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

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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:

 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:

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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.

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
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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.

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.

001 Facilitate an Organisation Self-Assessment

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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

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
Preparation for Assessment and Rating Process

2
Checklist for Quality Improvement Plan

3
The Child’s Perspective

4
The Educator’s Perspective

5
The Parent/Guardian’s Perspective

6
Analysis of Findings for QA3

7
Quality Improvement Plan

8
Reflection on QIP Processes

All tasks approved and signed by Workplace Supervisor

Activity 1

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Preparation for the Assessment and Rating Process

This activity requires you to meet with your workplace supervisor and/or Director and discuss 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.

Workplace Task 001 – Activity 1

Preparing for Assessment and Rating Report
Describe the process the service used or will use to:

 Undertake an Assessment and Rating review.

 Complete the QIP
 Support Educators and families to understand the NQF.

Activity 2

Checklist for QIP

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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.

Documentation Required:

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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Workplace Task 001 – Activity 2

Quality Indicator Checklist

Quality Indicators How does the outdoor play area support this quality indicator?

The children have access to water and are The children are able to access the water tank and are
encouraged to be water wise. reminded of the ‘5 bucket rule’. EXAMPLE
There is space for messy and noisy play. The mud kitchen, art area and grassed area accommodate
messy and noisy play. EXAMPLE
Comfortable seating is available for children
and educators to sit and observe or
interact.

Water play is made available each day.

There is space for active play such as

running, kicking/throwing a ball.

There are spaces for quiet play.

The children have easy access to gardens.

There is sufficient space for children to play

alone, in pairs and in small groups.

The equipment can accommodate children

with a range of physical skills.

The play area layout encourages social

play.

The equipment encourages social play.

The play area and equipment promotes

independence.

The equipment is open-ended and can be

used in a variety of ways.

There are loose parts and moveable

equipment.

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The sandpit is large enough to

accommodate the number of children
accessing it.

The play area provides opportunities for

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

ride-on equipment.

Climbing equipment offers appropriate

challenge.

There are opportunities for a level of age-

appropriate risk-taking play.

Children are encouraged to care for and

respect the environment and natural
resources.

Children have access to a range of

recycled materials.

The outdoor environment reflects the

cultural diversity of children attending the
program.

The outdoor area is accessible to children

with physical disabilities.

The play area promotes problem-solving,

investigation and discovery.

Key Strengths:

Challenges:

Recommendations:

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Activity 3

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.

Workplace Task 001 – Activity3

Report on The Child’s Perspective

Age Group: Date:

How children move into and out of the outdoor play area?

Where do children tend to gather?

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What appears to be the most popular play spaces?

How do children use equipment?

How do children use the play spaces?

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.?

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.

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Other observations/findings:

Activity 4

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.

Workplace Task 001 – Activity 4

Report on the Educator’s Perspective

Ease of access to the outdoor play environment and the areas within it.

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Ease of supervision.

Ease of access to equipment.

Effectiveness of specific play spaces.

Aspects that educators like/dislike about the outdoor play environment.

What ideas (additions/changes) would the educators like to implement within the outdoor play
environment, if any?

How do educators engage with children to support and challenge learning in the play space?

Any other relevant findings.

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Activity 5
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.

Documentation Required:

Record each parent/guardian’s responses on the attached parent/guardian perspectives

template. Each parent/guardian will require a separate form. Three (3) copies of the form will
need to be completed.

Document your findings on the attached ‘Report on the Parent’s Perspective’ template.

Workplace Task 001 – Activity 5

Report on the Parent’s Perspective

Parent’s First Name: Date:

Importance of play.

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What the parents/guardians like about the space.

What, if anything, would they change or improve?

Other relevant findings.

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Activity 6

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 as part of the Quality Improvement Plan QIP:

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.

Document your findings on the ‘Summary of Finding for QIP’ template.

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Workplace Task 001 – Activity 6

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
fittings are suitable for their purpose, including
supporting the access of every child

3.1.2 Premises, furniture and equipment are safe, clean

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
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,

are sufficient in number, and enable every child to
engage in play-based learning.

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3.2.3 Children are supported to become environmentally

responsible and show respect for the environment.

Identified Strengths:

Identified Areas for Further Development (if required):

Ideas for Quality Improvements:

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Activity 7

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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Workplace Task 001 – Activity 7

Quality Improvement Plan for Quality Area 3 (modified for student assessment purposes)
Key improvement sought for:

Element:

Identified Issues

Improvement Plan

Suggested improvement Reason How this can be achieved

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Activity 8

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.

Documentation Required:

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.

Workplace Task 001 – Activity 8

Reflection on QIP Processes

Reflection on your knowledge and role in the process:

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Reflection on the process of assessing and planning for quality improvement:

Questions and suggestions for consideration in the future:

Research and describe two resources / support networks / websites you could access and use that will
assist in developing ideas and best practices:

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