Canberra Girls Grammar School Age Care

Standard 1.1 - Program

The educational program enhances each child's learning and development.

Element 1.1.1 - Approved learning framework

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.

Element 1.1.2 - Child-centred

Each child's current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

Element 1.1.3 - Program learning opportunities

All aspects of the program, including routines, are organised in ways that maximise opportunities for each child's learning.

Standard 1.2 - Practice

Educators facilitate and extend each child's learning and development.

Element 1.2.1 - Intentional teaching

Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

Element 1.2.2 - Responsive teaching and scaffolding

Educators respond to children's ideas and play and extend children's learning through open-ended questions, interactions and feedback.

Element 1.2.3 - Child directed learning

Each child's agency is promoted, enabling them to make choices and decisions that influence events and their world.

Standard 2.1 - Health

Each child's health and physical activity is supported and promoted.

Element 2.1.1 - Wellbeing and comfort

Each child's wellbeing and comfort is provided for, including appropriate opportunities to meet each child's need for sleep, rest and relaxation.

Element 2.1.2 - Health practices and procedures

Effective illness and injury management and hygiene practices are promoted and implemented.

Element 2.1.3 - Healthy lifestyle

Healthy eating and physical activity are promoted and appropriate for each child.

Standard 2.2 - Safety

Each child is protected.

Element 2.2.1 - Supervision

At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.

Element 2.2.2 - Incident and emergency management

Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

Element 2.2.3 - Child protection

While efforts are made to address child protection, there is an opportunity to enhance awareness and understanding of roles and responsibilities in identifying and responding to children at risk of abuse or neglect.

Standard 3.1 - Design

The design of the facilities is appropriate for the operation of a service.

Element 3.1.1 - Fit for purpose

Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.

Element 3.1.2 - Upkeep

Premises, furniture and equipment are safe, clean and well maintained.

Standard 3.2 - Use

The service environment is inclusive, promotes competence and supports exploration and play-based learning.

Element 3.2.1 - Inclusive environment

Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.

Element 3.2.2 - Resources support play-based learning

Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.

Element 3.2.3 - Environmentally responsible

The service cares for the environment and supports children to become environmentally responsible.

Standard 4.1 - Staffing arrangements

Staffing arrangements enhance children's learning and development.

Element 4.1.1 - Organisation of educators

The organisation of educators across the service supports children's learning and development.

Element 4.1.2 - Continuity of staff

Every effort is made for children to experience continuity of educators at the service.

Standard 4.2 - Professionalism

Management, educators and staff are collaborative, respectful and ethical.

Element 4.2.1 - Professional collaboration

Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other's strengths and skills.

Element 4.2.2 - Professional standards

Professional standards guide practice, interactions and relationships.

Standard 5.1 - Relationships between educators and children

Respectful and equitable relationships are maintained with each child.

Element 5.1.1 - Positive educator to child interactions

Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

Element 5.1.2 - Dignity and rights of the child

The dignity and rights of every child are maintained.

Standard 5.2 - Relationships between children

Each child is supported to build and maintain sensitive and responsive relationships.

Element 5.2.1 - Collaborative learning

Children are supported to collaborate, learn from and help each other.

Element 5.2.2 - Self-regulation

Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.

Standard 6.1 - Supportive relationships with families

Respectful relationships with families are developed and maintained and families are supported in their parenting role.

Element 6.1.1 - Engagement with the service

Families are supported from enrolment to be involved in the service and contribute to service decisions.

Element 6.1.2 - Parent views are respected

The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child's learning and wellbeing.

Element 6.1.3 - Families are supported

Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.

Standard 6.2 - Collaborative partnerships

Collaborative partnerships enhance children's inclusion, learning and wellbeing.

Element 6.2.1 - Transitions

Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities.

Element 6.2.2 - Access and participation

Effective partnerships support children's access, inclusion and participation in the program.

Element 6.2.3 - Community engagement

While efforts are made to engage with the community, there is an opportunity to enhance the building of relationships and community engagement practices.

Standard 7.1 - Governance

Governance supports the operation of a quality service.

Element 7.1.1 - Service philosophy and purpose

A statement of philosophy guides all aspects of the service's operations.

Element 7.1.2 - Management Systems

Systems are in place to manage risk and enable the effective management and operation of a quality service.

Element 7.1.3 - Roles and responsibilities

Roles and responsibilities are clearly defined, and understood, and support effective decision making and operation of the service.

Standard 7.2 - Leadership

Effective leadership builds and promotes a positive organisational culture and professional learning community.

Element 7.2.1 - Continuous improvement

There is an effective self-assessment and quality improvement process in place.

Element 7.2.2 - Educational leadership

The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.

Element 7.2.3 - Development of professionals

Educators, co-ordinators and staff members' performance is regularly evaluated and individual plans are in place to support learning and development.