Quality assurance in preschools
Policy: 1997
Introduction
The Branch, in its Policy on Early Childhood Services, has declared that -
“All children have the right to quality children’s services in the form of early childhood education and childcare. Quality services are characterised by appropriate child/staff ratios, and group sizes, appropriately qualified and trained staff, and enriching, well equipped, caring and secure environments all of which should be defined and enforced by regulation.”
Whilst acknowledging the importance of standards defined and enforced by regulation, it is recognised that such regulatory standards are generally the minimum standards of quality.
Recognition is therefore given to the value of appropriate Quality Assurance processes which establish improved standards of quality to promote services of an optimum standard for children.
Quality Assurance
Quality Assurance involves comprehensive evaluation of a service. Whilst acknowledging the clear connection between staff performance and quality outcomes for children, its purpose is not the appraisal or performance review of staff, and therefore the process should not place undue focus on staffing and the associated issues of curriculum, planning, inter-action between staff and children, etc.
Quality Assurance should also address Administration and Management, Policy Development, Communication, Decision-Making Processes and Structures, Environment and Resource Management, Health and Safety, and on-going Evaluation Strategies.
Quality Assurance is reliant upon the acknowledgement of an involvement of all participants, staff, parents and the employer, and therefore the process adopted must facilitate meaningful participation based upon shared understandings.
Self-assessment, by all participants, is a valuable part of the Quality Assurance process. However such self-assessment should ideally be supplemented by evaluation by people who are knowledgeable, trained and experienced in early childhood education.
In order to facilitate participation in a Quality Assurance process, it is imperative that such a process does not impose burdensome costs upon the service utilising it. In assessing costs consideration should be given to both time and financial commitments.
Quality Assurance must have a strong link to Professional Development, Training and In-Service for all participants.
Pre-School Quality Assessment Checklist
The Branch notes the development and production by the Department of Human Services of the Pre-school Quality Assessment Checklist as a quality improvement process.
Recommendation
The AEU Victorian Branch rejects the Pre-School Quality Assessment Checklist on the basis that:
(i) It focuses upon staff in a manner inviting a performance review by the employer.
(ii) It will add to the already high levels of stress and tension in the industry and is likely to be used incorrectly leading to an increase in disciplinary procedures.
(iii) It will fail to facilitate understanding of quality indicators and appropriate practices, policies and procedures, as the language utilised within it and the associated documentation is complex and jargonistic.
(iv) The process of assessment is not being undertaken by appropriately trained and experienced people.
Accordingly, the Branch will seek to provide information to Early Childhood Sector members on appropriate Quality Assurance procedures and strategies for kindergartens and facilitate access to such strategies where they are identified.
