NQS Area 1

Educational program and practice.

We believe children are competent and capable learners who are offered opportunities to construct their own understandings. 

Our ‘Flow of the Day’ invites opportunities for spontaneous and intentional teaching, collaborative learning, and connection.

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Educators notice, recognise, and respond to children’s interests, then plan experiences to enrich and extend the learning unitising the EYLF. The children’s interest and learning is shared with

families and children through conversation and digital OWNA platform.

NQS Area 2

Children’s health and safety

Our service policies and practices promote a safe, healthy, active environment. We strive to protect each child through active supervision, incident

and emergency management, child protection, ten child safe standards and policy. Rest and Relaxation, body breaks, the Zones of Regulation, ‘Bucket filling’,

communal eating, Munch & Crunch, healthy food choices and sun safety practice provide daily well- being and comfort.

NQS Area 3

Physical environment

We acknowledge the Awabakal people as the traditional custodians of the land in

which we learn and connect on. Our preschool community strives to protect and care for Country and local natural resources. Environmental responsibility is embedded in practice, program, and policies. Our physical environment is an 

intentional and vital part of our curriculum.

NQS Area 4

Staffing arrangements

Current research, theories, and understandings are considered and applied in the context of the uniqueness of the service through the process of ongoing educator critical reflection. Our rostering system ensures our ratio, supervision, relationships and engagement with children and families is consistent and meaningful.

NQS Area 5

Relationships with children

Each child is respected without discrimination or bias and has a voice.

Equity, inclusion, and diversity are embedded in practice. Children’s agency

is upheld and respected. Educators respond to children's ideas, views, interests

and needs.

NQS Area 6

Collaborative partnerships with families and communities

Educators strive to build relationships with families and community through the

communication tools of conversation, digital and social platforms, meetings, and events. Diversity of families and lifestyles are recognised and reflected in our philosophy, practice, and policy.

Families are acknowledged and respected as their child’s first teacher

and decision maker. Community engagement is at the heart of our service.

NQS Area 7

Governance and leadership

Regular review of our philosophy ensures it remains reflective of our service values.

Our Quality Improvement Plan (QIP) is active and relevant.

Leadership is promoted and supported.

Induction of staff, students and committee are comprehensive.

Children’s orientation process is unique to the service.

Policies are relevant to the context of the service and reviewed regularly.

The service supports continued professional development and progress.

References

Early Years Learning Framework 2.0 (EYLF), UN Convention on the Rights of the Child, ECA Code of Ethics, CVC Code of Ethics, Education and Care Services National Regulations, Children and Young Persons (Care and Protection) Regulation 2012.