Program Documentation Assessors Want To Observe

[jeremyhendo]

I have just started work at a new service and I have been going through the programming aspect of the service and I'm wondering what is specifically required from us to show ACECQA when it comes to the time of 'assessment' in order to get in the high standard range?

I've worked at services who have done less paper work than this place and received high quality in all 7 areas.

Is there paperwork from ACECQA letting us know what they want to see during this time?

[Lorina]

It's hard to say exactly what assessors are after in terms of documentation. It's not actually the amount of paperwork that is important but the quality and the content of it. Doing less paperwork isn't going to guarantee your service a higher rating if it isn't written appropriately... If you cut down on the paperwork you need to make sure that the content being written is high quality and it includes all the details... In the "Guide To The NQS" it states:

Element 1.2.1 - Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

Assessors may observe educators:
observing and recording children’s learning and behaviour to inform their educational planning
• using their knowledge of the children’s current learning and development to evaluate and reflect on programming.

Assessors may discuss:
the effectiveness of the processes used to capture and record information about children’s strengths, interests, relationships and learning over a period of time
• how educators analyse the information that is gathered about individuals and groups of children to make judgements about each child’s progress towards specific learning outcomes.

Assessors may sight:
• evidence that information gathered in children’s documentation demonstrates the children’s learning and development in the service
• evidence of the cycle of planning, documenting and evaluating
• evidence that children’s ideas, interests and points of view are heard and respected in planning for and assessing learning experiences
• examples of children’s representation of their learning and work that is documented and displayed in sensitive and respectful ways
• information about planned experiences that is recorded in a way that children and families can appreciate and understand and that is displayed for them to view
• opportunities for families and children to comment on or provide feedback about the program
• evidence that written programming and evaluation is ongoing, appropriate and inclusive of each child.

Guide To NQS (page 38 for your reference).

Hope this helps,

,
L.A