Details
- Approval Number:
- SE-40022645
- Provider ID:
- PR-00006824
- Service Type:
- Centre-Based Care
- Management Type:
- Private for profit
Location
- Address:
- Level 8 10 Artemis Lane MELBOURNE VIC 3000
- Phone:
- 0390876780
Quick Info
Overall Rating
Care Type
Capacity
SEIFA*
National Quality Standard (NQS)
The National Quality Standard (NQS) serves as a benchmark for assessing and improving the quality of early childhood education and care services across Australia. Comprising seven key quality areas, the NQS outlines the fundamental aspects that contribute to high-quality childcare and early education. Each quality area encompasses specific standards that facilities strive to meet or exceed.
Quality Area 1 – Educational Program and Practice
Not Assessed
Description
The aim of Quality Area 1 is to ensure that the educational program and practice is stimulating and engaging, and enhances children's learning and development. In school age care services, the program nurtures the development of life skills and complements children's experiences, opportunities and relationships at school, at home and in the community.
Standard 1.1 - Program
The educational program enhances each child's learning and development.
Element 1.1.1 - Approved learning framework
The contribution of curriculum decision-making to children's learning and development outcomes, including their identity, community connections, wellbeing, confidence as learners, and communication skills, has not yet been fully evaluated.
Element 1.1.2 - Child-centred
The extent to which the program is built upon each child's unique knowledge, strengths, ideas, culture, abilities, and interests as the foundation has not yet been fully evaluated.
Element 1.1.3 - Program learning opportunities
The extent to which all aspects of the program, including routines, are organised to maximise learning opportunities for each child has not yet been fully evaluated.
Standard 1.2 - Practice
Educators facilitate and extend each child's learning and development.
Element 1.2.1 - Intentional teaching
The extent to which educators are deliberate, purposeful, and thoughtful in their decisions and actions has not yet been fully evaluated.
Element 1.2.2 - Responsive teaching and scaffolding
The extent to which educators respond to children's ideas and play, and extend learning through open-ended questions, interactions, and feedback has not yet been fully evaluated.
Element 1.2.3 - Child directed learning
The extent to which each child's agency is promoted, enabling them to make choices and decisions that influence events and their world, has not yet been fully evaluated.
Quality Area 2 – Children's Health and Safety
Not Assessed
Description
The aim of Quality Area 2 is to safeguard and promote children's health and safety, minimise risks and protect children from harm, injury and infection. All children have the right to experience quality education and care in an environment that provides for their physical and psychological wellbeing and provides support for each child's growing competence, confidence and independence.
Standard 2.1 - Health
Each child's health and physical activity is supported and promoted.
Element 2.1.1 - Wellbeing and comfort
The extent to which each child's wellbeing and comfort is provided for, including appropriate opportunities for sleep, rest, and relaxation, has not yet been fully evaluated.
Element 2.1.2 - Health practices and procedures
The effectiveness of illness and injury management, and the promotion and implementation of hygiene practices, has not yet been fully evaluated.
Element 2.1.3 - Healthy lifestyle
The promotion of healthy eating and physical activity, and their appropriateness for each child, has not yet been fully evaluated.
Standard 2.2 - Safety
Each child is protected.
Element 2.2.1 - Supervision
The adequacy of precautions and supervision practices to protect children from harm and hazards has not yet been fully evaluated.
Element 2.2.2 - Incident and emergency management
The effectiveness of plans to manage incidents and emergencies, and their development, practice, and implementation in consultation with relevant authorities, has not yet been fully evaluated.
Element 2.2.3 - Child protection
The awareness of management, educators, and staff regarding their roles and responsibilities in identifying and responding to children at risk of abuse or neglect has not yet been fully evaluated.
Quality Area 3 – Physical Environment
Not Assessed
Description
The aim of Quality Area 3 is to ensure that the physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development. The way that the environment is designed, equipped and organised determines the way that the space and resources are used and has the potential to maximise children's engagement and level of positive experience and inclusive relationships.
Standard 3.1 - Design
The design of the facilities is appropriate for the operation of a service.
Element 3.1.1 - Fit for purpose
The suitability of outdoor and indoor spaces, buildings, fixtures, and fittings for their purpose, including supporting the access of every child, has not yet been fully evaluated.
Element 3.1.2 - Upkeep
The safety, cleanliness, and maintenance of premises, furniture, and equipment has not yet been fully evaluated.
Standard 3.2 - Use
The service environment is inclusive, promotes competence and supports exploration and play-based learning.
Element 3.2.1 - Inclusive environment
The extent to which outdoor and indoor spaces are organised and adapted to support every child's participation and engagement in quality experiences across built and natural environments has not yet been fully evaluated.
Element 3.2.2 - Resources support play-based learning
The extent to which resources, materials, and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning has not yet been fully evaluated.
Element 3.2.3 - Environmentally responsible
The extent to which the service cares for the environment and supports children to become environmentally responsible has not yet been fully evaluated.
Quality Area 4 – Staffing Arrangements
Not Assessed
Description
The aim of Quality Area 4 is to ensure the provision of qualified and experienced educators, coordinators and nominated supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children's active engagement in the learning program.
Standard 4.1 - Staffing arrangements
Staffing arrangements enhance children's learning and development.
Element 4.1.1 - Organisation of educators
The extent to which the organisation of educators across the service supports children's learning and development has not yet been fully evaluated.
Element 4.1.2 - Continuity of staff
The extent to which efforts are made for children to experience continuity of educators at the service has not yet been fully evaluated.
Standard 4.2 - Professionalism
Management, educators and staff are collaborative, respectful and ethical.
Element 4.2.1 - Professional collaboration
The extent of professional collaboration, mutual respect, and recognition of strengths and skills among management, educators, and staff has not yet been fully evaluated.
Element 4.2.2 - Professional standards
The extent to which professional standards guide practice, interactions, and relationships has not yet been fully evaluated.
Quality Area 5 – Relationships with Children
Not Assessed
Description
The aim of Quality Area 5 is to promote relationships with children that are responsive, respectful and promote children's sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.
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
The extent to which responsive and meaningful interactions build trusting relationships that support each child's sense of security, confidence, and inclusion has not yet been fully evaluated.
Element 5.1.2 - Dignity and rights of the child
The extent to which the dignity and rights of every child are maintained has not yet been fully evaluated.
Standard 5.2 - Relationships between children
Each child is supported to build and maintain sensitive and responsive relationships.
Element 5.2.1 - Collaborative learning
The extent to which children are supported to collaborate, learn from, and help each other has not yet been fully evaluated.
Element 5.2.2 - Self-regulation
html Copy code The extent to which each child is supported to regulate their behaviour, respond appropriately to others, and communicate effectively to resolve conflicts has not yet been fully evaluated.
Quality Area 6 – Collaborative Partnerships with Families and Communities
Not Assessed
Description
The aim of Quality Area 6 is to recognise that collaborative relationships with families are fundamental to achieving quality outcomes for children and that community partnerships that are based on active communication, consultation and collaboration are also essential.
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
The extent to which families are supported to be involved in the service and contribute to decisions has not yet been fully evaluated.
Element 6.1.2 - Parent views are respected
The extent to which the expertise, culture, values, and beliefs of families are respected, and their involvement in decision-making about their child's learning and wellbeing, has not yet been fully evaluated.
Element 6.1.3 - Families are supported
The availability of current information to families about the service and relevant community services and resources to support parenting and family wellbeing has not yet been fully evaluated.
Standard 6.2 - Collaborative partnerships
Collaborative partnerships enhance children's inclusion, learning and wellbeing.
Element 6.2.1 - Transitions
The extent to which continuity of learning and transitions for each child are supported through information sharing and clarification of responsibilities has not yet been fully evaluated.
Element 6.2.2 - Access and participation
The effectiveness of partnerships in supporting children's access, inclusion, and participation in the program has not yet been fully evaluated.
Element 6.2.3 - Community engagement
The extent to which the service builds relationships and engages with its community has not yet been fully evaluated.
Quality Area 7 – Governance and Leadership
Not Assessed
Description
The aim of Quality Area 7 is to support effective leadership and management of the service that contributes to quality environments for children's learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community. An ongoing cycle of planning and review, including engagement with families, creates a setting for continuous improvement.
Standard 7.1 - Governance
Governance supports the operation of a quality service.
Element 7.1.1 - Service philosophy and purpose
The extent to which a statement of philosophy guides all aspects of the service's operations has not yet been fully evaluated.
Element 7.1.2 - Management Systems
The extent to which systems are in place to manage risk and enable effective management and operation of a quality service has not yet been fully evaluated.
Element 7.1.3 - Roles and responsibilities
The extent to which roles and responsibilities are clearly defined, understood, and support effective decision making and operation of the service has not yet been fully evaluated.
Standard 7.2 - Leadership
Effective leadership builds and promotes a positive organisational culture and professional learning community.
Element 7.2.1 - Continuous improvement
The effectiveness of self-assessment and quality improvement processes has not yet been fully evaluated.
Element 7.2.2 - Educational leadership
The extent to which the educational leader is supported and leads the development and implementation of the educational program, assessment, and planning cycle has not yet been fully evaluated.
Element 7.2.3 - Development of professionals
The extent to which educators, coordinators, and staff members' performance is regularly evaluated, and individual plans are in place to support their learning and development, has not yet been fully evaluated.