The quality of physical environments in education and care ...

[Pages:70]The quality of physical environments in education and care services An analysis of Quality Area 3 of the National Quality Standard

Occasional Paper 4 April 2017

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Contents

List of Tables3

List of Figures4

Overview 5

Background9 Physical learning environments10

What the physical environment standards are aiming to achieve11

Sustainable physical environments ? connecting theory with practice

12

NQF guiding principles12

Brain research13

Educator research13

Children's rights 14

Rights of children with disability15

Ethics16

Contemporary theories16

Links to the learning frameworks and implications for practice

16

Operational requirements ? physical environment

19

Service approval information ? physical environment

21

Waivers for physical environment requirements23

Jurisdictional information on compliance and enforcement actions

25

Physical Environment (Quality Area 3) ? differences according to service sub-type, management type, socioeconomic status, remoteness classification and jurisdiction 27

Quality Area 3 in context28

Quality Area 3 by service sub-type31

Quality Area 3 by provider management type

33

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Contents

Quality Area 3 by SEIFA ranking 34 Quality Area 3 by remoteness 35 Quality Area 3 by jurisdiction36 Quality Area 3 by standard37 Quality Area 3 by element39

Case studies ? sustainable environments41

Examples of evidence collected by authorised officers

41

Element 3.3.142 Element 3.3.248 Conclusion 55 Implications and future directions55 Revised National Quality Standard56

References58 Appendix A 62 Responsibilities of the approved provider, nominated supervisor and FDC educator in relation to the physical environment62 Appendix B 64 Limitations of the findings64 Progress of assessment and rating64

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List of Tables

Table 1 Physical environment requirements that may be covered by a waiver

24

Table 2 Quality Area 3 standards and elements

27

Table 3 NQS quality areas28

Table 4 Most challenging standards of the NQS to meet for each service type

38

Table 5 Most challenging standards of the NQS to exceed for each service type

38

Table 6 Most challenging elements of the NQS for each service type

40

Table 7 Revised Quality Area 3 of the NQS ? to be introduced from February 2018

57

Table 8 Responsibilities of the approved provider, nominated supervisor and FDC educator

in relation to the physical environment

62

Table 9 Progress of assessment and rating by jurisdiction

65

Table 10 Number of approved services, and number and percentage of services with a

quality rating by service sub-type

65

Table 11 Number of approved services, and number and percentage of services with a

quality rating by provider management type

66

Table 12 Number of approved centre-based services and number and percentage of

centre-based services with a quality rating by SEIFA ranking

67

Table 13 Number of approved centre-based services and number and percentage of

centre-based services with a quality rating by remoteness classification

67

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List of Figures

Figure 1 The NQS rating system5

Figure 2 Percentage of quality rated services at each quality area rating level

29

Figure 3 Percentage and number of quality rated services at each Quality Area 3 rating level

30

Figure 4 Percentage of quality rated services at each Quality Area 3 rating level

30

Figure 5 Percentage of quality rated services at each Quality Area 3 rating level by

service sub type

32

Figure 6 Percentage of quality rated services at each Quality Area 3 rating level by

provider management type

33

Figure 7 Percentage of quality rated centre-based services at each Quality Area 3 rating

34

level by SEIFA decile

Figure 8 Percentage of quality rated centre-based services at each Quality Area 3 rating level by remoteness classification 35

Figure 9 Percentage of quality rated services at each Quality Area 3 rating level by

jurisdiction

36

Figure 10 Percentage of quality rated services at each standard rating level

37

Figure 11 Percentage of Quality Area 3 elements assessed as Not Met or Met for services

rated Working Towards NQS or Significant Improvement Required overall

39

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Overview

This occasional paper is the fourth in a series on the National Quality Framework (NQF). This paper offers detailed insights into education and care service quality ratings for Quality Area 3 (physical environment) of the National Quality Standard (NQS). The focus is on ensuring the physical environment of a service is safe, suitable and provides a rich and diverse range of experiences that promote children's learning and development.

The NQS rating system

A service's overall rating is based on the assessment of:

58 Elements, which are assessed as Met or Not Met 18 Standards, which are rated on the four point scale below 7 Quality Areas, which are also rated on the four point scale below. Standards, quality areas and the overall quality rating are assessed on a four point scale (Figure 1): Exceeding NQS Meeting NQS Working Towards NQS Significant Improvement Required. In addition, a provider with a service that has an overall rating of Exceeding NQS may choose to apply to ACECQA to be assessed for the Excellent rating.

Figure 1 The NQS rating system

Educational program and practice Children's health and safety

Physical environment

Relationships with children Partnerships with families and communities Leadership and service management

Significant Improvement Required

Service does not meet one of the seven quality areas or a section of the legislation and there is an unacceptable risk to the safety, health and wellbeing of children.

The regulatory authority will take immediate action.

Working Towards National Quality Standard

Service provides a safe education and care program, but there are one or more areas identified for improvement.

Meeting National Quality Standard

Service meets the National Quality Standard.

Service provides quality education and care in all seven quality areas.

Exceeding National Quality Standard

Service goes beyond the requirements of the National Quality Standard in at least four of the seven quality areas.

Excellent

Service promotes exceptional education and care, demonstrates sector leadership, and is committed to continually improving.

This rating can only be awarded by ACECQA.

Services rated Exceeding National Quality Standard overall may choose to apply for this rating.

RATED

EXCEEDING

NATIONAL QUALITY STANDARD

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Physical environment (Quality Area 3) The NQS assesses physical environment quality to measure and report on safety, suitability and whether the service environment offers children a rich and diverse range of experiences that promote their learning and development. The way educators design, equip and organise the environment significantly influences children's interaction with the space and resources. High quality environments promote children's engagement, level of positive experience and inclusive relationships. Physical learning environments should include both indoor and outdoor learning spaces that have positive attributes, such as:

flexibility and accessibility a range of developmentally appropriate, open-ended activities and sensory

experiences an environment that is sustainable, fit for purpose and reflects the diversity of families

within the local and broader community. The physical layout and provision of resources in the environment are important considerations, including aspects such as:

the amount of space and how it is arranged and used for different groups and ages of children

access between indoor and outdoor environments the availability and access to a variety of appropriate furniture, equipment and

resources internal and external noise levels visibility and design that facilitates effective supervision ventilation, heating and cooling, air quality, and access to natural light and shade access to a variety of materials, including natural materials, plants and vegetation the location of the service flexible environments educators can easily adapt to respond to children's changing

interests and capabilities.

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The physical environment quality area comprises three standards: Standard 3.1: The design and location of the premises is appropriate for the operation of a service. Standard 3.2: The environment is inclusive, promotes competence, independent exploration and learning through play. Standard 3.3: The service takes an active role in caring for its environment and contributes to a sustainable future.

A description of these standards and the associated elements is provided in Table 2. The Education and Care Services National Law (the National Law) and Education and Care Services National Regulations (the National Regulations) also set out the minimum requirements for the operation of education and care services, including the physical environment of a service. A full list of these requirements is provided in Appendix A. This paper begins with an overview of the physical environment standards and what these aim to achieve, highlighting contemporary research and theory behind sustainable environments promoting children's learning. It then outlines the operational requirements of the National Law and National Regulations for the physical environment, with a particular focus on the requirements specific to different service types. The paper also describes how service approval requirements in the National Law apply to the physical environment, and how providers may seek waivers for certain legislated requirements. The paper goes on to examine physical environment quality rating results, looking at differences across management types, service sub-types, socioeconomic and remoteness classifications, and jurisdictions. Analysis reveals the physical environment elements that are least likely to be assessed as Met are those elements relating to sustainable practice, in particular:

Element 3.3.1: Sustainable practices are embedded in service operations. Element 3.3.2: Children are supported to become environmentally responsible and

show respect for the environment. Case studies about physical environment quality are then provided. These case studies include examples of evidence collected by authorised officers when assessing sustainable practice and environmental responsibility to highlight what can differentiate performance. The paper culminates by examining patterns in the distribution of physical environment quality ratings and discusses possible explanations for these variations, as well as implications of the report findings and future directions.

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