SERVICE DELIVERY SETTING


Technical name: Service provider organisation - service delivery setting, early childhood education and care, code N
METeOR identifier: 436100
METeOR link: http://meteor.aihw.gov.au/content/index.phtml/itemId/436100
METeOR definition: The type of setting in which early childhood education and care service activities are provided by a service provider, as represented by a code.

Scope
Inclusions: The service delivery setting, for all early childhood education and care services that deliver a preschool program.
Exclusions: Early childhood education and care services that do not deliver a preschool program.

Underlying Concepts
Concept: Service delivery setting.
Nominal definition: Consistent with METeOR definition.
Operational definition: Consistent with METeOR definition.
Supporting data elements:

• Management type

• Service activity type

Conceptual issues:
The range of service settings in which a preschool program may be delivered are diverse. This data element is used, in conjunction with other data elements about service provision, to obtain a more detailed appraisal of service availability and how services are provided.

Standard Jurisdictional Output Categories
Representation class: Code
Data type: Number
Format: N, for example: 2
Maximum character length: 1
Classification values:

1 - Centre-based—school
2 - Centre-based—other
3 - Home-based—child's home
4 - Home-based—other
5 - General community setting
8 - Other setting

Supplementary values:

9 - Not stated/inadequately described

	Edit specifications	Edit resolution
1.	If field is blank.	Provide a valid delivery setting code, otherwise amend to code ‘9’.
2.	If delivery setting is not code 1, 2, 3, 4, 5, 8 or 9.	Provide a valid delivery setting code. Where jurisdictional delivery setting types differ from NMDS categories, the ABS requests that a concordance is supplied to ABS to verify code mapping.
3.	If field contains text or character length is greater than 1.	Provide a valid delivery setting code.

Guide for Use
Counting rules:

• The service provider should include only one response to this data element.

Classification Definitions
CODE 1 Centre-based—school
Centre-based—school, refers to child care services or preschool programs delivered on school grounds, using school facilities e.g. a building owned by the school.

CODE 2 Centre-based—other
Centre-based—other, refers to a non-residential building that was purpose-built or renovated for the purpose of delivering early childhood education and care services but is not located on the property of a State, Independent or Catholic school, e.g. child care centre, stand-alone preschool that is not part of a primary school.

CODE 3 Home-based—child's home
Home-based—child's home, refers to a private residential dwelling where the child lives.

CODE 4 Home-based—other
Home-based—other, refers to a private residential dwelling where a child care service or preschool program is delivered by someone other than the child's parents, carers or guardians, e.g. a family day care caregiver's house.

CODE 5 General community setting
General community setting, refers to a non-residential community infrastructure, facility or building that was not specifically built or developed for the provision of early childhood education and care services and is not part of a State, Independent or Catholic school, e.g. a park, community or scout hall, public library, etc.
 
CODE 8 Other setting
Other setting, refers to settings not covered by codes 1 to 5, such as mobile services which are attended at a specific location, rather than being delivered in settings such as a child's home.

CODE 9 Not stated/inadequately described
For use when the service delivery setting for the service provider is unknown, not stated or inadequately described. Where the service delivery setting is not stated or inadequately described, the ABS requests that jurisdictions identify the reason for the response and document any follow-up processes undertaken.

Other Information
Related aggregate data elements: Service delivery setting.

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