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All About OOSH • A podcast on Spotify for Podcasters

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Join us on All About OOSH, where we dive into the world of Out of School Hours Care (OOSH). Whether you’re an educator, parent, or just curious about the OOSH community, we explore best practices, share inspiring stories, and provide insights into creating enriching environments for children. Tune in for interviews, tips, and discussions on how OOSH supports children’s growth and learning beyond the classroom.

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Children's social and emotional wellbeing

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Podcast · [object Object] · Barbi Clendining from Firefly HR and Saurubh Malviya from We Belong Education have teamed up to bring to you a fun and informative conversation and talk about every aspect of the Out of School Hours profession.

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Playwork

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Log into Facebook to start sharing and connecting with your friends, family, and people you know.

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Wesley Mission Reconciliation Action Plan

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Wesley Mission Reconciliation Action Plan

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Australian Children's Education & Care Quality Authority

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We’re supporting governments to implement the National Quality Framework. The Australian Children’s Education & Care Quality Authority offers resources and information to improve quality outcomes for children.

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Framework for School Age Care in Australia

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Inclusion support program information

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Providing inclusion support to early childhood education and care services in NSW and the ACT

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keen About Playwork

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Keen About. 313 likes · 2 talking about this. Keen About...consulting & advocating on all things Play, Playwork & Early Childhood Education & Care

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Welcome and introduction

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We offer a wide range of roles and employ a diverse range of people. Indigenous people are encouraged to apply.

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Welcome to Wesley OOSH

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Professional standards and supervision

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Positive engagement and meaningful interactions with children

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Positive and Meaningful Interactions with Children

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Behaviour management, Communication, TANDA

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Introduction to Tanda

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Centre environment, safety and risk management

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Managing incidents and medical conditions

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Medical conditions

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Child protection and emergency procedures

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Emergency procedures

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Relationships with families, delivery and collection of children and food safety

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Qikkids instructions

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NQF, planning and programming and Wesley OOSH philosophy

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Framework for School Age Care in Australia

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partnerships with the community, policies and procedures

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Wesley Mission been doing all the good we can for over 200 years and we're not stopping now ... because every life matters.

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National Principles

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Building positive partnerships with schools

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Building Positive Partnerships with Schools

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We know you care about your people. As Australia's no. 1 workplace EAP and wellbeing expert we help you make that care real by providing services that are proven to make a difference. We will partner with you to build mental fitness into your culture and support your people.

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We know you care about your people. As Australia's no. 1 workplace EAP and wellbeing expert we help you make that care real by providing services that are proven to make a difference. We will partner with you to build mental fitness into your culture and support your people.

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Lifeline Australia - 13 11 14 - Crisis Support. Suicide Prevention.

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Lifeline is a national charity providing all Australians experiencing a personal crisis with access to 24 hour crisis support and suicide prevention services.

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July 31, 2024 - Events

A video message celebrating OOSH Educators Day and Network The Honorable Prue Car MP, Deputy Premier of New South Wales, Minister for Education and Early Learning, and Minister for Western Sydney, recognises the exceptional contributions of OOSH Educators and praises the five decades of advocacy...
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July 31, 2024 - Events A video message celebrating OOSH Educators Day and Network The Honorable Prue Car MP, Deputy Premier of New South Wales, Minister for Education and Early Learning, and Minister for Western Sydney, recognises the exceptional contributions of OOSH Educators and praises the five decades of advocacy...

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Professional Development

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UPCOMING EVENTS Think Tank All Events What is a Think Tank? Join Our Free Webinar: In-Depth Insightsinto the Education and Care Sector Embark on a journey of knowledge with Firefly HR's free webinar, where we explore critical topics tailored to the Education and Care sector.

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National Outside School Hours Services Alliance

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National Outside School Hours Services Alliance

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NOSHSA members seeking advice and information to prepare a response to the coronavirus pandemic can access QCAN's webpage specifically developed for updates and guidance relating to OSHC and COVID-19 at www.qcan.org.au/covid-19

The National Outside School Hours Services Alliance (NOSHSA) is a network of all Australian State and Territory Out of School Hours Services (OSHC) Associations. These organisations promote provision of Out of School Hours Services and act as a united voice to advocate both to Government and the community for excellence in service provision.

Out of School Hours Services (OSHC) are a vital and important part of many children's lives in Australia today. We believe that access to a quality OSHC service has the capacity to enrich children's lives, support families and build community.

NOSHSA through the combined memberships of our state and territory associations currently represent over 3500 Australian OSHC services

As an organisation our work is underpinned by a deep philosophical commitment to the United Nations Convention on the Rights of the Child (UNCRC). In particular, Article 31 (The child's right to play and leisure opportunities) and Article 12 (The child's right to express an opinion and have that opinion considered).

Your local OSHC service as a member of your State/Territory Association has a National voice on Out of School Hours Services issues through NOSHSA and in doing so safeguards the rights of all Australian children to access quality, age appropriate OSHC services.

November 18, 2020

Statement from the National Outside School Hours Services Alliance

March 19, 2020

NOSHSA Letter to Minister Tehan - OSHC Workforce and COVID-19

JUNE 30, 2019

NOSHSA submission to the NQF review

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NOSHSA members seeking advice and information to prepare a response to the coronavirus pandemic can access QCAN's webpage specifically developed for updates and guidance relating to OSHC and COVID-19 at www.qcan.org.au/covid-19 The National Outside School Hours Services Alliance (NOSHSA) is a network of all Australian State and Territory Out of School Hours Services (OSHC) Associations.

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Finally, I'd like you to imagine (as an adult) if you were with your friends or even just at work and a psychologist came with you and documented your interactions and movements, took photos of what you were doing the entire time and then asked you about it. Really just think about how uneasy that would make you feel.

"Could you please leave me alone?" I'd say (probably not that politely either)

But children can't say that. They just have to answer and become bleedingly aware of themselves which begs the question "Am I creating narcissism or anxiety?

If we ever do involve children in documentation we have to ask "who is it for?" "What is the true purpose of it?" All we may end up doing is stripping away the magic, taking them out of that liminal play and pulling them into an adult world of hyper analysis and judgment.

To become expert in our field we should be observing play. Document it, sure. Discuss it with your team, sure. But please do not involve the child. At the most it can be detrimental, at the least its just down right annoying.

Lucy Ada

*see Outsiders blog February 17th for more information regarding the detriments of digital documentation

Gibson, J. (1979). The Ecological Approach to Visual Perception. In H. M. Harcourt, The Theory of Affordances (pp. 127-137). New Jersey: Lawrence Erlbaum Associates .

Nicholson, S. (1971). How not to cheat children: the theory off loose parts. Landscape Architecture, 62, 30-35.

PPSG. (2015). The Playwork Principles. In The Playwork Principles Scrutiny Group. Cardiff.

Russell, W. (2017). PD At Camp Hill OSHC. Brisbane, QLD.

Sandseter, E. (2007). Categorizing risky play-How can we identify risk-taking in children's play? European Early Childhood Education Research Journal, 15(2), 237-252.

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Involving Children in Documentation: to do or not to do? - The Outsiders

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Since I began working with children nearly 20 years ago we have been required to keep documentation of their play/learning. This is not a new thing but over the years it has changed personally for me.

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During my time conducting professional development and mentoring in both early years and OSHC settings one frustration has been voiced on multiple occasions by educators and management who are passionate about loose parts but have struggled to advocate for and show an intentional approach when being

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Peter Gray Ph.D.

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Teasing gets a bad rap, especially in educational circles, because of its association with bullying. But not all teasing is bullying. In fact, in most settings (maybe not in our typical schools), teasing serves positive ends far more often than negative ones. This essay is mostly about the positive uses of teasing.

Definition of teasing

What is teasing? I like the definition given by Dacher Keltner, a psychologist at UC Berkeley who is perhaps the world's leading researcher on the topic. According to Keltner, a tease is "an intentional provocation accompanied by playful off-record markers that together comment on something relevant to the target."[1] Let me break that down.

A tease, as the term is used by Keltner and his colleagues, has these three characteristics: (1) It is a verbal statement or nonverbal action that is designed deliberately to provoke another person (the target of the tease). (2) The statement or action is accompanied by or followed by one or more markers indicating that it is playful or at least is not fully serious. For example, it might be marked by laughter or smiling, a singsong voice, unusual phrasing, obvious exaggeration, or irony (saying the opposite of what is meant). (3) It draws attention to, or comments on, something relevant to the target. For example, it may comment on some aspect of the target's personality, or physical being, or current emotional or motivational state.

A tease can be purely nonverbal. For example, a parent might tease a young child by pretending to offer him a piece of candy and then laughing and taking it away; the comment here is on the child's strong desire for candy. (To most of us, this example seems mean; but in some cultures teasing of this sort is used to deliberately train children in self-control.) In an analogous manner, a woman might tease a man by acting as if she is sexually available and then making it clear she is not. Even a poke in the ribs, or an eye blink, appropriately timed to follow a faux pas on the part of the target, can be a tease. But the teases I'm concerned with here are primarily verbal.

Teasing as an expression of acceptance

My family members and closest friends, especially my wife, are well aware of my many flaws and don't hesitate to tease me about them. They know, for example, that I can't carry a tune, am often absent-minded, am uncomfortable at parties, am ignorant of much of popular culture, get too serious when playing games that should be just for fun (an obvious flaw in someone who writes about the non-competitive nature of play), and am far more frugal than necessity demands. By teasing me about these things they show me that these elements of my character are out in the open; I don't have to try to hide them. The people I care most about already know these things about me, find them amusing, and accept me despite the flaws. To know someone well is to know their weaknesses as well as strengths, and teasing can be a playful way of expressing that knowledge and thereby reinforcing the friendship. The flaws, to the real friend, can even be endearing, as long as they're not too egregious.

Teasing as a means of promoting humility

But teasing also serves purposes beyond acceptance. One of its primary functions is that of deflating egos.

It's human nature to be repelled by arrogance. Arrogant people are threats to all of us because they think they are better than us, think they have a right to impose their will on us, and may even think that our purpose on earth is to serve them. Arrogance is a flaw that is not endearing, and if we want to be true friends with a person who tends even slightly toward arrogance, we must do what we can to punch holes in that person's ego. We all, at times, have the potential of becoming a bit too arrogant, and teasing by others can help us overcome that tendency.

When my friends and loved ones tease me about my flaws, they are not only expressing acceptance of those flaws, but are also reminding me of them. In doing so, they are keeping me humble. When either my wife or I concede that the other was right, on something about which we had disagreed, we often do so with a playful, " Oh, you're such a smarty-pants." It's a tease, common to children, which means, "OK, you're right; but don't get all arrogant just because you knew something that I didn't know."

The world's superstars at the use of teasing to promote humility are hunter-gatherers.[2] As I have explained in previous essays ( here and here), the hunting-and-gathering way of life requires continuous cooperation, sharing, and an egalitarian spirit. Hunter-gatherers do not have "big men" or chiefs, but make all group decisions democratically, through discussions aimed at achieving consensus. They recognize that the human tendency toward arrogance is a threat to their means of existence, and they are constantly on guard to nip it in the bud. They are particularly vigilant about arrogance in young men.

For example, hunter-gatherers everywhere engage in a practice that anthropologists refer to as "insulting the meat." When a hunter brings a fat antelope or other prize kill back to the band, for everyone to share, he must act humbly about it. He must say that the animal is skinny, hardly worth bothering with. He must say that he killed it through sheer luck, or because of the fine arrow that someone else had made and lent him, or because it was sickly and an easy mark, or all of these things. If he acts even the slightest bit arrogant about his hunting, others will mock both him and the meat he has brought them. The men and women alike, especially the grandmothers, will complain that the antelope is nothing but a bag of bones and hardly worth cooking. They might make up a song about the man's flaws and about how he thinks he is such a "great hunter" but is really a puny weakling. They might mockingly call him "chief" or "big man." In a culture that doesn't have chiefs or big men and values equality, this is one of the greatest insults that can be hurled.

The man who is insulted in this way knows what is happening, but the insults nevertheless work. He knows that he has crossed a line that hunter-gatherers must not cross, and he must immediately make amends by expressing great humility about the meat and himself. He must join the others now in taunting himself. If he doesn't, he knows that the taunting will escalate and might even lead to ostracism or banishment from the band. Such taunting is a form of teasing. It has all the elements of teasing, including humor. But it is teasing with a very serious purpose.

When anthropologist Richard Lee asked a wise healer in the hunter-gatherer group he was studying to explain this practice of insulting the meat, the healer replied: "When a young man kills much meat, he comes to think of himself as a big man, and he thinks of the rest of us as his inferiors. We can't accept this. We refuse one who boasts, for someday his pride will make him kill somebody. So we always speak of his meat as worthless. In this way we cool his heart and make him gentle."[3]

Research in our culture shows that over the past two or three decades in North America there has been a continuous rise in narcissism, which might be defined as a pathological form of arrogance.[4] I can't help but wonder: Might the rise of narcissism be partly caused by a decline in teasing, especially teasing of children by parents and other adults? The self-esteem movement of the past two or three decades has been accompanied by the view that all sorts of put-downs of children are harmful, because they damage self-esteem. Well, maybe that's what the put-downs were designed to do-damage the sort of "self-esteem" that manifests itself as arrogance or narcissism. Pacific Islanders and Asians generally value humility more than do Westerners, and they are also more likely than Westerners to tease their children, often in ways that strike Westerners as mean or insensitive.[5]

Teasing as a means of correction and social control

Teasing can be a gentle, not so gentle, or even harsh way of encouraging others to change their behavior. Teasing to counteract arrogance is an example of this, but there are many other examples. Children, especially teenagers, tease one another regularly in their play as a means of social control. For example, in a friendly pick-up game of baseball, a pitcher who throws the ball too hard for a little kid to hit it might be told by a teammate, "Hey, way to go; it's always good to strike out the little ones," in a teasing voice that lets the pitcher know that the real meaning is the opposite. This is a way of offering criticism that does not destroy the spirit of play, does not have to be acknowledged as criticism, but yet is criticism and lets the target know that he has crossed a line he shouldn't have crossed. It gives the criticized person a way of saving face. For example, he might respond by saying something like, "Yeah, you're right, I'm really going to be tough on the little ones," thereby pretending that his hard pitching was itself a teasing form of play; but then he can change his ways and start pitching more softly.

According to anthropologists' reports, hunter-gatherers use such teasing regularly as a means of maintaining peace and harmony in the band. Hunter-gatherers refrain from criticizing others directly, because they believe that people should make their own decisions and not be told what to do or not do. Instead, they criticize indirectly, often through teasing. For example, Elizabeth Marshall Thomas described a case in which two women in the Ju/'hoan band that she was observing argued regularly and loudly with one another, disturbing the whole band, until others in the band made up a song about them and began to sing it whenever they started arguing. The song made them feel ashamed, and they stopped arguing. Shame is not always a bad emotion!

Teasing of this sort is not only more acceptable than direct criticism, given hunter-gatherer mores, but may also be more effective, even for us Westerners. Direct criticism tends to provoke argument and defensiveness. In contrast, teasing acts at an emotional level that bypasses our verbal defensiveness, and it gives us a choice of how to respond. We can laugh along with the teasers, thereby acknowledging that the implied criticism is justified. We can feel and express shame, likewise indicating our intent to change. We can stew for a while in resentment, but then eventually come around. Or we can leave, quietly or noisily, and henceforth avoid, when possible, this group of people who don't like the way we behave.

As Keltner and his colleagues point out, the "comment" in teasing is most often about some non-normative characteristic or behavior of the target. When that non-normative thing is something that the person can't change or shouldn't feel compelled to change and the teasing is harsh, then it is proper to think of the teasing as bullying. But if the teasing is about something that the person can change and should change-for his own good or for the good of others-then it may serve a very useful purpose. Teasing a young man about the odor of his cigarette breath or about how he thinks he looks so cool when he's smoking may be harsh, but it may be more effective than either direct command or reasoned argument in changing his behavior and prolonging his life. This is especially true if the teaser happens to be a potential girlfriend.

Teasing as a test of social relationship

Teasing can be a sign of affection, a constructive form of criticism, or a cruel put-down. It can also be a semi-competitive verbal game, in which the players are testing one another's abilities to keep cool in response to provocation and provide clever responses, as in the classic case of inner-city kids teasing one another about how fat or how sexually promiscuous (or both) the other's momma is. ("Yo momma's so fat only mountain climbers can have sex with her.")

Sometimes the intent of a tease is ambiguous even in the mind of the teaser, but is shaped by the way the target and/or audience respond. In an article on teasing in a working-class community in South Baltimore, Peggy Miller gives a nice example.[6] A high-school girl was taunted, in singsong fashion, by other kids in the lunchroom about the fact that she was on the free lunch program (a sign of poverty). The taunt might have been an instance of cruel bullying and ostracism, as happens altogether too often in our schools (see post here), or it might have been a verbal challenge, a test of the girl's cool. It was probably, in the minds of the teasers (if they thought about it at all), a bit of both. The girl chose to treat it as a challenge. She retorted with something like this (I don't have the exact words in front of me): " Hey, you all just jealous 'cause I get something free and you don't. Hmmm, this is sooo good. Just look at this jello! I hope you all are enjoying the stale boloney your mommas packed for you." Even the lunch ladies laughed. Through her response, she turned the tormenters' intended put-down into a game in which she won and thereby elevated, rather than reduced, her status.

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Teasing gets a bad rap because of its association with bullying. But, in most settings, teasing serves positive ends far more often than negative ones.

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Katie Woods

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In this week's post, we delve into another key term from the My Time Our Place Learning Framework: Curiosity. Join us as we explore the nuances of this word, fostering meaningful pedagogical discussions and supporting professional practice within OSHC spaces.

Stay tuned for more insights, and don't forget to subscribe to stay updated with each week's featured word!

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Katie Woods

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Katie is a member of Vimeo, the home for high quality videos and the people who love them.

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Entry into force: 2 September 1990, in accordance with article 49 Preamble The States Parties to the present Convention, Considering that, in accordance with the principles proclaimed in the Charter of the United Nations, recognition of the inherent dignity and of the equal and inalienable rights of all members of the human family is the foundation of freedom, justice and peace in the world,

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Educational program documentation for Educators

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Educational program documentation for Educators

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Quality Area 1

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Interactive PDF

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Together, we're reigniting bold

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Throughout our 211-year history, we’ve been at our very best – our most impactful – when we’ve been bold.

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Welcome to NAIDOC.

We acknowledge all First Peoples of the beautiful lands on which we live and celebrate their enduring knowledge and connections to Country. We honour the wisdom of and pay respect to Elders past and present.

Continue

National NAIDOC Week 2023

The National NAIDOC Committee has announced NAIDOC Week celebrations will be held from 2 - 9 July 2023.
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NAIDOC Awards Ceremony

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Welcome to NAIDOC. We acknowledge all First Peoples of the beautiful lands on which we live and celebrate their enduring knowledge and connections to Country. We honour the wisdom of and pay respect to Elders past and present. Continue The National NAIDOC Committee has announced NAIDOC Week celebrations will be held from 2 - 9 July 2023.

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Educational Leader

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Excellent rated service

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Camp Hill Outside School Hours Care | Brisbane QLD

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Camp Hill Outside School Hours Care, Camp Hill. 3,689 likes · 38 talking about this · 101 were here. Camp Hill Outside Hours School Care is place for children to be, see, do and wonder.

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OSHC After the Bell podcast

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#25 - Valuing Educators as Professionals / Employees:

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Professional Playworker

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Marc Armitage Playwork Consultant - Marc Armitage

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Marc Armitage is a consultant, researcher and writer in play, playing and Playwork. He has been a profesional Playworker for more than thirty-year

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KU Children's Services - Professional Development

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KU Children's Services - Professional Development

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All KU child care centres and preschools have been independently assessed against the National Quality Standard as amongst the highest quality in the...

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How to Help Your Child Regulate Their Emotions - Good Inside

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How to Help Your Child Regulate Their Emotions - Good Inside

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Emotional regulation is a foundational skill for kids to become confident, resilient, and caring adults.

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It's packed full of news, tips and more...

Maggie Dent is an author, educator, and parenting and resilience specialist with a particular interest in the early years and adolescence. Commonly known as the "queen of common sense" she is also an undisputed 'boy champion'.

Maggie's experience includes teaching, counselling, and working in palliative care/funeral services and suicide prevention. She is an advocate for the healthy, common-sense raising of children in order to strengthen families and communities. She is a passionate, positive voice for children of all ages.

Maggie is the host of the Listnr podcast The Good Enough Dad and the award-winning ABC podcast, Parental As Anything. She is the author of nine major books, plus several e-books and other resources for parents, adolescents, teachers and early childhood educators, and others who are interested in quietly improving their lives. Maggie is the mother of four sons and a very grateful grandmother.

Read more about Maggie here

Follow Maggie

Join Maggie's social media community for all the latest information and inspiration in parenting and education.

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Maggie Dent - Home | Resources for those who live & work with children

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Author, educator, and parenting & resilience specialist with a particular interest in the early years and adolescence.

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Exceeding Guidance For Quality Area 1

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Quality Area 1 has three standards that focus on the educational program, educational practice, and assessment and planning for each child's learning and development.

There are three Exceeding themes that services will need to demonstrate for a standard to be rated Exceeding NQS. A rating of Exceeding NQS means going above and beyond what is expected at the Meeting NQS level for a standard.

The following three themes must be demonstrated in service practice for a standard to be rated as Exceeding NQS:

Theme 1: Practice is embedded in service operations
Theme 2: Practice is informed by critical reflection
Theme 3: Practice is shaped by meaningful engagement with families and/or the community

The following guidance is provided to assist services and assessors to consider if practice demonstrates the Exceeding themes at the level required for a rating of Exceeding NQS. The indicators provided are not exhaustive, and services may demonstrate Exceeding level practice for Quality Area 1 in a variety of ways that suit their particular operating environment and approach to practice.

Standard 1.1 - Program

Exceeding theme 1: Practice is embedded in service operations

* Educators, the educational leader, and co-ordinators demonstrate a deep understanding of the requirements of the standard, the concepts and the component elements, and a commitment to high-quality practice at all times.
* All educators work collaboratively with the educational leader to consistently make curriculum decisions, including the organisation of daily routines, that maximise learning and development outcomes for every child in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators, work collaboratively with the educational leader to consistently develop and implement a purposeful and responsive educational program that reflects and builds on the knowledge, strengths, ideas, culture, abilities and interests of each child, confidently make curriculum decisions throughout the day, week or month to ensure each child's learning and development is maximised.
* All educators, the educational leader and co-ordinators are able to explain how their approach to curriculum decision-making connects to, the approved learning framework/s and enhances learning and development for each child, the service philosophy and supports the service's broader vision for quality.
* The observed and discussed approach to curriculum decision-making consistently aligns with the service philosophy, consistently demonstrates a strong commitment to the principles and practices of the approved learning framework/s.
Exceeding theme 2: Practice is informed by critical reflection
* The service's approach to curriculum decision-making, reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents is informed by current recognised guidance.
* Any change to the service's approach to curriculum decision-making is understood by all and implemented appropriately.
* All educators, the educational leader and coordinators regularly reflect, individually and with each other on, opportunities to strengthen the educational program, implementation of changes to the program to enhance children's learning and development outcomes, including through the organisation of daily routines, the evolving knowledge, strengths, ideas, cultures, abilities and interests of children at the service, and how these inform the educational program, social justice and equity implications of curriculum decisions to ensure that the program considers the circumstances and rights of every child at the service, opportunities to cultivate deep respect for, and knowledge of, the cultural diversity of the broader community in the educational program, including Aboriginal and Torres Strait Islander histories and cultures, the theoretical and philosophical influences on their curriculum decisions, including the theoretical perspectives identified in the approved learning framework/s, how they draw on theoretical and philosophical influences and how they have influenced practice over time.
Exceeding theme 3: Practice is shaped by meaningful engagement with families and/or the community
* The service's approach to curriculum decision-making reflects the unique geographical, cultural and community context of the service, welcomes, respects and draws on the voices, priorities and strengths of the children and families at the service, reflects a strong commitment to meaningful, regular engagement with families and the community to promote strong connections between each child's various learning environments.
*All educators consistently and meaningfully engage with children's families and/or the community to draw on family and/or community understanding of each child's knowledge, strengths, ideas, culture, abilities, interests and learning and development in order to develop a child-centred educational program, for example Aboriginal and Torres Strait Islander children's ways of knowing and being.
*Educators regularly communicate about the educational program and children's evolving knowledge, strengths, ideas, abilities, interests and learning and development outcomes to support continuity of learning and development across children's various learning environments.
* Educators actively seek out the voices, perspectives, and views of children throughout the day, and draw on this input to develop a child-centred educational program and enhance children's learning and development, draw inspiration from the unique geographical, cultural and community context of the service to enhance children's learning and development

Standard 1.2 - Practice
Exceeding theme 1: Practice is embedded in service operations
* Educators, the educational leader and co-ordinators demonstrate a deep understanding of the requirements of the standard, the concepts and the component elements, and a commitment to high-quality practice at all times.
* All educators are consistently deliberate, purposeful and thoughtful in all of their decisions and actions that impact on children's learning and development consistently and respectfully respond to each child's ideas and play to facilitate and extend each child's participation, learning and development, consistently take every opportunity to extend each child's learning through open-ended questions, interactions, feedback and the provision of resources
* Educators consistently consider and promote the agency of each child, and support each child to make a range of choices and decisions to influence events and their world, confidently make curriculum decisions throughout the day, week or month to ensure each child's participation, learning and development is facilitated and extended.
* All educators and the educational leader are able to explain how their educational practice connects to, the approved learning framework/s and facilitates and extends each child's learning and development, the service philosophy and supports the service's broader vision for quality.
* The observed and discussed an approach to facilitating and extending children's learning and development, consistently aligns with the service philosophy, consistently demonstrates a strong commitment to the principles and practices of the approved learning framework/s.
Exceeding theme 2: Practice is informed by critical reflection
* The service's educational practice approach to facilitating and extending children's learning and development, reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents is informed by current recognised guidance.
* Any change to the service's approach to facilitating and extending children's learning and development is understood by all and implemented appropriately.
* All educators and the educational leader regularly reflect, individually and with each other on their educational practice approach to facilitating and extending children's learning and development, alternate practice approaches to facilitating and extending children's learning and development, implementation of changes to strengthen their practice over time, social justice and equity implications of their educational practice to ensure that practice considers the circumstances and rights of every child at the service, opportunities to cultivate deep respect for, and knowledge of, the cultural diversity of the broader community in educational practice, including Aboriginal and Torres Strait Islander histories and cultures, theoretical and philosophical influences on their practice, including the theoretical perspectives identified in the approved learning framework/s, how they draw on theoretical and philosophical influences and how they have influenced practice over time.
Exceeding theme 3: Practice is shaped by meaningful engagement with families and/or the community
* The service's educational practice approach to facilitating and extending children's learning and development reflects the unique geographical, cultural and community context of the service, welcomes, respects and draws on the voices, priorities and strengths of the children and families at the service.
* All educators consistently and meaningfully engage with children's families and/or the community to draw on family and/or community understanding of each child's knowledge, strengths, ideas, culture, abilities, interests and learning and development in order to facilitate and extend children's learning and development, actively seek out the voices, perspectives, and views of children throughout the day, and draw on this input to facilitate and extend children's learning and development, draw inspiration from the unique geographical, cultural and community context of the service to facilitate and extend on children's learning and development.

Standard 1.3 - Assessment and Planning
Exceeding theme 1: Practice is embedded in service operations
* Educators, the educational leader and co-ordinators, demonstrate a deep understanding of the requirements of the standard, the concepts and the component elements, and a commitment to high quality practice at all times, consistently engage in planned and spontaneous critical reflection on children's learning and development, as individuals and in groups, consistently draw on their insights to make changes to the design and implementation of the program, work collaboratively to assess or evaluate each child's learning and development as part of an ongoing assessment and planning cycle that drives development of an education program that enhances and extends each child's learning and development, are able to explain how their approach to assessment and planning connects to - the approved learning framework/s and enhances and extends each child's learning and development
* The service philosophy and supports the service's broader vision for quality.
* Consistently engage meaningfully with children's families to inform them about the educational program and their child's participation, learning and development.
* The observed and discuss an approach to assessment and planning consistently aligns with the service philosophy, consistently demonstrates a strong commitment to the principles and practices of the approved learning frameworks/s, is consistently reflected in the service's program documentation and required assessment or evaluation documentation, consistently reflects meaningful engagement and communication with families.

Exceeding theme 2: Practice is informed by critical reflection

* The service's approach to assessment and planning reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents is informed by current recognised guidance.
* Any change to the service's approach to assessment and planning is understood by all and implemented appropriately.
* All educators, the educational leader and co-ordinators regularly reflect, individually and with each other on their approach to assessment and planning to consider whether it supports the best outcomes for children and families, engagement with families and whether communication of the education program and children's participation, learning and development is accessible and understandable, alternate assessment and planning processes, and make changes where opportunities for improvement are identified, social justice and equity implications of their assessment and planning to ensure that practice considers the circumstances and rights of every child at the service, theoretical and philosophical influences on their assessment and planning, including the theoretical perspectives identified in the approved learning framework/s, how they draw on theoretical and philosophical influences and how they have influenced practice over time.
Exceeding theme 3: Practice is shaped by meaningful engagement with families and/or the community
* The service's approach to assessment and planning reflects the unique geographical, cultural and community context of the service, welcomes, respects and draws on the voices, priorities and strengths of the children and families at the service.
* All educators consistently seek out the voices, perspectives, and views of children throughout the day, and draw on this input in ongoing assessment and planning, consistently support children to participate in assessing and planning their own learning and development.
* All educators, the educational leader and co-ordinators consistently engage with families and the community to ensure that children's learning and development outside of the service is incorporated into the assessment and planning cycle, consistently engage with families about their child's progress in ways that are tailored to individual families' circumstances and ways of connecting, for example engaging with families using respectful and culturally safe practices.
* All educators, the educational leader and co-ordinators, consistently engage with families and the community to ensure that children's learning and development outside of the service is incorporated into the assessment and planning cycle, consistently engage with families about their child's progress in ways that are tailored to individual families' circumstances and ways of connecting, for example engaging with families using respectful and culturally safe practices.

Reference:
New Guide To The National Quality Framework, Australian Children's Education and Care Quality Authority

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Exceeding Guidance For Quality Area 1 - Aussie Childcare Network

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Quality Area 1 has three standards that focus on the educational program, educational practice, and assessment and planning for each child's learning and development. There are three Exceeding themes that services will need to demonstrate for a standard to be rated Exceeding NQS.