Quality Area 7: Governance and Leadership underscores the critical role that effective leadership and sound governance play in ensuring the ongoing success and sustainability of early learning services. Strong leadership provides direction, vision, and a commitment to continuous improvement, which in turn influences the quality of the service provided to children, families, and the broader community. This quality area emphasizes that the leadership within an early learning service is not just about administrative tasks or compliance with regulations—it is about creating a culture that fosters high-quality care and education, supports staff, and nurtures partnerships with families and the community.
What are we trying to achieve?
We are trying to promote more professional collaboration for our educators
7.2.3
What are we doing?
Adapting and changing programming methods to explore programming options that allow the facilitation of child input.
Using the environment as the third educator to promote the creation of stimulating and engaging room environments.
What are we trying to achieve?
We want to ensure that we protect all children from harm. Educators understand their responsibilities in regards to child protection and take clear and evident actions to ensure that children are protected from harm.
What are we doing?
Identifying barriers in Critical Reflection method.
Staff Meeting to educate on Critical Reflection
Create a culture of reflection beginning with the leadership team.
ELE7.1.1: Service Philosophy - A statement of philosophy guides all aspects of the service’s operations.
Our centre’s philosophy outlines the values and beliefs that frame our program. It gives families and educators clear guidelines to our practices. Our service philosophy is reviewed yearly in collaboration with families, children and educators and guides all aspects of the services operations. It describes our core beliefs and values we hold for the children and families and how we apply ourselves to the delivery of quality education and care. It lays the foundation of our approach in achieving the best possible outcomes for the children within the service. Our service philosophy is developed through ongoing collaboration between educators, families and our community.
Evidence: Service philosophy, Philosophy review meeting notes, Philosophy face-to-face meetings
ELE7.1.2: Management System - Systems are in place to manage risk and enable the effective management and operation of a quality service
The service is proudly owned and operated by Eden Academy. We are committed to providing a comprehensive service with affordable high quality education and care services. We aim to provide children in our service with safe, happy, and healthy environments which recognises the special talents of individual children through the employment of caring educators. With an extensive induction process we maintain a professional workplace.
The service has policies and procedures and risk assessments to manage risk and to promote safety, which are regularly reviewed and updated . We have various contractors such as maintenance, cleaning, gardening to ensure our centre stays safe. There are guidelines for educators to follow to identify, document and report maintenance, hazards and risks within the centre. Daily checklists are completed by the Responsible Person to ensure the service is free of hazards, alternately report any identified. We regularly review our records and processes
All required information is displayed in foyer and within centre
There are appropriate procedures in place for requests of resources, leave and professional development.
All records are kept and disposed according to National Regulations.
Evidence: rosters,
Documents e.g. QIP, Children assessments, Incident, injury, trauma and illness record, medication records, children attendance record, children enrolment, responsible person record, volunteer student record, Nominated supervisor written consent, staff records, approval provider record, service approval record, waivers, service rating, service operation hours. Ratio sheets, Checklists
Health and safety notices
Policies and procedures
Risk Assessment.
Serious Notification Folder
Grievance/complaints Log
Reports and reflection
ELE7.1.3: Roles and Responsibilities - Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.
Candidate selection is handled by the nominated Supervisor. During an interview, the leadership team can determine whether candidates understand the Early Years Learning Framework, National Regulations, and National Law. Our discussion focuses on the centre's philosophy and expectations. Besides verifying qualifications, we verify the candidate's blue card, their experience, and their physical fitness. All questions are welcome.
On commencement, all educators undergo an induction with our leadership team to ensure they understand our organization's expectations and legal obligations. Educators are asked to read and sign documents such as position descriptions, policy and procedures. Educators can ask questions and give feedback. The performance of educators is monitored, staff appraisals occur, and personal development plans are developed.
There is continuity of staff, as staff turnover is low.
Evidence: Recruitment procedures, Induction process, Position descriptions, roster
ELE7.2.1: Continuous Improvement - There is an effective self-assessment and quality improvement process in place.
Educators and management understand that the services Quality Improvement Plan is an ongoing working document that is consistently updated with identified changes, improvements and identify areas in need. This document is worked on by all educators and management to ensure that the service is actively and reflecting on the Quality of care that is provided to our families and ensuring that continuous improvement is ongoing.
The services Quality Improvement Plan is displayed in the reception area and is available for all stakeholders to view. Stakeholders are encouraged to provide feedback not only on the QIP but the 7 quality areas.
Our service promotes and encourages educators to engage in feedback during individual/team meetings, be reading monthly policies and throughout the decision making process.
There is a review schedule to ensure all policies are reviewed regularly with input from educators, families, centres and support office.
Evidence: QIP QR code displayed in foyer area, Family input, Philosophy, Team meeting Minutes, Complaints procedure
ELE7.2.2: Educational Leadership: The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.
Leadership within the curriculum area is a collaboration between the Nominated Supervisor recently appointed the Educational Leader
The Educational Leader supports the service three days per week in the development and implementation of the educational program. Educational leader is available throughout the week for consultation.
Director and Educational Leader have weekly meetings with each other and with leads.
Evidence: Team meeting with Leads, Individual meetings between director and Educational leader, Educational leader reflections and notes, Educational Leader Log book
ELE7.2.3: Development of Professionals - Educators, coordinators and staff members’ performance is regularly evaluated, and individual plans are in place to support learning and development.
The service has provisions and budgets for training requests if there is training outside the company that offers professional development that will support the educators in upskilling their knowledge and skills in particular key areas.
Educators undergo performance appraisals yearly and from this goals are set and a development plan is set.
Director and Angel (Area Manager) have weekly meetings and directors within co-ort have weekly meetings with our Angel.
Management recognises and utilises team member strengths within the team e.g. Spanish teacher, Events Co-ordinator, Social Media champion, Cooking teacher,
Professional training and development is offered throughout the year to our educators.
Evidence: Learning and Development training requests, Appraisals, Development Plans, Team meetings, Position descriptions, Weekly wrap ups, meeting minutes, Employee of the month.
Practice is embedded in service operations
7.1.3 Roles and responsibilities- Continuity of education team
Over the past two years the lead educator has taken on the responsibility for leading the development of the curriculum, and used the educator’s meetings, daily reflection, and programming and planning times to ensure that a quality program is in place. The stability within our teams has been beneficial for consolidation of practices, a clear vision within the Philosophy Statement (established through collaboration with educators and families), common values held by the educators, and a culture of self-review and reflection embedded into our daily interactions.
Practice is informed by critical reflection
7.2.3 Development of professionals - Team reflection conversations
The IOC team have introduced regular team meetings. Director has daily room meetings- one room a day. The Educational leader and director have alternative fortnightly Lead meetings and Junior/Senior side room meetings. These meetings are scheduled so time is covered and during these meetings we are engage in reflective learning conversations. They promotes a culture of safety, so educators can be open and share ideas and challenges and they also provide opportunities for educators to improve and reflect on practice in both an individual and group capacity. The team appreciates that everyone brings different perspectives and strengths which when used together enhances the practices and outcomes for the preschool children and us as educators
In 2024 when new director arrived and conducted one on one meetings it was clearly identified that float staff did not have a sense of inclusion or belonging. When having conversations with families it was clear they were frustrated that on some days they could go a day without seeing their educator. Director reflected on concerns and in 2025, trialed rooms having extra educator and no floats and when creating roster, director scheduled per room not across the centre. This enables each room to have somone first thing in morning, one later and then mid shift staff which gets rotated throughout the week.
Practice is shaped by meaningful engagement with families and/or community
7.1.2 Management systems
Regular feedback is received from parents throughout the year through parent surveys, parent collaboration meetings, feedback on policies, philosophy, menus and weekly memos.
At start of year and mid year each room hold parent meetings where educators and families can discuss and reflect on operations, room routine and the individual child. This assists the centre to ensure practices are effective and of high standard.