NCAC may schedule two Validators to complete a Visit for the following reasons:

• to support the consistency of Validators conducting Validation Visits
• when a service has not met the standard for Accreditation on consecutive occasions.

When a Visit is scheduled with two Validators, one will be nominated as the lead Validator. The lead Validator will:

• check all indicators in the Validation Report have been marked and, where appropriate, comments are written
• write the Summary Statement
• record information on the Validation Visit Process Verification page
• lead the discussion with the service at the end of the Visit.

Validators will arrive and depart at the same time.

The Validation Visit letter will advise the service of the names of the Validators and who the lead Validator will be.

For family day care, the Visit Planner will outline how the Visit will proceed, as Visits to carers will be shared between the two Validators.

Validation Visits with two Validators may occur in two ways:

1. Each Validator will be responsible for validating specific Quality Areas/Principles and therefore two Validation Reports will be used. Both Validators may share the questioning/discussions with staff in relation to the program or any areas where typical practice requires clarification in order to validate particular indicators.

2. The lead Validator will complete the Validation Report. The second Validator has a Validation Report for referral only, this will not be submitted to NCAC (and services will not be able to request a copy). The second Validator will observe and listen to discussions with staff, however will not participate. They will also view documentation that has been requested from the service by the lead Validator.

While NCAC endeavours not to visit the same component of outside school hours care for a Validation Visit, this is not always possible. Therefore the before/after school care component of your service may be visited on two consecutive occasions.

Yes, Validators are trained to seek evidence by observation, sighting documentation and asking questions. If a Validator has asked a staff member to explain a procedure, they may quote the staff member’s response in their comment.

It is important that staff think very carefully and take the time they need when answering a Validator's question. All staff should be aware that the Validator may ask them questions about policies, procedures, programming, processes, etc. You may also want to do some role modelling with your staff on how to answer certain questions by using some indicators as your guidelines.

Principle 7.1 in Outside School Hours Care Quality Assurance (OSHCQA) Quality Practices Guide requires evidence that ‘all staff have child care worker clearance from the relevant government authority’. A Validator would expect to see an original or photocopy of each staff member’s ‘Blue Card’, 'Working with Children Check Card' or paperwork. Alternatively, services can provide a Statutory Declaration signed by a Justice of the Peace which provides evidence that all staff have completed child protection clearances. 

Validators are trained to discuss with a service any practices they observe that may lead to an indicator being marked as 'Not Occurring.' Services may also ask the Validator if they can briefly review the Validation Report during the Visit. For example, during the Validator’s break or at other times negotiated with the Validator.

Services have the opportunity during the Visit and the Validation Report Discussion at the end of the Visit to provide further evidence to support the occurrence of its practices.

Yes, carers may view the Validation Report however due to privacy issues it is important to be mindful that the Validation Report includes records of the Visit to other carers in the scheme. It is recommended that carers ask the Validator if any Satisfactory indicators have been marked as 'Not Occurring' during their Visit.

When an indicator has been identified as 'Not Occurring,' it is important to discuss it with the Validator and provide any additional information or documentation to assist the Validator to re-consider.

No. The Validator does not see or read a service’s Self-study Report. The Validator will observe service practice, view documentation and ask questions to gather information to complete the Validation Report.

The Self-study Report is the service’s perspective and makes up 30% of the final Accreditation Decision. The information provided in the Self-study Report assists Moderators at Step 4: Moderation to determine ratings for each Principle.

Moderators also consider a service’s Self-study Report when writing the Continuing Improvement Guide.

The Validator is not given any information regarding the service’s Accreditation status prior to coming to your service. The Validator may become aware of this once they are at the service as the Quality Profile Certificate should be on display.

Validators do not make judgements based on the service’s most recent Accreditation Decision but will observe current practice, view documentation and ask questions to gather information which will enable them to validate the indicators in the Validation Report.

Inform the Validator that you do not have an Accreditation Certificate on display. The Validator will mark the indicator relating to the display of the Accreditation Certificate as ‘not occurring’, however as your service is Not Accredited the indicator (7.1.6) will be made ‘not applicable’ once the Validation Report is received at NCAC.

When NCAC receives your Self-study Report:

1. Surveys are posted to you and are due for return to NCAC within a six week timeframe. This timeframe will be clearly stated in the letter accompanying the Surveys
2. The process of assigning a Validator to your service begins

Assigning a Validator may take up to twelve weeks. However, in some instances the Validator will be assigned in a shorter timeframe. If it takes longer than twelve weeks to assign a Validator, NCAC will write to you regarding the delay.

While the submission of the Surveys and the Validation Visit are both part of Step 3: Validation, they are separate actions. For example, your Validation Visit may occur before the Surveys are due back to NCAC.

The process of Moderation helps to ensure that all services participating in the Child Care Quality Assurance systems are treated consistently on a national basis.

Moderators assess the quality of a service’s practice by looking at information in the Self-study Report, Validation Surveys and the Validation Report. They also consider service comments on the Validation Evaluation Form and attachments.

It is important that services provide comments in the Validation Report or the Validation Evaluation Form to respond to the validation of specific indicators or to provide information to support the occurrence of its practices. Clear comments that describe what the service does and why provides valuable information for the Moderator to use in their analysis of the service’s practices.

Following their analysis, the Moderator provides a rating of the service’s practices for each Principle. The Moderator also writes a Continuing Improvement Guide that will assist the service in planning for future quality improvements.

For more information about Moderation please refer to the Support Document for Step 4: Moderation. For support in completing the Validation Evaluation Form and additional comments contact NCAC and speak with a Child Care Adviser.

One of the frustrations for services has been the waiting time to receive an Accreditation Decision after the Validation Visit. In the data entry and Moderation processes which occur in this period it is important to have time to ensure accuracy and fairness.

To shorten this period NCAC has commenced using scanners to scrape the data and store reports in our electronic document management system. This has resulted in shortening this period from 10 – 12 weeks, to 6 – 8 weeks.

Scanning documents like Self-study and Validation Reports means that we are unable to redact (black out) information which may identify the service. As such, protocols have been strengthened to ensure Moderators do not have a conflict of interest with the service.

We have increased training of Moderators regarding the importance of unbiased moderation, confidentiality and NCAC’s code of conduct. Finally the work of Moderators is peer and management reviewed to ensure objectivity and consistency.

If you have any further enquiries, contact NCAC and speak with a Child Care Adviser on 1300 136 554 or email qualitycare@ncac.gov.au.

Yes. All services can apply to have their Accreditation Decision reviewed by the Accreditation Decisions Review Committee (ADRC).

Services are encouraged to contact a Child Care Adviser to discuss their Accreditation Decision. Services that believe they have sufficient evidence and supporting documentation to prove that their service’s practices were evident and available during the Validation Visit may decide to apply to have their Decision reviewed.

For more information about the Accreditation Decision review process or preparing a review application refer to the brochure included with your Accreditation Decision or visit www.adrc.org.au.

The Accreditation Decisions Review Committee (ADRC) is an independent body that reviews Accreditation Decisions made by NCAC.  

The ADRC thoroughly reviews the documentation submitted by the service and received from NCAC. The ADRC then prepares a report including its recommendations and the reasons for these. The report is sent to both NCAC and the service. The ADRC cannot overturn a NCAC Accreditation Decision. NCAC will determine the final Decision.

For further information refer to the brochure regarding information about ADRC included with your Accreditation Decision documents or visit www.adrc.org.au.

The Accreditation Decision is based on the ratings from the Self-study Report, Validation Surveys, Validation Report and Moderation. NCAC Accreditation Decision policy rules outline the measurement processes used in calculating an Accreditation Decision. Where a Principle has been rated as 'Unsatisfactory' in the Validation Report and the Moderator Ratings, Policy Rule 2 applies and the Principle will be deemed to be 'Unsatisfactory' overall.

For more information please refer to the support document for the Technical Information about the Accreditation Decision Process or contact NCAC and speak with a Child Care Adviser.

Accreditation Decisions are based on a service’s composite Quality Profile. The data used to compile the Profile includes:

• ratings in the service’s Self-study Report
• ratings from Validation Surveys completed by management, staff, carers, families and children (if applicable)
• the data from the Validation Report
• ratings by Moderators.

The Profile summarises the quality of the service’s practices in each Quality Area and is used to make the Accreditation Decision.

To be Accredited, a service must achieve a rating of Satisfactory or higher in all Quality Areas on the composite Quality Profile. Services that do not achieve this are Not Accredited.

For more information please refer to the support document for the Technical Information about the Accreditation Decision Process or contact NCAC and speak with a Child Care Adviser.

More information about the Quality Profile

Definition of an ‘expert’
A person who has special skill or knowledge in some particular field; specialist; authority. (Macquarie Dictionary, 4th edition)

Occupational Health and Safety (OHS) legislation focuses on employers taking a risk management approach to protecting the health and safety of employees and other users of their premises/services. This involves having risk management systems in place and regularly evaluating them, as well as providing adequate training so that staff are aware of safe work practices and their responsibilities for maintaining a safe workplace.

To ensure a comprehensive OHS audit of your service is conducted NCAC encourages services to select an auditor that:

• holds a relevant qualification (as required by relevant state/territory OHS legislation)
• has experience in hazard identification and risk assessments
• possesses an in depth knowledge of current legislative requirements relating to OHS.

Services are reminded that the responsibility for providing a safe workplace remains with the employer and management regardless of any delegation or contracting arrangements that may be made in carrying out the risk management process.

Definition of an ‘expert’
A person who has special skill or knowledge in some particular field; specialist; authority. (Macquarie Dictionary, 4th edition)

An external audit of food safety/food handling practices should be undertaken by a person with expertise and qualifications approved by a state or territory health department/local government authority and who is not, or was not recently, employed in the service.

Services are encouraged to ask the auditor for proof of their qualifications and experience before engaging them.

According to Foods Standards Australia and New Zealand Food Safety, auditors must have completed a minimum of two years full-time work experience with food/hygiene and food safety programs and have conducted a minimum of four audits within a two-year period.

Food Auditors are required to be approved under the following five areas of competency:

1. Technical/scientific knowledge
2. Food safety program knowledge
3. Auditing skills
4. Processing knowledge
5. Professional conduct

Services should keep documented evidence, such as a report or evaluation of food storage and food handling practices, which has clearly been undertaken by an individual or organisation with no vested interest in the service.
Services are reminded that the responsibility for implementing effective food handling and hygiene procedures remains with the employer and management regardless of any delegation or contracting arrangements that may be made in carrying out  the risk management process.

It is important that services consider information from a recognised authority when developing their procedures and practices relating to food safety and hygiene. NCAC recommends that services refer to Food Standards Australia New Zealand (FSANZ) and/or their relevant state food safety authority for information when developing appropriate food safe procedures and practices.

According to FSANZ:

• Cleaning is a process that removes visible food waste, dirt and grease from a surface. This process is usually achieved by the use of water and detergent.
• Sanitising is a process that destroys micro-organisms and therefore reduces the number of micro-organisms present on a surface. This is usually achieved by the use of both heat and water, or by the use of chemicals.
• Cleaning and sanitising should be done as separate processes. A surface needs to be thoroughly cleaned before it is sanitised as the effectiveness of sanitising a food preparation surface is reduced if there are food residues and detergents present.

To find an appropriate sanitiser for food preparation areas please contact your state food safety authority.

Yes, it is helpful for NCAC to know the dates your service will be closed as Accredited services are eligible for a Spot Check at any given time.

Yes, as notification of these changes assists NCAC when assigning Spot Checks, Validation Visits or sending publications to your service. Services can complete the CCQA Update of Service Registration Details Form and then post it or fax it to NCAC. Alternatively a service can forward this information in writing on service letterhead.

Yes they do. Services should have a sun protection policy based on recommendations from recognised authorities which covers the:

• use of hats and application of sunscreen lotion
• appropriate types of clothing
• use of shade
• times of day to avoid the sun.

It is important for staff to consistently implement the service’s policy as they have a duty of care to ensure children are protected from the sun and to model recommended sun protection practices.  

The service’s policy should be reflected in its practice. If your policy states ‘staff are to wear broad brimmed hats and t-shirts that cover their shoulders’, then staff should not wear a singlet top and a cap because this practice is not consistent with the service’s written policy statements or guidelines.

Service management should also be aware of the relevant Occupational Health and Safety legislation which informs the service of its duty of care to children and adults.

There are several safety and hygiene issues relating to children and animals coming in contact with each other. It is essential that any risk to a child’s health and safety be minimised to ensure their protection and wellbeing. This includes protecting animals from harm because children may not always understand how their actions may potentially hurt an animal.

The range of pets and farm animals that carers may have will vary greatly and there is no one way to keep children and animals separate. You might consider a risk management approach and the following points may help when developing your strategies:

• Can children come into contact with the animal’s food, drinking water, urine or faeces?
• What types of physical barriers currently separate the children from the pet? How can these be improved to ensure children are kept safe from harm?
• Can children put their hands or fingers through the barrier and potentially touch the pet or have the pet bite or peck them?
• If the pet has access to the children’s play area when children are not in care, how is the area checked and cleaned before children arrive?
• How far from the pet’s area are experiences set up for children?
• What is the likelihood of a child being alone with the pet or farm animal?
• What strategies are in place if a child is harmed by a pet or animal? For example, is there a first aid plan?

For further information, please refer to Family Day Care Factsheet #11: Animals and Domestic Pets.

A school’s policies may be a good basis from which to develop service policies. Where necessary, these should be adapted to ensure that they reflect the service’s practice. It is important that any policies and procedures used are relevant to your service and are used to guide daily practice.

Some practices may be unique to your service and these should be clearly stated in policies and procedures. There may also be information included in the school’s policies that are not relevant to your service.

In all cases it is important to remember that policies must be kept on the service’s premises and be accessible to staff, families and children at all time.

Yes they do. Policies are written as a guide to the service’s practice and to inform staff how they are required to perform certain tasks/duties. This ensures that staff implement these tasks consistently and provides families a clear picture of the service’s expectations.

Validators should read each policy and validate the service’s practice according to the information written in the policy. If written information in a policy is inconsistent to what is observed, then the Validator may mark relevant indicators as Not Occurring.

Policies should be based on advice from recognised authorities or other reliable source of information. If a service records all best practice recommendations in the policy, these practices would be expected to be implemented. For example, if a service’s policy states that a thermometer will be used to check the temperature of food when reheating, this would need to occur every time food is reheated.

A toileting procedure is similar to a nappy change procedure as it will instruct child care professionals on how to assist children to independently meet their toileting needs. It should provide clear guidelines on the associated procedures relating to hygiene and safety, as well as how adults will manage children’s toileting accidents.

For example, a toileting procedure should include information about:

• handwashing
• use of gloves
• supporting self-help skills (and if required to help children undress and dress)
• meeting individual needs
• children's privacy
• supervision
• hygienic disposal or storage of wet/soiled clothing
• cleaning bathroom areas after toileting accidents.

Long day care services are required to display the toileting procedure. It informs child care professionals, families, casual staff, students and volunteers of your hygiene processes in dealing with issues relating to children’s toileting.

Please note: Toileting and nappy changing procedures must be displayed in toilet and nappy changing areas to meet the QIAS Satisfactory indicator 6.4.5

Providing the date on each policy makes it easier to check the currency of the information and provides a timely reminder for further review of a particular policy.

The source noted on a policy is a recommended authority and provides justification as to why the service implements certain practices. The source can also provide a good starting point for anyone who would like to conduct further research into a topic.

Having review dates and the source of information included on all policies provides up to date information on current research and practice.

Having a written policy, which reflects current early and middle childhood practices, on the positive guidance of children’s behaviour can provide families with information for children’s challenging behaviours. Informing families of the service’s policy before a child begins care can provide a good starting point to ensure a common understanding between all stakeholders.

Families should be provided with regular opportunities to contribute to the development and review of their child’s behaviour guidance strategies. These plans can assist to promote positive outcomes for children.

It is important that a service’s behaviour guidance policy guides staff practices and reassures families that the service supports children to learn self-regulation and guide their own behaviour.