N P Q S

NATIONAL PRESCHOOL QUALITY STANDARD

MINISTRY OF EDUCATION MALAYSIA

Inspectorate and Quality Assurance TEL : 03-8884 4139

Levels 3-5, Block E15, Government Complex Parcel E FAX : 03-8884 6867 / 8884 6869
Federal Government Administrative Centre
62604 Putrajaya
NATIONAL PRESCHOOL
QUALITY STANDARD
© Inspectorate and Quality Assurance
Ministry of Education Malaysia

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No part of this publication may be reproduced,

copied, stored in any retrieval system or
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from the Inspectorate and Quality Assurance.

National Preschool Quality Standard

Published by:

Inspectorate and Quality Assurance

Levels 3-5, Block E15, Government Complex Parcel E
Federal Government Administrative Centre
62604 Putrajaya
NATIONAL CONTENTS
EDUCATION VISION Foreword i
PHILOSOPHY OF THE MINISTRY YB Minister of
OF EDUCATION Education Malaysia
Education in Malaysia is an on-going effort
towards further developing the potential Quality Education Begets Learned Foreword ii
of individuals in a holistic and integrated Individuals for a Prosperous Nation Director-General of
manner, so as to produce individuals who Education Malaysia
are intellectually, spiritually, emotionally
and physically balanced and harmonious,
based on a firm belief in and devotion to
Foreword iii
Chief Inspector of Schools
God. Such an effort is designed to produce
Malaysian citizens who are knowledgeable
MISSION
and competent, who possess high moral OF THE MINISTRY List of Committees iv
standards, and who are responsible and OF EDUCATION
capable of achieving high level of personal Chapter 1 : 1
well-being as well as being able to Upholding a quality education system that Introduction
contribute to the harmony and betterment develops individuals to their full potential
of the family, the society and the nation at and fulfills the aspirations of the nation
large.
Chapter 2 : 6
National Preschool Quality
Standard User Guide

Chapter 3 : 12
GOAL CONTENTS Standard Statements
OF THE NATIONAL PRESCHOOL
PRESCHOOL QUALITY EDUCATIONAL GOALS Chapter 4 : 18
National Preschool Quality
STANDARD Standard Instrument
Preschool education aims at developing
To assess the quality of preschool education the potential of children aged four to six
programmes offered by the various agencies
for purposes of self-evaluation and quality
years in a holistic and integrated manner Chapter 5 : 30
in aspects of physical, emotional, spiritual,
improvement.
Score Descriptor
intellectual and social development in a
safe and nurturing learning environment
through fun, creative and meaningful
Glossary 59
activities. This is to improve their skills,
instil confidence and inculcate a positive
self-concept in order to be successful in
their existing environment and to prepare
them for the challenges and responsibilities
when they enter primary schools.
i National Preschool Quality Standard
Foreword
MINISTER OF EDUCATION OF MALAYSIA
Assalamualaikum Warahmatullahi Wabarakatuh and greetings.
The 2013-2025 Malaysian Education Development Blueprint is based on 11 major shifts,
including providing equal access to quality education of an international standard. The
Ministry of Education aims to improve the quality of preschool education and promote
universal enrolment through this shift by 2020. In line with this aspiration, the quality of
all preschools run by the various agencies will be measured by the National Preschool
Quality Standard (NPQS).
Congratulations on the initiative to produce the NPQS as a guide to implementing the
quality rating of the preschool education programme offered by the various agencies,
namely the Ministry of Education (MOE), the Department of Community Development
(KEMAS), the Department of National Unity and Integration (JPNIN), and the private
sector. The NPQS is a concise, comprehensive and user-friendly reference document on
quality for preschools.
The NPQS is expected to play a significant role in boosting the quality of preschool
education in line with the vision and mission of the Ministry of Education Malaysia.
Lastly, the noble effort to raising the quality of preschool education to a world-
class standard through the NPQS will be a continuous effort in line with the national
education transformation initiatives and the requirements of global education as stated
in Education 2030 framework.
DATO’ SERI MAHDZIR BIN KHALID
National Preschool Quality Standard ii
Foreword
DIRECTOR-GENERAL OF EDUCATION
Assalamualaikum Warahmatullahi Wabarakatuh and greetings.
I would like to extend my sincere congratulations on the successful publication of the
National Preschool Quality Standard (NPQS) which is the standard system for measuring
the quality of preschool education provided by government and private agencies in
Malaysia.
The publication of the NPQS is in line with recent changes in the field of education,
particularly preschool education. Therefore, in order to ensure preschool education in
the country is of a quality that we can be proud of, all agencies offering the preschool
programme should refer to the NPQS. Furthermore, the NPQS is also in line with the
education transformation initiatives by the Malaysian government and its commitment
to provide quality education to all citizens.
I therefore congratulate the Inspectorate and Quality Assurance, Ministry of Education
Malaysia in initiating the publication of the NPQS. The effort to document the NPQS is
commendable as it can be used as the main reference by all government and private
agencies to improve the quality of preschool education in Malaysia, in line with current
educational development.
TAN SRI DR. KHAIR BIN MOHAMAD YUSOF
iii National Preschool Quality Standard National Preschool Quality Standard iv

Foreword LIST OF
CHIEF INSPECTOR OF SCHOOLS COMMITTEES

Assalamualaikum Warahmatullahi Wabarakatuh and greetings. Advisors

I am thankful that the National Preschool Quality Standard (NPQS) has been published.
Haji Aminudin bin Adam,
This document is aimed to improve the quality of preschool education in the country.
Chief Inspector of Schools
The Inspectorate and Quality Assurance, as the custodian of standards of education in
Malaysia, has been assigned as the leading agency for the implementation of the NPQS Dr Mahanom binti Mat Sam,
in all agencies providing preschool education in Malaysia. Deputy Chief Inspector of Schools (Policies)

The NPQS contains five quality dimensions that determine the quality of a preschool, Dr Roziah binti Abdullah,
Deputy Chief Inspector of Schools (Operations)
namely the quality of Teachers and Teaching Assistants, Governance, Curriculum,
Preschool-Parent/Guardian Interaction, and Health, Nutrition and Safety.

Since the introduction of NPQS in 2015, all preschools managed by various agencies NPQS Review Task Force
have been required to carry out the online NPQS self-evaluation to determine the quality
of their preschool education programme. Therefore, all preschools should carry out this
Chairman
self-evaluation in an ethical and transparent manner so that the quality of the preschool
education programme provided can be improved.
Dr. Noorliza binti Zakuan
Executive Director, System Structure
Lastly, I would like to express my gratitude and congratulations to the task force and all Education Performance and Delivery Unit
parties involved in the publication of this document. (PADU)

Deputy Chairman

Dr. ‘Aliah binti Ahmad Shah

Education Performance and Delivery Unit
(PADU)

HAJI AMINUDIN BIN ADAM

CHIEF INSPECTOR OF SCHOOLS Secretary

En. Mohammad Fauzi bin Mahson

Education Performance and Delivery Unit
(PADU)
v National Preschool Quality Standard
LIST OF COMMITTEES
NPQS Review Task Force
Members
En. Syamsul Anuar bin Wahid
Education Performance and Delivery Unit
(PADU)
En. Muthusamy Mottain
Inspectorate and Quality Assurance
Dr. Harery bin Abu Saad
Inspectorate and Quality Assurance
Cik Shadhana Popatlal
Inspectorate and Quality Assurance
En. Abd. Munir bin Abd. Rashid
Inspectorate and Quality Assurance
Pn. Roszilah binti Hj. Mohd. Arif
Inspectorate and Quality Assurance
En. Noor Azman bin Hanif
Inspectorate and Quality Assurance
En. Mohd. Shahril bin Anip
Inspectorate and Quality Assurance
Tn. Hj. Abdul Aziz bin Tajudin
Inspectorate and Quality Assurance
En. Mohd. Sauki bin Mohamed
School Management Division
Pn. Maheran binti Abd. Rahman
School Management Division En. Muthusamy Mottain,
En. Mohd. Azahar bin Madar
Curriculum Department Division Inspectorate and Quality Assurance, Putrajaya Inspectorate and Quality Assurance, Kelantan
Pn. Siew Siew Kim
Curriculum Department Division
En. Mohd. Hafiz bin Baharom
Curriculum Department Division
En. Norarzemi bin Mahadi
Private Education Division
Pn. Nadira binti Mohamad Khalid
Special Education Division
Cik Anisah binti Saidin
Community Development Department (KEMAS)
Pn. Hamidah binti Abu Bakar
Department of National Unity and National
Integration
Dato’ Prof. Dr. Chiam Heng Keng
Early Childhood Care and Education Council
Cheah Eng Khoon
Early Childhood Care and Education Council
Working Committee
Hjh. Normah binti Ismail,
Inspectorate and Quality Assurance, Putrajaya Inspectorate and Quality Assurance, Perak
Inspectorate and Quality Assurance, Putrajaya
Dr. Mohd. Suhaimi bin Mohamed Ali,
Tn. Hj. Ahmad Karim bin Said,
Inspectorate and Quality Assurance, Putrajaya
Dr. Sharifah Fetom binti Syed Zain,
Inspectorate and Quality Assurance, Putrajaya Inspectorate and Quality Assurance, Selangor
Dr. Harery bin Abu Saad,
Inspectorate and Quality Assurance, Putrajaya
En. Zulkifli bin Nordin,
Inspectorate and Quality Assurance, Putrajaya Inspectorate and Quality Assurance, Putrajaya
Cik Shadhana Popatlal,
Inspectorate and Quality Assurance, Putrajaya
En. Abd. Munir bin Abd. Rashid,
Inspectorate and Quality Assurance, Putrajaya
Hjh. Hafizah binti Tahir,
Inspectorate and Quality Assurance, Putrajaya
Dr. Ruhaiza binti Isa,
Inspectorate and Quality Assurance, Putrajaya
Pn. Noraini binti Hasbollah,
Inspectorate and Quality Assurance, Putrajaya
Pn. Roszilah binti Hj. Mohd. Arif,
Inspectorate and Quality Assurance, Putrajaya
En. Low Swee Sing,
Inspectorate and Quality Assurance, Putrajaya
Tn. Hj. Zamani bin Ashaari,
Inspectorate and Quality Assurance, Malacca
Pn. Chan Min Ting,
Inspectorate and Quality Assurance, Malacca
Tn. Hj. Abdul Aziz bin Tajudin,
Inspectorate and Quality Assurance, Perlis
En. Ruslan bin Razali,
Inspectorate and Quality Assurance, Kedah
En. Kanarajan Maruthan,
Inspectorate and Quality Assurance, Penang
National Preschool Quality Standard vi
LIST OF COMMITTEES
En. Noor Azman bin Hanif,
Pn. Zuhaila binti Ismail,
Inspectorate and Quality Assurance, Perak
En. Rosmi bin Mat Nasir,
En. Mohd. Shahril bin Anip,
Inspectorate and Quality Assurance, Terengganu
Pn. Jamaliah binti Mat Sam,
Cik Cheng Bik Ling,
Inspectorate and Quality Assurance, WP KL
Cik Aieshah binti Ithnin,
Pn. Rosnita binti Abdullah,
Inspectorate and Quality Assurance, Putrajaya
Pn. Juniza binti Jubri,
Inspectorate and Quality Assurance, Putrajaya
Reference Panel
Prof. Dr. Mohamad Sahari bin Nordin, UIAM
Prof. Madya Dr. Burhan bin Ibrahim, UIAM
Prof. Madya Dr. Isaji bin Sarudin, UIAM
Prof. Madya Tunku Badariah binti Tunku Ahmad,
UIAM
Dr. Mahmud bin Abd. Wahab, UIAM
Dr. Supiah binti Saad, UIAM
Dr. Zainurin bin Abd. Rahman, UIAM
Dr. Suhailah binti Hussien, UIAM
Dr. Ahmad Zamri bin Khairani, USM
CHAPTER 1 INTRODUCTION
3 National Preschool Quality Standard
CHAPTER 1
INTRODUCTION
1.1 Background
1.1.1 Preschool education is part of the
national education system as stipulated in the
Education Act 1996 (Act 550). Sections 20 to
26 of the Education Act 1996 (Act 550) and the
Education Regulations 2002 (National Preschool
Curriculum) spell out the implementation of
preschool education in Malaysia. The quality
of preschool education is measured through
the learning experiences and development of
children aged four to six years.
1.1.2 Preschool education is a focus area
under the National Key Results Area (NKRA)
for education which emphasises on expanding
access to quality and affordable preschool
education to children aged 4+ and 5+. The
Government Transformation Programme (GTP)
1.0 Laboratory, which was held from 5 October to
13 November 2009 had proposed that preschool
quality instruments be developed at the national
level for the purposes of determining the
quality of current preschools and improving the
quality of government and private preschools.
The proposed development of the preschool
quality instrument was tabled during the 2nd
National Preschool Development Co-ordination
Committee Meeting in 2011.
1.1.3 The Delivery Management Office (DMO),
which acts as secretariat for the development
of the preschool quality instrument, submitted a
request for proposal to several local universities.
Based on evaluation and the expertise in
developing instruments, the DMO and
agencies in the committee decided to award the
development of preschool quality instruments to
the International Islamic University of Malaysia
(IIUM) through direct negotiation which abided
the Ministry of Finance Treasury Regulations
2008 for purposes of non-physical procurement.
1.1.4 The initiative to improve the quality of
preschools in Malaysia is a continuous effort
and it becomes one of the main agenda in the
Government Transformation Programme 2.0 and
the 2013-2025 Malaysian Education Blueprint.
The aspiration to measure the quality of all
preschools run by the various agencies, namely
the Ministry of Education (MOE), the Department
of Community Development (KEMAS), the
Department of National Unity and National
Integration (JPNIN) and the private sector,
is realised through the development of the
instrument called the National Preschool Quality
Standard (NPQS) Instrument.
1.1.5 The proposed quality instrument
developed by the IIUM and its implementation in
preschools was presented and approved during
the 23rd MOE Professional Meeting on 6th
October 2011, chaired by the Deputy Director-
General of Education (Teacher Professional
Development Sector). The Director-General
of Education gave his approval in the notes
and commentary dated 3rd November 2011.
The development of the NPQS instrument was
finalised and submitted to the MOE on 10th
December 2012. The pilot implementation of
input in the online NPQS was rolled out on 7th
April 2013.
1.1.6 The NPQS instrument is administered
online to assess the quality of the preschool
education programme offered by the various
all agencies in Malaysia, in accordance with the
Vision and Mission of National Education using
valid and equivalent criteria, indicators and
instruments. The NPQS online system was put
on hold in 2014 for the purposes of reviewing
the instrument and improving the system. The
MOE Notification Letter No. 9/2015: Data Entry
through the National Preschool Quality Standard
(NPQS) Instrument Year 2015 was a directive
for all preschools to complete and submit data
and information of its preschool online based on
NPQS.
1.2 National Preschool Quality Standard Document
The document contains the NPQS instrument and score description guide.
National Preschool Quality Standard Instrument
1.2.1 The NPQS instrument was developed
to measure the quality of preschools. The online
NPQS system was first introduced in 2013. The
instrument is verified through the Instrument
Development and Criteria Equivalence Study to
evaluate the quality of preschool education in
Malaysia (NKRA Unit of the Ministry of Education,
2013). The NPQS system was operated by an
MOE-appointed supplier before being handed
over to the Information Management Division
MOE.
1.2.2 The NPQS system is the standard system
used to record and calculate the score for each
dimension of quality in the NPQS. The NPQS
contains five dimensions of quality:
a. Dimension of Quality of Governance;
b. Dimension of Quality of Teachers
and Teaching Assistants (TAs)/Pupil
Management Assistants (PMA);
c. Dimension of Quality of Curriculum;
d. Dimension of Quality of Preschool-Parent/
Guardian Interaction; and
e. Dimension of Quality of Health, Nutrition
and Safety
National Preschool Quality Standard 4
CHAPTER 1
INTRODUCTION
1.2.3 The five dimensions of quality in the
NPQS are used to measure the quality of a
preschool. Each dimension comprises several
items listed under the objective and subjective
indicators, except for the dimension of quality
of teachers and teaching assistants/PMAs which
has only the objective indicators.
a. Objective Indicators:
These indicators are used to measure aspects
of quality that can be observed, measured,
assessed and verified quickly and accurately.
For example, the number of teachers, number
of teaching assistants/PMAs at a preschool and
their academic qualification.
b. Subjective Indicators:
These indicators require in-depth observation.
The observation process covers a lengthy period
of time and involves the measurement and
assessment of subjective elements by referring
to the score description guide for determining
the adoption level of the relevant item.
5 National Preschool Quality Standard

CHAPTER 1
INTRODUCTION

Score Description Guide

CHAPTER 2 USER GUIDE
NATIONAL PRESCHOOL QUALITY STANDARD
(NPQS)
1.2.4 This guide contains the description of relevant practices and stages of implementation. The
stages of implementation are represented by five rating scores, i.e. zero represents the lowest score and
four the highest.

1.2.5 The five dimensions of quality and weightage are as follows:

Table 1: Number of Items and Weightage According to Dimension of Quality

No. of Items
Total Weightage
Dimension of Quality Objective Subjective Items (%)
Indicator Indicator

Dimension 1 : Quality of Teachers and

Teaching Assistants/Pupil 9 0 9 20
Management Assistants

Dimension 2 : Quality of Governance 7 9 16 20

Dimension 3 : Quality of Curriculum 13 8 21 25

Dimension 4 : : Quality of Preschool-Parent/ 5 6 11 15

Guardian Interaction

Dimension 5 : Quality of Health, Nutrition and 8 8 16 20

Safety

TOTAL 42 31 73 100
7 National Preschool Quality Standard National Preschool Quality Standard 8
CHAPTER 2 CHAPTER 2
USER GUIDE USER GUIDE

2.1 Introduction 2.2 Rating Guide

2.1.1 This chapter describes the steps to
using the NPQS instrument in the performance
appraisal of the preschool education programme.
The instrument is used by individual preschool
through self-assessment. Furthermore, the MOE,
the State Education Departments, the District
Education Offices and the implementing agencies
can use the instrument to carry out inspection,
monitoring and supervision activities.
2.1.2 Users of the instrument must read and
understand the entire NPQS document to ensure
that the assessment will reflect the actual quality
of the preschool. Assessments should be carried
out in a comprehensive and integrated manner
as each dimension is related and complements
the other dimensions.
2.2.1 The quality standard of a preschool is Table 3: Dimension of Quality of Governance (20 marks)
evaluated on five specified dimensions which
aims to classify the factors that affect learning No. Description Full Mark
and pupil development. Assessment is carried
out through two indicators, namely objective 1 Pupil-teacher ratio 2
indicators and subjective indicators. 2 Pupil-teaching assistant/PMA ratio 2
2.2.2 Objective indicators measure aspects 3 Internal monitoring (programme) 2
of quality that can be quickly and accurately
4 Internal audit (finance) 2
observed, measured, assessed and verified.
Subjective indicators, on the other hand, require 5 External monitoring (programme) 1
in-depth observation over a period of time and
6 External audit (finance) 1
involve measuring and assessing subjective
elements. 7 Quality award/certification 1
8 Subjective data (9 items) 9
2.2.3 The assessment of subjective indicators
is based on a five-level scale with 0 representing
Jumlah 20
‘Not implemented’ and a score of 4 representing
‘Fully implemented’. Each item is assessed based
on the score description provided. Users should
review the score descriptions before determining
a score for each item. Table 4: Dimension of Quality of Curriculum (25 marks)

No. Description Full Mark

1 Number of book titles 2

2.3 Scoring Table 2 Number of computers that are in good working condition 1

3 Number of types of outdoor play apparatus 2

Table 2: Dimension of Quality of Teachers and Teaching Assistants (20 marks)
4 Number of types of musical instruments 1
a. Quality of Teachers (Academic/Professional Qualification) 5 Frequency of assessment 2

No. Description Full Mark 6 Percentage of mastery of Malay Language in the Learning Area of Communication 2

1 Academic qualification 2 7 Percentage of mastery of English Language in the Learning Area of Communication 1

2 Professional qualification (early childhood education/preschool) 3 8 Percentage of mastery of Chinese/Tamil Language in the Learning Area of Communication 1

3 Teaching experience in preschools 1 9 Percentage of mastery of Spiritual, Attitude and Values Learning Area 1
4 Lecturer/facilitator/presenter 3 10 Percentage of mastery of Science and Technology Learning Area 1
5 Number of hours attending courses on teaching and learning approaches 3
11 Percentage of mastery of Humanities Learning Area 1
6 Number of hours attending courses on early childhood education/preschool 3
12 Percentage of mastery of Physical and Aesthetic Development Learning Area 1
b. Quality of Teaching Assistants/PMAs (Academic/Professional Qualification) 13 Percentage of mastery of Socio-Emotional Development Learning Area 1

7 Academic qualification 1 14 Subjective data (8 items) 8

8 Number of hours attending courses on early childhood education/preschool 2

Total 25
9 Experience as preschool teaching assistants/PMAs 2

Total 20
9 National Preschool Quality Standard National Preschool Quality Standard 10
CHAPTER 2 CHAPTER 2
USER GUIDE USER GUIDE

2.4 Implementation of Self-Assessment (ISA)

Table 5: Dimension of Quality of Preschool-Parent/Guardian Interaction (15 marks) The institution shall do the following in implementing
of NPQS self-assessment (NPQS-ISA):
No. Description Full Marks

1 Number of formal activities in a year 2

a. Ensure that a Preschool Committee is
2 Frequency of formal communication in a year 2 established to collectively set NPQS-ISA
3 Number of formal meetings in a year 2 scores;

4 Percentage of attendance of parents in a year 2 b. Download the NPQS user manual,

5 Percentage of parents/guardians giving feedback 1 instrument and score description guide;

6 Subjective data (6 items) 6

c. Read and understand fully the contents of
the NPQS instrument and score description
Total 15
guide;

d. Gather all the facts for each item being

evaluated by providing complete and
updated documentation for reference;

e. Collectively determine the score for each

Table 6: Dimension of Quality of Health, Nutrition and Safety (20 marks)
item under the dimensions of quality by
referring to the data, actual situation and
No. Description Full Marks
score description guide;
1 Number of days of health care courses/training attended by teachers 2

2 Number of days of health care courses/training attended by teaching assistants/PMAs 2 f. Fill in the NPQS-ISA score online through
the NPQS portal; and
3 Frequency of monitoring by the Ministry of Health 1

4 Number of sickbays 1 g. Prepare an NPQS-ISA summary by stating

the strengths, weaknesses and follow-up
5 Percentage of pupils covered by insurance 1
action for improvement.
6 Number of days of courses/training on safety attended by teachers 2

7 Number of days of courses/training on safety attended by teaching assistants/PMAs 2

8 Number of toilets that are functional and fulfil the specifications 1

9 Subjective data (8 items) 8

Total 20
11 National Preschool Quality Standard

CHAPTER 2
USER GUIDE

Table 7 : Process Work Flow of Implementation of National Preschool Quality Standard (NPQS)
CHAPTER 3 STATEMENT OF STANDARDS
Flow Chart Process Action

Start

1 Download the following documents from the NPQS website Preschool teacher/
at www.smpk.moe.gov.my co-ordinator
i. MOE Notification Letter No. 9/2015
ii. Directive on 2016 NPQS Entry
iii. NPQS Implementation Module
iv. NPQS Instrument and Score Description Guide

2 Read and understand all NPQS-related documents Preschool Committee

3 Co-ordinate the implementation of the NPQS Preschool Committee

4 Update information in the NPQS Preschool teacher/

co-ordinator

5 Update and provide relevant documents Preschool teacher

6 Fill in data and information for each class using a printed Preschool teacher
copy of the instrument

7 Co-ordinate data and information Preschool Committee

8 Fill in data and information online Preschool teacher/

co-ordinator

9 Verify data and information online in a timely manner Director/Principal

/Head teacher

10 Print the NPQS Report for reference Preschool teacher/

co-ordinator

11 Use the NPQS Report to co-ordinate follow-up action for Preschool Committee
improvement

End
13 National Preschool Quality Standard National Preschool Quality Standard 14
CHAPTER 3 CHAPTER 3
STATEMENT OF STANDARDS STATEMENT OF STANDARDS

3.1 Statement of Standards 3.3 Dimension 2 :

The statement of standards describes the content of the NPQS which comprises five dimensions.
Dimensions 2 to 5 contain two indicators, i.e. objective indicators and subjective indicators, whereas
Dimension 1 contains only objective indicators. This description is intended to assist the implementing
agency of the preschool education programme in understanding the content of the NPQS.
Quality of Governance
The dimension of quality of governance evaluates the management of the preschool and assists the
preschool in producing quality ratings and recognition. It focuses on the elements of monitoring and
supervision as well as documentation provided by the preschool management. Documents in this context
refer to drawings/illustrations, reports, minutes of meetings, certificates, correspondence, records,
schedules, lists/inventories and brochures. This dimension is evaluated based on:

3.2 Dimension 1:
3.3.1 Objective Indicators:
Quality of Teachers and Teaching Assistants a. Internal and external monitoring/
/Pupil Management Assistants (PMAs) supervision of the preschool education
programme during the year of assessment
to determine the quality of preschool
Teachers and teaching assistants/PMAs are directly involved in the mental and personality development education;
process of pupils. Teachers and teaching assistants/PMAs must have the necessary qualification,
experience, knowledge and skills as well as enthusiasm and positive attitude in every aspect of managing b. Internal and external financial audits
preschoolers within and outside the classroom to achieve the desired quality of education. This dimension conducted during the year of assessment
is assessed by taking into account the profile of teachers and teaching assistants/PMAs, covering the to ensure optimum returns of every
following: expenditure; and
3.3.2 Subjective Indicators:
a. A vision and mission statement document
as a roadmap towards achieving the set
goals and objectives;
b. A complete and updated list of capital
assets and inventory of equipment;
c. Complete and updated profiles of teachers
and teaching assistants/PMAs which can be
easily accessed and used;

a. Name and position;

c. Quality award/certification received by the
preschool during the year of assessment in
b. Experience of teacher/PMA in preschools;
recognition of the quality of its preschool
education
c. Highest academic qualification;
d. Calendar, duties and financial plans that
are prepared systematically to ensure
the smooth management of its preschool
education programme;

e. Review of teachers’ lesson plans to improve

d. Professional qualification (early childhood
the effectiveness of teaching;
education/preschool); and

f. Review of reports from teaching assistants/

e. Professional contributions and involvement
PMAs to ensure that tasks are carried out as
of teacher/PMA
required;

g. Written and/or pictorial record of pupil

activities/programmes as evidence for
the quality assessment of the preschool
education programme; and

h. Opportunities for parents/guardians to give

their views or feedback for purposes of
improving and enhancing the quality of the
preschool education programme
15 National Preschool Quality Standard
CHAPTER 3
STATEMENT OF STANDARDS
3.4 Dimension 3 :
Quality of Curriculum
High quality curriculum and teaching greatly influence attainment of the desired pupil learning and
development. Therefore, the preschool curriculum should be developed based on knowledge and
evidence of pupil development and implemented by using effective teaching practices that can help
them develop optimally. This dimension is evaluated based on:
3.4.1 Objective Indicators: 3.4.2 Subjective Indicators:
a. Reading materials, computers, outdoor play a. Thorough planning and preparation to
apparatus and musical instruments can help enhance the effectiveness of teaching;
promote self-reliance as well as critical and
creative thinking among pupils; and b. Efficient classroom management to create
an environment that is conducive for
b. Assessment is a necessary criterion in effective teaching and learning;
determining the quality of preschool
curriculum. It is carried out based on the c. Teaching and learning that can promote the
six core learning areas as prescribed in the development of pupils;
National Preschool Standard Curriculum.
d. Efficient use of educational resources
to increase pupil interest and enhance
mastery;
e. Effective communication to facilitate
understanding and promote learning;
f. Mastery of the content that allows lessons
to be delivered confidently, clearly and
accurately;
g. Active participation of pupils that facilitates
learning in an effective manner; and
h. Assessments carried out on a continuous
basis that help measure the progress of
pupils’ knowledge, skills and attitudes with
respect to the six Learning Areas.
3.5 Dimension 4 :
Quality of Preschool-Parent/Guardian Interaction
The dimension of interaction refers to the relationship between the preschool and the parents/family
members of pupils. The preschool should create a positive partnership to support learning and the overall
development of the pupils. This dimension is evaluated based on:
3.5.1 Objective Indicators:
a. Formal activities to meet the intellectual,
physical, socio-emotional and spiritual
needs of the pupils;
b. Formal communication to disseminate
information or on action to be taken by
parents/guardians;
c. Formal gatherings/meetings with parents/
guardians as a platform to discuss the
progress of pupils;
d. Involvement of parents/guardians as
committee members to ensure the success
of the preschool education programmes;
and
e. Feedback from the parents/guardians
concerning programmes/activities
implemented by the preschool to evaluate
and assess the preschool education
programme for purposes of improvement.
National Preschool Quality Standard 16
CHAPTER 3
STATEMENT OF STANDARDS
3.5.2 Subjective Indicators:
a. Formal gatherings/meetings with parents/
guardians as a platform to discuss the
progress of pupils and their views are
recorded for further action;
b. An orientation programme for parents/
guardians to convey information on
the preschool philosophy, curriculum,
assessment and policies;
c. A mechanism provided by the preschool to
ensure an effective bilateral communication
process. The results are recorded and acted
upon;
d. Active and voluntary involvement of
parents/guardians to help teachers in
classroom activities;
e. Active and voluntary involvement of
parents/guardians to help teachers in
outdoor activities; and
f. Opportunities for parents/guardians
to provide feedback concerning the
management and activities carried out by
the preschool. The views are recorded and
used for improvement.
17 National Preschool Quality Standard
CHAPTER 3
STATEMENT OF STANDARDS
3.6 Dimension 5 :
Quality of Health, Nutrition and Safety
This dimension refers to the process of developing the emotional, cognitive and physical well-being as
well as self-confidence of preschoolers. Typically, children who are healthy and in a safe environment can
focus better on learning and have a positive self-concept. This dimension is evaluated based on:
3.6.1 Objective Indicators:
a. Courses/Training on health care attended
by teachers and teaching assistants/PMAs
in the last three years to provide exposure
to basic health care;
b. Health monitoring conducted by the
Ministry of Health in the year of assessment
to determine the health status of pupils;
c. Provision of clean and adequate sickbays in
preschool;
d. Provision of insurance coverage by the
preschool to all pupils during the year of
assessment;
e. Courses/training on safety attended by
teachers and teaching assistants/PMAs
in the last three years to provide them
with knowledge and skills on pupil safety
and safety practices relating to buildings,
equipment, environment and interior/
exterior areas that may pose danger to
pupils; and
f. Provision of toilets in preschool that are
in good working condition and fulfil the
specifications.
CHAPTER 4 INSTRUMENT
NATIONAL PRESCHOOL QUALITY STANDARD
(NPQS)
3.6.2 Subjective Indicators:
a. Preschool policies/procedures/regulations to
ensure the safety and health of the pupils to
prevent accidents or injury to pupils and protect
their health;
b. Policies, procedures, practices and teachers/
teaching assistants/PMAs with the knowledge
to inculcate the habit of good personal hygiene
and cleanliness of areas and materials used;
c. Provision of clean, healthy, nutritious and
sufficient meals for every child;
d. Preschool practice of food-serving to develop
pupil discipline;
e. Involvement of pupils in food-serving activities
to provide them with the opportunity to be
responsible for themselves and their classmates
in their daily lives;
f. Preschool management’s priority on safety
to ensure that the planned activities and
equipment used do not pose a risk to the pupils;
g. Teachers and teaching assistants/PMAs who
are knowledgeable in conducting the fire and
emergency drills which are practised on a
regular basis; and
h. Preschool management that ensures the
equipment, materials, areas and surroundings
are safe to prevent accidents and hazards to
pupils.
19 National Preschool Quality Standard National Preschool Quality Standard 20
CHAPTER 4 CHAPTER 4
INSTRUMENT INSTRUMENT

DIMENSION OF QUALITY OF TEACHER AND TEACHING

ASSISTANT (TA)/ PUPIL MANAGEMENT ASSISTANT (PMA)
PROFILE OF PRESCHOOL
[This section must be completed by every teacher and Teaching Assistant (TA)/
Pupil Management Assistant (PMA) in the preschool.]
School Code/Registration No.:
a. Profile of Teacher
Name of School/Preschool:

Address: Name of Teacher

District: Position

Town: Preschool Teaching
Experience ............................... year(s) ............................... month(s)
State:
Highest Academic Qualification Year Received Institution Specialisation
Locality (Urban, Rural, Interior): Qualification

Type of premise [example: own building, modified classroom, community hall/ Note: Specify the
centre, apartment, terraced house, bungalow, semi-detached house, shop house, number of classes Professional Qualification Qualification Year Received Institution
shopping centre and others (specify)] according to the type of (Early Childhood
premises Education/Preschool)
......................................................................................................................

The preschool has an outdoor play area. (Yes/No)

Type of Preschool Mark Assessment Year* Current Year*

(√) (year when data is uploaded) b. Professional Contribution & Involvement of Teacher
No. of No. of No. of No. of No. of No. of No. of No. of
Classes Pupils Teachers TAs/ PMAs Classes Pupils Teachers TAs/ PMAs

MOE preschool No. Item Hours

a.Preschool classes
1. Number of hours delivering lectures/courses/workshops/talks/
(excluding special education) seminars/ papers on early childhood education/preschool during the
year of assessment.

b.Integrated special
education preschool classes
2. Number of hours attending lectures/courses/workshops/talks/
seminars/ presentation of papers on preschool teaching and learning
approaches during the year of assessment.
c.Special education school
3. Number of hours attending lectures/courses/workshops/talks/
seminars/ presentation of papers on early childhood education/
Private preschool preschool during the year of assessment.

KEMAS preschool

JPNIN preschool
21 National Preschool Quality Standard National Preschool Quality Standard 22
CHAPTER 4 CHAPTER 4
INSTRUMENT INSTRUMENT

DIMENSION OF QUALITY OF GOVERNANCE

a. Profile of Teaching Assistant (TA)/Pupil Management Assistant (PMA) OBJECTIVE INDICATORS

Name of TA/PMA No. Item Total

Position 1. Internal monitoring/supervision of preschool education programme

during the year of assessment.
Experience as Preschool
TA/PMA ............................... year(s) ............................... month(s)
2. External monitoring/supervision of preschool education programme
Highest Academic Qualification Year Received Institution Specialisation during the year of assessment.
Qualification

3. Internal financial audit conducted during the year of assessment.
Professional Qualification Qualification Year Received Institution

(Early Childhood
Education/Preschool)
4. External financial audit conducted during the year of assessment.

5. Quality award/certification (example: five-star award, award for best

teaching and learning practices, ISO) received by preschool during the
year of assessment. Please list:
b. Professional Involvement of TA/PMA
Type of Award; Level:

No. Item Hours i.

1. Number of hours attending lectures/courses/workshops/talks/ ii.

seminars/ presentation of papers on early childhood education/
preschool during the year of assessment. iii.

iv.
23 National Preschool Quality Standard National Preschool Quality Standard 24
CHAPTER 4 CHAPTER 4
INSTRUMENT INSTRUMENT

DIMENSION OF QUALITY OF GOVERNANCE DIMENSION OF QUALITY OF CURRICULUM

SUBJECTIVE INDICATORS OBJECTIVE INDICATORS
(All items refer to the year of assessment) (All items refer to the year of assessment)
*The percentage of pupils mastering the Learning Areas refers to pupils aged 4+ and 5+ only.

Degree of Implementation
No. Item Total/
No. Indicator/Practice Not Fully Percentage
Implemented Implemented

0 1 2 3 4 1. Number of children’s book titles available at the preschool.

1. Preparation of preschool vision and mission

2. Number of computers that are in good working condition at the preschool for
statement document.
purposes of teaching and learning.

3. Number of types of outdoor play apparatus that are in good working condition
2. Preparation of list of capital assets and equipment
and safe to use (example: slides, see-saws, swings).
inventory.
4. Number of types of musical instruments that are in good working condition at
the preschool (example: castanets, piano, organ, guitar, flute, recorder).
3. Complete, updated and easily accessible teacher
profiles.
5. Frequency of progress assessment of all pupils based on the six core learning
areas officially reported to the parents/guardians.
4. Complete, updated and easily accessible profiles
6. Percentage of pupils who have mastered the Malay language Communication
of Teaching Assistant/Pupil Management
Strand.*
Assistant.
7. Percentage of pupils who have mastered the English language Communication
5. Preparation of preschool calendar, list of duties
Strand.*
and financial planning.
8. Percentage of pupils who have mastered the Chinese/Tamil language
Communication Strand.*
6. Review of teachers’ lesson plans.
9. Percentage of pupils have mastered the Spirituality, Attitudes and Values
Strand.*
7. Review of reports of Teaching Assistant/Pupil
10. Percentage of pupils have mastered the Science and Technology Strand.*
Management Assistant.

11. Percentage of pupils have mastered the Humanity Strand.*

8. Preparation of a written and/or pictorial record of
pupil activities/programmes.
12. Percentage of pupils who have mastered the Physical Development and
Aesthetics Strand.*
9. Provision of opportunity for parents/guardians to
give their views or feedback.
13. Percentage of pupils have mastered the Personal Competence Strand.*
25 National Preschool Quality Standard National Preschool Quality Standard 26
CHAPTER 4 CHAPTER 4
INSTRUMENT INSTRUMENT

DIMENSION OF QUALITY OF CURRICULUM DIMENSION OF QUALITY OF PRESCHOOL

-PARENT/GUARDIAN INTERACTION
SUBJECTIVE INDICATORS
OBJECTIVE INDICATORS
(All items referring to the year of assessment)
Degree of Implementation

Not Fully No. Item Total/

No. Indicator/Practice Percentage
Implemented Implemented

0 1 2 3 4 1. Number of formal activities with parents/guardians.

(example: Open/Family Day, Clients’ Day, communal work, concert).
1. Thorough planning and preparation based on the
National Preschool Standard Curriculum.
2. Frequency of formal communication with parents/guardians to disseminate
information or inform of action to be taken by parents/guardians.
2. Efficient classroom management leading to a
conducive learning environment.
3. Number of formal gatherings/meetings with parents/guardians.

3. Teaching and learning that can promote the

development of pupils.
4. Average percentage of attendance of parents/guardians at formal gatherings/
meetings.
4. Use of educational resources to enhance teaching
and learning.
5. Percentage of parents/guardians giving feedback on programmes/activities
carried out by the preschool.
5. Effective communication to facilitate understanding (example: parents/guardians filling in customer satisfaction form).
and promote learning.

6. In-depth knowledge of the lesson content that

allows lessons to be delivered confidently, clearly
and accurately.

7. Pupils’ active involvement enables effective learning.

8. Continuous assessments to measure pupil

development.
27 National Preschool Quality Standard National Preschool Quality Standard 28
CHAPTER 4 CHAPTER 4
INSTRUMENT INSTRUMENT

DIMENSION OF QUALITY OF PRESCHOOL DIMENSION OF QUALITY OF HEALTH,

-PARENT/GUARDIAN INTERACTION NUTRITION AND SAFETY
SUBJECTIVE INDICATORS OBJECTIVE INDICATORS
(All items referring to the year of assessment)

No. Item Total/

Degree of Implementation Percentage
No. Indicator/Practice Not Fully
Implemented Implemented 1. Number of days of health care courses/training attended by teachers in the
past 3 years.
0 1 2 3 4

1. Formal gatherings/meetings with parents/guardians. 2. Number of days of health care courses/training attended by Teaching
Assistants/Pupil Management Assistants in the past 3 years.

2. Preschool carries out an orientation programme for 3. Frequency of health monitoring conducted by the Ministry of Health during the
parents/guardians to disseminate information. year of assessment.

3. Preschool provides mechanism to ensure effective 4. Number of sickbays available for pupils in the preschool.
communication process with parents/guardians.

4. Participation of parents/guardians in classroom 5. Percentage of pupils covered by insurance provided by the preschool during
activities. the year of assessment.
(example: preparation of educational resources and
learning centre/corner)
6. Number of days of courses/training in safety attended by teachers in the past 3
years.
(example: fire, first aid)
5. Participation of parents/guardians in outdoor and
fun activities. 7. Number of days of courses/training in safety attended by Teaching Assistants/
(example: visits, communal work, sports) Pupil Management Assistants in the past 3 years.
(example: fire, first aid)

8. Number of toilets in the preschool that are functional and fulfil the
specifications.
6. Parents/guardians are given the opportunity to
provide feedback concerning the management and
activities carried out by the preschool.
29 National Preschool Quality Standard

CHAPTER 4
INSTRUMENT

5
DIMENSION OF QUALITY OF HEALTH,
NUTRITION AND SAFETY CHAPTER SCORE DESCRIPTOR
SUBJECTIVE INDICATORS

Degree of Implementation

No. Indicator/Practice Not Fully

Implemented Implemented

0 1 2 3 4

1. The preschool has policies/procedures/ rules on the

safety and health of pupils.

2. The preschool gives priority to health practices such

as personal hygiene and cleanliness of spaces and
materials used.

3. The preschool practises preparation of nutritious

food (Food Act 1983; Food Hygiene Regulations
2009)

(If the preschool does not provide meals, please

answer 3a).

3a. The preschool that does not provide meals has

in place policies and procedures on food that are
brought in from outside.

4. The preschool adopts practices on food-serving.

5. The preschool involves pupils when serving food.

6. The preschool gives emphasis on safety of pupils.

7. The preschool has a fire emergency procedure.

8. The preschool provides a safe space and

environment.
31 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
NATIONAL PRESCHOOL
QUALITY STANDARD (NPQS)
DIMENSION OF QUALITY OF GOVERNANCE
Indicator/Practice
1. Preparation of preschool
vision and mission
statement document.
2. Preparation of list of capital
assets and equipment
inventory.
3. Complete, updated and
easily accessible teacher
profiles.
4. Complete, updated and
easily accessible profiles
Teaching Assistant/Pupil
Management Assistant.
5. Preparation of preschool
calendar, list of duties and
financial planning.
6. Review of teachers’ lesson
plans.
Not Implemented
0 1
Preschool vision and mission
statements have not been
prepared.
Preschool has not prepared
list of capital assets and
inventory of equipment.
Preschool has not prepared
teacher profiles.
Preschool has not prepared
profiles of Teaching Assistant
/ Pupil Management
Assistant.
Not prepared/incomplete:
• calendar
• list of duties
• financial planning
Teachers’ lesson plans are
not reviewed.
DEGRE E OF IMPLE ME NTATION
Only the preschool vision or
mission statement has been
prepared.
Prepared either the list of
capital assets or equipment
inventory.
Preschool prepared teacher
profiles but information is
incomplete.
Preschool prepared profiles
of Teaching Assistant/Pupil
Management Assistant but
information is incomplete.
Prepared one of the
following (complete):
• calendar
• list of duties
• financial planning
Teachers’ lesson plans are
not reviewed on a regular
basis.
2 3
Preschool vision and mission
statements have been
prepared.
Prepared list of capital assets
and equipment inventory.
Preschool prepared complete
teacher profiles.
Preschool prepared
complete profiles of Teaching
Assistant/Pupil Management
Assistant.
Prepared two of the following
(complete):
• calendar
• list of duties
• financial planning
Teachers’ lesson plans are
reviewed on a regular basis.
Preschool vision and mission
statements have been
prepared and are displayed.
Prepared list of capital assets
and equipment inventory.
Either the list of capital assets
or equipment inventory is
updated.
Preschool prepared complete
and updated teacher profiles.
Preschool prepared complete
and updated profiles of
Teaching Assistant/Pupil
Management Assistant.
Prepared all three of the
following (complete):
• calendar
• list of duties
• financial planning
Teachers’ lesson plans are
reviewed weekly.
National Preschool Quality Standard 32
CHAPTER 5
SCORE DESCRIPTOR
Fully Implemented
4
Preschool vision and mission
statements have been
prepared, are displayed and
explained to stakeholders.
Prepared list of capital assets
and equipment inventory.
Both the list of capital assets
and equipment inventory are
updated.
Preschool prepared complete,
updated and easily accessible
teacher profiles.
Preschool prepared complete,
updated and easily accessible
profiles Teaching Assistant/
Pupil Management Assistant.
Prepared all three of the
following (complete and
systematic):
• calendar
• list of duties
• financial planning
Teachers’ lesson plans are
reviewed weekly.
Constructive feedback is
provided.
33 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF GOVERNANCE
Indicator/Practice
7. Review of reports
Teaching Assistant/Pupil
Management Assistant.
8. Preparation of a written
and/or pictorial record
of pupil activities/
programmes.
9. Provision of opportunity for
parents/guardians to give
their views or feedback.
Not Implemented
0 1
Reports Teaching Assistant/
Pupil Management Assistant
are not reviewed.
Written and/or pictorial
records of pupil activities/
programmes have not been
prepared.
Preschool does not provide
the opportunity for parents/
guardians to give their
views/feedback.
DEGRE E OF IMPLE ME NTATION
Reports Teaching Assistant/
Pupil Management Assistant
are not reviewed on a regular
basis.
Written and/or pictorial
records of pupil activities/
programmes are prepared.
Records are not updated.
Preschool provides the
opportunity for parents/
guardians to give their
views/feedback through one
method only.
2 3
Reports Teaching Assistant/
Pupil Management Assistant
are reviewed on a regular
basis.
Written and/or pictorial
records of pupil activities/
programmes are prepared.
Records are updated.
Preschool provides the
opportunity for parents/
guardians to give their views/
feedback through various
methods.
Reports Teaching Assistant/
Pupil Management Assistant
are reviewed weekly.
Written and/or pictorial
records of pupil activities/
programmes are prepared.
Records are updated and
reviewed.
Preschool provides the
opportunity for parents/
guardians to give their views/
feedback through various
methods.
Views/Feedback is recorded.
National Preschool Quality Standard 34
CHAPTER 5
SCORE DESCRIPTOR
Fully Implemented
4
Reports Teaching Assistant/
Pupil Management Assistant
are reviewed weekly.
Constructive feedback is
provided.
Written and/or pictorial
records of pupil activities/
programmes are prepared.
Records are updated and
reviewed and feedback is
provided for improvement.
Preschool provides the
opportunity for parents/
guardians to give their views/
feedback through various
methods.
Views/Feedback is recorded
and appropriate action is
taken.
35 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF CURRICULUM
Indicator/Practice
1. Thorough planning and
preparation based on
the National Preschool
Standard Curriculum
(NPSC).
2. Efficient classroom
management leading
to a conducive learning
environment.
National Preschool Quality Standard 36
CHAPTER 5
SCORE DESCRIPTOR
DEGRE E OF IMPLE ME NTATION
Not Implemented Fully Implemented
0 1 2 3 4
None of the items under One or two of the items Three of the items under Four of the items under score All items under score 4 are
score 4 are fulfilled. under score 4 are fulfilled. score 4 are fulfilled. 4 are fulfilled. fulfilled.
• Timetable is prepared
according to NPSC
requirements.
• Yearly lesson plan (YLP)
is prepared based on the
school calendar.
• Daily lesson plan (DLP)
is prepared each day in
accordance with the YLP.
• Reflection is provided for
every lesson as a guide to
planning for the next DLP.
• YLP and DLP are fully
documented.
None of the items under One or two of the items Three of the items under Four of the items under score All items under score 4 are
score 4 are fulfilled. under score 4 are fulfilled. score 4 are fulfilled. 4 are fulfilled. fulfilled.
• The classroom
environment is conducive
(safe, clean and
comfortable) for teaching
and learning.
• The layout of equipment/
furniture is appropriate for
the activities carried out.
• The classroom space is
used optimally for learning
purposes.
• Pupils’ work is displayed.
• The classrooms have at
least two learning centres.
37 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF CURRICULUM
Indicator/Practice
3. Teaching and learning
that can promote the
development of pupils.
4. Use of educational
resources to enhance
teaching and learning.
National Preschool Quality Standard 38
CHAPTER 5
SCORE DESCRIPTOR
DEGRE E OF IMPLE ME NTATION
Not Implemented Fully Implemented
0 1 2 3 4
None of the items under One or two of the items Three of the items under Four of the items under score All items under score 4 are
score 4 are fulfilled. under score 4 are fulfilled. score 4 are fulfilled. 4 are fulfilled. fulfilled.
• A diverse approach to
teaching and learning.
• The approach to teaching and
learning is in accordance with
the ability and experience of
pupils.
• The basic principles of
teaching are applied; from
simple to complex; from
concrete to abstract.
• Individual, group and class
activities are carried out.
• Activities are creative,
interesting and enjoyable to
the pupils.
None of the items under One or two of the items Three of the items under Four of the items under score All items under score 4 are
score 4 are fulfilled. under score 4 are fulfilled. score 4 are fulfilled. 4 are fulfilled. fulfilled.
• The educational resources
used are appropriate and
stimulate the pupils’ thinking.
• The use of educational
resources creates a learning
environment that draws the
interest of pupils.
• The educational resources
used are adequate for the
pupils.
• The educational resources are
safe for use by the pupils.
• Teachers use a variety of
educational resources in a
creative manner.
39 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF CURRICULUM
Indicator/Practice
5. Effective communication
to facilitate understanding
and promote learning.
6. In-depth knowledge of the
lesson content that allows
lessons to be delivered
confidently, clearly and
accurately.
National Preschool Quality Standard 40
CHAPTER 5
SCORE DESCRIPTOR
DEGRE E OF IMPLE ME NTATION
Not Implemented Fully Implemented
0 1 2 3 4
None of the items under One of the items under score Two of the items under score Three of the items under All items under score 4 are
score 4 are fulfilled. 4 are fulfilled. 4 are fulfilled. score 4 are fulfilled. fulfilled.
• Warm and responsive
interaction with the pupils.
• Demonstration of positive
expressions to pupil input.
• Provision of constructive
feedback, praises/
encouragement to pupil input.
• Use of language appropriate
to the level of the pupil.
None of the items under One of the items under score Two of the items under score Three of the items under All items under score 4 are
score 4 are fulfilled. 4 are fulfilled. 4 are fulfilled. score 4 are fulfilled. fulfilled.
• Teaching and learning is
carried out according to the
requirements of learning
standards.
• Ability to relate lesson content
to current situation/pupils’
experiences.
• Ability to clarify concepts
or facts confidently and
accurately.
• Skilful in enhancing learning
according to pupils’ potential.
41 National Preschool Quality Standard National Preschool Quality Standard 42
CHAPTER 5 CHAPTER 5
SCORE DESCRIPTOR SCORE DESCRIPTOR

DIMENSION OF QUALITY OF CURRICULUM

DEGRE E OF IMPLE ME NTATION

Indicator/Practice Not Implemented Fully Implemented

0 1 2 3 4

7. Pupils’ active involvement None of the items under One of the items under score Two of the items under score Three of the items under All items under score 4 are
enables effective learning. score 4 are fulfilled. 4 are fulfilled. 4 are fulfilled. score 4 are fulfilled. fulfilled.

• Pupils are actively involved in

learning activities (including
routine activities).

• Pupils respond to teacher’s

questions or perform physical
movements or other actions
as instructed by teacher.

• Pupils’ interact actively at

multilateral levels such as
pupil-pupil, pupil-teacher or
pupil-resources engagement.

• Pupils are focused in their

lessons.

8. Continuous assessments to None of the items under One or two of the items Three of the items under Four of the items under score All items under score 4 are
measure pupil progress. score 4 are fulfilled. under score 4 are fulfilled. score 4 are fulfilled. 4 are fulfilled. fulfilled.

• Use of at least three methods

to record assessments.

• Conducting comprehensive
assessments covering all
Learning Areas.

• Recording of assessment
results in a continuous and
systematic manner.

• Assessment results are

analysed to improve teaching
and learning.

• Provision of formal feedback/

reporting of the progress of
pupils in all Learning Areas to
parents/guardians.
43 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF PRESCHOOL
-PARENT/GUARDIAN INTERACTION
Indicator/Practice
1. Formal gatherings/
meetings with parents/
guardians
2. Preschool carries out
orientation programme
for parents/guardians to
disseminate information.
DEGRE E OF IMPLE ME NTATION
Not Implemented
0 1
No gatherings/ • A gathering/ meeting is
meetings are carried out. conducted once a year.
• Information relating
to the meeting is not
documented.
None of the items under One or two of the items
score 4 are fulfilled. under score 4 are fulfilled.
2 3
• A gathering/ meeting is
conducted once a year.
• Information relating to the
meeting is documented.
Three of the items under
score 4 are fulfilled.
• Gatherings/ meetings are
conducted twice a year.
• Information relating to the
meeting is documented.
• Views of parents/guardians
are recorded.
Four of the items under score
4 are fulfilled.
National Preschool Quality Standard 44
CHAPTER 5
SCORE DESCRIPTOR
Fully Implemented
4
• Gatherings/meetings are
conducted more than
twice a year.
• Information relating to the
meeting is documented.
• Views of parents/guardians
are recorded and action is
taken.
Preschool plans and carries
out orientation programme
intended to disseminate the
following information to
parents:
• Preschool philosophy.
• Preschool curriculum.
• Preschool assessments.
• Involvement of parents /
guardians.
• Preschool policies
45 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF PRESCHOOL
-PARENT/GUARDIAN INTERACTION
Indicator/Practice
3. Preschool provides
mechanism to ensure
effective communication
process with parents/
guardians.
4. Participation of parents/
guardians in classroom
activities. (example:
preparation of educational
resources and learning
centre/corner)
National Preschool Quality Standard 46
CHAPTER 5
SCORE DESCRIPTOR
DEGRE E OF IMPLE ME NTATION
Not Implemented Fully Implemented
0 1 2 3 4
None of the items under One of the items under score Two of the items under score Three of the items under All items under score 4 are
score 4 are fulfilled. 4 are fulfilled. 4 are fulfilled. score 4 are fulfilled. fulfilled.
• Provides various means of
communication
(example: electronic media,
print media and face-to-
face sessions).
• Frequent communication
between the preschool and
parents/guardians (at least
twice weekly).
• The preschool practises
bilateral communication to
solve problems that arise.
• Results of communication
are recorded and action is
taken
Parents/guardians are Parents/guardians are less Parents/guardians are Parents/guardians are Parents/guardians are
not involved in classroom involved in assisting teachers actively involved in assisting actively involved in assisting actively involved in assisting
activities. in classroom activities. teachers in classroom teachers in classroom teachers in classroom
activities. activities. activities.
Teachers benefit from Teachers benefit from
contributions of parents/ contributions of parents/
guardians. guardians.
Recognition is given to the
parents/guardians involved.
47 National Preschool Quality Standard National Preschool Quality Standard 48
CHAPTER 5 CHAPTER 5
SCORE DESCRIPTOR SCORE DESCRIPTOR

DIMENSION OF QUALITY OF PRESCHOOL

-PARENT/GUARDIAN INTERACTION

DEGRE E OF IMPLE ME NTATION

Indicator/Practice Not Implemented Fully Implemented

0 1 2 3 4

5. Participation of parents/
guardians in outdoor and
fun activities. (example:
visits, communal work,
sports)
Parents/guardians are not Parents/guardians are less
involved. involved in assisting teachers
in outdoor activities.
Parents/guardians are actively
involved in assisting teachers
in outdoor activities and
provide support.
Parents/guardians are
actively involved voluntarily
in assisting teachers in
outdoor activities.
Teachers benefit from
contributions of parents/
guardians.
Parents/guardians are
actively involved voluntarily
in assisting teachers in
outdoor activities.
Teachers benefit from
contributions of parents/
guardians.

Recognition is given to the

parents/guardians involved

6. Parents/guardians are
given the opportunity
to provide feedback
concerning the
management and activities
carried out by the
preschool.
Parents/guardians are not Parents/guardians are given Parents/guardians are given Parents/guardians are given Parents/guardians are given
given the opportunity to the opportunity to provide the opportunity to provide the opportunity to provide the opportunity to provide
provide feedback. only verbal feedback. feedback using specific forms. feedback using specific feedback using specific
forms. forms.
Summary of the feedback is
not prepared Summary of the feedback is Summary of the feedback is
prepared. prepared.

The feedback from parents/

guardians is used for
improvements.
49 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF HEALTH,
NUTRITION AND SAFETY
Indicator/Practice
1. The preschool has policies/
procedures/rules on the
safety and health of pupils.
2. The preschool gives
priority to health practices
such as personal hygiene
and cleanliness of spaces
and materials used.
National Preschool Quality Standard 50
CHAPTER 5
SCORE DESCRIPTOR
DEGRE E OF IMPLE ME NTATION
Not Implemented Fully Implemented
0 1 2 3 4
None of the items under One or two of the items Three or four of the items Five of the items under score The preschool adopts all of
score 4 are fulfilled. under score 4 are fulfilled. under score 4 are fulfilled. 4 are fulfilled. the following policies:
• Recording of daily pupil
attendance.
• Physical and health check is
conducted on a daily basis
upon arrival of the pupils at
the preschool.
• Only parents or individuals
authorised by the parents are
allowed to pick up the pupils
from the preschool.
• Physical, emotional, mental
and social well-being of the
pupils is protected and they
are safe from sexual abuse.
• The preschool fosters
awareness of personal safety
in the pupils.
• The preschool monitors pupils
at all times during class.
None of the items under One or two of the items Three of the items under Four of the items under score All items under score 4 are
score 4 are fulfilled. under score 4 are fulfilled. score 4 are fulfilled. 4 are fulfilled. fulfilled.
• Teachers/Teaching assistants/
Pupil management assistants
are knowledgeable about
the preschool’s standard
operating procedures
(SOP) for the prevention
of infectious diseases, and
pupil emergency and injury
management.
• There is appropriate lighting
and ventilation of spaces in
the preschool.
• Health screening is conducted
by the Ministry of Health.
• Teaching and learning spaces
and equipment are clean and
safe.
• Pupils practise good personal
hygiene.
51 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF HEALTH,
NUTRITION AND SAFETY
Indicator/Practice
3. The preschool practises
preparation of nutritious
food (Food Act 1983;
Food Hygiene Regulations
2009).
(If the preschool does
not provide meals, please
answer 3a).
3a. The preschool that does
not prepare meals has
in place policies and
procedures on food
that are brought in from
outside.
DEGRE E OF IMPLE ME NTATION
Not Implemented
0 1
The preschool does not The preschool does not
comply with the provisions comply fully with the
of the Food Hygiene provisions of the Food
Regulations 2009 on food Hygiene Regulations 2009
preparation. on food preparation.
The prepared menu does not The prepared menu does not
comply fully with the food comply fully with the food
pyramid. pyramid.
The food prepared does not The food prepared does not
correspond to the menu. correspond to the menu.
The preschool does not The preschool has a policy/
have a policy/procedure procedure concerning food
concerning food brought in brought in from outside.
from outside.
The policy/procedure on
food brought in from outside
is not informed to the
parents/guardians.
2 3
The preschool complies fully
with the provisions of the
Food Hygiene Regulations
2009 on food preparation.
The prepared menu does not
comply fully with the food
pyramid.
The food prepared
corresponds partially to the
menu.
The preschool has a policy/
procedure concerning food
brought in from outside.
and
The policy/procedure on
foods brought in from outside
is informed to the parents/
guardians.
The preschool complies fully
with the provisions of the
Food Hygiene Regulations
2009 on food preparation.
The prepared menu complies
fully with the food pyramid.
The food prepared
corresponds partially to the
menu.
The preschool has a policy/
procedure on food brought
in from outside, informs the
parents/guardians about
the policy/procedure, and
monitors the food that is
brought in.
The policy/procedure on
outside food does not cover
the following:
• Regulation on food hygiene.
• Food pyramid.
• Rule on respecting the
differing values, customs and
beliefs of the pupils.
National Preschool Quality Standard 52
CHAPTER 5
SCORE DESCRIPTOR
Fully Implemented
4
The preschool complies fully
with the provisions of the
Food Hygiene Regulations
2009 on food preparation.
The prepared menu complies
fully with the food pyramid.
The food prepared
corresponds fully to the menu
The preschool has a policy/
procedure on food brought
in from outside, informs the
parents/guardians about
the policy/procedure, and
monitors the food that is
brought in.
The policy/procedure on
outside food covers the
following:
• Regulation on food hygiene.
• Food pyramid.
• Rule on respecting the
differing values, customs and
beliefs of the pupils.
53 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF HEALTH,
NUTRITION AND SAFETY
Indicator/Practice
4. The preschool adopts
practices on food-serving.
5. The preschool involves
the pupils in food-serving
activities.
Not Implemented
0 1
The preschool does not have
rules on food-serving.
The preschool does not have
a proper eating area.
Pupils are not involved in
food-serving.
DEGRE E OF IMPLE ME NTATION
The preschool has rules on
food-serving.
The preschool does not
comply with the rules on
food-serving.
The preschool does not have
a proper eating area.
One of the items under score
4 is fulfilled.
2 3
The preschool has rules on
food-serving.
The preschool complies
partially with the rules on
food-serving.
The preschool does not have
a proper eating area.
Two of the items under score
4 is fulfilled.
The preschool has rules on
food-serving.
The preschool complies with
the rules on food-serving.
The preschool does not have
a proper eating area.
Three of the items under
score 4 is fulfilled.
National Preschool Quality Standard 54
CHAPTER 5
SCORE DESCRIPTOR
Fully Implemented
4
The preschool has rules on
food-serving.
The preschool complies with
the rules on food-serving.
The preschool provides a
proper eating area.
All items under score 4 are
fulfilled.
• Pupils serve food
according to a duty roster.
• Pupils place their cutlery
and utensils at the
designated place after
eating.
• Pupils clean up their eating
area.
• Pupils are guided by
the teacher/Teaching
Assistant/PMA in serving
food.
55 National Preschool Quality Standard
CHAPTER 5
SCORE DESCRIPTOR
DIMENSION OF QUALITY OF HEALTH,
NUTRITION AND SAFETY
Indicator/Practice
6. The preschool gives
emphasis on safety of
pupils.
7. The preschool has a fire
emergency procedure.
DEGRE E OF IMPLE ME NTATION
Not Implemented
0 1
None of the items under First aid kits are available,
score 4 are fulfilled. can be utilised, and are easily
accessible.
Pupils’ Movement Record is
constantly maintained.
None of the items under One or two of the items
score 4 are fulfilled. under score 4 are fulfilled.
2 3
First aid kits are available,
can be utilised, and are easily
accessible.
Pupils’ Movement Record is
constantly maintained.
and
Any one of the additional
aspects is fulfilled.
Three of the items under
score 4 are fulfilled.
First aid kits are available,
can be utilised, and are easily
accessible.
Pupils’ Movement Record is
constantly maintained.
and
Any two of the additional
aspects are fulfilled.
Four of the items under score
4 are fulfilled.
National Preschool Quality Standard 56
CHAPTER 5
SCORE DESCRIPTOR
Fully Implemented
4
First aid kits are available,
can be utilised, and are easily
accessible.
Pupils’ Movement Record is
constantly maintained.
All of the additional aspects
are fulfilled.
Additional aspects:
• Materials, equipment and
furniture is safe to use.
• Guidelines/Regulations on
safety are provided and
displayed.
• Teachers/Teaching
assistants are capable of
giving first aid.
All items under score 4 are
fulfilled.
• The emergency route plan
is displayed.
• Emergency routes are
labelled and ready for use.
• Fire drill involving
preschool pupils is held at
least once a year.
• Fire extinguishers are
available at strategic
points, regularly
maintained and in good
working condition.
• Teachers / Teaching
assistants / Pupil
management assistants are
capable of handling the
fire extinguishers.
57 National Preschool Quality Standard National Preschool Quality Standard 58
CHAPTER 5 CHAPTER 5
SCORE DESCRIPTOR SCORE DESCRIPTOR

DIMENSION OF QUALITY OF HEALTH,

NUTRITION AND SAFETY

DEGRE E OF IMPLE ME NTATION

Indicator/Practice Not Implemented Fully Implemented

0 1 2 3 4

8. The preschool provides None of the items under One or two of the items Three or Four of the items Five of the items under score All items under score 4 are
a safe space and score 4 are fulfilled. under score 4 are fulfilled. under score 4 are fulfilled. 4 are fulfilled. fulfilled.
environment.
• The preschool has fencing/
grilles and is locked.

• Keys are stored in a place

that is easily accessible
only to the management of
the preschool.

• Dangerous equipment and

hazardous materials are
stored in a safe place.

• The cooking area is

separate from the teaching
and learning area.

• The space and furniture

layout allows pupils to
move about safely.

• The outdoor play area and

equipment is safe to use.
GLOSSARY
61 National Preschool Quality Standard National Preschool Quality Standard 62
GLOSSARY GLOSSARY

GLOSSARY
No. Word/Phrase Description of Word/Phrase No. Word/Phrase Description of Word/Phrase

1. Outdoor play area Special covered or uncovered area for outdoor play 8. Internal financial auditing Financial audits are carried out by the administrator/
activities such as poison ball, fox and chickens, swings, operator/supervisor.
slides, etc.

9. External financial auditing Financial audits are carried out by an external school
audit officer/auditor/certified accountant.
2. Year of assessment Refers to the year prior to the current year
Example:
If the current year is 2016, then the year of assessment is
2015. 10. Vision A forward-looking and insightful projection of the future
written in the form of a statement that describes the
direction of the school/institution, taking into account
3. Current year Refers to the present year the strengths, weaknesses, opportunities, threats, pupil
potential and needs of the school/institution.

4. Academic qualification Qualification obtained by an individual covering all levels of

qualification recognised by the Ministry of Education and the
Public Service Department (PSD) 11. Mission A clear statement of the way, approach or method to
Examples: realise the vision.
PMR, SPM, STPM, STAM, diploma, bachelor’s degree, master’s
degree and Doctor of Philosophy.
12. Profiles of teachers/teaching Biodatas of teachers/teaching assistants/PMAs, copies
assistants/PMAs of career-related correspondence, courses/workshops
5. Professional qualification Qualification obtained by an individual in his/her attended and relevant certificates.
chosen field of specialisation/skill covering all levels of
qualification recognised by the Malaysian Qualifications
Agency, the MOE and the PSD 13. Complete Fully, nothing lacking, perfect and contains all the
Examples: necessary information.
Certificate/Diploma/Bachelor’s degree/master’s degree
and Doctor of Philosophy in the field of Early Childhood
Education/Preschool 14. Updated Current and latest information.

6. Internal programme The activity to supervise, control, monitor and provide

monitoring/supervision guidance on the management and implementation of 15. Systematic Performed/Done/Acting according to an organised plan.
the preschool education programme by an internal
administrator such as head teacher/supervisor/operator
in a systematic manner with the results recorded and 16. Easily accessible Readily available for reference.
updated, to ensure that implementation is on track.
The findings are subsequently used to evaluate the
effectiveness of the programme/activity undertaken. 17. Calendar Annual planning of programmes/activities.

18. Capital assets Assets costing RM2,000.00 (Ringgit Malaysia two

thousand) and above per unit; or

7. External programme The activity to supervise, control, monitor and provide Movable assets that require scheduled maintenance
monitoring/supervision guidance on the management and implementation of irrespective of original acquisition price. Scheduled
the preschool education programme by an external maintenance refers to assets that require maintenance as
administrator such as area supervisor/district education specified in the handbook/user manual.
office/state education department/MOE in a systematic
manner with the results recorded and updated to Categories of capital assets include appliances/ICT
ensure that implementation is on track. The findings are equipment/telecommunications/broadcasting/kitchen
subsequently used to evaluate the effectiveness of the appliances.
programme/activity undertaken.
63 National Preschool Quality Standard National Preschool Quality Standard 64
GLOSSARY GLOSSARY

No. Word/Phrase Description of Word/Phrase No. Word/Phrase Description of Word/Phrase

19. Inventory A detailed list of property belonging to or owned by the 27. Food handlers Helpers/Teaching assistants/PMAs or anyone else who
school, which is under government control, purchased handles food.
or rented using government funds, received through
donations or gifts, or obtained through the legislative
process of the educational institution; or 28. Sickbay Place/area for pupils who are not feeling well to rest safely
and comfortably.
Movable assets which cost less than RM2,000.00 (Ringgit
Malaysia two thousand) and do not require scheduled
maintenance.
29. Lighting Lighting within the learning space. It can artificial or
natural lighting (standard: 200 lux metre).

20. Number of book titles Refers to the number of book titles, not the number of 30. Ventilation Air circulation in the learning area.
books. Non-book materials such as brochures, charts,
word cards and online reading materials are not taken
into account.
31. Balanced and nutritious Foods that contain a complete and balanced diet
beneficial for growth.

21. Assessment The process of collecting information about the

development and progress of pupils using various
methods, such as continuous observation and evaluation 32.
of pupil work, which are systematically recorded. Tests
and examinations are not recognised in early childhood
education.
Health, Nutrition and Safety Posters / brochures / rules on health / nutrition / safety
Guidelines/Rules provided to pupils and teachers as a guide,
For example, rules on hand-washing, brushing teeth, and
emergency route plan.

22. Educational resources Teaching and learning support materials, e.g. toys, musical
instruments, ICT devices.

33. Rules on food-serving Procedures/guidelines that must be observed when

serving food such as using chopsticks, washing hands
before handling food, and keeping food covered. The
23. Formal activities Officially organised programmes/activities involving the rules can be obtained either from the Health Department
school/institution and parents/guardians such as Open or prepared on one’s own initiative.
Day, Sports Day, communal work, and visits.

24. Formal communication Official communication between the school/institution

and parents/guardian through an official letter or digital
communication, including pupil diaries, letters, memo, and
e-mails.

25. Formal gathering/meeting An officially organised gathering/meeting involving group

discussions between the school/institution and parents/
guardians

26. Labelled emergency routes Marked routes provided for emergency purposes.
The National Preschool Quality Standard document is published in bahasa Malaysia and the English language.
If there is any conflict or inconsistency between the bahasa Malaysia and the English language version, the
Bahasa Malaysia version shall, to the extent of the conflict or inconsistently, prevail.