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The paper frames the NQF’s commitment to health, safety, wellbeing, and continuous improvement, and examines how children from disadvantaged backgrounds are more likely to face developmental vulnerability.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/research-report/","Research & 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purpose of this occasional paper?","Question",{"text":63,"@type":64},"It investigates the quality of children’s education and care services based on the socio-economic status of the areas where they are located.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the paper measure socio-economic status?",{"text":68,"@type":64},"It uses SEIFA, specifically the IRSAD index (Index of Relative Socio-Economic Advantage and Disadvantage), to classify services by local advantage and disadvantage.",{"name":70,"@type":61,"acceptedAnswer":71},"Why is equity of access to high quality education and care a key focus?",{"text":72,"@type":64},"The paper explains that children from more disadvantaged backgrounds are more likely to experience developmental vulnerability, making early, high-quality education and care especially important for reducing later costs and 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in [life | www.acecqa.gov.au](life | www.acecqa.gov.au)  \n Contents  \n\n| Overview | 4 |\n| --- | --- |\n| Background | 7 |\n| Socio-economic status and developmental outcomes | 7 |\n| The impact of high quality children’s education and care | 7 |\n| Quality and availability of children’s education and care | 8 |\n| Key findings | 9 |\n| Profile of children’s education and care services | 9 |\n| Quality of children’s education and care services | 10 |\n| Implications | 11 |\n| Equity of access to high quality children’s education and care services | 11 |\n| Existing resources and support, and progress to date in improving quality | 11 |\n| Detailed findings | 12 |\n| Profile of children’s education and care services | 12 |\n| Quality of children’s education and care services | 18 |\n| References | 29 |\n| Appendix A: Methodology | 32 |\n\nACECQA acknowledges the Gadigal peoples of the Eora Nation, the Traditional Custodians of the lands on which ACECQA is located. We recognise the unique status of Aboriginal and Torres Strait Islander Peoples as the First Australians, including their role in the education and care of children. We pay our respects to the past, present and emerging Traditional Custodians of country throughout Australia.  \nSuggested citation: Australian Children’s Education and Care Quality Authority (ACECQA) (2020) Quality ratings by socio-economic status of areas, ACECQA, Sydney.  \n2  \nThe best start in [life | www.acecqa.gov.au](life | www.acecqa.gov.au)  \n| List of figures |  |\n| --- | --- |\n| Figure 1: The quality rating system | 5 |\n| Figure 2: Proportion of approved services by jurisdiction and SEIFA quintile | 12 |\n| Figure 3: Proportion of approved services by service type and SEIFA quintile | 13 |\n| Figure 4: Proportion of approved services by provider management type and SEIFA quintile | 14 |\n| Figure 5: Proportion of approved services by remoteness classification and SEIFA quintile | 15 |\n| Figure 6: Proportion of approved services by provider size and SEIFA quintile | 15 |\n| Figure 7: Approved number of centre-based service places by SEIFA quintile | 16 |\n| Figure 8: Proportion of approved centre-based services with either a physical environment or staffing waiver by SEIFA quintile | 17 |\n| Figure 9: Overall quality ratings by SEIFA quintile | 18 |\n| Figure 10: Reassessment outcomes (overall quality rating changes) by SEIFA quintile | 27 |\n|  |  |\n| List of tables |  |\n| Table 1: Distribution of approved services by SEIFA quintile 12 |  |\n\nTable 2: Proportion of services rated Working Towards NQS and Exceeding NQS by service type  \nand the most disadvantaged and advantaged areas 19  \nTable 3: Proportion of services rated Working Towards NQS and Exceeding NQS by provider  \nmanagement type and the most disadvantaged and advantaged areas 20  \nTable 4: Proportion of services rated Working Towards NQS and Exceeding NQS by remoteness  \nclassification and the most disadvantaged and advantaged areas 21  \nTable 5: Proportion of services rated Working Towards NQS and Exceeding NQS by quality areas  \nand the most disadvantaged and advantaged areas 22  \nTable 6: Largest difference between SEIFA quintiles 1 and 5 in the proportion of services rated  \nWorking Towards NQS for each service type 23  \nTable 7: Largest difference between SEIFA quintiles 1 and 5 in the proportion of services rated  \nExceeding NQS for each service type 24  \nTable 8: Largest difference between SEIFA quintiles 1 and 5 in the proportion of services rated  \nWorking Towards NQS for each provider management type 25  \nTable 9: Largest difference between SEIFA quintiles 1 and 5 in the proportion of services rated  \nExceeding NQS for each provider management type 26  \nTable 10: Proportion of services with a higher or lower rating after reassessment by quality areas  \nin the most disadvantaged and advantaged areas 28  \n3  \nThe best start in [life | www.acecqa.gov.au](li","cbCailIhxwFIv3X8","https://ap.wps.com/l/cbCailIhxwFIv3X8","pdf",2791755,34,"English","# Overview\n## Background\n## Socio-economic status and developmental outcomes\n## The impact of high quality children’s education and care\n## Quality and availability of children’s education and care\n## Key findings\n## Profile of children’s education and care services\n## Quality of children’s education and care services\n## Implications\n## Equity of access to high quality children’s education and care services\n## Existing resources and support, and progress to date in improving quality\n## Detailed findings\n## Profile of children’s education and care services\n## Quality of children’s education and care services\n# References\n# Appendix A: Methodology","[{\"question\":\"What is the purpose of this occasional paper?\",\"answer\":\"It investigates the quality of children’s education and care services based on the socio-economic status of the areas where they are located.\"},{\"question\":\"How does the paper measure socio-economic status?\",\"answer\":\"It uses SEIFA, specifically the IRSAD index (Index of Relative Socio-Economic Advantage and Disadvantage), to classify services by local advantage and disadvantage.\"},{\"question\":\"Why is equity of access to high quality education and care a key focus?\",\"answer\":\"The paper explains that children from more disadvantaged backgrounds are more likely to experience developmental vulnerability, making early, high-quality education and care especially important for reducing later costs and challenges.\"}]","Quality ratings by socio-economic status of areas - Occasional Paper 7 June 2020 | PDF",1792044319,86]