Welcome to the seventh installment of our National Quality Standards seven-part series, where we provide an in-depth look into the seven quality areas benchmarked against the Australian Children’s Education and Care Quality Authority (ACECQA) standards.
Quality Area 7 focuses on effective leadership and governance of the service to establish and maintain quality environments for children’s learning and development. Effective leaders establish shared values for the service that reflect the service context and professionalism and set clear direction for the service’s continuous improvement. Governance refers to the systems in place to support effective management and operation of the service, consistent with the service’s statement of philosophy.
To achieve the best outcomes for children and families, a service requires a skilled and engaged workforce, sound administrative and risk management systems, well documented policies and procedures, and a safe and healthy learning environment for children.
Effective evaluation and self-review enables a service to continuously improve their practice, policies and procedures. An ongoing cycle of self-assessment, planning and review, together with engagement with all stakeholders including families, creates a culture of continuous improvement at the service.
Educational leaders exercise collaborative leadership and teamwork by supporting educators, through professional and respectful conversations, to reflect on their practice and identify opportunities for improvement. Collaborative leadership and teamwork support a culture of peer mentoring and shared learning, where all team members contribute to and facilitate each other’s professional learning and growth (Early Years Learning Framework; Framework for School Age Care).
Quality Area 7 has two Standards that focus on governance and leadership at the service. These Standards are crucial to delivering quality outcomes for children under the National Quality Framework because authentic family engagement encourages the active participation of each child and their family in service decisions and the educational program
- effective governance requires a statement of philosophy, adequate management systems and clearly delineated roles and responsibilities to support the effective operation of a quality service
- effective leadership establishes a culture of reflective practice to encourage continuous improvement across all aspects of the service, resulting in a higher quality service for children and their families.
Standard 7.1 – Governance
Governance provides leadership and direction to the service. The approved provider must ensure that there are effective systems, procedures and processes in place to support the service to operate effectively and ethically. This promotes the confidence of families and local community in the service.
An effective governance framework includes:
- a statement of philosophy based on the service’s beliefs, values and aims for the educational program that the framework provides
- an effective and efficient management system to:
- enable the operation of a quality service
- ensure that all aspects of its operations, including policies and procedures, are consistent with the principles underlying the National Law, National Regulations and any other legislation that applies to the service
- manage foreseeable and long-term risks to the service’s operations and to children while they attend the service
- ethical codes and practices that guide decision-making
- clearly defined roles and responsibilities that support effective decision making and operation of the service
- an effective complaints management process
- a continuous improvement approach to all aspects of the service and its educational program.
By establishing effective administrative and records management systems and implementing documented policies and procedures, the service can focus on delivering quality education and care for children and families.
Standard 7.2 – Leadership
Effective leadership builds and maintains a professional workplace in which all staff members can communicate and raise issues openly, participate in respectful debate and contribute to each other’s ongoing professional learning.
A positive work culture that is focused on quality encourages management and staff to continuously improve the service for the benefit of children and their families. Building a positive culture and professional learning community involves:
- reflecting on and continuously questioning how to improve teaching methods, educators’ practices, curriculum quality, equity, and the wellbeing and inclusion of each child
- building staff members’ professional knowledge
- strengthening relationships with children and families
- establishing expectations for:
- the quality of education and care provided by nominated supervisors, educational leaders, educators and co-ordinators
- programs and practices that promote children’s wellbeing, learning and development.
To lead effectively, leaders need current, in-depth content knowledge as well as a deep understanding and appreciation of children’s learning and development. Research demonstrates that there is a strong link between leadership and improved outcomes for children. Effective leaders are clear about the purpose of education and care services and have the skills to effectively communicate shared goals and expectations.
To develop and maintain an organisational culture that is inclusive and promotes high expectations, leaders need to demonstrate ongoing commitment to equity, inclusion and a respect for diversity in all aspects of the service.