Source document: https://docs-lawep.s3.us-east-2.amazonaws.com/1698136757111.pdf (Malta)
L-ERBATAX-IL LEĠIŻLATURA P.L.

395 Dokument imqiegħed fuq il-Mejda tal-Kamra tad-Deputati fis-Seduta Numru 19 tal-20 ta’ Ġunju 2022 mill-Ministru għall-Wirt Nazzjonali, l-Arti u l-Gvern Lokali, f’isem il-Ministru għall-Edukazzjoni, l-Isport, iż- Żgħażagħ, ir-Riċerka u l-Innovazzjoni.

___________________________ Raymond Scicluna Skrivan tal-Kamra EŻERĊIZZJU GĦAL PERSUNI LI JAPPLIKAW BIEX IMEXXU U JIFTĦU CHILD CARE CENTRE *1682.

L-ONOR.
L-ONOR.

GRAZIELLA ATTARD PREVI staqsiet lill-Ministru għall-Edukazzjoni, l-Isport, iż-Żgħażagħ, ir-Riċerka u l-Innovazzjoni: Jista’ l-Ministru jgħid x'tip ta' eżerċizzju qed isir bħala due diligence fuq il-persuni li japplikaw biex imexxu u jiftħu Child Care Centre qabel ma tinħareġ il-liċenzja għal Child Care Centre?

Jista’ jgħid x'tip ta' standards huma mitlubin li jkollhom iċ-Child Care Centres?

16/06/2022 ONOR.

CLIFTON GRIMA: Ninforma lill-Onor.


Interpellant li ċ-ċentri kollha huma mistennija li jimxu skond l-iStandards Nazzjonali għas-Servizzi tal-Edukazzjoni u l-Ħarsien tat-Tfal fis-Snin Bikrin (2021) kif ukoll skond id-dokument Registration Criteria for Early Childhood Education and Care Services (0-3 years) (2021), liema dokumenti qed jitpoġġew fuq il-Mejda tal-Kamra.
Seduta Numru 19 20/06/2022 PQ 1682 egistrat· o Criteria for Early C ildhood Education and Care Se vices (o-3Years) ' October 2021 Contents List of Abbreviations Introduction Contributors List of Terms Types of Service_ 3 4 4 5 6 Procedure for open ing a new Early Childhood Education and Care (ECEC) centre (0-3 years) 7 Section 1: The Physical Environment __ ___ _ Criteria related to the Premises 1: Ground Floor 2: Accessibility _ 3: Emergency Exit 4: Child space allowance* 5: Indoor Area 6: Outdoor Play Area 7: Ambience Control 8: Office and Reception Area 9: Kitchenette Area 10: Food and Drink 11: Storage Space 12: Utility Room 13: Nappy Changing Area 14: Child Bath Facility 15: Separate Toilets for Staff and Children 16: Sick Bay/Containment Area 17: Paints 18: Indoor and Outdoor Non-slip Flooring 19: Other Safety Measures _ 20: Fire Safety and Fire Protection 21: Insurance Policy Cover 22: Enhancing Access to, and the Use of a Digital Learning Environment 23: General Section 2.
Quality of Learning and Care Provision 1: Manual of Policies and Procedures Appendix 1: Documents needed to gain the required status for operation_ Reference Documentation Useful links Appendix 2: Calculation for Space Capacity List of Abbreviations CPO CRPD DQSE ECEC EO EU LRP OHSA_ PA Civil Protection Department Commission for the Rights of Persons with a Disability Directorate for Quality and Standards in Education Early Childhood Education and Care Education Officer European Union Legally Responsible Person Occupational Health and Safety Authority Planning Authority Introduction This document consists of regulations and criteria that the Legally Responsible Person (LRP) must comply with, prior to opening an Early Childhood Education and Care (ECEC) centre (0-3 years) and maintain during operation.
These established criteria specifically relate to the design and layout of the premises, as well as the facilities and the documentation required to operate.

In order to gain the required status for operation, ECEC service providers should follow the set criteria in this document.

in conjunction with the National Standards for Early Childhood Education and Care Services (0-3 years) (2021).
The centres' premises, facilities, policies, and practices, as well as the learning and care programmes that are designed and implemented by the ECEC service providers should promote an inclusive, child-centred environment which respects diversity in all its forms, and which enhances all children's learning and development.

These need to be consistent with the principles outlined in the National Curriculum Framework (2072).
The criteria in this document are intended to apply equally to all Centre-Based and Work-Based ECEC centres (0-3 years) operating in both the public and private sectors.

Unless otherwise specified, the criteria in this document also apply for those centres offering night ECEC service provision.

The document sets out two main areas for quality.


The first section sets out the criteria required for the physical environment while the second section sets out the criteria for the planning of the learning and care process.

Both aspects are to be planned concurrently to maximise the use of the learning environment, hence facilitating the delivery of the learning and care provision to achieve quality of outcomes for the benefit all children.
The regulations and criteria in this document may be cited as the Registration Criteria for Early Childhood Education and Care (ECEC) services 2021.

Contributors This document has been collaboratively developed within the Directorate for Quality and Standards in Education.

Dr Jacqueline Vanhear (Director, Quality Assurance Department) and Prof Carmen Dalli (External Expert) guided the project.
List of Terms The list of terms in th is document are to be interpreted as follows1 : centres means those premises used regularly for the education and care of children aged 0-3 years.

These centres provide Centre-Based and Work-Based Early Childhood Education and Care (ECEC) services.

In the local context, centres are also referred to as ECEC centres (0-3 years), childcare centres, child day care centres and nurseries.
childcare educator refers to an adult who has a designated role of providing education and care to chi ldren attending ECEC centres (0-3 years).

facilities means the necessary indoor and outdoor prov1s1on, that includes space for food preparation, eating, sleeping, storage, toileting, bathing, and sufficient and suitable heating, lighting, noise control and equipment to support appropriate learning programme offered by the service provider following relevant health and safety regulation.
Legally Responsible Person (LRP) refers to the person who is legally responsible for the operation of the centre.

night ECEC service provision means the service which operates overnight between the hours of lOpm and Sam.

premises mean the land and buildings (or parts of the building) intended for the exclusive use as an officially regulated centre offering ECEC services (0-3 years) during hours of operation.
registration criteria mean the requirements to be met prior to submitting a written request to obtain the required status of provision for ECEC (0-3 years) centres to operate.

service means the provision offered through the operation of an ECEC centre for 0 to 3-year olds.

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:;: 0 ~ .. ... - Adapted fro m Licensing Cri teria f er Early Childhood Education and Care Ser v ices 20 0 8 and Early Childhood Ed ucati on Curriculum Framework (Minis t ry of Education, New Zeal and Govern ment , 2008), (pp.

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~ c 0 i ~ ·;;, .. "' 5 Types of Service ECEC provision may take one of two possible forms: 1.

2.

Centre-Based services are presently the most common type of ECEC service provision.
Their premises are solely equipped and used for ECEC provision.

In those cases where a centre is adjacent to the service provider's home, the centre needs to have a separate entrance.

The same applies when the centre forms part of, or is adjacent to, a school.

Work-Based services are provided within the building/premises occupied by an employer/group of employers, where employees actually work and where the building is exclusively used as a work hub.
These centres are appropriately equipped, and only used for the provision of ECEC services to children of workers employed/engaged by that same employer/group of employers.

Work-Based centres need not have a separate main entrance but must be situated within the building/premises where employees actually work.

The nature of the work operation/s and/or other factors in the vicinity must not present any hazards to children using this service or in some way limit the provision of the service.
Such centres must meet all the criteria applicable for Centre-Based services, with the exception that they need not have a separate entrance.

As from the date of the publication of these Registration Criteria new registrations for Home-Based centres will no longer be accepted.

Those Home-Based services currently registered with the DQSE will be permitted to operate as long as they adhere to current standards.
Procedure for opening a new Early Childhood Education and Care (ECEC) centre (0-3 years) The procedure for opening a new ECEC centre (0-3 years) involves two separate processes.

The first process consists of an application with the Planning Authority (PA) while the second process consists of the Registration Process with the DQSE.

During the application process, the PA consults with the DQSE among other entities.
Applicants may consult with the DQSE prior to submitting plans to the PA to ensure that the proposed plans are acceptable according to the National Standards for Early Childhood Education and Care Services (0-3years) (2021) and the Registration Criteria for Early Childhood Education and Care Services (0-3 years) (2021).

Once the PA permit is issued the centre is to complete all the works according to the permit.

The PA permit on its own does not grant permission to operate as an ECEC service provider.
This would be a first requirement and separate process from the registration process.

When all works are completed, the LRP may proceed to the registration process.

The application for Registration of a New Early Childhood Education and Care (ECEC) centre (0-3 years) can be filled in online and submitted together with the required supporting documentation.

Once all documents are evaluated by the DQSE and are found to be according to requirements, a site visit is conducted.
The aim of the pre-registration visit is to ensure that the premises of the centre adhere to all the requirements as set out in the PA permit.

the National Standards and the reports submitted with the application form .

On completion of the visit, officers inform the LRP whether all conditions have been satisfactorily addressed or whether any further action is required.
If all conditions have been addressed satisfactorily, a recommendation is made to issue the registration certificate which is then sent to the LRP within one week from the date of visit or from when proof that all conditions have been addressed satisfactorily is received.

A review visit is held before the expiry of the temporary registration during which officers conduct a full assessment of the centre leading to confirmation or non-confirmation of provisional registration.
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- ~ - -_- - ,, Figure 1 Proced ure for Op enin g a new Early Childhood Educ atio n and Care (ECEC) centre (0-3 years) Provisional Registration I or a· further Temporary , .. ~_egis~ration is lssu~d · 11 ' L .

t Section 1: e Physical Environment Criteria related to the Premises 1 - - - - - - - - - - - - - - - - - - - - - - - - - - - - - 1.

Ground Floor Criteria 2.

Accessibility Criteria 3.


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~ ,.. "'ii: .. w .e .. ·:; ·'E 0 1.1 The premises shall not be more than 0.9 metres above or below pavement level.

1.2 On sloping sides, the ground floor level of the premises is to be calculated at the highest point of the entrance.

1.3 The main entrance of the premises cannot be located on a stepped road/pavement.
1.4 The premises should have an access through a road which provides unobstructed access to emergency vehicles.

1.5 Any areas that are accessible to children are to have an opening that leads to an external area that has a size in line with the health and sanitary laws and regulation, (S.L.

552.22) and any subsequent amendments.


to conduct additional 1.6 Without prejudice to the requirements of Standard 1.5, the DQSE reserves the right to conduct or request third party reports/assessments of the premises as deemed necessary.

This may also cover taking overlying, underlying, and surrounding areas, into consideration as well the use of nearby land and properties, to determine the possibility of the premises being converted into an ECEC centre (0-3 years) that poses no danger to occupants.
1.7 Developments proposed in areas that are prone to specific hazards will need endorsement by the relevant competent regulatory Authority.

- - - - - - -- - - - - - - - - j 2.1 The centre should be physically accessible, as certified by a Final Compliance Certificate issued by the CRPD.

I -1- 3.1 A fire safety report by a warranted engineer is to be submitted at registration stage.

3.2 Emergency exits and signage need to be in line with the fire safety report.
3.3 Every emergency path and exit must be free of any kind of obstruction at all times and must be equipped with illuminated signs.

I 4 .

Child space allowance Criteria 4.1 Child space allowance includes both indoor and outdoor areas.

4.2 Only areas accessible (such as to children learn/ the included play/eating/toileting/sleeping) are The areas not accessible child capacity calculation.
(such as office/reception/store/s/adult to children room/ toilet/s/kitchenette/garage/staff box areas/shafts/areas room/services not having adequate natural ventilation/ any ramped the calculation.

areas) are not Refer to Appendix 2 for calculation of child capacity.

room/laundry room/server included to be in in Night ECEC Set'Vice Provision 5.

Indoor Area Criteria 4.3 The required outdoor play area of the centre should be fully accessible to children for play and learning purposes.
Any area not accessible to children (such as planters/well head) will be deducted from the child accessible space.

4.4 For the purposes of determining maximum child capacity, where a large outdoor area is available, the admissible outdoor space for the calculation of the centre's outdoor play area must not exceed 30% of total ground floor area as defined above.

A maximum of 25% of each separate outdoor area may be permanently covered.

Refer to Appendix 2 for calculation of child capacity.
4.5 The child capacity at night-time is to be limited according to the number of cots and/or beds available for the overnight sleep of children as per layout arrangements described in the section dedicated to Indoor Area: Resting/Sleeping room/s.

for The setting of cots and/or beds should allow appropriate distancing between cots.

It is also important that the centre allows children to sleep in a restful way free from any disruption Refer to Section 5: Indoor Area.
5.1 The indoor area must include both play area/s and quiet area/s.

The layout of the indoor area must allow staff to easily supervise and engage with children.

It must be large and spacious enough Refer to Section 4:Child Space Allowance to fully allow for the free movement of children between different areas and activities, including physical activities.
The main indoor play area is to be large enough to accommodate at least one group of children keeping to the 5m 2 per child Refer to Section 4: Child Space Allowance.

Playarea/s There must be space to allow for free movement between different play areas and for children to engage in indoor activities2 • - 2 The main play area is to be spacious enough to accommodate a group of children and their childcare educator according to specified ratios.
Criteria Quiet Area/s3 The centre is to be equipped with areas where babies and toddlers can sleep and rest without being disturbed.

The quiet area would preferably be part of the same play area used by children rather than a separate room.

In case that the quiet area is in a separate room, the centre is to ensure that enough staff is available for supervision.
Children napping/sleeping the quiet area should be supervised at all times as indicated in the National Standards for Early Childhood Education and Care Services (0-3 years), Standard 1.3.

Use of baby monitors does not replace carer supervision.

in The child capacity of the quiet area/s must be proportionate to the maximum number of children the centre can accommodate.

The location of the quiet area/s should be conducive to undisturbed sleep careful control of lighting (e.g.
blinds in windows, dimming) is essential; free of draughts; all infant cots/toddler beds must conform to EU Standards; each child must sleep on a separate bed; bunk beds are not allowed; Infant/toddler bed should be age appropriate.

Sizes vary - the maximum bed dimensions are 750mm x 1350mm; aisle space is to be at least 900 mm wide; space between infant/toddler beds is to be a minimum of 450 mm: all furniture and room measurements are to be indicated in architectural drawings.
6.1 The outdoor play area configuration and size must be spacious enough to fully allow for the organisation of activities and opportunities for play that meet the full range of children's learning and developmental needs.

Refer to Section 4: Child Space Allowance.

The outdoor play area must be connected to the indoor activity area and can be easily and safely accessed by children.

6.2 The design of the outdoor play area must allow staff to easily supervise and engage with children.
It must also be large enough to allow for the free movement of children between different areas and during physical activity.

6.3 The outdoor play area/s must provide for the privacy, safety and security of children and must be available for the exclusive use of the service during hours of operation.

6.

Outdoor Play Area Criteria L~--- ~ .. .. .. "' s.

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:c ~ .. w .2 -~ 2 lj " ~ i ·;;, : 10 - 3 Quiet area:S may include- spaces where shared reading, quiet time learning activities or napping/resting ta!<es piece.
6.4 The main outdoor play area (excluding other smaller outdoor areas) must represent at least 20% of the gross total ground floor area (indoor and outdoor area combined, excluding shafts, driveways, garages, planters, front outdoor areas, amongst others) as defined in Section 4: Child Space Allowance, and must be sufficiently large to contain an imaginary unobstructed rectangle of play space measuring at least 5m in length and at least 3.5m in width, of which only 25% may be permanently covered area.
6.5 Where the outdoor area is larger than 30% of the total site area, the permissible outdoor area is calculated proportionally to the total indoor area as described in Appendix 2: Calculation for Space Capacity.

6.6 Any secondary outdoor space that is additional to the main outdoor area and that is to be used for play purposes must be sufficiently large to contain an imaginary square of at least 3.5m by at least 3.5m.

Only up to 25% of the imaginary square of a secondary outdoor area may be covered .
6.7 Outdoor spaces at the front of the premises cannot be used for play purposes and will not be deemed to form part of the total ground floor net indoor and outdoor play area combined of the property.

6.8 Outdoor area is to provide a natural learning experience to children 4 • 7.

Ambience Control Criteria Lighting 7.1 The premises must let in adequate natural light and be well-supplemented with artificial lighting.

Temperature 7.2 The temperature in the areas accessible to children is to be comfortable.
It should not be less than 20 degrees Centigrade and not higher than 25 degrees Centigrade: a climate control system must be in place in order to maintain the required temperature and degree of comfort.

Noise controf5 7.3 Measures are taken to ensure that noise levels do not unduly interfere with normal speech or communication or cause any distress or harm.

Such measures may include the provision of acoustic absorption materials to reduce noise levels.
Humidity 7.4 Humidity levels are to be maintained between 40% and 50% for the safety and well-being of the children.

7.5 All areas are to be damp free.

Ventilation 7.6 There must be adequate natural ventilation in every room that is used by children.

Good ventilation is particularly in sleeping/resting, nappy changing, sick important bay/containment areas.

If the ventilation needs to be supplemented by mechanical means, this needs to be certified annually by a warranted engineer.
- 4 Planted areas covered in soil may be used as long as 6.4 is adhered to.

Acousti<: absorption mat~>ri<>ls.

soft furnishings and double-glazed windows reduce noisl!

ll!Vels that may negatively affect children 's learning and wall-b.,ing.

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Office and Reception Area Criteria 8.1 The reception area must be secure and designed in such a manner to provide the necessary privacy for the children within the childcare from any people visiting this area.
8.2 The office must be situated close to the reception area at the entrance of the centre and must be accessible to visitors but at the same time affording children at the centre privacy and security from any third-party including visitors: the office cannot be located along a corridor that interconnects different parts of the centre that are accessible to children, but must be located near the main entrance of the centre as stated above; the office is to be sufficiently large to enable the holding of meetings with a child's parents and/or member/s of staff and/or any professionals.
8.3 A landline telephone and/or centre mobile is to be available.

8.4 Emergency services contact numbers must be affixed near the telephone and/or in any prominent place within the centre.

8.5 A list of contact details for all children is to be kept close to the telephone in a secure place with easy access.

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Kitchenette Area Criteria 9.1 The kitchenette area must not be accessible to children.
9.2 It does not have to be a separate room but has to be cordoned off with appropriate barriers to render the area inaccessible to children at all times, subject to satisfying all health and safety requirements that may apply.

9.3 It cannot form part of a corridor that interconnects different parts of the premises that are accessible to children.

9.4 The kitchenette area cannot be located in a quiet area or combined with an office area.
9.5 Kitchenette is equipped with: a means of keeping perishable food at a temperature at or below 4 degrees Celsius and protected from vermin and insects; a means of cooking and/or heating food; a means of hygienically washing dishes; a sink connected to a hot water supply.

9.6 All surfaces are to be impervious to moisture and can be easily maintained in a hygienic condition.

9.7 Any kitchen appliances should not be gas operated.
9.8 Kitchen facilities or appliances are designed, located, or fitted with safety devices to ensure that children cannot access them.

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.. ·;;, "' 12 9.9 Any kitchens used for preparation of food to be offered to the children need to comply with the relevant Food Safety Commission regulations and authorisation .

9.10 Only items related to food and drink can be stored in the kitchenette.
Any cleaning agents related to cleaning of kitchenette are to be stored in a locked cupboard.

10.

Food and Drink Criteria 10.1 Children have a safe and hygienic environment during snack/meal/feeding times.

10.2 Snack/meal/feeding times are flexible in order to meet the individual nutritional needs of each child.

10.3 Food which is provided by parents is properly handled and stored.
The centre encourages parents to follow the guidelines about healthy nutrition provided by the Health Promotion Directorate.

10.4 Where food is provided by the centre, it is of sufficient variety, quantity, and quality to meet children's needs, and is required to comply with the relevant Food Safety Commission's regulations and authorisation.

10.5 The centre manager, childcare educators and assistants to the childcare educators are to be in possession of a valid food handling certificate.
10.6 Food is prepared, served, and stored hygienically.

It is refrigerated and/or heated appropriately.

10.7 The needs of children with specific dietary requirements individual action/emergency plan for these and an children is available.

10.8 Children are supervised while eating.

10.9 Children have free access to drinking water at all times.

10.10 Food and liquid containers provided by parents must not be kept overnight at the centre but returned to the parents every day.

11.
11.

Storage Space Criteria 11.1 The storage space is to be used to store various items required by the centre, including educational material, spare linen, bedding, nappies, and other items used for the operation of a centre.

Linen and bedding material provided by the parents must be stored individually for each child and labelled accordingly.

11.2 There should be a separate storage space for brooms, buckets, and other cleaning materials.

11.3 Storage spaces must not be accessible to children.
----- - - - - - - - - - - ' - - - - - - - - - 11.4 No hanging storage can be used in child accessible areas.

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Utility Room Criteria 13.

Nappy Changing Area Criteria 14.
Child Bath Facility Criteria 12.1 A ut;i;ty mom', complete with a laund'Y area t; ,_ J sufficiently equipped to cater for the child capac~~~~ I the centre, must also serve for the storage of clean ing materials and other potentially dangerous substances: this room should not be accessible to the children under any circumstances and must be locked after each use and precautionary measures must be taken to avoid accidental access to dangerous/ cleaning chemicals; cleaning materials and other potentially dangerous substances are to be stored in lockable cupboards; the room should be designed efficiency and should include a cleaner's sink; for functional shelving which may be adjustable with varying shelf heights is recommended.
12.2 Floors should have slip resistant surfaces for ease of maintenance and hygiene.

13.1 An appropriate place/s is/are designated for nappy changing facilities .

It must not be situated anywhere near the food preparation area/s to avoid any possible cross contamination.

13.2 This designated area is to have an adjacent wash basin that is suitable for bathing babies/young children.

13.3 It is recommended that the nappy changing area should have some visibil ity from another area.
13.4 The nappy changing area cannot be located in the adults' toilet.

13.5.

A storage cabinet for nappies should be located within reach .

There should be no storage above the nappy changer to avoid stored items falling on the children.

13.6 A hygienic hands-free bin with a liner and lid that is kept closed at all times should be provided for used nappies.

The bin containing soiled nappies must be emptied and sanitized regularly.

13.7 Nappy changing mats are to be changed when worn out.
14.1 There is at least one age-appropriate bathing facility for washing sick or soiled children .

This may be the same as the wash basin used in the nappy changing area.

14.2 The bathing facility is to be sanitised after each use.

15.

Separate Toilets for Staff and Children - Criteria 15.1 A separate room/s is/are required for staff and children's toilets, each complete with a wash hand basin .

15.2 Doors to the children's toilets should not be lockable.
15.3 Children's toilets are to be age-appropriate .

15.4 Centres having up to 34 children are to have a minimum of two children's toilets and hand basins, centres having between 35-70 children are to have a minimum of 3 children's toilets and hand basins with an additional toilet and hand basin for every 20 other children .

The child capacity will also be limited according to th is requirement.

I 15.4 All toilets are to be adequately separated from areas of the centre used for play or food preparation.
An area of the ut ility room may serve as a dressing room for cleaning staff and/ or storage as per Section 11: Storage Space.

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Sick Bay/Containment Area Criteria 16.1 This area is to be used by sick children until emergency pick-up arrangements are made.

16.2 The sick bay should be located in an area away from other children.
16.3 This area is to be furnished with rest equipment and provided with clean bedding.

16.4 The area is to be well ventilated and needs to have window/s that can be opened .

16.5 Children in this area are to be supervised at all times.

17.

Paints Criteria 17.1 Only lead-free paints are permissible.

18.

Indoor and Out door Non-slip Flooring Criteria Indoor flooring: 18.1 All indoor flooring is to be certified slip resistant and indicated in the Health and Safety Risk Assessment Report.
18.2 Any ramps are to have either a colour contrast or a distinctive pattern to demarcate the beginning and end of ramp.

18.3 Carpets are prohibited throughout the centre, with the exception of door mats and only if edges are bound and flat to avoid tripping .

Outdoor flooring: 18.4 All the flooring of the outdoor play area considered in the 20% ratio must be non-slip, meeting at least the same specifications as for indoors or similar.

18.5 The area under the outdoor play equipment (e.g.
swings/ slides etc.)

is to be covered with soft non-slip flooring made of natural materials or material/s that does/do not present a toxic threat or an environmental health hazard to users.

This is to be maintained or changed as required.

18.6 Any area containing soil and/or vegetation is encouraged to be used by children under close supervision if the outdoor area satisfies Criteria 6.4 above.

18.7 Outside vegetation needs to be safe for child ren .
18.8 Any exposed stairs leading to the entrance of the centre are to have non-slip tape at the edges.

19.1 The premises, equipment and resources used within the centre are examined and declared safe for use by children and the members of staff.

A Risk Assessment Report is to be prepared by a competent person and updated as necessary and not later than every two years .
Hazards which give rise to unacceptable health and safety risks are to be controlled according to their risk severity and recorded in an updated Risk Assessment Report.

19.2 The electrical installation must be certified by a licenced electrician.

Three-phase installations are to be certified by an electrician holding licence B.

19.

Other Safety Measures Criteria ~ ..

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:c 0 ,.. ;:: .. Ill Jl .. ·~ -~ () c ·~ .. ~ ·;;, "' G 15 19.3 Power sockets are to be covered or out of reach of children .

19.4 All electrical appliances must be submitted to a PAT regime and certified (Portable Appliance Testing) annually by a licensed electrician.

19.5 Corners are to be covered with soft protective covering.

19.6 Laminated/shatterproof glass windows/ doors are to be used.

Protective film may also be utilised.


19.7 Doors/windows/cupboards/drawers are to have childproof locks.

19.8 Low-level windows/glass panels are to have protective barriers.

19.9 All indoor and outdoor items and surfaces, furniture, equipment and materials including natural resources are safe and suitable for their intended use in relation to the children's age and competences.

These need to be regularly cleaned and well maintained .
19.10 Security gates and fencing are to be installed as required, particularly on outside stairs.

19.11 The hot water system storage temperature is to be set at 60 degrees Centigrade.

A thermostatic hot water mixing valve is also required to maintain and limit mixed hot water to a desirable 40 degrees Centigrade.

19.12 Centres should have well stocked first aid kits.

In large centres additional kits should be located throughout the centre for easy access as per Health and Safety regulations.

r - - 20.
r - - 20.

Fire Safety and Fire Protection r 20.1 Fire extinguisher/s and fire blanket/s are properly installed, checked and serviced regularly and as required and staff members must be familiar with their use.

20.2 All materials must be certified as fire resistant/ retardant.

20.3 Fire exit/s must be unobstructed.

20.4 The centre is to have a Fire Safety Plan of the premises indicating exits during evacuation.
The evacuation is to consider: the mobility of children and how this is to be accommodated during an evacuation; the location of a safe assembly point away from the evacuated building, busy roads, other hazards and from the evacuation points of other residents or tenants within the building or surrounding buildings; where the centre is part of a larger building, the emergency evacuation plan or complex, is complementary and consistent with other emergency evacuation plans in place; the supervision of children during the evacuation and at the safe assembly area, is to give due attention to the capacity of the centre and the child-to-staff ratios; the roles of staff during the evacuation; _j fire drill planning.
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20.6 Gas cylinders are prohibited.

20.7 Fire protection measures must be adhered to 7 • 20.8 At least two members of staff possess a Fire Safety Certificate to serve as fire wardens at the facility.

A fire warden must be present on the premises during operational hours.
~Insurance Policy Cover Criteria 121-.1- -C-o_m_ p_r_e_h_e_n_s-iv_e_ g_e_n_e_r_a_l liability insurance policy cover, including protection for all the occupants of the premises, is mandatory at all times.

22.
22.

Enhancing Access to, and the Use of a Digital Learning Environment Criteria 22.1 The centre is to have a well-functioning digital learning environment8 • 22.2 Each key employee at the centre needs to have access to dependable digital services and IT support should be available when needed to support staff in using digital learning environment effectively.

23.

General Criteria 23.1 The premises are according to Sanitary law and regulations.
23.2 The premises are kept in a good state of maintenance, cleanliness and repair, and staff maintain and encourage good standards of hygiene.

I 23.3 The centre has a waste separation procedure with separate receptables for organic waste, recyclable waste and other waste.

23.4 Only authorised persons are permitted entry in the indoor and outdoor areas of the centre.
- 7 8 (i) Prov ide and manag" the f ire protection measures fo r t he bui lding: (a} means of escap e; ( b) signs and not ices; (c) emergency lighting, (d) fire alarm ; (e) f ire extinguishers, and (f) fire doors and compart ments.

(ii) Implement and keep records of (a) fi re procedures, including evacuat ion, (b) staff t raining, and (c) f ire drills ( iii) Ensure heat det ectors, sm oke alar ms, and ca rbon monoxide detectors are Installed in all locations as req uired by the f ire risk assessment.
If sprinklers are req uired ensu re that ad equate covarage is provid ed to all areas, includ ing storage rooms and closets .

A Dig ital Learning Env iro nment ensures provision of dig it al te chnology as w ell as digitally mediated activ ities that w hen ap pro priat ely implement ed enhance child re n's develo p ment.
A digita l learning enviro nment in childcare centres includes serv ic es and tools that ena ble learn ing, support administration, and improve communicati on t hus enhancing t he quality of childcar& prog rams.

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Quality of Learning and Care Provision Prior to opening a new ECEC centre (0-3 years), the LRP needs to have a clear vision of the learning and care provision that is going to be offered by the centre to support the development and wellbeing of each child.

The quality of the children's early learning and care is essential and should focus on each child's individual interests and needs.
Thus, the LRP needs to ensure that the service provision offered in the centre is child-centred in its ethos, its policies and practices and its care and learning programme.

The implementation of the .learning and care programme needs to be supported by clear and well-written policies, procedures and statements.

The policies and procedures should reflect They should set down a clear, agreed and the centre's philosophy, values and principles.
consistent way of doing things and make the centre's requirements, beliefs and decisions open and transparent to all.

Having clear written policies and procedures when planning or making decisions helps to maintain effective practices and the smooth running of the centre.

It provides a road map to guide stakeholders including the children's parents and families and staff members in their practice, hence ensuring the best outcomes.
This has a significant impact on the quality of service that the centre provides.

The centre manager is responsible to ensure that all policies and procedures are updated regularly, fit for purpose, meet all legislative and regulatory requirements, and are shared appropriately with all staff members.

All staff members need to read these policies and are responsible for implementing them in their daily work with the children and their families, as appropriate to their role.
The centre manager is also responsible for making sure that staff members have adequate training so that they can properly implement these policies.

It is also the responsibility of the centre manager to ensure that parents are informed about and familiar with the centre's policies and procedures and that they are in agreement with them.

This will allow parents to work in partnership with the centre in all aspects of their child's learning and care experiences.
The LRP, together with the centre manager, need to collate the centre's policies and procedures in a Manual of Policies and Procedures.

This document is pivotal as it guides the centre manager and members of staff in their daily work and decision-making process while it is valuable for parents.

This manual is to be reviewed regularly to ensure that the policies are adequately meeting the needs of all the children and their families.

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The philosophy of the centre A statement which outlines the fundamental beliefs, values, and ideals and guides how the centre operates.

It underpins the centre's policies, procedures, and the decisions and daily practices of all those involved in the planning, implementing and evaluating of the care and learning experiences.
It is the basis for the decisions taken by the centre regarding the way it is managed, its aims and objectives, and its direction for the future.

The centre's philosophy needs reflect a shared understanding of the role the centre plays in the experience of the children at the centre and their families.
It is based on: to the centre's approach to care, learning and play and the learning opportunities that are provided to the children; the adult-adult interactions, the adult-child interactions, the children's interactions with each other and the children's behaviour; the physical environment of the centre premises, in the way the indoor and outdoor space available in the centre is organised and utilised; the resources that are available to cater for the different age groups, different developmental needs, and individual interests of children attending the centre.
---------+---------------- 2.

The centre's approach to care, learning and play A policy which outlines the pedagogical goals, values and approaches that the centre employs to meet the children's individual needs and enables them to reach their full potential.

It describes how the childcare educators can plan and provide activities and events - both direct and indirect, planned and spontaneous, to address children's emotional, physical, social and cognitive development and their well-being.
following documents can guide The developing its approach to care, learning and play: the centre when L 3.

Internal Review Process The Learning Outcomes Framework for the Early Years, which follows the principles of the National Curriculum Framework (2012) The Educators' Guide for Pedagogy and Assessment - Using a Learning Outcomes Approach.
Toolkit for the Early Years Cycle (2015, pages 8-10 and 23-27) A Language Policy for the Early Years in Malta and Gozo A Policy on Inclusive Education in Schools (2019) This policy should outline how the centre will be evaluating its provision vis-a-vis the National Standards for Early Childhood Education and Care Services (0-3 years) (2021).

This should include how the centre will be collecting feedback from different stakeholders and how it will be using this information to inform improvement.

---+-- 4.
---+-- 4.

Assessment practices A policy which describes the processes that the centre employs to gather and document key aspects of children's learning and development, in order to make learning visible and inform planning.

5.

Admission to the centre A policy which outlines the documentation needed and the procedures that must be followed before a child officially starts attending the centre.
------r------- - - - - - - - - - - - A policy which describes in promoting, inclusion, equality and diversity in all aspects of its service provision.

the centre's commitment 1----- 6.

Equitable opportunities ~ :-.. '?

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Transitions 8.

Healthy eating 9.

Positive Behaviour Management 12.

Sick children 13.

Sanitary 14.

Medication 15.

Immunisation 16.

Accident management 17.


Emergency Preparedness Plan (Fire Safety and Evacuation) 18.

Uncollected Child ; - A policy which describes the centre's transition procedures related to the child's initial entry to childcare from home, from one age group to another within the centre, from centre to centre (if applicable) and from centre to kindergarten.
- - - - - - ; A policy which outlines the importance given by the centre to support the promotion of children's healthy diet in line with national policies 9 • It encourages parents to provide healthy and nutritious food and drinks, including expressed milk10 , for their children.

The policy needs to include how food sent from home will be handled once at the centre.
A policy which outlines strategies employed by the centre to encourage children 's positive behaviour, and effective and consistent approaches when managing inappropriate behaviour.

A policy which describes how the centre will be working in partnership with the parents including communication procedures to ensure that all children's needs are met, and appropriate care is provided.

The policy should also include how the formal one-to-one meetings will be held.
This policy describes how the centre will be working in partnership with other professionals including communication procedures to ensure that all children's needs are met, and appropriate care is provided.

Such professionals may include, speech therapists, sensory impairment experts, play therapists, psychologists or other professionals assisting the children as needed.
A policy which includes all procedures to be taken in case of sick children to ensure that all children, including the sick child, are protected at all times.

The policy is to specify the procedures to be followed in case of an infectious disease.

It should include that the centre has a right to request doctor's certification if the child is looking unwell.
- - A policy which describes sanitary procedures taken by the staff within the centre and in respect to toilet training/routine, nappy changing and bathing of the child.

A policy which covers the procedures and authorisation required for children who need to have any kind of medication administered to them during their stay at the centre.

A policy which explains the centre's requirements with regards to immunization.
It is highly recommended that all children making use of ECEC service (0-3 years) are in line with the National Immunisation Schedule.

A policy which describes how the centre maintains a safe and healthy environment for the benefit of all children attending the centre and the procedures taken by the centre in case of an accident.

Such procedures should include an injury form which is to be signed by both the childcare educator and the parent.
The policy should also outline how records of such accidents are kept at the centre .

A policy which describes the safety procedures to be carried out by the centre.

This should also include procedures to be followed in the event of an evacuation from the centre.

-------------------~ A policy which refers to the procedures to be followed by the centre in the event of an authorised adult failing to collect a child .
- Further information about healthy nutrition may be obtained from the Health Promotion Directorate.

9 10 Population Health, Southern NSW Local Health District.

(2015).

Encouraging and Supporting Breastfueding in Childcare Resource Kit.

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Child Protection 20.

Data Protection I 21.

Complaints about the service 22.

Whistle Blowing 1 -- - -- - - 23.

Staff recruitment 24.


Staff development 25.

Staff supervision A policy which refers to the children's rights during their period of attendance at the centre, the measures taken by the centre to ensure the safety and security of each child and the procedures to be taken in case of suspected abuse.

The LRP should ensure that the policy is in line with the National Policy regarding Child Protection.

The policy should also have reference to the Child Protection Service (APPOGG) and the MFED.
A policy which explains how the centre stores, uses and protects personal data of staff, children and parents in line with national Data Protection Laws.

A policy which aims to ensure that all complaints are handled fairly, consistently, and wherever possible resolved to the complainant's satisfaction.

The policy should make reference to the MFED complaints procedure in case complaints are not resolved at centre level.
A policy which encourages staff members and other stakeholders who have serious concerns about any aspect of the centre's work to come forward and voice those concerns and the channels that may be used when reporting such concerns.

The policy should make reference to the Child Protection Service (APPOGG) and MFED.

A policy which outlines the centre's practices and procedures when hiring staff members and promotes consistency within the employee recruiting process.
A policy which refers to the practices and procedures used to develop the knowledge, skills, and competencies of staff members so as to improve the effectiveness and efficiency both of the individual staff member and of the service provision offered.

- - -- ----------·----- A policy which specifies the way staff members are supervised, monitored and supported in relation to their work practices.

26.
26.

Night ECEC Service {if applicable) A policy which informs the centre's practices and procedures adopted during night service.

This should include information related to: Child protection: in the child protection policy reference is to be made to the Night ECEC service provision.

This policy is to provide clear guidelines in relation to the physical contact considered appropriate for night time routines and when attending to the children's hygiene needs.
• Safe sleep practices, sleeping arrangements and procedures: effective sleep practices are important factors in ensuring a child feels safe and secure.

Children have different sleep patterns and should be respected.

• Bedtime routine including information regarding screen time: according to the World Health Organisation (WHO) recommendations time can provide additional health benefits.

Engagement in reading and storytelling is more encouraged.
limiting screen (2019)11 , Further information can be obtained from: Guidelines on physical activity, sedentar y behaviour and sleep for children under 5 years of age.

World Health Organisation (2019).

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.i I 21 Supervision of children: -l Children should be supervised at all times as indicated in the National Standards for Early Childhood Education and Care Services (0-3 years), Standard 1.3.
Managing difficulties around sleeping habits: This may include instances when a child fails to settle to sleep, procedures related to bed wetting and nightmares.

27.
Appendices Admission form Fees structure Parental consent forms (agreement with centre policies, data protection, administration of medication and outings) Injury report Complaint form Cleaning routines as indicated in the National Standards for Early Childhood and Care Services (0-3 years), Standard 1.3.12 Any other appendices The Directorate for Quality and Standards in Education may provide further guidance before, during and after the registration process so as to assist prospective Legally Responsible Persons to meet the registration criteria.
Applicants may contact the DQSE as follows: Directorate for Quality and Standards in Education Joseph Abela Scolaro Street, Hamrun Number: 25981400 Email address: customercare.dqse@gov.mt -12 These may include cleaning of prt!misas, toi!et facilities, resources etc.

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Among others, the report should include specific reference to each of the following points: All materials including furniture, paints and toys are certified lead free; All furniture and toys are certified as safe, of good quality and suitable for the child's age group/s; Indoor and outdoor flooring are non-slip; Only safety glass/shatterproof glass is used at the facility (protective film may be utilized on glass/windows/ doors); Childproof locks on windows/cupboards/drawers installed .
All natural resources are used according to safety requirements in relation to the children's age and competences; Engineer's Certification (Fire Safety Report, Lighting, Ventilation, Noise, Air Quality Report) and Compliance Certificate Commission for the Rights of People with a Disability (CRPD) The Engineer writing out every such report must be a warranted Engineer (under the Laws of Malta).
The potential service provider would be required to obtain a Compliance Certificate to ensure that any concerns raised in the Engineer's report have been duly addressed.

An evacuation plan is required as part of the Fire Safety report.

This plan needs to be affixed in places at the centre as specified by the Engineer.

The endorsement of the evacuation plan by the CPD may also be requested in exceptional circumstances.
The potential service provider must produce a CRPD Final Compliance Certificate when applying for registration with the Regulation and Compliance Section (RCS) under the Ministry for Education.

- - - - - - - - - - - - - - - - Registration by the ~The required status for provision necessitates DQSE clearance.
Directorate for Quality he case of providers seeking to open additional centres, the and Standards In SE clearance is also subject to the quality of the provision Education (DQSE) !ready existing centres.

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tl: Necessary documentation for LRP and any other persons employed by the centre when children are in attendance Police Certificate of Conduct (issued within the last 2 months of application form submission) Clearance of Protection of Minors (POMA) Food Handling Certificate for centre manager, childcare educators and and assistants to the childcare educators.
Approval of requirements by MFED for centre manager and childcare educators Fire Warden Certificate (for 2 members of staff) Paediatric First Aid Certificate for centre manager, childcare educators and and assistants to the childcare educators.

Documentation pertainin~ to the operation of the centre Manual of Policies and Procedures Detailed list of fees (when charged by the centre) General Liability Insurance Policy Lease Agreement/Contract denoting ownership.
Electrical installation and appliances Certification of electrical installation by an electrician (Wireman's Licence A or B as applicable) Other clearances as necessary All electrical appliances must be submitted to a PAT (Portable Appliance Testing) regime and certified annually by a licensed electrician.

- - - Other clearances may be required from time to time in line with national legislation and any other relevant regulation/s.

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24 Reference Documentation Ministry for Education and Employment (MEDE) (2015).

A Language Policy for the Early Years in Malta and Gozo.

Hamrun: National Literacy Agency.

Ministry for Education and Employment (MEDE) (2019).

A Policy on Inclusive Education in Schools: Route to Quality Inclusion.

World Health Organisation (2019).

Guidelines on physical activity, sedentary behaviour and sleep for children under 5 years of age.
Geneva: World Health Organization Ministry for Education and Employment (MEDE) (2015).

Educators' Guide for Pedagogy and Assessment- Using a Learning Outcomes Approach: Toolkit for the Early Years Cycle.

Department for Quality and Standards in Education.

Ministry for Education and Employment (MEDE) (2015).

Educators' Guide for Pedagogy and Assessment- Using a Learning Outcomes Approach: Toolkit for the Early Years Cycle.

Department for Quality and Standards in Education.


Ministry for Education and Employment (MEDE) (2012).

A National Curriculum Framework for All.

Malta: Salesian Press.

Ministry for Education (MFED) (2021).

National Standards for Early Childhood Education and Care Services (0-3 years) .

Malta.

Registration of Childcare Facilities as Educational Establishments Regulations.
2007 (MALT) (MT) Useful links Appli catio n for Registration of a New Early Childhood Education and Care (ECEC) centre (0-3 years) https://www.servizz.gov.mt/en/Pages/Education_-Science-and-Technology/Education Services/Early-Education/WEB2264/default.aspx Checklist of Documentation for a New Childcare Centre https://education.gov.mt/en/childcareservices/Documents/Redesigned%20-%20Checklist%20 NEW%20v2.pdf MFED Complaints Procedure https://education.gov.mt/en/childcareservices/Pages/Complaints-Procedure.aspx w 5 ~ "' e !
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:c u .. "5 w .2 -~ .. ·'i: u c 0 i ·;;, .. • 25 Appendix 2: Calcu ation for Space Capacity Size of outdoor play area Calculation If the outdoor play area is between 20% and 30% of the total area, then: Total indoor area- Total indoor areas not accessible to children = Accessible Indoor area Accessible Indoor area + Outdoor Play Area = New total Area.
Number of Children = New total Area 7 5 If the outdoor play area is greater than 30% of the Total Area, then: Total indoor area- Total indoor areas not accessible to children = Accessible Indoor area Permissable Outdoor Area = (0.3 7 0.7) x Total indoor area Accessible Indoor Area + Permissable Outdoor area = New total Area.

Number of Children = New total Area 7 5 ___ _1 .

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:;: u ... "5 w .§ -~ 'E u " 0 ~ -:;; ·;;, • 27 "' ~ PQ 1682 atio al S an ards fo Early Childhood E cat· on and Care Services (o-3Years) October 2021 Contents List of Abbreviations List of Terms Consultation Process A Sustained Consultation Process Introduction The Legally Responsible Person (LRP) The Quality Areas Quality Area 1: The Quality of the Learning Environment Standard 1.1 Standard 1.2 Standard 1.3 Standard 1.4 Night ECEC Service Provision Standard 1.5 Standard 1.6 Night ECEC Service Provision Quality Area 2: The Quality of Learning and Care Standard 2.1 Standard 2.2 Night ECEC Service Provision Standard 2.3 Night ECEC Service Provision Standard 2.4 Standard 2.5 Standard 2.6 Night ECEC Service Provision References Appendix 1: Ratio Permutations Appendix 2: Manual of Policies and Procedures 3 4 6 7 8 12 13 16 16 20 20 21 27 21 22 22 23 23 24 24 25 25 26 27 28 28 29 31 32 ~ : .. ':> s .. .. -~ .. U) e .. () ., c .. c ·~ u :> ., w "8 0 .c :2 :;: () ~ .. w .2 .. "2 " ., c " u; iii c ..g .. z 2 List of A b aviations ACCE CCE DQSE DSWS ECEC LRP MFED MFSS MQF POMA UNCRC UNCRPD Assistant to the Childcare Educator Childcare Educator Directorate for Quality and Standards in Education Department for Social Welfare Standards Early Childhood Education and Care Legally Responsible Person Ministry for Education Ministry for Family and Social Solidarity Malta Qualifications Framework Protection of Minors Act United Nations Convention on the Rights of the Child United Nations Convention on the Rights of Persons with Disability : ~ .
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.. .., c .. w ~ .. z ;; 3 List of Terms The list ofterms in this document are to be inte rpreted as follows1: assessment means the process of noticing children 's learning and development, holistically defined, recognising its significance, and responding in ways that foster further learning.

It includes gathering and documenting key aspects of children's learning in order to make learning visible and inform planning.
centres mean those premises used regularly for the education and care of children aged 0-3 years.

These centres provide Centre-Based and Work-Based Early Childhood Education and Care (ECEC) services.

In the local context, centres are also referred to as ECEC centres (0-3 years), childcare centres, child day care centres and nurseries.

childcare educator refers to an adult who has a designated role of providing education and care to children attending ECEC centres (0-3 years).
curriculum means all the interactions, activities and events - both direct and indirect, planned and spontaneous - experienced by children in an ECEC centre.

Digital Learning Environment refers to the provision of digital technology as well as digitally mediated activities that when appropriately implemented enhance children's development.
A digital learning environment in childcare centres includes services and tools that enable learning, support administration, and improve communication thus enhancing the quality of childcare programmes.

indicators mean those features which can be measured and correspond to a particular standard to allow the evaluation of whether or not the standard is being met.

Legally Responsible Person (LRP) refers to the person who is legally responsible for the operation of the centre.
night ECEC service provision means the service which operates overnight between the hours of 10pm and Sam.
nurturing care means the set of conditions that provide for children's good health, nutrition, security and safety, and opportunities for early learning through interactive, emotionally supportive and responsive caregiving 2 • parent refers to the person/s or entity which is/are recognised by the State as being responsible for the care and upbringing of the child 3 • philosophy means a statement that: outlines the fundamental beliefs, values, and ideals that are important to the people involved in the centre- management, adults providing education and care and parents; identifies what is special about the ECEC centre; and is intended to be the basis for decisions about the way the ECEC centre is managed, its aims and objectives, and its direction for the future .
policy means a statement, at national or centre level, intended to influence and determine decisions, actions, and other matters related to the services provided .

procedure means an established way of carrying out specific actions in the ECEC centre.

process means a goal-directed, interrelated series of actions, events, procedures, or steps .
- Som e of the t erms have been adapted from Licensing Criteria f or Early Childhood Education and Car e Services 2008 an d Ear ly Childhood Educa tion Curriculum Framewo rk (As amended June 2018), ( pp .

5-7).

2 World Health Org anisat ion (2018).

Nurtur ing Care for Early Childhood Development: A Fram ew o r k for Helping Children Survive and Thrive t o Transfo rm Health and Human Potential, p.18, 4 7 .
Ministry fo r the Family, Children's Rights ;md Social Solidarit y (2017) National Children's Policy.

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0 "ii 4 z service means the provision offered through the operation of an ECEC centre for 0 to 3-year olds.
stakeholders refer to all those who are invested in the education and care of children in ECEC services, primarily the children themselves, parents, families, the Legally Responsible Person (LRP), all members of staff and the broader community which benefits from the provision of ECEC.

standard means the required and agreed level of the service provision.

It is also seen as a criterion or a defined specification to fulfil in order to reach the required level.
universal design means a design approach most frequently used in architecture that refers to proactively designing environments and spaces to create the feast restrictive access for individuals across the widest range of situations without the need for modification. '

Consultation process Reference Group The Directorate for Quality and Standards in Education (DQSE) in the Ministry for Education (MFED) appointed a reference group as part of the consultation process around the updated standards.
The reference group provided initial feedback and independent advice on the draft proposed standards before going out for a wider public consultation .

The members of the reference group are practitioners and experts in the fields of ECEC provision for under 3-year olds.

In line with the multi-disciplinary nature of high quality ECEC provision, the members also included representatives from other governmental ministries to ensure a multi-sectoral conceptual approach to planning .
The Reference Group included one representative from each of the entities listed below in alphabetical order: Childcare Centre Providers Association (CCPA) Church Schools Association (CSA) Commission for the Rights of Persons with Disability (CRPD) Commissioner for Children Early Childhood Development Association Malta (ECDAM) Foundation for Educational Services (FES) Happy Parenting Malta for Happier Children Independent Schools Association (ISA) Institute for Education (lfE) Jobsplus Malta Chamber of SMEs Malta College of Arts, Science and Technology (MCAST) Ministry for Education - Architect Ministry for Education - Department for Learning & Assessment Programmes (DLAP) Ministry for Education - Directorate for Quality & Standards in Education (DQSE) Ministry for Education - Legal Advisor Ministry for Education - National Literacy Agency (NLA) Ministry for Education - National School Support Services (NSSS) Ministry for Family, Children's Rights and Social Solidarity Ministry for Health Ministry for Energy, Enterprise and Sustainable Development Union t=faddiema Magflqudin (Ut=fM) University of Malta The Reference Group was co-chaired by Dr Jacqueline Vanhear, Director - Quality Assurance Department, and Prof Carmen Dalli, as the external expert.
A Sustained Consultation rocess Following an analysis of the initial feedback and advice from the reference group, the proposed National Standards were amended by the co-chairs in collaboration with DQSE to reflect the discussions during the online meetings.

The National Standards for Early Childhood Education and Care Services (0-3 years) were then published by the Ministry for Education on the online consultation website (www.konsultazzjoni.
gov.mt) for wider public consultation between June and July 2021.

The public could participate either through an online survey, or by sending their considerations and comments by post or via email.

In addition, five online focus group discussions were co-ordinated by expert education consultants; each focus group was approximately two hours long.

Figures 1 and 2 outline the wide spectrum of stakeholders (n=157) who participated in the focus group d iscussions.
Stakeholders Reference Group members Entities who lead institutions and/or provide services related to ECEC Childcare Service Providers Parents/legal guardians who avail themselves of the Free Childcare Scheme Parents/legal guardians who have children between the ages of 0-3 Registrations 23 22 63 49 157 Figure 7: Number of stakeholders registered for the focus groups according to group (Gatt & Schembri, 2027) Registrations PARENTS 31% REFERENCE Figure 2: Percentage distribution of registrants (Gatt & Schembri, 2027) ENTITIES 14% The feedback from the wide public consultation was compiled into a report (Gatt & Schembri, 20214 ) detailing reactions, concerns, issues, and recommendations.
The report gathers the voices of over 150 stakeholders who participated in the five online focus groups along with the contributions through the online consultation website.

-4 Gatt, S. & Schembri, H. ( 2021) Con sultati on Report In relation t o the d raft of the National St andards f o r Ear ly Ch ildhood Educati o n and Care Servi ces (0 -3 years).
1 .. z 7 Introduction Background context It is internationally acknowledged that Early Childhood Education and Care (ECEC) is the most important time in the life of children and directly impacts on how a child approaches future learning and social-emotional challenges.
Furthermore, research shows that investing in the early years is one of the most cost-effective interventions a country can make to yield the highest economic return in human capital when compared with investments made at later stages in life.
As from the 1st of July 2016, the responsibility for external quality assurance of ECEC services (0-3 years) shifted from the Department of Social Welfare Standards (DSWS) within the Ministry for Family and Social Solidarity (MFSS) to the Directorate for Quality and Standards in Education (DQSE) within the Ministry for Education (MFED).
The vision behind this shift is to provide children with a more comprehensive and seamless learning and care experience, while ensuring a coherent and coordinated framework for governance.

The shift also reflects a commitment to achieve a balance between accountability and improvement through enhanced collaboration between the DOSE as the quality assurance body and service providers.
The DOSE's role is to provide appropriate guidance and professional learning during the regulation process and service providers are key stakeholders to implement quality improvement standards.

The vision of a quality ECEC sector requires commitment by all stakeholders.

Quality is a complex phenomenon.


In 2018, the European Commission adopted a proposal for a Council Recommendation on high quality ECEC systems, which aimed to support Member States in their efforts to improve access to and quality of their ECEC systems.
This proposal included a Quality Framework, which identified 5 key components: access to early childhood education and care; training and working conditions of staff in charge of early childhood education and care; definition of appropriate curricula; governance and funding; monitoring and evaluation of systems.

After negotiations between the Commission and the EU Member States, Recommendation was adopted by the Education Ministers at the Council on 22 May 20195 the Council .
Despite the contested nature of the notion of quality, recommendations which help to produce and assure high quality, have been identified .

These include measures which affect the quality of the structure, the process and the outcomes of ECEC provision.

The standards in this document intentionally take into consideration these recommendations: Structural quality6 consists of aspects which consider how the ECEC centre is designed and organised .
This includes staff qualifications and skills, group size, the ratio of staff to children, health and safety requirements, and the policies, procedures and practices which bear a direct impact on the organisation of the centre.

Structural quality is addressed in Quality Area 1 of this document.

Process quality7 considers aspects which have a direct influence on children's experiences, wellbeing and development within an ECEC centre.
These include the relationships between staff members and children, the integrated approach to care and learning, day-to-day pedagogical practices, and parental involvement.

Process quality is addressed in this document in Quality Area 2.

Outcomes quality6 includes cognitive, linguistic, social, emotional and physical/ health developmental outcomes.

The standards in this document are all intended to contribute towards the achievement of outcomes quality.
Further information available o nline: Early child hood educat ion and c ~re I Educatio n and Training (europa.eu) See Ta g uma, Litjens, and Makowiecki, 2013 .

See Taguma, Lit jens, and Makowiecki, 20 13.

Se" Taguma, Litj ens, and Makowiecki, 2013.

- 5 6 7 S Following the United Nations Convention on the Rights of the Child (UNCRC), the United Nations Convention on the Rights of Persons with Disabilities (UNCRPD) and the Equal Opportunities (Persons with Disability) Act (Cap.
413), these standards recognise the right of the child to inclusive education at all levels, regardless of age, gender, race, ethnicity, beliefs and skin colour.

This is in line with the European Pillar of Social Rights which underscores that children have the right to affordable early childhood education and good quality care.
Furthermore, at the international level, the UN Sustainable Development Goal 4 (SDG 4), emanating from the 2030 Agenda for Sustainable Development, calls on Member States to "ensure inclusive and equitable quality education and promote lifelong learning opportunities for all" by 2030.
This is reflected in Malta's Sustainable Development Vision for 20509 which calls for "lifelong learning opportunities from early childhood education and care to adult learning, to ensure that all children, young people and adults have the opportunity to obtain the necessary skills and attitudes to be active citizens and to succeed at work and in society."
To advance progress towards SDG 4, the global community adopted the Education 2030 Framework for Action (2015)10, which amongst other provisions, highlights the importance of: "design[ing] and implement[ing] inclusive, accessible and integrated programmes, services and infrastructure of quality for early childhood, covering health, nutrition, protection and education needs, especially for children with disabilities, and support [guardians] as children's first caregivers"; and "devis[ing] clear policies, strategies and action plans for the professionalisation of ECCE personnel by enhancing and monitoring their ongoing professional development, status and working conditions assessment of ECCE policies and programmes in order to improve their quality."
With the above in mind, these national standards are therefore permeated with commitment to an inclusive education vision as established in the National Inclusive Education Framework for Malta (MEDE, 2019)11 where inclusive education has been defined as: "the valuing and acceptance of diversity, to its value and the rights of learners to not only attend mainstream schools, but also to belong as valued members through active participation and the elimination of barriers limiting the participation and achievement of all learners, respect diverse needs, abilities and characteristics."
(MEDE, 2019 p.6).

Relevance of the standards The Ministry for Education has signalled ECEC as one of the priorities and drivers in its ongoing efforts to achieve the targets of the Sustainable Development Goals (SDG) and in particular target SDG 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all.
SDG 4.2 intends for all girls and boys to have access to quality early childhood development, care and pre-primary education so that they are ready for primary education.

In this context, the National Standards for Child Day Care Facilities (2006) have provided a robust basis for ECEC provision.

However, the Ministry for Education has comm itted to update these national standards in order to: i. ii.

iii.

iv.

reflect recent developments in the ECEC (0-3 years) field within a Maltese context.
Consequently, this document also includes standards related to night ECEC service provision (0-3 years); be in line with ongoing ECEC research and practice for children aged 0-3 years; develop and strengthen a more socially just and active labour market in the Maltese islands, by sustaining availability and accessibility of quality ECEC services; ensure that these standards, focused on ECEC services for 0 to 3 year olds, are consistent with the overall framework for Early Years pedagogy (0 to 7 years) within the National Curriculum Framework (2012).
-9 Avail able at: http.

;://sustainabledevelopmentcms.gov.mt/en/Pages/Nat lona i-Strategy/Visio n-2050.aspx 10 Available at: https://unesdoc.unesco .org/ark:/48223/pf0000245656 11 A National Inclusive Ed ucatio n Framewo rk (Ministry for Education and Em ployment, 20 19) available at: https://education.gov.mt/ inclusion/Documents/MEDE_Incluslon_Framework_ Sep2019web.pdf .

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z ii 9 All standards are informed by the principles of the policy document A National Curriculum Framework for All (MEDE, 2072), as well as national, European and international policies and research that incorporate the key elements of best practice in ECEC.

These standards are intended to apply equally to childcare ECEC services operating both in the public and private sectors.
Using the National Standards This document focuses on what all stakeholders should expect from a regulated ECEC service to ensure the overall wellbeing of all children.

Service providers should refer to this document to find out what is expected when providing ECEC services and take the necessary steps to reach the national standards.

These standards will also inform parents about what to expect from a regulated centre.
The document provides the framework for monitoring and assuring quality and outcomes of ECEC service provision.

Monitoring the implementation of the National Standards The DQSE is responsible for operating a regulatory system for the ECEC sector (0-3 years).

It promotes this document to maximise good practice in ECEC service provision .
DQSE officials monitor and regulate these services through an external review and compliance visit followed by a written report grounded in the standards presented in this document.

This process helps providers to reflect, focus and manage the centre's internal review exercise, and guides them to sustain continuous improvement whilst meeting the expected standards.

Types of ECEC provision The range of ECEC services includes Centre-Based and Work-Based services.
Centre-Based services are presently the most common type of ECEC service provision.

Their premises are solely equipped and used for ECEC provision.

In those cases where a centre is adjacent to the service provider's home, the centre needs to have a separate entrance.

The same applies when the centre forms part of, or is adjacent to, a school.
Work-Based services are provided within the building/premises occupied by an employer/group of employers, where employees actually work and is exclusively used as a work hub.

These centres are where the building appropriately equipped, and only used for the provision of ECEC services to children of workers employed/engaged by that same employer/group of employers.

Work-Based centres need not have a separate main entrance but must be situated within the building/premises where employees actually work.
The nature of the work operation/s and/or other factors in the vicinity must not present any hazards to children using this service or in some way limit the provision of the service.

Such centres must meet all the criteria applicable for Centre-Based services, with the exception that they need not have a separate entrance.

Night ECEC service provision Unless otherwise specified, the same standards and indicators in this document apply for the night service provision .
Providers of Centre-Based and Work-Based childcare centres may opt to provide night ECEC service for children aged 0-3 years.

This is in response to recent developments in the Maltese economy in general and the increasing participation of women in the labour market.

Therefore, the introduction of this service is aimed to further increase and sustain an equitable and active labour market in the Maltese islands.
Following this principle, the night ECEC service provision aims to cater for families, where either both parents in the case of families with two parents or the parent in the case of single parent families, are in regulated employment which overlaps with night service provision hours and who have no other suitable arrangements for the care of their children.

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0 -;; t: 0 10 ~ z For registrat ion purposes, night ECEC service provision shall be deemed as that service which operates overnight between lOpm and Sam12 • The provision of night ECEC service is a particular service that must nurture a calm and restful environment that meets the needs of all ch ildren .

Centres providing this service are to ensure that the natural everyday rhythms of children, such as sleeping, eating, and playing, are respected.
Recommendation In th e best inter est and wellbeing of t h e chilcl the tim e sp ent with parents should always b e maximised.

Infants and t oddlers aged 0 -3 years should not spen d m or e than 45 hours a week in EC£C service13 • '"i ~ ':> .2 I!

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~ ., c: .. c: D i -12 Operating hours may vary d ue to exig encies and as agreed u pon by t he centre, keeping in mind t he w ellbeing of every child and the 13 exigencies of the w o rking pare nt / s. Lowe Vandell, D. {20 0 4 ).
Early child care: The know n and the unknew n. M~r riii-Pa l mer Quarterly, 50(3), 387·414.

Irvi ne: University of California.

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., c .. 0 'i ~ .. z 11 The Legally Responsible Perso (LRP) The responsibility for ensuring structural, process and outcomes quality in an ECEC centre rests with the Legally Responsible Person (LRP).

The LRP may delegate responsibilities at a day-to day level to the centre manager.

The LRP must be 18 years or over14 Certificate.
The LRP is to: , and in possession of a valid and clean Police Conduct ensure that the functions of the centre are in line with national strategies, policies, and legislations and subsequent updates; ensure that the physical premises are in compliance with national standards, legislations and any subsequent updates; ensure that members of staff recruited nieet the eligibility criteria; assume legal responsibility for the provision of children's learning and care, as prescribed by the national standards, national strategies, policies, legislation and any subsequent updates; represent the registered ch ildcare centre and has the power of attorney; assume accountability for the proper management of finances; oversee that the centre performs effective internal review processes; oversee that the recommendations identified by the DQSE are being implemented; it is desirable that the LRP has some knowledge about ECEC theory and practice.
- 14 If the LRP is also th.J ce ntre mana 9e r, he/she is to b e 21 ye ars or over.

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~ .. ..., c ~ "ii " 0 ·: z 12 The Quality Areas This document categorises the ten standards of the National Standards for Child Day Care Facilities (MFSS, 2006) under two broad quality areas (refer to Table 1).

Each quality area is underpinned by a number of standards and indicators (refer to Table 2).
Quality Area 1: The Quality of the Learning Environment Quality Area 2: The Quality of Learning and Care Table 1: The 10 Standards (MFSS, 2006) categorised in two broad Quality Areas Care Facilities (MFSS, 2006) I From the National Standards for Child Day Childhood Education and Care Services - - - - -- - - - - - (O-:J years) To the National Standards for Early Standard 1: Suitable Persons Standard 2: Physical Environment, Premises and Equipment Standard 4: Health and Safety of Children Standard 8: Child Protection ~tandard g, Food and Dr;nk Quality Area 7 The Quality of the Learning Environment Standard 3: Management and Organisation Standard 5: Care, Learning and Play Standard 6: Working in Partnership with Parents Standard 7: Behaviour Management Standard 10: Equal Opportunities and Children l with Special Need_s _______ _ Quality Area 2 The Quality of Learning and Care ·~ • en ~ .
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z 13 Table 2: The updated standards categorised in two broad areas The Quality of the Learning Environment Standard 1.1 -- The centre manager and member s of staff meet the respective eligibility I criteria and possess the required for their specific roles and respo personal attributes and competences nsibilities.
Standard 1.2 All employees working with child ren are to have the official Protection of Minors Act (POMA) clearance.

Standard 1.3 Appropriate child-to-childcare educator ratios are maintained, and the maximum number of childre n allowed as per required status for operation, is not exceeded.

Standard 1.4 The premises are suitable for the service provided.

Standard 1.5 Standard 1.6 - - The premises and equipment a re safe, secure, clean and regularly maintained.
- The health, wellbeing and safety of children, including children's right to be protected from any abuse, are promoted and ensured at all times.

1 The Quality of Learning and Care r----------------r---------------- The effective leadership skills, knowledge and abilities of the centre manager support the provision of education and care that meet regulated standards.

All children are welcomed and included in a child-friendly and play based environment that nurtures their learning and development.
The curriculum helps children to progress in their learning and achieve the desired learning outcomes at their own pace.

The environment and resources support children's play, learning and development.

Childcare educators nurture meaningful relationships and engage in high quality, enjoyable and stimulating interactions to enhance children's wellbeing, learning and development.

The centre welcomes parents and fosters collaborative partnership to support children's wellbeing, learning and development.
Standard 2.1 Standard 2.2 Standard 2.3 Standard 2.4 Standard 2.5 Standard 2.6 - 0 ~ .. :.

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.. ..., :; ~ "'ii 1: 0 -~ z 14 Qua ity Area 1: The Quality of the Learning Environment Standarcl1.1 The centre manager and members of staff meet the respective eligibility criteria and possess the required personal attributes and competences for their specific roles and responsibilities.
A. Centre Manager responsibilities The define the role15 that I Overall organisation and management of the Centre 1. responsible for the organisation and smooth day-to-day running of the Centre; 2. co-ordinates and implements effectively the Centre's policies, procedures and practices, ensuring that these reflect national legislation, policies, standards and strategies; 3. leads the implementation of systems, procedures and practices that support the provision of a high-quality education and care experience for children; 4. ensures that the Centre's policies, procedures and practices are regularly reviewed and updated; 5. ensures that any changes and/or modifications to the Centre's policies and procedures are reflected in its Manual of Policies and Procedures; 6. safeguards health and safety across the centre; 7. leads an effective internal review process to evaluate the quality of practices of the centre, identifies and addresses areas that may require improvement; 8. contributes to the selection and recruitment of members of staff as required; 9. liaises with LRP to ensure effective planning for and use of the budget for the day-to-day running of the Centre.
Oversees children's learning and wellbeing 10. guides and ensures the implementation of a holistic child centred curriculum; 11. safeguards and promotes the rights and wellbeing of all children at all times; 12. ensures inclusion of all children and equitable opportunities for all; 13. monitors children's learning experiences to ensure attention to each child's overall development, guiding parents and members of staff, and liaising with any specialist services as required; 14. ;den@es and m;n;m;ses dsks fo' chnd,en and handles I health and safety issues appropriately; 15. interacts with, listens and talks to all children .
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Liaising with parents and other stakeholders ~I 16. builds and maintains positive relationships with all stakeholders, the Legally Responsible Person, Childcare Educators and other staff members, parents, children and external professionals/agencies; including with 17. supports parents from enrolment of their child and during transition phases; 18. communicates the centre's policies, procedures and practices to parents and ensures that they are followed; 19. consults with parents and staff as part of regular reviews of the Manual of Policies and Procedures and for internal review purposes; 20. establishes and maintains effective, regular communications both within the centre, with parents and other external stakeholders; 21. collaborates with parents and encourages their active engagement; 22. communicates regularly with parents on their child's progress and development and overall wellbeing.
Managing staff members and professional development 23. ensures that roles and responsibilities of members of staff are clear to all; 24. ensures that new members of staff are guided towards good practice and their progress is monitored; 25. monitors and guides the progress and quality of work of members of staff; 26. provides and/or continuous professional development opportunities for staff members on a regular basis; facilitates 27. is a reflective practitioner who participates in regular continuous professional development relevant to the role.
Age 28.

21 years or over Experience 29. a minimum of one year work experience as an educator in the early years.

Qualifications 30. a minimum of MQF Level 5 qualification with at least 60 ECTS in Early Childhood Education and Care, including pedagogy, leadership and management, or comparable; 31. a pass at MQF Level 3 in Maltese or Maltese as a Foreign Language and English or comparable1 E; 32. a valid Certificate in Paediatric First Aid; 33. a valid Food Handling Certificate.
References 34. a valid and clean Police Conduct Certificate to be presented annually; 35. a self-declarat ion form 17 • - 17 16 Refer to A Language Po licy for the Ea rly Year s in Malta and Gozo (MEDE, 2015).

Already employed centre managers who requ ire fu rther t raining in eit her Malrese o r English, o r ill both languages, can enro l in an accredited and reco gnised lang uage co urse to gain p roficiency.

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:;: () .... '1: .. w ~ ~ -E • .., " .. 0 "ii ., a "i z 16 B. Childcare Educator (CCE) The responsibilities that define the role18 Working within the centre 1. meets regulatory requirements of the centre; 2. contributes to the day-to-day running of the centre; 3. implements policies, procedures and practices that reflect the provision of a high-quality education and care experience for the children; 4. contributes to the regular review and update of the centre's policies, procedures and practices; 5. be prepared to act as a point of reference in the event of emergencies in the absence of the centre manager; 6.
7. follows and maintains a healthy, safe and secure environment within the centre; to contributes the quality of practices of the service and areas that may require improvement; internal evaluation of the 8. contributes to and follows on the centre's development planning.
Working for children's learning and wellbeing 9. follows and implements a holistic child-centred curriculum and according to the National Curriculum Framework; 10. provides physical care that promotes the health, wellbeing and development of all children; 11. creates an environment that promotes and encourages positive learning and behaviour; 12. plans for and facilitates each child's holistic learning and development; 13. monitors each child's holistic progress in learning and development; 14. assesses each child's holistic learning and development; 15. recognises and responds to the different individual needs of every child, ensuring inclusion and participation in the full range of learning experiences taking place; 16. actively listens, talks and interacts meaningfully with all the children; 17. monitors children's learning experiences to ensure attention to each child's overall development, guiding parents and members of staff, and liaising with any specialist services as required; 18. identifies and minimises risks for children and handles health and safety issues appropriately; 19. interacts with, listens and talks -to all children.
20. provides a language-rich environment, ensuring the balanced provision of both Maltese and English; supports children and their families who are bilingual, multilingual or whose preferred language is not Maltese or English.

- 18 B ased o n National Occupational Standards: Chiidcar e Educator ~ : .. '1 s .

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• ., " ~ "i " 0 'i z 17 Collaborating with parents and other stakeholders 22. is available for all stakeholders, developing and nurturing positive relationships with parents, children and external professionals/agencies; 23. supports parents in the educational journey of their child and during all transition phases; 24. guides and supports parents to follow the centre's policies, procedures and practices; 25. communicates, guides and supports parents in the learning and development progress of their children; 26. establishes and maintains effective, regular communications both within the centre, with parents and other external stakeholders.
Collaborating with other members of staff and professional development 27. is a reflective practitioner who participates in regular continuous professional development; 28. maintains a collaborative and respectful relationship with the Legally Responsible Person, the centre manager and other members of staff.

Age 29.

18 years or over Qualifications 30. a minimum of MQF Level 4 qualification with at least 60 ECTS in Early Childhood Education and Care19 or comparable; 31 .
a pass at MQF Level 3 in Maltese or Maltese as a Foreign Language and English or comparabile20; 32. a valid Certificate in Paediatric First Aid; 33. a valid Food Handling Certificate.
References 34. a valid and clean Police Conduct Certificate to be presented annually; 35. a self-declaration form 21 • Night ECEC Service Provision 36. in the absence of the centre manager, one of the childcare educators is to act as a point of reference in case of emergencies and to monitor the night service provision whilst adhering to national standards .

- 19 Based on National Occupational Standards: Childcare Educator .

20 Refer to A Language Policy for the Early Years in Malta and Gozo (MEDE, 2015).
Already employed chlldcare educators who require further training in either Maltese or English, or in both languages, can enrol in an accredited and recognised language course to gain proficiency .

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z ~ ii ·~ The following support staff may also be employed: C. Assistant to the Childcare Educator {ACCE)22 Description of role works childca re educator being assisted and parents; in collaborat ion with the centre manager, the - 2. assists and supports the childcare educator in the provision of care, learning and play (see description of role of childcare educators above); 3. ensures that the children are in a safe and comfortable environment and receive the personal attention required to promote learning, respectful care, and children's holistic wellbeing.
23 years or over23 r 5. evidence of enrolment with an accredited institution licensed with MFHEA to offer t raining in ch ildcare theory and practice at MQF Level 3 w ith at least 30 ECTS that is specifically organised for the Assistant to the Childcare Educator24 ; 6 .

ability to communicat e effectively in Maltese and English2 5 ; 7. a valid Certificate in Paediatric First Aid; a valid Food Handling certificate.

Age Pre-requisites and qualifications References -f 9 .
a valid and clean Police Conduct Certificate to be presented annually; a self-declaration form 26 • D. Administrative Staff Age 1.

18 years or over Qualifications 2. as per centre requirements References E. Ancillary Staff 3. a valid and clean Police Conduct Certificate to be presented annually Age 1.
18 years or over Qualifications 2. as per centre requirements References 3. a valid and clean Police Conduct Certificate to be presented annually - 22 Assistants to the Childcare Educators (ACCEs) may b e emp loyed to assist qualified and approved chlldcare ed ucat o r s provided that at least 50 % of the staff complement are approved childcare educators with an MQF level 4 qualification in chi ldcare theory and practice (or eq uivalent) .
The q uali f ied and approved childcare educato r is t o w o rk c ollaborativel y with th e Assist ant t o the Childcare Educ ato r (ACC E) and provi de the necessary support.

23 This regu lat ion provides the oppo rtunity to perso ns aged 23 years and over to enrol In the MQF Level 3 aw ard.
In th e long term the aim is that all t ho se employed in this capacity will avail them selves of the opportunity t o upg rade their study to a full qualificatio n. 24 Based o n N ational Occupation al Standards: Assistant to the Child care Educator.

2 5 Refer to A Language Po licy for the E;uly Years in Malta and Gozo ( MEDE, 2015) 26 LN206/ 2016 ~ '?

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., c £l 'ii c 0 ~ z 19 r-Childc~re Educator _:~ainee Childcare educator trainees undertaking training leading to an /11QF /evel4 qualification in childcare theory and practice are not to be counted as part of the child-to-childcare educator ratio.

Their role in the centre is linked to the requirements of their course.

While on placement at the ECEC centre, childcare educator trainees are to be supervised by a nominated and qualified member of staff.
--------------------------~ Standard 1.2 All employees working with children are to have the official Protection of Minors Act (POMA) clearance.

Indicators 1. the manager, childcare educators and all employees (including possible subcontracted ancillary staff) have official POMA clearance; 2.

POMA to be renewed annually.

Standard 1.3 Appropriate child-to-childcare educator ratios are maintained, and the maximum number of children allowed as per required status for operation, is not exceeded.
Indicators 1.
2. the centre always complies with the maximum number of children allowed, as per required status for operation; the centre complies with the child-to-childcare educator ratios as follows: Child-to-Childcare Educator Ratio s in Centre-Based and Work-Based Services Age of children (months) Number of children cared for by a qualified childcare educator 0 to 12 13 to 24 25 to 3627 mixed group28 Age of children (months) 3 5 6 6 Number of children cared for by a qualified and approved childcare educator AND an assistant to the childcare educator2 9 0 to 12 13 to 24 25 to 35zo mixed group31 5 8 10 10 --------------------------------- - 27 May be <!Xt ended by a few wee ks until the child can be admi tted to Kin dergarten .
28 W it hi n t he m ixed g roup, o nly o ne child can b e under the age of eighteen mont hs .

29 W hile every effort is to b e m ad e to ad here to t he est ablished rat ios, excep tional ci rc um stances m ight re quire some flexi b ilit y in thei r ap plicati o n. Ref er t o Appendix 1: Ratio Permutations.

The limits ind icate d in t his app en dix sho uld not b e exceeded under any circumstances.

30 May b e ext ended b y a f ew w eek s until t he child can b e admitted to Kind ergarten.
31 W ithin t he mixed g roup, o nly one child c an be ~ nde t t he <!ge of eighteen months.

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5. the premises follow the principles of universal design and are organised so that spaces can be accessed, understood and used, to the greatest extent possible, by everyone; the premises should have a 5m 2 of accessible space per child; the design of the centre should allow for the free movement of children between different areas and activities and enables them to engage in both indoor and outdoor activities.
It also allows staff to supervise and engage with children; the premises have a well-functioning IT infrastructure and are digitally equipped to support the integration of digital technology within the centre; the premises work well for everyone and support the education and care of a wide range of children while providing an enabling environment for a diversity of staff, family members and visitors.
Night ECEC Service Provision33 6. in night ECEC service prov1s1on the child capacity is to reflect the number of cots and/or beds approved for the overnight sleep of children; 7. appropriate distancing between cots; 8. free from disturbers of restful sleep.

Standard 1.5 The premises and equipment are safe, secure, clean and regularly maintained.
Indicators 1. the premises, equipment and resources used within the centre are examined and declared safe for use by children and the members of staff; 2. all resources, including natural resources are used according to safety requirements in relation to the children's age and competences; 3.

4 .

5.

6.

7. the centre has a valid Health and Safety Risk Assessment Report which is prepared by a competent person and which is updated as necessary and not later than every two years .
Hazards which give rise to unacceptable health and safety risks are to be controlled according to their risk severity and recorded in an updated Risk Assessment Report; the electrical installation must be certified safe annually by a licensed electrician.
Three-phase installations are to be cert ified by an electrician holding licence B; all electrical appliances must be submitted to a PAT (Portable Appliance Testing) regime and certified annually by a licensed electrician; all play equipment and resources are suitably designed for children, regularly cleaned, and well-maintained; the premises are kept in a good state of maintenance, cleanliness and repair, and staff maintain and encourage good standards of hygiene34 ; the premises are according to Sanitary laws and regulations; l" 9. only authorised persons are permitted entry in the indoor and outdoor areas of the centre.
- 32 Ref er t o t he Registrati o n Crit eria for Early Childhood Education and Care Services ( 0-3years) .

33 Ref erence made to Nig ht EC EC Service Provision must take Int o account ALL indicat o rs in t he relevant standard.

34 Clean in g ro uti nes of t he premises include d aily cleaning of resou rces used by children during p lay.

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• ... c a i z "i c 21 Standard 1.6 The health, wellbeing and safety of children, including children's right to be protected from any abuse, are promoted and ensured at all times.
Indicators 1. staff members are fully committed to: > care for each child; > promote the good health and safety of all children; > take all reasonable precautions to prevent accidents and the spread of infection among children in the centre; > safeguard the children's right to be protected from any abuse or physical ill-treatment; > supervise children at all times including during napping/sleeping in the quiet area; Night ECEC Service Provision 2. ensure that appropriate procedures are in place to address each of the above; 3. ensure that appropriate procedures are in place to deal with any natural or other emergencies.
- - - - - - - - - - - - 4. a minimum of two members of staff are on duty during operational hours; 5. staff members actively supervise all children during the night service provision.
Staff on duty shall be awake and alert to the needs of the children; 6. an appropriate infant cot/toddler bed is provided for each child 35 • Staff members monitor that these are safe, regularly cleaned and maintained3 6 ; 7. all staff members must annually complete training on measures that can be taken to reduce the risk of Sudden Infant Death Syndrome (SIDS).
~------~-------------------------------------J -35 Chai rs, sofas, p illows, ad ult bed s, w aterbed s, beanbags, pus hchairs, ca r seats, b aby recliners are no t suitable cot/ bed replacements.

36 Not hing is allowed in t he cot/bed wit h t he child except a p acif ier.

Cot/ bed sheet s must be t ight fitt ing and b edding, linen <>nd childre n's p e rs o na ~ hygienic items are regularly cleaned and wall-ma intained.

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., c: .. ~ ~ iii c: .2 ... z 22 Quality Area 2: The Quality of Learning and Ca e Standard 2.1 The effective leadership skills, knowledge and abilities of the centre manager support the provision of an education and care that meet regulated standards.

Indicators 1.

2.

3.

4.

5.

6.

7.

8.
9. the manager effectively fulfils the responsibilities defined in the role description outlined in Standard 1.1; the manager actively promotes the centre's philosophy, ensures that it reflects national legislation, policies, standards, strategies and that respects the holistic development of the child; the manager ensures there is a clear vision for the centre with clearly defined aims and objectives that are shared with all stakeholders; the manager maintains and promotes high standards of practice including, transdisciplinary and collaborative teamwork; the manager maintains clear lines of responsibility in day-to-day management; the manager is aware of the strengths and challenges of the centre and inspires commitment to continual improvement; the manager ensures that effective internal review processes are in place and are used to inform improvement in the quality of the service provision; the manager promotes reflective practice and supports all practitioners, including new staff members, to continually improve their practice; the manager regularly reflects on their own practice and consults with the different stakeholders, acting upon the feedback received; 10. the manager establishes collaborative partnerships with parents, practitioners, other professionals and the general community to safeguard and promote the rights of the child and their holistic development; 11 .
12. the manager ensures the effective planning and implementation of the DOSE's recommendations; the manager maintains oversight of children's overall progress in line with curricular expectations.

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l Indicators 1.

2.

3.
4. the centre's commitment to welcoming all children irrespective of race, colour, gender, language, religion, ethnicity, disability or any other status is abundantly evident37 ; the centre provides a play-based learning environment; the centre ensures that all children have equitable access38 to the learning opportunities offered; the centre ensures that the necessary scaffolding39 is in place to eliminate barriers40 that might restrict access to learning opportunities; 5. children are treated as competent human beings, who can communicate, exercise agency41 and make choices; 6. childcare educators monitor and keep track of each child's overall learning, development and progress to enhance strengths, address risk factors and provide support as needed; 7.
8.

9. the centre provides opportunities for all children to learn about, through and within a digital environment; the centre fosters partnership relationships with parents and other centre stakeholders ensuring smooth transitions that respect the individual characteristics of the child 4 2 ; the centre operates a designated key carer system.

Childcare educators take responsibility of the overall wellbeing and individual needs of each child entrusted in their care.
Staff members demonstrate a supportive approach with one another in implementing the designated key carer system; 10. the centre fosters links with external professionals and/or agencies4 3 where appropriate, with a view of optimizing support for the benefit of all children.
Night ECEC Service Provision 11. designated key carers respond to the individual child's needs and interests during bedtime and morning routines 44 , taking into account information provided by the parents and their own observation of the child; the centre provides a homely environment.

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Ref er also t o t he Equal Opportunities (Persons with Disability) Act (Cap .413) equitable access means !hat every child, at eve ry level of abi lity, is catered fo r and has t he o p port unity t o learn ill his o r her ow n w ay.

scaffol ding means t he practice of assist ing and g uid ing a child t o accomp lish a t ask.
Scaffolds may be provided by a m o re know ledgeable adult o r child and sho uld vary accord ing t o t he p rogress t he child is making .

Scaffo lding should be matched t o the need s o f each child .

40 b arriers t o learning means anything that stan ds in the way of a child being ab le to learn effective ly.
Barriers t o learning vary w id ely and can be of a linguistic, cultural, e motional, physical nature and so o n. exercise ag ency means being able t o make choices and decisio ns t o inf luence event s and t o have an impact o n one's wo rl d .

41 42 Transitio n p rocedures Include child's initial entry t o childcare, fro m o ne age gro up to another within the cent re, fro m cent re to centre · (if applicable) and fro m centre to kinderg arten.
43 Prof essionals and external agencies may ind ude, bu t are not limited to: Early Inter vent io n Services, Child Deve lop ment Assessm ent Unit and Speech Langu<?lge Departm ent.

44 See St andard 2.3.

Standard 2.3 The curriculum45 helps children to progress in their learning and achieve the desired learning outcomes at their own pace.

Indicators 1.

2.

3.

4 .
the five broad learning outcomes of the Early Years Cycle guide the childcare educators' pedagogy and the centre's curriculum 46 ; childcare educators implement a curriculum that is designed to: > observe and respond to the children's diverse interests, strengths and capabilities; > provide a positive learning environment that respects the holistic development of each child; > reflect an understanding of learning 4 7 and development4 8 that is consistent with current research, theory and practices in quality ECEC; play is the central medium through which children learn and develop49 ; the centre's curriculum is informed by authentic assessment50 practices that notice, recognise children's learning and respond to it fostering further learning: > planning that is informed by childcare educators' observations of the children; > planning that is based on recognition of different children's interests, needs and strengths; > planning that is flexible and responsive to children's evolving and emerging interests, diverse ideas and dispositions; 5. childcare educators reflect on and evaluate their practice to: > identify what has been successful and whether the expected learning has taken place; > scaffold, modify or extend learning experiences to meet the needs of each child in meaningful and relevant ways.
Night ECEC Service Provision 6.

7. the bedtime routine may include pre-bed soothing rituals like washing the children's faces and hands, brushing of teeth, nappy changing/toileting routines and changing into night wear.

This may also include quiet enjoyable activities; the morning routine may include breakfast, brushing of teeth and getting dressed.

- and Gozo.
- and Gozo.

4 5 Refer to List o f Term s (p.4) and for fu rth er informatio n see Early Childhood Educati on and Care, Nati onal Polley Fr amewo rk for Malt a 46 Ref er t o A Nationa l Curriculum Framew o r k for All ( MED E, 2012): !

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'{\"/1/i.s<:;hoolsleqrnll)g Qutcomes.edu.mt/en/subj ects/earl y-year 47 An u nderstanding of how learning occurs t o ensure that all child ren can access and experi ence m eaningfu l learning o ppo rtu nities (Meyer et al., 20 14).

48 An u nderst andi ng of how the brain develo ps i n the early years of a child's life (Cent re o n the Dev elop ing Child, Harva rd Universit y ).
49 Childcare Ed ucat o rs provi de opportunities fo r a var iety of ind o or and o utd o or play Including: crea tive play, language play, physical p lay, imaginat ive p lay, so cio-dramat ic p lay and construct ion p lay.

50 Authentic assessment is assessment done in real-life sit uat ions as part of t he normal course of the d ay vs assessm ent that takes th e f orm of t ests in forma l sit uations.

Ty pe.
Ty pe.

; o f authentic ass@ssment n oay taka the form of p ortfolios and learning notes/st o r ies/ j ournals.

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Indicators 1. good use is made of the opportunities afforded by the physical environment to ensure children: > have access to noisy play areas, as well as quiet spaces where the children can withdraw to rest or nap51 ; > experience stimulating and enriching learning spaces that invite children to inquire, experiment and explore a range of resources and materials; > have opportunities to engage, communicate, create and learn through age-appropriate digital technology; > benefit from both indoor and outdoor spaces to extend and vary learning experiences according to the evolving interests of the children; 2.
3.

4. indoor and outdoor resources are accessible and used effectively to stimulate, consolidate and extend children's learning 52 ; resources should include natural 53 and/or recyclable materials to stimulate children's creativity and imagination and promote a mindset of sustainability; children's achievements are creatively displayed in modes that are accessible to children and parents.
- 51 Noisy play area; may include spaces w here d ramat ic play, p hysical play, b lo cks, m usical instruments and acti·ve physical play t ake p lace.

Quiet areas m ay include spaces wh ere shared read ing takes p lace and appro priat e resources for nap ping/ resting are k ept .

52 The env iro nmen t and resou rces need to respect the Indivi d ual differences and need s of t he child ren.
53 The range of natural resources may va ry !n size, shape or colour, such as: leaves, flowe rs, shells, twi gs, fruit, vegetables, seeds, rocks.

As wit h any other resources used in th e Cent re, ensure th at the nat ural materials p rovided are safe t o be used with you ng child ren.

Be part icu larly caref ul if the child ren ~ "' at an age w h9re th ey are likely to put t he natural resources in thei r m o ut hs.

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Indicators 1.

2.

3.

4 .

5.

6.

7.

8.


9. childcare educators foster an environment of respectful, caring and secure relationships with children; childcare educators provide nurturing care when interacting with children.
They are sensitive, responsive 54, predictable and warm during physical care routines 55 • They listen to children, value what they say, and stimulate verbal communication at all times; childcare educators promote positive interactions amongst the children to nurture peer relationships; childcare educators minimise sources of stress in the children's daily lives at the centre and help them to cope with it through maintaining a calm and respectful environment; childcare educators foster a language-rich environment that supports children's bilingual development in Maltese and English and promotes positive attitudes towards children's home languages55 ; childcare educators adopt a Whole Centre Positive Behaviour Approach to address challenging behaviour, in ways that respect the dignity of the young child; childcare educators encourage independence during all physical care routines.
During mealtimes, childcare educators join in with the children and, if help is needed, they assist in the best way that meets the children's individual needs; childcare educators guide and support children to gain self-care abilities and increasing independence57 ; childcare educators strengthen children's core life skills and support their ability to focus, plan for and achieve outcomes, adapt to changing situations and resist impulsive behaviour58 • - 54 Resp onsive caregiving includes o bserving and r&sponding to child ren's movements, sounds, gest ures and ver ba l request s. Babio·s respond to f aces, gentle to uch, cuddling, eye contact, smiles, vocalisatio ns and gestu res as w ell as t he soothing sound of baby talk.
55 Feeding, nappy changing/toilet ing, nap pi ng/sleeping routines and bathing are carried out by t he desi gnated carer.

56 Refer to A Language Policy fo r t he Early Years in Malta and Gozo ( MEDE, 2015): 57 Childcare educators should be mindful to increase the comp lexity of skills step by st ep by observ ing and fin ding each child's 'zo ne' of being challenged but not f rustrated ( Centr e on the Developing Child, Harvard University) .
58 Execut ive Funct ion Skills- Centre o n the Developing Child, Harvard University.

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Indicators Night ECEC Service Provision 1.

2.

3.

4.

5.

6.

7.

8.

9.
6.

7.

8.

9.

10. the centre welcomes the presence and active involvement of parents especially during the initial stages of their child's settling in period at the centre; the centre provides opportunities for both informal experiences and planned events that involve and engage parents as partners in their child's educational journey, fostering a learning community; childcare educators regularly share and discuss with the individual parents learning and holistic development in a spirit of mutual respect.
Formal one-to-one meetings are held at least twice yearly; the progress of their child's any concerns about the child's overall development are to be discussed with the parents concerned through the involvement of the Centre Manager; staff members provide parents with information about the child's daily routine at the centre 5 9 ; the centre promotes and cultivates continuity of learning and development ensuring smooth transitions for each child; parents are encouraged to provide healthy and nutritious food and drinks for their children to support the centre in the promotion of a healthy diet and in line with National and Centre policies60 ; the centre promotes the use of technology to strengthen relationships among parents, families, the centre and the young children.
staff members seek parents' knowledge of the child's nightly routines and any related individual needs61 ; the centre welcomes parents to establish a smooth transition from home to centre.

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59 Communication may include info rmation about the child's daily routine (eating, drinking, t olletlng/nappy changing/bow el movement s, 6 0 Further information about healthy nutritio n may be obtained f rom the Hea lth Promotion Direct o rate .

61 Childcare educators are info rm ed about each child's sleeping habits and any p roblems which may arise during t he night (e.g.

bedwetting, nightmares, sleepwalking).


Childcare educa tors ensure t hat parents p r ovide a number of items that are typically needed during nightcare including: night w ear, bedding, blankets, slipper s, toot hb rush and toothpaste, com forters such as pacifiers (if needed), nappies, bathing material and clothes f o r th e next day .

References All standards and indicators were informed by the following policy and research documents: Center on the Developing Child at Harvard University (2017).
Three Principles to Improve Outcomes for Children and Families.

http://www.developingchild.harvard.edu .

Dalli, C. & White, E.J.

(2016).

Group-based early childhood education and care for under-2-year olds: Quality debates, pedagogy and lived experience.

In A. Farrell, S.L.

Kagan & E. K.M .

Tisdall.

(Eds).

The Sage Handbook of Early Childhood Research.

London, Sage.

DOl: https://dx.doi.

org/10.4135/9781473920859.n3 Department of Education and Skills (2016).
A Guide to Early-years Education-focused Inspection (EYE/) in Early-years Settings Participating in the Early Childhood Care and Education (ECCE) Programme.

Dublin.

Department of Education, Ireland (2013).

Learning to learn.'

A Framework for Early Years Education and Learning.

European Commission/Directorate-General for Education, Youth, Sport and Culture (2020).

Toolkit for inclusive early childhood education and care - providing high quality education and care to all young children .
Luxembourg: Publications Office of the European Union, 2021.

European Commission/Directorate-General for Education, Youth, Sport and Culture (2020).

ET2020 Working Group Early Childhood Education and Care - How to recruit, train and motivate well-qualified staff.

Luxembourg: Publications Office of the European Union, 2021.

European Commission/Directorate-General for Education and Culture (2014).
Proposal for key principles of a Quality Framework for Early Childhood Education and Care, Report of the Working Group on Early Childhood Education and Care under the auspices of the European Commission.

https://ec.europa .eu/assets/eac/education/policy/strategic-framework/archive/documents/ ecec-quality-framework_en.pdf European Commission (2020).

Digital Education Action Plan 2027-2027: Resetting education and training for the digital age.
https://ec.europa.eu/education/education-in-the-eu/digital education-action-plan_en Grey, T., Corbett, M., Sheerin, J., Heeney, T., Ring, E., & O'Sullivan, L. (2019) Universal Design Guidelines for Early Learning and care Settings.

Department of Children and Youth Affairs: Dublin.

Harms, M., Clifford, R. M., & Cryer, D. (2015).

Early Childhood Environment Rating Scale (Third edition) .

London: Teachers College Press.


Litjens, I. and M. Taguma (2010), Revised Literature Overview for the 7th Meeting of the Network on Early Childhood Education and Care, EDU/EDPC/ECEC (2010)3/REV1, Paris: OECD.

Meyer, A., Rose, D.H., & Gordon, D. (2014).

Universal Design for Learning: Theory and Practice, Wakefield, MA: CAST.

Miller, L., Cameron, C., Dalli, C., & Barbour, N. (2018) (eds) The SAGE Handbook of Early Childhood Policy.

London: Sage.

Minister for the Family and Social Solidarity (2006).
National Standards for Child Day Care Facilities.

Ministry for Education and Employment (MEDE) (2012).

A National Curriculum Framework for All.

Malta: Salesian Press.

Ministry for Education and Employment (MEDE) (2014).

Framework for the Education Strategy for Malta 2074-2024: Sustaining foundations, creating alternatives, increasing employability Ministry for Education and Employment (MEDE) (2015).
Educators' Guide for Pedagogy and Assessment- Using a Learning Outcomes Approach: Toolkit for the Early Years Cycle.

Department for Quality and Standards in Education.

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;: .. w .2 i .. "D c .. ~ .. c 0 ; z 29 Ministry for Education and Employment (MEDE) (2015).

A Language Policy for the Early Years in Malta and Gozo.

Hamrun: National Literacy Agency.

Ministry of Education, New Zealand Government (2008).
Licensing Criteria for Early Childhood Education and Care Services 2008 and Early Childhood Education Curriculum Framework.

Siraj, 1., Kingston, D., & Melhuish, E. (2015).

Assessing Quality in Early Childhood Education and Care: Sustained Shared Thinking and Emotional Wellbeing (SSTEW) Scale for 2-5-year-olds provision.

London: IOE Press.
London: IOE Press.

Strycharz-Banas, A., Dalli, C., & Meyerhoff, M. (2020) A trajectory of belonging : negotiating conflict and identity in an early childhood centre, Early Years, DOl: 10.1080/09575146.2020.1817871 Taguma, M, Litens, I & Makowiecki, K. (2013).

Quality Matters in Early Childhood Education and Care.

Sweden: OECD.

World Health Organisation (2018).

Nurturing Care for Early Childhood Development: A Framework for Helping Children Survive and Thrive to Transform Health and Human Potential.
World Health Organisation -.. :; .

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'· 4 4 4 4 4 : 5 5 5 5 6 6 6 6 6 6 7 7 7 4 4 5 5 5 : 5 6 6 6 6 6 6 7 7 7 7 7 7 8 8 r 5 6 --+-- 26 27 ~: 30 31 32 33 34 35 36 37 38 39 40 41 42 7 _~_ 43 7 1 44 l __ l_; ; ~1 r 8 t:~ 8 9 9 -02 These ratio permutations apply also for the mix~d group.

Appendix 2: Manual of Policies and P ocedures The centre has a manual containing all its policies and procedures.

There is evidence that this is accessible to and accepted by staff and parents.
Periodical reviewing of the manual of policies and procedures takes place during staff meetings.
£ The manual of policies and procedures includes the following contents: 63 > The philosophy5 4 of the centre > The centre's approach to care, learning and play65 > Internal Review process > Assessment practices6 > Admission to centre > Equitable opportunities > Transitions 67 > Healthy eating, including the use of expressed milk68 > Positive behaviour management > Working in partnership with parents > > > > > > > > > Working in partnership with Early Years professionals Sick children Sanitary Medication lmmunization69 Accident management Emergency preparedness plan (Fire safety and evacuation) Uncollected child Child protection, to include: Safety and security of children Suspected abuse Children's rights Data protection, to include: Child's records keeping Staff record keeping Complaints about the service Whistle blowing Staff recruitment Staff development Staff supervision > > > > > > Appendices to be included in the manual for policies and procedures: > > > Admission form Fees structure Parental consent forms (agreement with centre policies, data protection, administration of medication and outings) Injury report Complaint form Cleaning routines70 Any other appendices > > > > - 63 For further details and Information re lated to each of the contents refer t o t he reg istration criteria manual.
64 Refer to t he List of Ter ms in t his docu ment 65 Refer to Quality A r ea 2 in this document .

This should include the pedagogical approa ch und erpinn ed by t he philosophy adopted and implement ed .

66 Refer to Quality A r ea 2 in this d ocument.

This should include th e pro cess of how childcare educators will re g ularly observe, record and report the prog ress of child ren's learni ng and d evelopment .
67 Transit ion proced ure upon child's initial entry from home to chlld care, from cent re to centre, withi n t he centre (if ap plicable) and transi tion procedure to kin d ergarten.

68 Early childhood and care serv ices have an important role t o play In supporti ng m o th ers t o breast feed .

69 It is highly recommended t hat all child ren making use of ECEC service (0-3 years) are in line w it h t he National Immun isation Sch edule.
https://deputyprimeministe r.gov.mt/en/ phc/ pchyhi/Pages/N atlonal-lmmunlsa ti o n-Sch ed ule.aspx 70 These m ay include cl eaning of premises, toilet facilities, reso urces etc.

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72 This may appl y to those Instances when a child fa ils to settle t o sleep or becom»s d istressed.

including proced ure• regarding bed w etting.

nightmares or general d istress.

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