Critical reflection, leadership and supervision top list of unmet NQS elements

ACECQA’s latest NQF Snapshot for Q1 2025 has highlighted three critical areas where early childhood education and care (ECEC) services most frequently fall short under the National Quality Standard (NQS): critical reflection, management systems and active supervision.

Together, these elements represent the core conditions needed for high quality early learning. This includes thoughtful pedagogy, effective leadership and a safe, well supervised environment. When these areas are not met, they can significantly impact both the overall quality rating and the day to day experience of children, families and educators.

Rethinking critical reflection

Element 1.3.2, critical reflection, was the most frequently unmet element, with 4.5 per cent of services falling short. For many educators, reflection is recognised as important, but embedding it consistently into everyday practice can be a challenge.

This element requires educators to go beyond routine documentation. It is about analysing why certain approaches work, identifying areas for improvement and using those insights to shape future planning. Barriers such as time constraints, inconsistent understanding and limited access to professional learning can hinder effective implementation.

Services that have success in this space often create regular opportunities for team based reflection. This might involve keeping a shared journal with reflective prompts, dedicating time in team meetings to unpack a learning story, or using visual tools such as mind maps to make thinking visible. Making reflections part of existing routines, rather than an added task, increases their relevance and sustainability.

Strengthening systems for sustainable leadership

Element 7.1.2, which focuses on governance and management systems, was not met by 3.7 per cent of services. These systems form the foundation for consistent practice, compliance and quality improvement. Yet for many small or regional services, maintaining comprehensive and up to date systems is easier said than done.

Some services are strengthening this area by shifting key operational documents to cloud based platforms, providing quick access to policies and procedures. Others have developed leadership handbooks or guides that outline key compliance responsibilities and timelines, helping to distribute leadership tasks more evenly across the team.

Regular internal audits, while time intensive, can be a powerful tool for identifying system gaps before they become compliance issues. Ultimately, services with embedded practices tend to demonstrate smoother daily operations, stronger staff communication and a clearer understanding of shared expectations.

Supervision in practice, not just on paper

Element 2.2.1, supervision, rounds out the top three unmet elements, with 3.4 per cent of services not meeting the standard. This element is central to safeguarding children’s wellbeing, yet supervision challenges persist across the sector, particularly where staffing is inconsistent or environments are difficult to navigate.

Active supervision goes beyond simply being present. It requires constant risk assessment, responsive movement and clear communication. Services with strong supervision practices and culture often begin each day with a safety huddle, a brief check in where staff discuss responsibilities, transitions and potential risks.

Other practical strategies include supervision zoning maps tailored to specific routines, and structured mentoring for new or relief educators to ensure consistency across the team. Embedding supervision as a shared responsibility fosters a culture of accountability and attentiveness.

Looking ahead

These three elements, reflection, leadership systems and supervision, are more than just compliance measures. They are essential to quality outcomes for children and key drivers of sector wide improvement. While challenges remain, the data is encouraging. ACECQA reports that 69 per cent of services initially rated Working Towards NQS improved their rating upon reassessment.

Embedding reflective, responsive and well supported practice builds capacity, stability and confidence. By focusing efforts where the need is most apparent, services can lift their ratings and enhance the quality of daily experiences for children and educators alike.