard Standard 3.2 The service environment is inclusive, promotes competence, and supports exploration and play-based learning.
Related Policies/Procedures:
Element Evidence of practices, processes etc.

3.2.1 Outdoor and indoor spaces are organised and Trees, plants, sand, pebbles
adapted to support every child’s participation and to
engage every child in quality experiences in both
built and natural environments
3.2.2 Resources, materials and allow for multiple uses, Children must explore flexibly in using that are required as well as numbers to fit the child's various
are sufficient in number, and enable every child to requirements, ages, as well as skills throughout their play.
engage in play-based learning.
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3.2.3 Children are supported to become environmentally Natural as well as built environment educators that pay close attention to child's capacity to
responsible and show respect for the environment. appreciate natural surroundings are supported, appreciated, as well as cared for by them.
Identified Strengths:
Administration as well as educators are informed of practice at the centre is progressing nicely.
Identified Areas for Further Development (if required):
Maintenance of indoor and outdoor play area should be monitored weekly to provide the effective and well-maintained environment.
Ideas for Quality Improvements:

NA
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Activity 11
Report the Findings
For this task you will need to seek approval from your workplace supervisor to create a display of your findings.
Your workplace supervisor must approve your report and display before it is viewed by the other team
members.
You will need to advise the team that you are creating a display of the report and that you are seeking feedback
or suggestions for continuous improvement to support quality outdoor play.
Include a brief overview of your findings. Ensure that within your display you have an area that the other team
members are able to write and offer feedback. Present your report at a team service meeting.
Write a brief report on the outcomes of the meeting in relation to the feedback given about your report and
suggestions for continuous improvement.
Attach a photograph of your display to the assessment.
Document your findings on the ‘Feedback and Ideas for Continuous Improvement’ template.
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Feedback and Ideas for Continuous Improvement
Feedback on Report:
There are several ideas as well as feedback for continuous improvement mentioned below:
 Consumer-centered
 Innovation and creativity
 Improvement by making planning
 Advancement is driven by the participation as well as responsibility of main
stakeholders such as customers, representatives, caretakers, and many others, as
well as volunteers, review board as well as members of the board, and advocacy
groups requires proper supervision and assessment of progress with appraisal
relating to strategic planning.
Moreover, continuous improvement boost customer support and treatment, increase

stakeholder involvement as well as ownership, anticipate modifications in policy and care
requirements, as well as enhance mechanisms to evaluate as well as track progress to
provide long-term outcomes.
Analyze your company's present state, collect data, as well as look for methods to
enhance it. Stakeholders should be consulted as well as given feedback. Determine the
plan's objectives and activities.
Make the necessary changes.
To choose which enhancement is preferable, try out the recommended options.
Determine how much money you'll need to make the improvement an accomplishment.
Keeping your stakeholders up to date, as well as include those who stand to gain directly
from the result.
During implementation stage, keep a record of your choices.
 Assess the activities of improvement
Examine if the improvement is providing the results you expected; are any adjustments
necessary, or should a different improvement be utilized instead?
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Inspections, evaluations, as well as surveys may all be used to measure progress. Record
the methodology and outcomes of the assessment. Take it slowly; smaller stages may
provide greater outcomes.
 Ways to standardize the system

 When the change isn't effective, evaluate what might be done differently this time
as well as repeat the cycle with a new strategy.
 When the project is a success, make sure that all stakeholders are aware about the
new method, that the required personnel is taught as well as informed, that rules
and regulations are adopted, and that change inside the company is handled.
Suggestions for Continuous Improvement:
Keep a record of your modifications. This will allow you to see how well your modification
plans are going. What may have worked as well as what hasn't must be analyzed,
prepared for, as well as evaluated.
Review as well as modify your PCI today, make it current to reflect what you intend to
accomplish right now, yesterday, as well as in the future.
 Photograph of display attached

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Activity 12
Quality Improvement Plan
Using your summary of findings for the QIP and the information gathered from the team/staff meeting; develop a
Quality Improvement Plan for one element within:
Standard 3.1: The design of the facilities is appropriate for the operation of a service
OR
Standard 3.2: The service environment is inclusive, promotes competence, and supports exploration and play-
based learning.
For your chosen element you must:
 Identify the issue/s you are seeking to improve (no more than three).
 Suggest an improvement for each of your identified issues.
 Provide a reason for your suggested improvement.
 Provide an outline of the strategies or steps that will or can be taken to achieve this improvement.
Please Note: You are only required to complete the plan in regards to the outdoor environment.
If you have not identified any areas for improvement you should write a short justification that outlines
why there is no need for improvements.
Document your findings on the ‘Quality Improvement Plan for Quality Area 3’ template.
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Quality Improvement Plan for Quality Area 3 (modified for student assessment purposes)
Key improvement sought for:
Element Every kid is engaged in excellent experiences in both physical as well as natural settings via the design and organisation of outdoor and indoor areas.
Identified Issues Certain outside service areas are not readily approachable for children having physical disabilities, according to the self-
assessment.
Improvement Plan
Suggested improvement Reason How this can be achieved
For kids having physical impairments that are now All kids will be capable to visit all areas of the primary  Create a costed strategy to enable
enrolled or might not be enrolled in the future, better outdoor area independently wheelchair access to the entire outdoor
access to all parts of the outside play area is a area's lower floor.
priority.  Determine the project's financing.
 Put the strategy into action.
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Activity 13
Reflection on the QIP Process
This task requires you to reflect on the process you have undergone to complete the QIP. In your reflection you
need to address:
 The skills/knowledge you have developed – for example, time management, understanding of how to
assess quality areas etc.
 How you felt about the process – how it is managed and the challenges of gathering and documenting
evidence.
 Questions you may have about the review and assessment process and suggestions for the future.
a. Reflections on your knowledge and role in the process.

b. Reflection on the process of assessing and planning for quality improvement.
c. Questions and suggestions for consideration in the future.
d. Research and describe two resources / support networks / websites you could access and use that will
assist in developing ideas and best practices.
Document your findings on the ‘Reflection on QIP Processes’ template.
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Reflection on QIP Processes
Reflection on your knowledge and role in the process:
I have greatly contributed towards children’s group and get feedback on group activities facilitating
communication, learning as well as listening regarding quality improvement plan. I also act as a mentoring
advisor that provided instructions about what to do at each point?. Being acting as a planner, I guide children
as well as parents for contributing towards quality improvement process.
Reflection on the process of assessing and planning for quality improvement:
 Hearing parents' as well as child's perspectives about quality

 Improving what is conducted to improve the greatest possible result for children
 Creating a defined vision as well as sense of goal
 Applying expertise as well as a dedication to continuous professional growth
Questions and suggestions for consideration in the future:
 What am I thinking about each child?

 What ideas, ideologies, as well as perspectives influence and aid my job?
 If I perform in this manner, who suffers? Who has the upper hand?
 What am I up against? What am I interested in learning more about?
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Research and describe two resources / support networks / websites you could access and use that will
assist in developing ideas and best practices:
I assist governments in putting the National Quality Framework into action. The Australian Children's
Education and Care Quality Authority is a government-run body that manages the care and education of
children in Australia.
https://www.acecqa.gov.au/
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What are the elements that define the essential outcomes of this unit?

What are the elements that define the essential outcomes of this unit?

What are the requirements for facilitating an organisation self-assessment?

What are the requirements for facilitating an organisation self-assessment?

CHCECE019 Facilitate compliance in an education and care service.

WORKPLACEMENT ASSESSMENT TASK

Student Signature Date

Workplace Assessment Task

 Element 1 Interpret the National Quality Framework

 Element 2 Facilitate an organisation self-assessment

 Element 3 Facilitate the development of a quality improvement plan

 Element 4 Coordinate the service for a site visit

 001: Facilitate an Organisation Self-Assessment

The following activities will be considered plagiarism:

 Presenting any work by another individual as one's own intentionally or unintentionally

 Handing in work copied from another student.

 Presenting the work of another individual or group as their own work.

You must PRINT AND SIGN this document

Name: Signature: Date:

Supervisor: Signature: Date:

Attempting assessment tasks

 Additional Evidence to Support Quality Practices. Newcastle, NSW: ICCC.

 Guide to Developing A Quality Improvement Plan. (2014). Australian Children’s Education

001 Facilitate an Organisation Self-Assessment

Element 1 Interpret the National Quality Framework

Element 2 Facilitate an organisation self-assessment

Element 3 Facilitate the development of a quality improvement plan

Element 4 Coordinate the service for a site visit

 Additional Evidence to Support Quality Practices.

Workplace Task – Pre - Activity 1

Self-Assessment Activity Checklist

Preparation for Assessment and Rating Process 

Disseminate Information to the Team 

Exploring the Outdoor Play Area 

Meeting Regulatory Requirements 

Checklist for Quality Improvement Plan 

The Child’s Perspective 

The Educator’s Perspective 

The Parent/Guardian’s Perspective 

Analysis of Findings for QA3 

Report the Findings 

Quality Improvement Plan 

Reflection on QIP Processes 

All tasks approved and signed by Workplace Supervisor

Document your plan on the attached ‘Action Planning’ template.

Workplace Task 001 – Activity 1

2 Set-up analysis date for monitoring my progress Educator

3 Reread the plan if required

4 Collaboration effectively while making planning

5 Modify the plan as well as assessment

6 Evaluation and process of meeting

Preparation for the Assessment and Rating Process

Write a brief report on your findings.

Workplace Task 001 – Activity 2

 Their own self-assessment as well as rating process is intended to be interactive

Disseminate information to team

a. Communication method used.

Document your response on the ‘Information Sharing’ template.

Workplace Task 001 – Activity 3