Assessor Resource

CHCIC501A
Manage children's services workplace practice to address regulations and quality assurance

Assessment tool

Version 1.0
Issue Date: April 2024


This unit applies to workers in children's services workplaces

This unit describes the knowledge and skills required to facilitate the evaluation of an organisation involved in delivery of children's services through a quality assurance process and to manage regulatory compliance

You may want to include more information here about the target group and the purpose of the assessments (eg formative, summative, recognition)

Prerequisites

Not Applicable

Employability Skills

This unit contains Employability Skills



Evidence Required

List the assessment methods to be used and the context and resources required for assessment. Copy and paste the relevant sections from the evidence guide below and then re-write these in plain English.

The evidence guide provides advice on assessment and must be read in conjunction with the Performance Criteria, Required Skills and Knowledge, the Range Statement and the Assessment Guidelines for this Training Package.

Critical aspects for assessment and evidence required to demonstrate this unit of competency:

The individual being assessed must provide evidence of specified essential knowledge as well as skills

This unit will be most appropriately assessed in the workplace or in a simulated workplace and under the normal range of workplace conditions

Access and equity considerations:

All workers in community services should be aware of access, equity and human rights issues in relation to their own area of work

All workers should develop their ability to work in a culturally diverse environment

In recognition of particular issues facing Aboriginal and Torres Strait Islander communities, workers should be aware of cultural, historical and current issues impacting on Aboriginal and Torres Strait Islander people

Assessors and trainers must take into account relevant access and equity issues, in particular relating to factors impacting on Aboriginal and/or Torres Strait Islander clients and communities

Context of and specific resources for assessment:

This unit can be assessed independently, however holistic assessment practice with other community services units of competency is encouraged

Resources required for assessment of this unit include access to a relevant workplace or appropriately simulated environment where assessment may take place

Method of assessment may include:

Observation

Written assessment

Case studies

Evidence of materials developed in the workplace

Questioning

Documentation/written reports

Submission Requirements

List each assessment task's title, type (eg project, observation/demonstration, essay, assingnment, checklist) and due date here

Assessment task 1: [title]      Due date:

(add new lines for each of the assessment tasks)

Assessment Tasks

Copy and paste from the following data to produce each assessment task. Write these in plain English and spell out how, when and where the task is to be carried out, under what conditions, and what resources are needed. Include guidelines about how well the candidate has to perform a task for it to be judged satisfactory.

This describes the essential skills and knowledge and their level required for this unit.

Essential knowledge:

The candidate must be able to demonstrate essential knowledge required to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include knowledge of:

Legislation, standards and regulations relevant to the children's services industry

Knowledge of process for engaging stakeholders in the planning and consultation stages of quality assurance

Knowledge of systems to support the quality assurance process - including government and non government consultants, resources and personnel

Best practice principles and emerging trends in service delivery area

Quality assurance standards and practices

Systemic approaches to developing work plans including the development of objectives and performance criteria

Compliance requirements for regulations within the children's service industry

Currency of knowledge about regulations, quality assurance standards and legislation

Systems to monitor and ensure compliance with regulatory requirements by all staff as required

Essential skills:

It is critical that the candidate demonstrate the ability to:

Demonstrate understanding of quality assurance processes

Locate and interpret regulations, quality assurance standards and complex legislation

Disseminate information about compliance requirements in a manner that is comprehensible accurate for staff to implement strategies to meet compliance requirements

Analyse information about compliance and non compliance and report on this to relevant people

Coordinate a self assessment process at an organisation level

Maintain knowledge of best practice

In addition, the candidate must be able to effectively do the task outlined in elements and performance criteria of this unit, manage the task and manage contingencies in the context of the identified work role

These include the ability to:

Demonstrate application of skills in:

goal setting

communication

ability to develop policy

evaluation and review

consultation

report writing

The Range Statement relates to the unit of competency as a whole. It allows for different work environments and situations that may affect performance. Add any essential operating conditions that may be present with training and assessment depending on the work situation, needs of the candidate, accessibility of the item, and local industry and regional contexts.

Standards and regulations may include but are not limited to:

Child care regulations

Care Quality Assurance Standards

Legislation:

occupational health and safety (OHS)

child protection and mandatory reporting

privacy

equal employment opportunity

Documentation may include but is not limited to:

Policies and procedures

Records

Continuous improvement plans

Procedural forms, checklists, etc

Self study report

Policies and procedures

Stakeholders may include but are not limited to:

Staff

Families and children

Government departments

Management

Other service providers

Local community

Funding bodies

National Childcare Accreditation Council

Management body

Copy and paste from the following performance criteria to create an observation checklist for each task. When you have finished writing your assessment tool every one of these must have been addressed, preferably several times in a variety of contexts. To ensure this occurs download the assessment matrix for the unit; enter each assessment task as a column header and place check marks against each performance criteria that task addresses.

Observation Checklist

Tasks to be observed according to workplace/college/TAFE policy and procedures, relevant legislation and Codes of Practice Yes No Comments/feedback
Conduct focus groups, questionnaires and/or interviews with clients to receive feedback 
Conduct focus groups, questionnaires and/or interviews are with other stakeholders to receive feedback 
Conduct record audits 
Complete self evaluation report for the organisation in which practice is reviewed against nominated standards and regulations 
Complete appropriate documentation 
Assess the organisation's performance against the standards and identify gaps and opportunities for improvement 
Develop strategies to address identified gaps and implement improvements 
Where appropriate, consult relevant stakeholders in developing a quality improvement plan 
Develop quality improvement workplan, including performance criteria and timeframes to evaluate progress 
Regularly monitor the quality improvement workplan 
Prepare regular reports against the workplan and present to relevant parties 
Revise workplan according to relevant feedback 
Inform and involve relevant stakeholders about the external evaluation process 
Schedule interviews with staff and management where appropriate 
Prepare all documentation for examination 
Identify strategies to ensure continuous improvement mechanisms and integrate into work systems 
Maintain current knowledge of regulations and quality assurance standards for the children's services industry 
Interpret and meet regulatory requirements in a timely manner and within the limits of own job role and expertise. 
Seek advice from a higher authority if interpretation in not clear or possible 
Analyse compliance outcomes and report on suggested strategies for increasing compliance 
Report on compliance issues in line with regulations, standards, legislation and organisation requirements 
Demonstrate conduct to show commitment to compliance with children's services regulations and relevant quality assurance standards 
Provide opportunities and encourage staff to discuss, clarify and meet regulatory requirements 
Confirm staff understanding of regulatory and standards obligations and determine needs for professional development 
Undertake risk assessment for non compliance with regulations and quality assurance standards for the children's service industry 
Develop strategies to address risk according to organisation policy 
Create learning opportunities for all staff from situations of compliance and non compliance without compromising confidentiality or privacy 

Forms

Assessment Cover Sheet

CHCIC501A - Manage children's services workplace practice to address regulations and quality assurance
Assessment task 1: [title]

Student name:

Student ID:

I declare that the assessment tasks submitted for this unit are my own work.

Student signature:

Result: Competent Not yet competent

Feedback to student

 

 

 

 

 

 

 

 

Assessor name:

Signature:

Date:

Assessment Record Sheet

CHCIC501A - Manage children's services workplace practice to address regulations and quality assurance

Student name:

Student ID:

Assessment task 1: [title] Result: Competent Not yet competent

(add lines for each task)

Feedback to student:

 

 

 

 

 

 

 

 

Overall assessment result: Competent Not yet competent

Assessor name:

Signature:

Date:

Student signature:

Date: