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The National Quality Framework for Early Childhood Education





Full & Part-time Day Care

Standard 10: Organisation

Organising and managing resources effectively requires an agreed written philosophy, supported by clearly communicated policies and procedures to guide and determine practice.

Component 10.1 | Component 10.2 | Component 10.3 | Component 10.4 | Component 10.5 | Component 10.6 | Component 10.7

Component 10.1 - The setting has developed a comprehensive statement or set of statements that clearly describes the vision, values and principles which underpin the nature of the service, and informs all aspects of practice.

Signposts for Reflection - General

10.1.1

What are the essential elements that need to be included in a philosophy statement for your setting?

Think about (e.g.)

  • The view of children and child development that informs and guides your practice See 7.1
  • The core values that adults working with children should be guided by See 11.2
  • How you define and describe the service that you provide for children and their families
  • Your perspectives on the role of parents and families in the delivery of your service? See 3.2 / 3.3

10.1.2

What are the outcomes of participation in your service for children and their families?


Component 10.2 - The setting endeavours, through the implementation of a range of policies, procedures and actions, to promote the health of all children and adults.

Signposts for Reflection

10.2.1

What documented policies and procedures are in place in your setting??


10.2.2

How do you get the views and input of all relevant stakeholders in the development of policies and procedures? See 4.1

Think about (e.g.)

  • Asking for input on the writing/preparation of your policy and procedures
  • The stakeholders involved
  • Gathering and translating these views into the policy documents
  • Getting agreement on the content

10.2.3

How do your policies and procedure documents inform practice in your setting?

Think about (e.g.)

  • Familiarity with these documents by all adults in the setting
  • Their use as the basis for routines and everyday practice in the setting
  • Regular review to ensure they continue to be relevant to practice See 8.4

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Component 10.3 - The management of financial resources within the setting is efficient, effective and ensures the sustainability of the service.

Signposts for Reflection

10.3.1

What systems do you have in place to make sure that financial records are accurate and well maintained?

Think about (e.g.)

  • Book-keeping, income and expenditure, invoices and receipts
  • Salaries, payslips, P60's
  • Taxation, revenue returns
  • Audited accounts

10.3.2

What processes do you use to review the financial situation of your setting?

Think about (e.g.)

  • Preparation of budgets
  • Weekly, quarterly, annual reconciliation of expenses to budget
  • Processes to review or amend budgets

10.3.3

How do you make sure that you have the necessary information and skills to ensure that your setting continues to be financially sustainable?

Think about (e.g.)

  • The financial management skills of the operator/manager
  • Accessing professional advice and support (e.g., accountant, auditor)
  • Opportunities for accessing funding, grant aid, subsidies, fundraising, sponsorship

Component 10.4 - All adults working in the setting are valued, supported and encouraged in their individual roles and responsibilities.

Signposts for Reflection

10.4.1

What processes are in place to ensure that all adults have their rights as employees met and safeguarded?

Think about (e.g.)

  • Employer and employee registration, contracts of employment, working hours, holidays, salaries, PAYE, PRSI, PRSA
  • Recruitment processes (e.g., job descriptions, interview procedures, etc.)
  • Disciplinary/grievance procedures, review

10.4.2

How do you ensure that all adults working in the setting are fully briefed on their roles and responsibilities?

Think about (e.g.)

  • Job descriptions, skills analysis
  • Induction processes for new personnel
  • Daily/weekly rotas and assignments
  • Students' participation and supervision processes
  • The role and supervision of volunteers (e.g., parents)
  • Key worker system
  • Communications strategies (e.g., team meetings, newsletter, notice board, etc.)

10.4.3

How are adults working in the setting valued and supported sensitively, in a manner designed to motivate and encourage? See 14.1

Think about (e.g.)

  • Decision-making processes/consultation being inclusive of the views of all involved See 4.1
  • Opportunities to share ideas, views and information on, e.g., staff needs
  • Regular opportunities to give and receive feedback on how staff/adults are progressing in their role
  • Systems and processes to make sure all adults can access appropriate support for their role

10.4.4

What opportunities are provided for adults to plan for and become involved in education, training and continuing professional development? See 11.4


10.4.5

How does your setting acknowledge, value and respond positively to the sharing of new practice approaches or new ideas gained through education and continuing professional development/in-service activities?


10.4.6

How do you develop your setting as a learning environment for students/adults?

Think about (e.g.)

  • Promoting action research
  • Providing a model of good practice
  • Induction and supervision of students
  • Mentoring
  • Coaching
  • Communicating with training providers

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Component 10.5 - A strong ethos of teamwork is evident in the setting.

Signposts for Reflection

10.5.1

How is teamwork promoted and encouraged in your setting?

Think about (e.g.)

  • Creating and supporting a culture of teamwork
  • Opportunities to participate in team activities
  • Sharing information in support of teamwork
  • How adult/adult interactions reflect mutual support and trust of each other See 5.5
  • Ensuring rights to confidentiality are respected amongst all adults in the setting See 12.3
  • Holding structured team meetings regularly with agenda and record-keeping

Component 10.6 - The setting keeps relevant and accurate administration records whilst maintaining appropriate levels of confidentiality.

See 12.3

Signposts for Reflection

10.6.1

What types of records are kept in your setting?

Think about (e.g.)

  • Children, staff, attendance, accidents/incidents, medication, administration, parental permission for outings and photography, cleaning routines, fire drills, etc.
  • Ensuring confidentiality of records, which are sensitive or refer to personal details of children, families and staff
  • Storage of records
  • Access to records See 15.1
  • Sharing of records See 12.2
  • Accuracy of records
  • Responsibility for record-keeping
  • Regular review of records

Component 10.7 - The setting has clearly documented, welldeveloped and functioning management structures and operating processes that support the implementation of the setting's philosophy, in the best interests of children, families and staff.

Signposts for Reflection

10.7.1

Is there a defined management structure, which is clearly communicated and understood by everyone using the setting?


10.7.2

If appropriate, is there a management committee?

Think about (e.g.)

  • Its composition/constitution
  • Regularity of meetings
  • Meetings are conducted democratically
  • Recording of meetings

10.7.3

What skills, experience and competencies are necessary for those in positions of management to implement the philosophy and policies of the setting? See 11.1


10.7.4

How do management structures actively promote and support an environment of trust, teamwork and inclusion in the setting?


10.7.5

What processes are in place to support medium and long term strategic planning for the development of the setting?



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