This Regulatory Overview Table is designed to be used in conjunction with PolicyWorks Manual – National Quality Framework. It follows the format of the National Quality Standard and is divided into Quality Areas, Standards and Elements. The table provides services with an overview of the laws, regulations and policies that relate to each standard and element, along with an indication of elements to consider for inclusion in the service’s philosophy statement. Some services will have additional policies to include under the ‘related policies’ column. The table also provides a link to relevant practice principles within the Early Years Learning Framework (EYLF) and the Victorian Early Years Learning and Development Framework (VEYLDF). The ‘examples of evidence’ column provides guidance regarding the documents, records, equipment, plans and strategies that assessors will be looking for on an assessment visit. This section should be further developed by individual services to suit circumstances. Related policies Philosophy Curriculum framework National Law National Regulations Examples of evidence Quality Area 1: Educational program and practice Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development Sections: 168, 323 Regulations: 73, 75, 76 Element 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators Curriculum Development √ EYLF Principles 1/ Secure, respectful and reciprocal relationships 2/ Partnerships 3/ High expectations and equity VEYLDF Practice Principle 3/ High expectations for every child Children’s individual records/ journals Individual/group program Individual behaviour guidance Specialist reports Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program Interactions with Children √ EYLF Principles 2/ Partnerships 4/ Respect for diversity VEYLDF Practice Principle 5/ Respectful relationships and responsive engagement Evidence/information collected about children’s development, interests, family, culture and community
Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world Interactions with Children √ EYLF Principle 4/ Respect for diversity VEYLDF Practice Principle 3/ High expectations for every child Children directing their own play and making decisions about experiences and learning Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child Regulation: 74 Element 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation Curriculum Development Inclusion and Equity EYLF Principle 5/ Ongoing learning and reflective practice VEYLDF Practice Principle 7/ Assessment for learning and development Children’s individual records/ journals Group program – evidence of Early Years Planning Cycle (EYLF Educator’s Guide, p.11) Evidence of teacher’s participation in professional development to enhance the program Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning Interactions with Children √ EYLF Principle 3/ High expectations and equity VEYLDF Practice Principle 6/ Integrated teaching and learning approaches Element 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program Curriculum Development √ EYLF Principle 5/ Ongoing learning and reflective practice VEYLDF Practice Principle 8/ Reflective practice Evidence of critical reflection Quality Area 2: Children’s health and safety Standard 2.1 Each child’s health is promoted
Element 2.1.1 Each child’s health needs are supported Administration of First Aid Administration of Medication Anaphylaxis Asthma Dealing with Infectious Diseases Dealing with Medical Conditions Diabetes Epilepsy Incident, Injury, Trauma and Illness EYLF Principle 3/ High expectations and equity VEYLDF Practice Principle 3/ High expectations for every child Regulations: 90–96 Related requirements: 161, 162, 168, 168(2)(d), 177, 178 Enrolment records Individual medical management plans, risk minimisation plans and communication plans, as required Family handbook Records of current first aid training and qualifications, including for anaphylaxis and asthma Staff rosters First aid kits Medication records Element 2.1.2 Each comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation Relaxation and Sleep EYLF Principle 4/ Respect for diversity VEYLDF Practice Principle 4/ Equity and diversity Section: 165 Regulation: 81 Details of children’s rest/sleep patterns, as applicable Evidence of quiet spaces for children Evidence of conversations and communication with parents/guardians about their child’s rest/sleep needs Element 2.1.3 Effective hygiene practices are promoted and implemented Hygiene EYLF Principles 3/ High expectations and equity 5/ Ongoing learning and reflective practices VEYLDF Practice Principle 3/ High expectations for every child Regulation: 77 Related requirements: 168, 168(2)(a) Written procedures for maintaining and cleaning of children’s equipment Nappy changing procedures displayed Handwashing signs displayed
Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines Dealing with Infectious Diseases Incident, Injury, Trauma and Illness EYLF Principle 2/ Partnerships VEYLDF Practice Principle 1/ Family-centred practice Regulations: 77, 85–96 Related requirements: 162, 168, 168(2)(b), 168(2)(c), 177, 178 Immunisations records (enrolment forms) Exclusion tables Recommendations for immunisations provided to families Incident, injury, trauma and illness records Medication records Standard 2.2 Healthy eating and physical activity are embedded in the program for children Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child Food Safety Nutrition and Active Play √ EYLF Principle 4/ Respect for diversity VEYLDF Practice Principle 4/ Equity and diversity Regulations: 77–80 Related requirements: 168, 168(2)(a) Resources for families on healthy eating Written menus (if relevant) Program opportunities for healthy eating including meal breaks, drink breaks and cooking experiences Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child Nutrition and Active Play √ EYLF Principle 3/ High expectations and equity VEYLDF Practice Principle 6/ Integrated teaching and learning approaches Information for families about the importance of physical health Program documentation including opportunities for physical play and active/quiet play Standard 2.3 Each child is protected Related requirements: 168, 168(2)(a), 168(2)(h) Element 2.3.1 Children are adequately supervised at all times Excursions and Service Events Staffing Supervision of Children EYLF Principles 1/ Secure, respectful and reciprocal relationships 2/ Partnerships VEYLDF Practice Principle Section: 165 Regulations: 100–102 Supervision (if applicable) Attendance records Visitors record Risk assessments for excursions, as applicable
5/ Respectful relationships and responsive engagement Enrolment records, including authorised collection of children Staff rosters Element 2.3.2 Every reasonable precaution is taken to protect children from harm and hazard likely to cause injury Acceptance and Refusal of Authorisations Delivery and Collection of Children Excursions and Service Events Occupational Health and Safety Sun Protection Water Safety EYLF Principles 1/ Secure, respectful and reciprocal relationships 5/ Ongoing learning and reflective practice VEYLDF Practice Principles 5/ Respectful relationships and responsive engagement 8/ Reflective practice Sections: 165, 167 Regulations: 82, 83, 90, 91, 99, 100–102 Related requirements: 161, 162, 168(2)(g) Risk assessments for excursions, as applicable Written procedures for daily, weekly or monthly safety checks and maintenance of buildings and equipment Daily safety checks Pest inspection reports Information for families about sun protection Element 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented Dealing with Medical Conditions Emergency and Evacuation Incident, Injury, Trauma and Illness EYLF Principles 2/ Partnerships 5/ Ongoing learning and reflective practice VEYLDF Practice Principles 1/ Family-centred practice 8/ Reflective practice Regulations: 85–87, 97, 98 Related requirements: 160–162, 168(2)(b), 168(2)(d), 168(2)(e), 177, 178 Written emergency and evacuation floor plans Information for families about the service’s emergency procedures and plans to manage incidents Evidence that emergency equipment is regularly tested in line with recommended guidelines Records of emergency drills and evaluations of these Portable record of children’s emergency contact details Element 2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond Child Safe Environment EYLF Principles 2/ Partnerships 3/ High expectations and equity Regulations: 84–87 List of local community resources that provide information and support in
to every child at risk of abuse or neglect VEYLDF Practice Principles 1/ Family-centred practice 2/ Partnerships with professionals Related requirements: 177, 178 relation to children at risk of abuse and/or neglect Evidence of educators’ attendance at child protection training Information for families in relation to child protection Quality Area 3: Physical environment Standard 3.1 The design and location of the premises is appropriate for the operation of a service Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose Child Safe Environment Sun Protection Supervision of Children Water Safety EYLF Principle 5/ Ongoing learning and reflective practice VEYLDF Practice Principle 5/ Respectful relationships and responsive engagement Related requirements: Part 3 of the National Law – Service approval Regulations: 104, 106–112, 114, 117 Related requirements: 25, 41–45 Program documentation relating to indoor/outdoor play environments Documents that confirm equipment/fencing/shade meets Australian Standards Where relevant, a management plan that is in place to protect stakeholders while major work is being undertaken at the service Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained Hygiene Occupational Health and Safety EYLF Principle 5/ Ongoing learning and reflective practice VEYLDF Practice Principle 5/ Respectful relationships and responsive engagement Regulations: 103, 116 Written safety checks Cleaning schedules Relevant risk assessments in relation to physical environments Element 3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space Inclusion and Equity Occupational Health and Safety √ EYLF Principles 3/ High expectation and equity 4/ Respect for diversity VEYLDF Practice Principles 4/ Equity and diversity 6/ Integrated teaching and learning approaches Regulation: 115 Statement of Philosophy, indicating the service’s approach to access and participation Relevant documentation relating to the inclusion of children with additional needs, including inclusion plans
Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment Environmental Sustainability √ EYLF Principle 1/ Secure, respectful and reciprocal relationships VEYLDF Practice Principle 4/ Equity and diversity Evidence of participation in environmentally sustainable practices at the service Quality Area 4: Staffing arrangements Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing Section: 169 Related requirements: Sections: 161–163 Regulations: 118–154 Related requirements: 46–54, 168(2)(i) Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times Code of Conduct Determining Responsible Person Participation of Volunteers and Students Staffing Supervision of Children EYLF Principle 1/ Secure, respectful and reciprocal relationships VEYLDF Practice Principle 5/ Respectful relationships and responsive engagement records including evidence of qualifications and WWC checks Staff rosters Appointment of Responsible Person Standard 4.2 Educators, co-ordinators and staff members are respectful and ethical Related requirement: 55
Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts Code of Conduct Interactions with Children EYLF Principles 2/ Partnerships 3/ High expectations and equity VEYLDF Practice Principles 2/ Partnerships with professionals 4/ Equity and diversity Individual behaviour guidance plans, developed in consultation with educators, families and other professionals (if relevant) Element 5.2.3 The dignity and rights of every child are maintained at all times Code of Conduct Interactions with Children √ EYLF Principle 1/ Secure, respectful and reciprocal relationships VEYLDF Practice Principle 5/ Respectful relationships and responsive engagement Individual behaviour guidance plans, as required Quality Area 6: Collaborative partnerships with families and communities Standard 6.1 Respectful and supportive relationships with families are developed and maintained Related requirements: Sections: 172, 175 Regulation: 157 Related requirements: 73–76, 80, 86, 111, 168(2)(k), 171–173, 177, 178, 181–183 Element 6.1.1 There is an effective enrolment and orientation process for families Code of Conduct Enrolment and Orientation EYLF Principles 2/ Partnerships 4/ Respect for diversity VEYLDF Practice Principles 1/ Family-centred practice 4/ Equity and diversity Procedures for enrolment and orientation of children and families Family handbook Evidence of support during enrolment and orientation for families with low levels of literacy or for who English is not a first language
Standard 6.2 Families are supported in parenting role and their values and beliefs about child rearing are respected Related requirements: Sections: 172, 175 Regulation: 157 Related requirements: 73–76, 80, 86, 111, 171–173, 181–183 Element 6.2.1 The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing Code of Conduct Curriculum Development Inclusion and Equity √ EYLF Principles 2/ Partnerships 5/ Ongoing learning and reflective practice VEYLDF Practice Principles 1/ Family-centred practice 7/ Assessment for learning and development Information from families children’s backgrounds, experiences, likes/dislikes and home routines are regularly updated Evidence that families have regular opportunities to provide feedback, make suggestions and contribute to curriculum decision making Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing EYLF Principles 2/ Partnerships 3/ High expectations and equity VEYLDF Practice Principles 1/ Family-centred practice 3/ High expectations for every child 4/ Equity and diversity Evidence that up-to-date information is provided to families, including community services and other family support resources e.g. local support services for families experiencing financial hardship Community noticeboard Standard 6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing Related requirements: Section: 175 Regulation: 157 Related requirements: 73–76, 80, 86, 99, 102, 111, 171–173, 181–183
Element 6.3.1 Links with relevant community and support agencies are established and maintained Acceptance and Refusal of Authorisations Child Safe Environment Inclusion and Equity EYLF Principles 2/ Partnerships 3/ High expectations and equity VEYLDF Practice Principle 2/ Partnerships with professionals Minutes of family meetings Individual behaviour guidance plans Evidence of processes for making/receiving referrals from community support agencies/services Evidence, where required, of referrals to appropriate support services and agencies e.g. early childhood intervention services, child protection agencies Evidence of network meetings attended by co-ordinators or educators Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities Acceptance and Refusal of Authorisations Child Safe Environment Delivery and Collection of Children Excursions and Service Events EYLF Principles 2/ Partnerships 3/ High expectations and equity VEYLDF Practice Principles 2/ Partnerships with professionals 7/ Assessment for learning and development Transition to school statements Attendance record Written procedures for releasing children from the service Risk assessments for excursions Excursion information Written authorisations for children to be taken outside the premises Element 6.3.3 Access to inclusion and support assistance is facilitated Inclusion and Equity √ EYLF Principles 2/ Partnerships 3/ High expectations and equity VEYLDF Practice Principles 2/ Partnerships with professionals Evidence of processes for making and accepting referrals Evidence of professional development for staff to support children with additional needs
3/ High expectations for every child Evidence of individual support plans for children with additional needs Element 6.3.4 The service builds relationships and engages with the local community Excursions and Service Events Inclusion and Equity √ EYLF Principle 3/ High expectations and equity VEYLDF Practice Principle 3/ High expectations for every child Evidence of involvement in local events e.g. photos Evidence of engagement with local communities e.g. excursions/incursions/service events Open days Engagement with the Aboriginal and Torres Strait Islander communities Quality Area 7: Leadership and service management Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community Element 7.1.1 Appropriate governance arrangements are in place to manage the service Code of Conduct Complaints and Grievances Determining Responsible Person Governance and Management of the Service Privacy and Confidentiality √ EYLF Principle 2/ Partnerships VEYLDF Practice Principle 1/ Family-centred practice Regulations: 168–172, 181–184 Constitution Service agreements Information displayed as required under the National Regulations Information for families about relevant governance structures, including the name of the Approved Provider and the person to contact when making a complaint Element 7.1.2 The induction of educators, co-ordinators and staff members is comprehensive Occupational Health and Safety EYLF Principles 2/ Partnerships 5/ Ongoing learning and reflective practice induction program Induction checklist for volunteers/students
VEYLDF Practice Principles 7/ Assessment for learning and development 8/ Reflective practice Evidence of regular reviews and consultation regarding the philosophy of the service Staff induction includes the service’s philosophy Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement Staffing EYLF Principle 5/ Ongoing learning and reflective practice VEYLDF Practice Principle 8/ Reflective practice Position descriptions for educators/staff Staff performance reviews Staff Professional Development Plans Element 7.2.3 An effective and quality improvement process is in place √ EYLF Principles 2/ Partnerships 5/ Ongoing learning and reflective practice VEYLDF Practice Principles 1/ Family-centred practice 7/ Assessment for learning and development 8/ Reflective practice Regulations: 31, 55, 56 Quality Improvement Plan Documented process for planning and review Surveys and feedback forms Minutes of meetings Evidence of self-assessment Display of service rating (including provisional) Systems for collecting information from families, children, educators and staff members about their perceptions of the service Standard 7.3 Administrative systems enable the effective management of a quality service Element 7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements Privacy and Confidentiality EYLF Principle 2/ Partnerships VEYLDF Practice Principles 1/ Family-centred practice 8/ Reflective practice Regulations: 158–162, 167–180 Records as prescribed under the National Law and National Regulations and kept for the required length of time Staff records, including records kept for volunteers and students