National Quality

Standard Four
Staffing Arrangements
Summary
The goal of National Quality Standard Four is to ensure the supply of certified, experienced and
professional educators, coordinators and supervisors in schools and learning environments.

The Standard focuses on not only providing staff who are professional and qualified, but also those
who develop warm and respectful relationships with their students, build positive, predictable
environments and encourage their students to be engaged and active in their learning programs and
experiences.

Under Standard 4 and National Law and Regulations, a centre-based service must have one of the
following people educating at all times, and they are the ‘responsible person’ for the service
- The approved provider
- The nominated supervisor
- A certified supervisor
Not only this but a qualified educator/other qualified individual must be in charge of the development
and implementation of the education program of the service.
4.1 Staffing Arrangements
4.1.1 - Organisation of educators
This can be done through:
- how children are supported by their educators,
developing and supporting child’s learning through
an appropriate child-to-educator ratio at all times
- rostering an effective number of educators at the
beginning and end of the day to ensure effective
communication with parents at drop off and pick
up as well as adequate supervision to allow the
children meaning opportunities for engagement
with their educators and the materials within the
classroom
Staffing arrangements enhance
children's learning and development.
4.1.2 - Continuity of staff
This can be explored when:
- children demonstrate that they trust and are
comfortable with their educators, by happily
responding to them, having a conversation and
initiating interactions, seeking their company
- educators take the time to learn the names of the
students and their parents, including relief teachers,
to show they are involved and active in their
classroom environment
Educator - Child Ratios

Standard Four deals with the number of educators required to be present to look
after a certain number of children in a child care/educational environment.
Breakout Task
In groups, drag the number of children that can be placed in a room per one
educator according to their age.

The age is listed up the top.

Educator is symbolised by the star.

Children are symbolised by a square.

Group 1
Birth - 24 months 25 - 35 months 36 months +
Group 2
Birth - 24 months 25 - 35 months 36 months +
Group 3
Birth - 24 months 25 - 35 months 36 months +
Group 4
Birth - 24 months 25 - 35 months 36 months +
4.2 Professionalism
Management, educators and staff
are collaborative, respectful and
4.2.1 - Profession collaboration
This can be seen when:
- staff members, new and old, are supportive and
supported by each other
- Staff members, educators and co-ordinators use
collaborative strategies to aid those who are
casual or relief educators, promoting a sense of
belonging to a team
- educational leaders, supervisors, co-ordinators,
and educators work within a team to affirm and
challenge their own practices, discuss and adopt
learning and teaching techniques that support
each child, this will demonstrate a commitment to
learning, regardless of one’s experience or current
knowledge and skills.
ethical
4.2.2 - Profession standards
This can be done by:
- staff demonstrating care, empathy and respect for
their students, colleagues and families through
their everyday practice
- showing professional conduct in interactions and
relationships with students, colleagues, families and
members of the community
- all staff and educators working in ways that meet
NQS requirements implementing approved and
acceptable learning frameworks
Breakout Task
Each group has been given an example of a teacher and their conduct in the
classroom.

Relating this to the information above on professionalism, your group will

make a judgement about what you would do if you observed this and whether
or not they were acting professionally.

- which standard does this relate to?

- was the educator acting within the standard guidelines? why/why not.

Group 1
Scenario:
An educator leaves the class and the children are
left unsupervised. They have been instructed to
cut and glue their artwork into their books.
How would you respond:
● Go into the class and take over.
● Supervise the children.
● Maybe not get them to cut on
their own without supervision.
● After the day is over, talk to the
educator about why they left the
students.
● If they don’t think what they have
done is wrong, explain possible
consequences of leaving students
unattended.
● If they continue to disagree tell
someone higher up than you at
the centre.
Group 2
Scenario:
The class has moved on to a new math topic.
One student is struggling and after the lesson
asks the teacher for help. The educator provides
him extra activities and sits with him during the
next lesson to guide and support him.
How would you respond:
4.2.2 - Profession standards
Yes, because the student was
struggling and so she gave them extra
support. The teacher was
demonstrating care and empathy for
the student by sitting with him during
the next lesson to support him.
Group 3
Scenario:
During a class, the educator singles out students
who appear to be uncomfortable and do not
know the answers. The educator continues by
mocking them for not knowing answers and does
not follow up by teaching them what they don’t
know.
How would you respond:
- Ask the student to ‘phone a friend’
for help answering a question.
(peer support)
- After the class have a
conversation with the educator
about different ways of
approaching these situations.
Suggesting that that child won’t
learn if they feel shame and they
are at school to learn.
Group 4
Scenario:
A new relief teacher is starting their first day at
the school. An educator sees them nervous and
offers to walk them to their learning block. The
educator gives a quick tour of the school and
introduces the relief teacher to their team
teacher for the day.
How would you respond:
We would do the same thing :)
Offering someone the time of day to
make them feel at home in a scary
new setting, CALM THAT LIMBIC
CENTRE DOWN
4.2.1 professional collaboration
The Early Years Learning Framework
The EYLF explores the outcomes that:

- children have a strong sense of identity

- children are connected with and contribute to their world
- children have a strong sense of wellbeing
- children are confident and involved learners
- children are effective communicators

These outcomes can only be reached if appropriate and qualified educators are employed to teach
the students. Young children require hands on and involved carers and educators who will offer them
the agency they require in order to develop and acquire appropriate knowledge. Without the
appropriate and willing educators, outlined by NQS 4, these students are unable to meet the
necessary points outlined by the EYLF
End Task
Did you understand everything?

If you have any questions or notes from the lesson, please write them in one of
the boxes on the following slides.

Thank you for listening :)