Hallett Cove Karrara Kindergarten Quality Improvement Plan ... · 3 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Additional

Hallett Cove Karrara Kindergarten Quality Improvement Plan

2015

1 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Service details

Service name Service approval number Hallett Cove Karrara Kindergarten

Primary contact at service Maddy Stewardson

Physical location of service Physical location contact details Street: 45 Barramundi Dve

Suburb: Hallett Cove

State/territory: SA

Postcode: 5158

Telephone: 8381 9154

Mobile:

Fax: 83227859

Email: [email protected]

Approved Provider Nominated Supervisor Primary contact: DECD

Telephone:

Mobile:

Fax:

Email:

Name: Maddy Stewardson

Telephone: 8381 9154

Mobile: 0423 200 432

Fax:

Email: [email protected]

Postal address (if different to physical location of service) Street:

Suburb:

State/territory:

Postcode:


Operating hours

For each day of the week this service is open, indicate the times of the day when education and care is provided.

For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using 24 hour

clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour.

If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.

For family day care services or multi-site services, please provide the operating hours of the service office.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

8:30 & 12:00

8:30 & 12:00

8:30 & 12:00

8:30 & 12:00

8:30

Closing time

11:30 & 15:00

11:30 & 15:00

11:30 & 15:00

11:30 & 15:00

11:30


Additional information about your service The following information will assist the Regulatory Authority to plan the assessment visit.

Provide additional information about your service—parking, school holiday dates, pupil-free days etc.

We have ample street parking and a small staff car park. We hold 2 pupil free days per year as agreed by our Governing Council. We run to the SA Education Dept school dates.

How are the children grouped at your service?

Children are not grouped in our service. Parents have control over when children attend and usually have the flexibility to change their enrolment times throughout the year- spaces permitting. This flexibility is highly valued by our families. Two thirds begin the year with a 2 full day 1 half day model while the other one third retain half days for up to the entire year. Most families are using at least one full day by the end of the year.

Small group times occur every day with the same children in the small groups for each term, however actual attendances on each day may vary. Small groups are initially divided by age/ maturity but this changes as the year continues and the focus of the small groups changes. In addition, individual children’s needs are considered in their placement in small groups. Critical and ongoing reflection on the impact of not grouping children is a core feature of all our planning processes and consultation with families about this is priority from the initial contact we have prior to enrolment. The curriculum is designed to mitigate any negative impacts of this structural decision and we have achieved this successfully thus far.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’)

Maddy Stewardson- Director/ nominated supervisor.

For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their addresses. No. of educators:_________


Data to Inform 2015 QIP‐ Sources and Goals From Parent Opinion Survey (DECD) Suggestions for Improvement: 2014

Not “in site” parent communication to be improved Including parents beyond the GC in decisions See links between change programmes and improvement Support community agencies better known

(44/55 all strongly agree, 11 mixed agree and strongly) From 2013‐ achieved in 2014

More opportunity to give an opinion on the educational program Invitation to participate in the decisions about their child’s education More ways to let parents know about their own child’s learning. A range of communications

From QIP 2014 and other data in 2014 (red slips Term 1, self review Term 3) Future Plans: Improving children’s literacy and numeracy competence through a focus on self directed, collaborative and teacher led experiences. Continue to connect families with play and the learning which is developing through play Maintain inquiry approaches as a way to stretch children’s problem solving and thinking to higher levels. Continue focus on life skills and dispositions to learning. Assess, record and share children’s learning in a variety of ways so that it enhances their skills, meets national standards and includes parents in the decision making process. Continue to develop a closer connection with local schools; to develop strong community feeling in Hallett Cove and support continued learning when children move between

sites. Continue to focus on building relationships within the kindergarten by promoting:

‐social skills and positive relationships through the curriculum ‐invite participation by families in sessions ‐seek and respond to parent ideas and views ‐ provide a range of formal and casual meeting opportunities ‐ open, honest and high quality communication with the community about current priorities through the core of the Governing Council.

2014: Survey about communication re learning (White slips Term 4) Most popular and most effective Informal conversations/ chats with a staff member


Observing your child at kindy/ talking with themLess popular but highly useful Term overviews More popular but only moderately useful Your child’s Portfolio book Learning Together Book Curriculum Display whiteboard in foyer Images on the TV of children working at kindy Least poplar but useful Events and Displays From Staff: 2014 (reflective journal) Aim to engage with key aspects of work more deeply: (achieved but ongoing into 2015)

the philosophy at deeper level‐ so personal values, are we living the philosophy Staff reflection on teaching and learning (via RRR) Curriculum depth and breadth‐ continued emphasis on high quality

Keep/ Prioritise: Diversity in Learning: Gardening and cooking, Music and movement, Atsi, sport, culture, wildlife Relationships: School relationships, Communicating with parents clearly‐ what’s going on POP and play, wellbeing and dispositions: support new staff

From 2015 families @ AGM: GOALS FOR CHDILREN’S LEARNING/ PRIORITIES Communication skills (name, pre‐reading and writing, speaking well + including more formal literacy) Develop social skills (share, compassion, teamwork, listening and friendships, problem solving) Develop Life skills and dispositions to learning‐ (respect, curiosity, resilience & independence, persistence, self‐motivation): Numeracy

2015: General Improvements: Term 1 Data collection (red slips) Strengths: Staff, garden, relationships, interesting & varied, curriculum. Organised, lots happening, communication Improvements: Tidy garden (1), drawing (1) writing and jolly phonics (2)


Service statement of philosophy Please insert your service’s statement of philosophy here.

Hallett Cove Karrara Kindergarten- Our Kindergarten Philosophy We believe in and foster:

Positiverelationshipsbetweenallthatareunderpinnedbyrespectandcare. Asenseofbelongingandprideinourcommunityandourselvesasindividuals. Adesiretoachieveexcellencenowandinthefutureforchildren,staffandthekindergarten. Aplacewherefunandlearningmeetsochildrendevelopaloveoflearningthroughmeaningfulexperiences.

Positive relationships between all that are underpinned by respect and care. Positive relationships that are open, honest and respectful are built over time and depend on open communication between children, adults and teachers.

Teachers demonstrate this by….

Activelyseekingoutopportunitiestotalkwithchildrenandtheirparentsabouttheirchild,theirlearningandtheirfamilythroughincidentalconversations,informalandformalmeetings,communityeventsandduringlearningexperiences. Taketimetoconsidereachchild’swell‐being,individualneeds,interestsandfamilycontextandplanforhowthatcanbeincluded,celebratedandsupportedwithinthekindergartengroup. Activelyseekingoutopportunitiestotalktoparentsabouttheirchild. Feedingbacktoparentsregularlyaboutchildren’slearningandprogresstowardssharedgoals.Providinginformationandsupporttofamilies,particularlyduringtimesofchangeortransition.

Children demonstrate this by…

Developinganunderstandingofacceptablesocialbehaviourthatrespectstherightsofeveryonetobesafeandhappy. Becominganactivememberofthegroupandstrivingtobefairandkindintheirinteractionswithothers. Developinganappreciationandrespectfordiversity. Developingstronglisteningskillsalongsidetheabilitytohaveanopinionandbelistenedto.

Parents show this by…

Sharinginformationaboutthemselvesandtheirchildastheyenterthekindergartencommunityandduringtheirtimehere. Beinginterestedintheirchild’slearning,celebratingtheirachievementsandsupportinglearningathome. Beingopenandhonestabouttheirneedsandengageinconstructivedialoguewiththekindergartenstaff.


A sense of belonging and pride in our community and ourselves as individuals. Kindergartens are diverse places where every teacher, child and family member has something to offer and something to learn. By welcoming new ideas, celebrating our achievements and connecting with the wider community we can enrich individuals and the community as a whole.


Providinggrouplearningexperiencesthatallchildrencanrelatetoandcontributeto.Theseexperiencesarebuiltonovertimetocreateasharedhistoryinthekindergarten.Individualcontributionstotheprojectarecelebratedalongsidethegroup’sefforts. Invitingfamiliesintothekindergartentoshareinthelearningthroughdailyevents,projectsandcelebrations. Highlightingtheroleparentsplayaspartnersinlearningandvaluingtheirstrengthsandcontributionstoourcommunity. SupportingourPlaygroupandchildren’stransitionintofulltimekindergartenandthentoschool.

Children show this by…

DevelopinganincreasingawarenessofthemselvesasindividuallearnersandasmembersoftheKarraracommunity. Recognisingtheirownachievementsandthoseoftheirpeers. Beingactivelyinvolvedinkindergartenexperienceswithinthelocalcommunity.

Parents contribute to this by…

Becominginvolvedinthekindergarteninwhateverwaytheycan;sharingskills,ideasandplansforthefuture Learningaboutthekindergartensprioritiesandplans Supportingthekindergartenthroughevents,maintenanceofthekindergartenandactivelypromotingthekindergarteninthewidercommunity Respectingandvaluingthecontributionsofothermembersofthecommunity.

A desire to achieve excellence now and in the future for all children, staff and the kindergarten. Planning for learning and development involves having a clear understanding of where we are now, where we want to be and having high expectations for all children and their learning. Children, and their teachers, need to be able to embrace change and be challenged in their learning so they are able to meet the demands of a changing world.


Creatingalearningenvironmentwhichisstimulating,wellresourced,organisedandstructuredsothatitprovidesforlearningatdifferentlevelsandinavarietywaystomeettheneedsofadiversegroupofchildren. Planningandassessingindividualchildren’slearningcarefully,andinconsultationwithparents,setcleargoalsforsupportandextension. Reflectingontheirownpracticeandregularlyseekingtoimproveourskillsaseducators. Havingapositiveattitudetotryingnewapproachesinteachingandseektochallengeallchildrenintheirlearning.


Developingarangeoflifeskills,learningskillsanddispositionswhichsupportthemtobeindependentlearners;includingemotionalresilience,socialcompetence,self‐


motivation,independence,persistenceandresourcefulness. Havingavoiceinthecurriculumsotheirideasarefosteredanddevelopedinwayswhicharemeaningfultothemandwhichleadtomorecomplexlearning. Havingtheopportunitytotakeconsideredrisksandlearnfromtheirmistakes.

Parents demonstrate this by…

Supportingchildren’sattempts,providingguidanceforfuturelearningandbyencouragingthemtotrynewthingswithinthekindergarten. Communicatingopenlywithstaffaboutchildren’sneedsandinterests. Collaboratingwithstaffinplanningforthefuture;fortheirchildandthewholekindergarten.

A place where fun and learning meet so children develop a love of learning through meaningful experiences. Children are strongly motivated to learn when their experiences are enjoyable and educators make them feel safe, supported and valued. Playing is how children make meaning in kindergarten. The combination of a play-based learning environment and an inquiry approach to learning supports both independent learning, social learning and the ability to go deeper into a relevant topic.


Bringingasenseofhumour,wonderandgenuineinterestinchildrenandlearning. Providingspace,time,resourcesanddirectionforplaysothatchildrencanexperiment,masterandextendpersonalandgroupinterests. Creatinganenvironmentwhichincludesbothadultandchildinitiatedlearningthatreflectschildren’spersonallivesandbroadenstheirunderstandingoftheworld. Explicitlydescribingthelearningthechildrenareachievingastheyplaysotheyseetheirachievements.


Beinghappytocometokindergartenandarewillingtotrynewexperiencesjustbeyondtheircurrentability. Askingquestionstomakeconnectionsbetweennewlearningandpastknowledge. Usingtheirimaginationandcreativitytoaddtoexperiences,incollaborationwithmoreexperiencedpeersandadults.

Parents demonstrate this by…

Feelingwelcomedandcomfortabletospendtimeinthekindergartenwiththeirchild. Encouragingtheirchildtotrynewexperiencesandcelebratetheirsuccesses. Developinganunderstandingofthelearningthathappensinkindergartenandhowitdevelopsovertime. Seetheirculturesreflectedpositivelyinthekindergartenandhaveanopportunitytocontributetothis.

This philosophy has been developed with input from the Parents, Children and Educators from Hallett Cove Karrara Kindergarten and reflects views held by the community over many years and our current families’ beliefs.


Quality Area 1: Educational program and practice This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.

Quality Area 1: Standards and elements

Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.

Element 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.

Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

Element 1.1.4 The documentation about each child’s program and progress is available to families.

Element 1.1.5 Every child is supported to participate in the program.

Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.

Element 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.

Element 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.


Quality Area 1: Related sections of the National Law and National Regulations

Standard/element National Law (section) and National Regulations (regulation)

1.1 section 168 Offence relating to required programs

1.1 section 323 Approved learning framework

1.1 regulation 73 Educational programs

1.1 regulation 75 Information about the educational program to be kept available

1.1 regulation 76 Information about educational program to be given to parents

1.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

Quality Improvement Plan for QA1 Summary of strengths for QA1

Strengths

We request information from families on enrolment about strengths, interests, family history, goals for children’s learning.

Use EYLF to guide our observations, evaluation of learning programmes and planning for individual children as well as groups. We also use key aspects from RRR to support our pedagogy. Or assessment cycle is clearly documented and supported by all staff. The principles, practises and outcomes of EYLF are reflected in the tools we use to gather information and plan for further learning as well (OB board, personal planning sheets, Planning Proforma and Reflective Journal, as well as in the documentation of children’s learning (displays, Kindy Portfolio, events, newsletters, Program Board)

Create ILPs(Individual learning plans) and self assessments and receive 100% parent feedback. Information is used to support continuity of learning within the kindergarten and off to school. Parents are encouraged to identity key goals for their children and these are documented on the OBS board for daily reference by staff, in ILPS and progress towards this is followed up on with parents. (see QA 4 for further info)

Individual children are discussed at planning and staff meetings. Observations are collated on the OBS board over a 2 week period which allows for gaps or “hidden” children to be identified. As children’s observations are discussed they are included in the weekly planning or reflective journal for future planning. They are evaluated against the context of the child’s ILP goals, term curriculum goals, QIP focus, and site philosophy. Systematic reflection on both the micro/ individual learning in the kindergarten is balanced with broad reflective questions and thinking about


pedagogy as well as other issues affecting children’s learning. These are documented in the Reflective Journal.

Program for parents includes plans and outcomes are displayed and summarised in newsletter. A term overview gives a detailed account of the intention of the learning and the opportunities for further learning and how that might be supported‐ emphasising the dual nature of curriculum being sometimes teacher or child/ family derived. A Learning Together Book has been established and is being viewed by parents. This is a summary of happenings (and explanations of the learning within those) over time.

All children are supported to participate, with particular attention given to supporting children develop social relationships with a wide range of others in the centre.

All children referred to relevant support agencies as necessary and supported with preschool support or other intervention strategies. The site commits to doubling the invention support (pssp) for children with communication difficulties/ social difficulties.

While activities are planned and outcomes identified, children are able to access a very wide range of activities of their choice. Curriculum is linked to broader goals or events within the kindergarten which connect families to the daily happenings in the kindergarten. Kindy‐to‐home‐kindy projects are one way this is achieved, along with termly high profile community events for families, such as the Art Show and VIP day and community picnic.

All staff continue to recognise and plan for high quality learning for all children, with a particular focus on highly effective communication skills, social skills and numeracy skills. Staff began their exploring of dispositions to learning and wish to continue this in 2015.

A systematic and thorough tracking system for children’s learning is now in place and will be developed further in 2015. Using the ILP process to gather the information we monitor, assess and track the individual development against the 5 outcomes in EYLF. In doing so we can demonstrate how much progress each child ahs made from Transition to the end. All data is collected in pedagogically appropriate ways which empower learners and families to contribute meaningfully to their child’s learning and assessment.

Individual goals identified through the ILP process are also tracked to show if any all goals are achieved or not. Data shows that for almost all children this is the case and where it is not possible, there are underlying factors such as having English as a second Language, a language disability. In other cases both goals for support and strength are met. In addition, we monitor if there are emerging themes which may need more support, and possibly professional development or awareness in staff. This can also apply to requests from parents for certain curriculum areas; like phonics.

We concluded from this year that our Site key priorities were being realised in children’s learning as identified in their ILP goals and parents comments. Learning dispositions and Life skills, along with literacy and numeracy were targeted and advanced for every child throughout the year


Data sources for this information include: RRR raw data: Dispositions within the wellbeing Scales, Children’s ILPs, Learning Portfolios and Statements of learning comments, “Emerging themes from the ILP process”, “Individual Learning Plan Tracking”, “EYLF Tracking” and associated summary sheets, the Community Meeting Goal Setting (Term 1 AGM), “Red” survey (Term 1), Self Review (Term 3), 2014 Communication Survey (term 4), Reflective Journal, Parent Opinion Survey (Term 4) and a wide range of anecdotal observations.

Key improvements sought for QA1 Standard/element

[1.1.1] Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

Identified issue Changes in our full time Teacher require an ongoing focus on how the priorities of the site are enacted by all staff. High quality curriculum is a feature of this site and skills have been developed in collaboration as a team. The impact of new ideas and skills leads to opportunities for development in the curriculum, while the core business must continue to be articulated for all children (who are new in 2015), families and teachers. Partnership goals are also foregrounded to ensure our support for local education and system priorities, such as literacy and numeracy, remain in focus. We continue to realises the impact of dispositions for learning and life skills as core components to success in life and these remain a focus for us and an area we wish to get better at planning for.

Standard/element [1.2.1]

Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation

Identified issue Attention to assessment for learning remains key and is a new concept for some staff. A differentiated curriculum is supported by having Individual Learning Plans which are accurate and supported in the home and in 2014 these were enthusiastically welcomed and developed by parents and teachers in 2014. In 2015 work needs to be consistent to ensure the same success for the new cohort. In 2015 we are required to familiarize ourselves with the Indicators for Literacy and Numeracy. In 2014 we did not observe some children as closely as others and felt this may have limited out view of their development and planning for their future. We wish to ensure this does not happen in 2015


Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.]


Identified issue A culture of critical reflection which is documented and acted upon may be new to our Teacher and is the cornerstone of our effective curriculum. Ongoing attention to this will enable high quality outcomes for all children. Reflective practices are critical to the whole –of-site approach established in the site.


The program, including routines, is organised in ways that maximise opportunities for each child’s learning

Identified issue Providing for a wide range of experiences and interests is an ongoing challenge and we find ourselves constantly striving to improve our own skills in new areas. Our abilities as teachers is challenged by an aging group of children who bring with them a very diverse range of interests and parents now have different priorities for their learning. Taking each child from where they enter and really enhancing their development in all areas is equally important as strengthening their skills in particular areas of strength and interest.


Quality Improvement Plan for QA1

Standard/ element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps) Success measure By when?

Progress notes

1.1.1 Develop Life skills and dispositions to learning- (curiosity, persistence, enthusiasm, creativity, emotional resilience & independence, social confidence, respect, resourcefulness)

Planned experiences which foster opportunities for children to be challenged in life skills. Identified within the program and term overviews

Targeted teaching within the curriculum to Identify and articulate learning dispositions- including growth mindsets

Teaching highlights life skills and dispositions in planning, and all assessment of children’s learning- formal (ILP) and informal (verbally) refers to this

Parent consultation Seen in outcomes from Learning Stories

and anecdotal observations Teachers learn about dispositions Curriculum overviews highlight the

connection to life skills and dispositions for learning

100% children demonstrate core dispositions and these are identified in the ILP Process as a result of all child data from either staff, child’s voice or parents.

All staff will show their understanding of dispositions through Obs, Perf Dev Planning Process and planning contributions

Term 2, Term 4, SOL Ongoing

1.1.1 Improvement in children’s Communication skills Literacy Improvement- POP ([Phonological awareness, Oral Language Print awareness) via self directed, collaborative an teacher led experiences

Develop new strategies to engage families in understanding the role of play in supporting language development.

Curriculum reflection, planning and assessment with focus on each specific aspects of Emergent Literacy (POP) across the year

EYLF companion docs will support teachers’ skills development, reflective practise and assessment and reporting of outcomes

Questions in RRR will guide our deep

30% Parents attend sessions held by the kindy.

100% Parents engage in conversations with staff/ children about literacy

SOL data shows Well Developed level proficiency in Literacy for 75% chn

SOL data shows more than1 bandwidth movement across the year for all chn in Literacy (Effective

Term 2 Termly Ongoing Term: 1,2,3,4


reflection into our pedagogy Staff prioritise time to talk about literacy

learning with every parent. Work with DECD speech pathologists to

establish greater understanding of how to challenge children’s emergent literacy.

Walk and talk- kids, parents and community

Familiarisation with Indicators for Literacy Staff broaden their skills to support more

complex literacy use by children-

communication.) Term 4 Term 4

1.1.1 Improvement in children’s mathematical thinking- problem solving focus Marion Coast Partnership Priority

Use Marion Coast Partnership planning and funds to support learning and development by all staff in the areas of mathematical thinking

Combining this with Growth Mindset and Literacy and Numeracy Plus initiatives

Enable time for all staff to engage with material

Audit current skills and attitudes of teachers to numeracy experiences

Take an inquiry approach to real problems and opportunities for children to be challenge and see mathematics as a solution

Observations and assessment data (qualitative) will document children’s individual responses to inquiry based learning and the application of numeracy problem solving.

All staff will actively plan for mathematical inquiry- (personal daily planning, Program)

Children will demonstrate to a Developing level problem solving (as identified in the EYLF tracking process)

SOL data shows 1 bandwidth movement across the year for all chn in numeracy

Term: 1,2,3,4 Ongoing Term 4

1.1.3 Curriculum includes a diversity in learning areas (numeracy, outdoor learning, music, art, the environment, sporting

All learning areas are planned for in the curriculum- via individual experiences or as a longer inquiry

Learning spaces guide the opportunities for learning to optimise those spaces natural features- outdoors

EYLF tracking data shows 100% chn achieve improvement of 1 bandwidth across all areas of the curriculum

75% achieve improvement

Ongoing


activities, cooking and science) and an expectation that every childr will stretched in their learning. DECD PLUS Priority

Children are viewed as competent and capable.

Assessment for Learning approaches challenge the child from wherever they are to move to the next level and beyond

Teachers become proficient at engaging with learning alongside children as co-researchers Also Echo Project Priority

of 1+ bandwidth across more than 1 area,

50% achieve improvement of more than 1 bandwidth for all areas

50% achieve improvement of bandwidths in one areas of strength or interest

Term 4

1.2.1 Assess, record and share INDIVIDUAL children’s learning in a variety of ways so that it enhances their skills, meets national standards and includes parents in the decision making process.

Clarify/ share current assessment & reporting cycle to ensure parents are aware of all options for sharing assessment process for their child.

Extend ILPs to also reflect parents own goals more clearly- ID on ILP notes on the OBS board.

Email ILPs and curriculum planning ‘Next Steps” from Learning Stories are

followed up in the curriculum and documented

Make clear the links between changes in curriculum and improvement priorities for families.

100% parent participation in ILP and Statement of Learning process.

All parents have a detailed conversation about learning every term. Views are shared with all staff

Parents report they “strongly” know about what’s happening at kindy in Parent Opinion Survey 2015

100% children have the same kind of data collected, sufficient for high quality planning and assessment ( no child falls under the radar)

Term 2, Term 4 Term : 1,2,3,4 Term 4 Term 3

1.2.1 Children’s learning and development is observed using the Indicators of Literacy and Numeracy DECD Priority

Staff will familiarise themselves with these indicators

T&D opportunities will be sought Partnership Results Plus will support this

ongoing work Self-reflection process will be used to

assess how we already gather the information for these indicators.

Strategies will be drawn from pedagogically appropriate approaches

All staff will be familiar with the indicators and have some strategies for their implementation in 2016

Term 4


1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program

Self-review processes continue to occur- including weekly reflection, individual reflection, term reflection.

Feedback from parents and children is sought and shared with all staff members

Groups of children are observed as a cohort and trends are identified and considered.

All significant issues that are identified and shared are collaboratively planned for to offer support and quickly resolved (follow up also in journal)

Staff record their critical reflection weekly in the journal. 100% staff views are included per term.

70% of programming dies are generated by observations of children. (OBs Board/ verbal anecdotes- in Journal).

Ongoing


Quality Area 2: Children’s health and safety This quality area of the National Quality Standard focuses on safeguarding and promoting children’s health and safety.


Standard 2.1 Each child’s health is promoted.

Element 2.1.1 Each child’s health needs are supported.

Element 2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Element 2.1.3 Effective hygiene practices are promoted and implemented.

Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.

Standard 2.2 Healthy eating and physical activity are embedded in the program for children.

Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

Standard 2.3 Each child is protected.

Element 2.3.1 Children are adequately supervised at all times.

Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.

Element 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

Element 2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.




2.1.2, 2.3.1, 2.3.2 section 165 Offence to inadequately supervise children

2.3.2 section 167 Offence relating to protection of children from harm and hazards

2.1.3, 2.1.4, 2.2.1 regulation 77 Health, hygiene and safe food practices

2.2.1 regulation 78 Food and beverages

2.2.1 regulation 79 Service providing food and beverages

2.2.1 regulation 80 Weekly menu

2.1.2 regulation 81 Sleep and rest

2.3.2 regulation 82 Tobacco, drug and alcohol free environment

2.3.2 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

2.3.4 regulation 84 Awareness of child protection law

2.1.4, 2.3.3, 2.3.4 regulation 85 Incident, injury, trauma and illness policies and procedures

2.1.4, 2.3.3, 2.3.4 regulation 86 Notification to parents of incident, injury, trauma and illness

2.1.4, 2.3.3, 2.3.4 regulation 87 Incident, injury, trauma and illness record

2.1.4 regulation 88 Infectious diseases

2.1.4 regulation 89 First aid kits



2.1.1, 2.1.4, 2.3.2 regulation 90 Medical conditions policy

2.1.1, 2.1.4, 2.3.2 regulation 91 Medical conditions policy to be provided to parents

2.1.1, 2.1.4 regulation 92 Medication record

2.1.1, 2.1.4 regulation 93 Administration of medication

2.1.1, 2.1.4 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency

2.1.1, 2.1.4 regulation 95 Procedure for administration of medication

2.1.1, 2.1.4 regulation 96 Self-administration of medication

2.3.3 regulation 97 Emergency and evacuation procedures

2.3.3 regulation 98 Telephone or other communication equipment

2.3.2 regulation 99 Children leaving the education and care premises

2.3.1, 2.3.2 regulation 100 Risk assessment must be conducted before excursion

2.3.1, 2.3.2 regulation 101 Conduct of risk assessment for excursion

2.3.1, 2.3.2 regulation 102 Authorisation for excursions


Related requirements

2.3.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

2.1.1, 2.3.2, 2.3.3 regulation 161 Authorisations to be kept in enrolment record

2.1.1, 2.1.4, 2.3.2, 2.3.3

regulation 162 Health information to be kept in enrolment record

2.1.1, 2.1.3, 2.1.4, 2.2.1, 2.3

regulation 168 Education and care service must have policies and procedures

2.1.3, 2.2.1, 2.3 regulation 168(2)(a) Policies and procedures are required in relation to health and safety, including matters relating to: (i) nutrition, food and beverages, dietary requirements; and (ii) sun protection; and (iii) water safety, including safety during any water based activities; and (iv) the administration of first aid

2.1.4, 2.3.3 regulation 168(2)(b) Policies and procedures are required in relation to incident, injury, trauma and illness procedures complying with regulation 85

2.1.4 regulation 168(2)(c) Policies and procedures are required in relation to dealing with infectious diseases, including procedures complying with regulation 88

2.1.1, 2.3.3 regulation 168(2)(d) Policies and procedures are required in relation to dealing with medical conditions in children, including the matters set out in regulation 90

2.3.3 regulation 168(2)(e) Policies and procedures are required in relation to emergency and evacuation, including the matters set out in regulation 97

2.3.2 regulation 168(2)(g) Policies and procedures are required in relation to excursions, including procedures complying with regulations 100 -102

2.3 regulation 168(2)(h) Policies and procedures are required in relation to providing a child-safe environment


2.1.1, 2.1.4, 2.3.3, 2.3.4

regulation 177 Prescribed enrolment and other documents to be kept by approved provider: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

2.1.1, 2.1.4, 2.3.3, 2.3.4

regulation 178 Prescribed enrolment and other documents to be kept by family day care educator: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

Quality Improvement Plan for Q2 Summary of strengths for QA2

Strengths

First aid procedures – all staff aware of procedures to follow Resting/quiet activity opportunities always available Efficient management of infectious diseases. Facilities are set up with children’s autonomy in mind e. g visual prompts remind children of

hygiene practices. Encouraging healthy eating and appropriate portion size. Information sent home to parents about lunchtime options. All educators have completed Applied First Aid training – July 2014 Teachers regularly brainstorm safety and safe behaviour with children and value and use their input. This is shared with parents before and

after certain events and through the usual curriculum documents ad displays. All educators are aware of their legal obligation in the mandatory reporting process and have undertaken Responding to Abuse and Neglect

training. Equipment and play areas are checked daily for hazards and this is recorded in the roll. Effective WHS process in place for managing unsafe

environments and incidents and injuries are recorded. Information book for families clearly states the importance of need to keep children at home if they are unwell Cooking activities are mindful of allergies and religious beliefs and we communicate with parents often about upcoming cooking or potential

risks. An effective information package, a kindy‐ made fridge magnet went home to parents in 2014 for the 2015 year to make this very clear and easily accessible.

Planned and spontaneous activities encourage children to participate in a range of activities which promote physical activity. The outdoor environment is used to challenge children to take considered physical risks in their learning. Safe plays skills are taught explicitly. Planning for more challenging outdoor play is a priority with older, larger children. Some equipment was purchased in 2014 and this will be added to in 2015.

Use of the local school for large activities was a highlight in 2014 with many physical activity sessions held at school and led by the kindy staff


and parents. We actively sought opportunities to connect with our DECD local school to enhance community alliance and sense of belonging. Parent participation was extremely high. This provided vital opportunities to use school play equipment which helped children learn to identity risks, plan to successfully mange them and reflect on them later. This also supported Transition to this school during transition visits and into 2015.

The daily schedule allows for planned group times, free play time and resting time. Attention is given to supporting all children to manage the demands of a full day and children’s wellbeing is monitored constantly in collaboration with their parents.

Detailed allergy/health information exists. Records are easily accessible and visible to staff, with photos of children and child details. These are regularly reviewed. New enrolments in 2014 have raised significant health concerns and have meant adaptation of current practices. This has been implemented and is being reviewed. The children in questions were very well supported and in 2 instances our knowledge and pro‐action prevented a child from needing an ambulance call as we were both more alert and aware than the family and on one occasions the school he was attending a transition visit in.

Processes for supporting children with ongoing medical needs are also established as a result of our support for a child with diabetes. This included awareness and support for him by the children in the kindergarten and greater community awareness and support for his needs

We have begun work on linking healthy eating to the food we grow ourselves at kindy. This was a huge success in 2013 with a previous teacher however it waned in 2014. We would like to refocus on this area of the curriculum and build the required skills in all the teaching staff. Parents have already offered to support gardening projects to support us in this.

Data sources for this information include: RRR raw data: Dispositions within the wellbeing Scales, Children’s ILPs, Learning Portfolios and Statements of learning comments, “Emerging themes from the ILP process”, “Individual Learning Plan Tracking”, “EYLF Tracking” and associated summary sheets, Reflective Journal, Parent Opinion Survey (Term 4) and a wide range of anecdotal observations. Staff records for RAN, First Aid and Professional Development ( site and TRB)


Key improvements sought for QA2


Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.

Identified issue Children Protection Curriculum remains key to keeping children safe. Awareness of the fence height and less visible areas and the need to be aware of movements in these spaces is as important as empowering children to keep themselves safe at kindy- with peers and with people in the community. Constant monitoring of the facilities, trees and pathways is also required. We will need to provide consistent regular information to parents explaining how we do this and how we can support each other. Our CPC needs to be become embedded with all areas of the curriculum being addressed sufficiently.


Children are adequately supervised at all times.

Identified issue A new Teacher to the site will need to identify and develop strategies to work independently in the outdoor and indoor spaces while ensuring that all children are engaged and safe in their learning. A focus on being with and observing children effectively is a skill to be developed- especially in our outdoor space which presents visibility challenges. Learning to work with other staff effectively is key to this and will take time. Planning for highly engaging learning is a priority and forms part of the whole-staff-team planning approach at our site.


Quality Improvement Plan for Q2

Standard/ element


Priority (L/M/H)


Progress notes

Element 2.3.1

Children are adequately supervised at all times.

Staff will develop relationships with the children which allow them to make sound judgements about the possibility of risk to children

Staff will think about and plan for risk-benefit activities

Staff will communicate effectively about where they are in relation to the children

All staff will ensure the fence lines are observed continuously

Routines and procedures will be followed. Teachers will listen for children carefully

when they are not in view.

Teachers will be where children are 100% of the time

All children will be able to take considered risks with teachers knowledge and approval

Ongoing Term 2-

Element 2.3.2

Children are protected from harm by others

Systematic curriculum planning for the Child Protection Curriculum (CPC) across the year.

All teachers are able to deliver the CPC. Social skills and positive relationships are

priorities in the curriculum. Site behaviour code is reviewed and

followed by all. Close observation of outdoor learning area,

maximise staffing avail when outside. Review of fence height. (Term 2) Children will be empowered to think before

they act

All children know how to keep themselves safe and do so at kindy

Public visitors and passers-by are greeted and met before they reach the inside of the kindy.

Children stay in the fences. Fence challenges are

recorded. Total # is reduced from 2014 and any reoccurrences are redcued.

ILP 1,2 SOL Ongoing Ongoing


Quality Area 3: Physical environment This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.


Standard 3.1 The design and location of the premises is appropriate for the operation of a service.

Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.

Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.

Element 3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.

Standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.

Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

Element 3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses.

Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.

Element 3.3.1 Sustainable practices are embedded in service operations.

Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.


Quality Area 3: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

3.1.2 regulation 103 Premises, furniture and equipment to be safe, clean and in good repair

3.1.1 regulation 104 Fencing and security

3.2.2 regulation 105 Furniture, materials and equipment

3.1.1 regulation 106 Laundry and hygiene facilities

3.1.1 regulation 107 Space requirements—indoor

3.1.1 regulation 108 Space requirements—outdoor space

3.1.1 regulation 109 Toilet and hygiene facilities

3.1.1 regulation 110 Ventilation and natural light

3.1.1 regulation 111 Administrative space

3.1.1 regulation 112 Nappy change facilities

3.2.1 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade

3.1.3 regulation 115 Premises designed to facilitate supervision

3.1.2 regulation 116 Assessments of family day care residences and approved family day care venues

3.1.1 regulation 117 Glass (additional requirement for family day care



Part 3 of the National Law: Service Approval

regulation 25 Additional information about proposed education and care service premises

Regulations 41-45 Service waiver and temporary waiver

Summary of strengths for QA3

Strengths

All outdoor materials and equipment are vigilantly monitored for wear and tear and replace or repaired when necessary. Parents support this by doing the minor repairs themselves or being active in solving solutions/ replacements. Fundraising is targeted towards the outdoor learning spaces. Parents positively alert us to minor hazards and have been very happy with our quick responses to issues.

The grounds are very well maintained by our gardener and maintenance man who plan for and develop, in collaboration with staff, ongoing improvements with the outdoor area‐ including paths, structures, plants.

A strongly organised and effective WHS process is in place to quickly address any issues with the learning spaces. This is now an embedded process, with all staff equally able to take responsibility for the ongoing safety of this site.

Gradually older furniture is being replaced as funds permit. In 2014 we replaced many items which were either out of date, or not as fit for purpose as newer models were.

Planning for the physical spaces is a strength of ours and is regularly identified by parent as a key influence in their happiness with the kindy. However it continues to be a focus as we come to better understand the abilities of this older and larger group of children. Planning involves ensuring that all learning spaces are created with contribution and consideration from all staff so that maximum thought is given to spaces being easy to access, inclusive, supporting curiosity and self directed learning as well as creating space to adventure, be challenged and to be alone. We regularly document this in our Reflective Journal. Staff are also aware that sometimes quick changes are needed in repose to individual situations and that flexibility and communication about the learning spaces is critical. This is one part of the Whole of Site approach we have to curriculum in general.

Opportunities to take considered risks in our outdoor area is balanced by a rigorous risk‐benefit assessment which acknowledges that the children at Karrara are highly capable and confident in the outdoor learning area.

We acknowledge that our fence height is low and this means extra vigilance and ensuring we are listening to our children extremely well in the outdoor area to be alert and aware. Staff in 2014 showed a strong sense of where focus needed to be directed and the ability to act with speed to situations of potential hazard. We were only able to do this as we focused heavily on understanding who are children were, by providing a


highly engaging outdoor learning curriculum and ensuring that the child protection strategies were well developed for all children; for example in the case of a community member talking to them through the fence. We discuss this with parents frequently.

Paths and other walkways are slowly showing signs of age and the impact of the very large trees and we are regularly having old pavers re‐laid. We are faced with a dilemma of reducing the trip hazard by re‐laying all the paths with a more effective base to prevent tree roots moving pavers, but at the risk of making the paths faster to go along; therefore increasing the risk. This will need to be considered in 2015.

We regularly have animals from the Nature Education Centre to support our suitability and nature curriculum. Children’s’ learning in this area is significantly enhanced. New children will bring a new focus to these animals and parents request that we continue to provide this option.

We have established a good set of resources to explore the recycling process with children. We have 2 good veggie beds which produce food and this could be enhanced by making our own compost. At the end of 2015 we established a more effective way of composting and plan to link composting to growing food in 2015. We have always grown some food so this will enhance our current practices.

Our recycling efforts have significantly reduced our “red bin” waste from 3 red bins to 1.5 per fortnight over the year. Our teachers are involved in the recycling at the end of the day of general preschool resources and materials. Parents have participated in regular activities at kindy but with new families each year there is new learning to be done. Our children continue to need support to understand how they are helping their world at kindy and will continue to be our focus in 2015.

The large natural aspect of our kindy provides for many opportunities to learn about showing respect for the environment in real ways and this is part of our incidental teaching as well as intentional teaching. Creatures, alive or dead, create opportunities to think and discuss and wonder about the natural world and all staff are effective in achieving this.

We have ample resources in the kindy to allow children to take an active role in clearing up and looking after their outdoor and indoor play spaces through gardening, weeding, sweeping paths and floors to keep them clear and safe. We help children establish as sense of ownership about our kindy which is displayed by them through enthusiastic garden work, table cleaning, planning for new planting and harvesting and through their conversations with parents which are reported to us.

Data sources for this information include: Children’s ILPs, Learning Portfolios. Curriculum Planning/ Program, “Individual Learning Plan Tracking”, “EYLF Tracking” and associated summary sheets, the Community Meeting Goal Setting (Term 1 AGM), “Red” survey (Term 1), Reflective Journal, Parent Opinion Survey (Term 4) and a wide range of anecdotal observations, Business Manager Task lists and associated WHS documentation




Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

Identified issue High quality curriculum which engages all children offers physical challenge and the ability to take considered risks remains a priority for families. It is highly possible to achieve this in our site given the current natural aspects and the built structures. Ongoing attention by all staff (especially the new) to the limits and possibilities when working outside with these children remains a focus for learning and development.


Sustainable practices are embedded in service operations.

Identified issue Record reductions in red bin waste were recorded last year and parents showed increased interest in learning about our other recycling processes. New staff team in 2015 means an ongoing focus in this area which utilises the skills of all staff to continue this work. This year we should see the processes thoroughly embedded as an effective strategy.


Children are supported to become environmentally responsible and show respect for the environment.

Identified issue Parents and staff have acknowledged that the ongoing attention and focus on animals in the setting has led to strong understanding by children about caring for their world and embedded understanding of how they can help. Our new cohort requires this continued focus.

Quality Improvement Plan for QA 3


Standard/ element


Priority (L/M/H)


Progress notes

3.2.1

Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

Continue to focus on the opportunities presented by our indoor and outdoor learning spaces via self review and ECHO project

Invest in resources to challenge this group of children- needs for height, age, strength, interests change.

Invest in outdoor buildings/ structures to ensure still meet the purpose- eg tree climbing and the bike track.

Visit other sites for ideas and inspiration

A sample of 20 chn are observed using the spaces safely to challenge themselves; take risks, extend their learning and support the learning of others. (All observation sources) in Term 3

100% spaces are used effectively in Focus week (slideshow data)

Limited disengaged behaviour or dangerous play

Ongoing Term 3 Term 2

Element 3.3.1

Sustainable practices are embedded in the curriculum and practices in the centre

Review and progress existing sustainable practices to develop children's understanding of the values which underpin sustainable practices & provide opportunities to link parent involvement in their learning

Prioritise composting, recycling and growing own vegies for food within the curriculum

Encourage children to use recycling practices with their creations and unused materials (via coloured bins as in the community)

Remind families about our regular sustainability practices

Children develop the understanding of the principles behind recycling and the impact

All chn know the bin rules All chn show awareness of

environmental responsibility (via drawings, words, actions, photos, ILP data)

Term: 1,2,3,4 Term 2 Ongoing

Quality Improvement Plan for QA 3


on our world. This is articulated by them and demonstrated in their practices.

3.3.2

Children are supported to become environmentally responsible and show respect for the environment.

Participation in regular animal awareness learning through the Nature Ed animal program and the curriculum.

Environmental education forms a regular part of the curriculum and connects closely with children immediate world- eg their impact on spiders/ bugs/creatures at kindy.

All children take care of the kindy environment- materials, animals and creatures. (via drawings, words, actions, photos)

Ongoing Term : 1,2,3,4


Quality Area 4: Staffing arrangements This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.

Quality Area 4: Standards and elements Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.

Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times.

Standard 4.2 Educators, co-ordinators and staff members are respectful and ethical.

Element 4.2.1 Professional standards guide practice, interactions and relationships.

Element 4.2.2 Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships.

Element 4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.



4.1 regulation 169 Offence relating to staffing arrangements

4.1 regulation 118 Educational leader

4.1 regulations 119–120 Age and supervision requirements

4.1 regulations 121–124 Minimum number of educators required



4.1 regulations 125–128 Educational qualifications for educators

4.1 regulations 129–135 Requirements for educators who are early childhood teachers

4.1 regulation 136 First aid qualifications

4.1 regulations 137–143 Approval and determination of qualifications

4.1 regulation 144 Family day care educator assistant

4.1 regulations 145–15 Staff and educator records—centre-based services

4.1 regulation 153 Register of family day care educators

4.1 regulation 154 Record of staff, family day care coordinators and family day care educator assistants


4.1 section 161 Offence to operate education and care service without nominated supervisor

4.1 section 162 Offence to operate education and care service unless responsible person is present

4.1 section 163 Offence relating to appointment or engagement of family day care coordinators

4.1 regulations 46–54 Supervisor certificates

4.2 regulation 55 Quality improvement plans

4.1 regulation 168(2)(i) Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the responsible person present at the service and the participation of volunteers and students on practicum placements.



Strengths

Our staffing entitlement from DECD currently reflects less than the enrolment requirement and therefore we are supplementing the difference. This has been the case for the last 2 years. Karrara has always found ways to support staffing the flexible group structure which allows parents to choose and change their sessions through the year. This has meant ongoing evaluation of the required staffing per session, as well as over all. Karrara is a kindergarten which has steadily grown over the last 4 years and we are now just into the next staffing bracket. We begin each term with a staffing ratio of 1:11 ( with 3 staff) and allow for changes to expand the sessions to 1:13 to support parents’ wishes. This takes considerable planning and changes, however is a key feature of the success and growth of the kindergarten and the current level of satisfaction from our families. Our financial management allows us to achieve this.

Staffing always reflects the needs of the children in each session and where necessary sessions are supported with extra staff to support individual children, or groups, who may or may not be eligible for DECD funded preschool support.

Staff have been keen and effective in their professional development, seeking out own training and development and contributing whole‐heartedly to site based opportunities. In 2014 we developed and implemented a highly effective, evidence based performance development process which was successful in helping staff to improve their knowledge, practice and professional engagement and also enjoyed by all teachers. It allowed them to strengthen their passions, develop in areas which were a priority for the kindy, and improve their own practice where needed.

TRB standards, as articulated in the AiTSL standards, form the basis for assessment and reflection of professional practice and development and much time was spent really getting to know these in theory and in practice in 2014. We documented this journey in our Reflective Journal. We presented our process to the Early Yeas Marion Coast Partnership group at an interactive workshop in term 3. In addition to individual professional development we began a 360 process of performance development where all staff received as well as gave feedback based on evidence they had gathered. The Aistl Standards and TfEL compass were used to support this and ipads were used for personal reflection as well as group assessment of teaching.

Evidence of staff improvement is documented in a variety of places including the Reflective Journal, teachers’ own documents, whole of site planning stories and the PDR template. Parents feedback is also included as part of this and in many cases parents have expressed their understanding of the professional development we undertake (for example as part of pupil free days which is shared with parents) and the outcomes they see in their children as a result of this. This was particularly evident with our numeracy work in 2013 and in 2014 with our focus on Oral language and Phonological Awareness and our Inquiry work as part of the Reimagining Early Childhood project run through ECHO.

Staff morale and collegiality was high in 2014 as result of a good working team, where strengths and interests were constantly highlighted and achievements were celebrated. Staff knew how they contributed to the kindy as a whole and felt supported to do so. There was a culture of learning and thinking. Our team had been together for 3 years and it was really sad to end the year.

Opportunities for our relief/ part time staff to be part of all staff learning are explored wherever possible and all have taken an active role in furthering both their own development, which will be used across very wide range of sites, as well as committing to something just for Karrara.


This helped them to feel they belong to and own part of the celebrations. Directors at their other sites have commented on their improved skills and staff shared this with me. In once case we were able to expand the PDR process to be a cross‐site plan, led from Karrara, where there were multiple people contributing. This was only possible because there was as strong positive attitude towards professional development by the teacher, who was a skilled New Graduate, and a sense of professional collegiality and responsibility by both site Directors.

Data sources for this information include: Reflective Journal, Parent Opinion Survey (Term 4), Professional Development Plans, Term Reflection and a wide range of anecdotal observations.

Key improvements sought for QA4 Standard/element [4.2.1]

Professional standards guide practice, interactions and relationships.

Identified issue Understanding of the TRB standards has been effective in 2014 and with a new teacher this needs to continue as a high priority so we have evidence to support our learning and development decisions and goals. Targeted skills will be agreed as part of a tri-annual performance review with the purpose of supporting every teacher (as was the case in 2014) to meet personal, site and system goals. Our Professional Development Process which was devised and used in 2014 needs to be reviewed and extended to include Tfel outcomes and digital evidence (via ipads) for all staff. It is recognised that high quality teaching leads to higher quality outcomes for children. The investment in time for one should lead to the achievement of the other.


Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships.

Identified issue Data from 2014 clearly shows the positive impact of a collegiate work place where different strengths and skills compliment each to ensure high quality learning outcomes for children and high parent satisfaction. A new staff team will need to develop these relationships over time with the shared goal of supporting children’s learning.


Quality Improvement Plan for QA4 Standard/ element


Priority (L/M/H)


Progress notes

Element 4.2.2

Teachers develop positive working relationships which support, challenge and inspire each other and combine new cultures

Develop relationships with new staff teams Create opportunities for new staff to show

skills and passions Encourage all staff to participate openly in

review processes Document conversations, goals and plans

for all to be heard and reflected upon Promote and affect a whole of site

approach to learning

A rich and challenging curriculum for children is created by all staff contributing ideas and reflection equally (Reflective Journal)

Parents identify that the team works cohesively together to achieve outcomes (Parent Opinion Survey)

Psych Healthy survey shows we have a positive environment.

Ongoing Term 4

Element 4.2.1

All staff can see where they need to develop and improve their practice to improve learning outcomes for children.

Staff will become familiar with the AITSL standards for teachers appropriate to their level of experience

Identify areas for improvement and routinely discuss this with each other

Identity areas that contribute to the Sites Improvement gaols in the QIP. (Link the Standards to their goals

TfEL compass survey will be used for 360 review process and suggestions for improving the quality of teaching for teachers in the site.

Active Learning Environment (RRR) Observations scales will be used initially to gather data about teacher involvement in the curriculum in term 1 and 3.

TfELcompass provides evidence for achievement as well as suggestions for qualitative improvements in practice.

All staff are aware of the standards and can articulate how they demonstrate these in every day practice

All staff use the AITsl standards to reflect on their work (incl ECW in QA1)

All staff show increase in the number of criteria to be achieved for their current Level of Experience- using the AitSL standards ribric

50% of their goals are achieved- including the site specific goal.

Term 2- Term : 2,3,4 Term 3


Quality Area 5: Relationships with children This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning


Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.

Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.

Element 5.1.3 Each child is supported to feel secure, confident and included.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.

Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.

Element 5.2.3 The dignity and the rights of every child are maintained at all times.



5.2 section 166 Offence to use inappropriate discipline

5.1, 5.2 regulation 155 Interactions with children

5.2 regulation 156 Relationships in groups


5.1, 5.2 regulation 73 Educational program

5.1, 5.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

5.1, 5.2 regulation 162(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156


Strengths

Our staff strive constantly to establish highly effective and genuine relationships with children form Transition, or sometimes before, throughout the kindergarten year and also into school. In 2014 we developed these relationships quickly with all children as we engaged with them in their learning, by establishing connections with their families and by supporting them to make the transition to kindy. Careful planning and thought is given to all our decisions and how these will foster strong reciprocal relationships. Event planning, communication processes and time was allowed to make this as effective as can be. Additional staffing on key days was highly effective.

Our curriculum foregrounds the skills for relationships including understanding about friendship, social skills, thinking, self control/ regulation, play, kindness, sharing….. and as children achieved this it was acknowledged and celebrated. Opportunities to unpack friendship or exclusion were regularly part of the curriculum, both as they occurred or when a proactive approach was needed. We showed our commitment to this by always handling difficult situations respectfully and communicating with families along them way.

An audit is kept of which adult in the kindy we feel each child connects best with at various points in their year, to keep track of who may be “flying under the radar” as well as ensuring that all children are connected with at least one adult. Our learning about dispositions helped us to think about the impact of


wellbeing and relationships and we were able to see areas which could be improved and we acted on these. As a result all children were connected strongly with an adult in the kindy and at least 1 other child early in their time at kindy.

ILP data showed that children’s learning dispositions were being well developed at kindy, particularly their social confidence and resilience Our site Behaviour code is shared with families on entry to kindy and then throughout the year. Parents regularly comment in the Preschool Opinion Survey

and other surveys that we actively promote positive social behaviour and support all children to achieve this regardless of whether the adult is a teacher, Director, early childhood worker or a volunteer parent.

Children were powerful advocates for being kind in 2014 and were often heard talking to each other saying : “You don’t need to be everyone best friend, but you do need to be friendly.” This was often followed by a useful strategy to work it out or a request for help from the teacher.

All children’s behaviour, including challenging or anti‐social behaviour, is viewed in the kindy as a child trying to communicate something to us and all staff know it was their job to listen. We managed quick, positive and effective responses to individual situations as well as an effective planning system where our regular and explicit planning was helpful to support individual children and teachers. Most often this was documented in the Reflective journal so personal thoughts, concerns about our own practice and ideas could be safely and professionally articulated. As part of our end of term reflection a particular focus on the strategies what worked kept the group positive.

All surveys continually commented on how happy the children were at kindy and on the kind, caring and respectful nature of all the teaching staff. Data sources for this information include: RRR raw data: Dispositions within the wellbeing Scales, Children’s ILPs, Learning Portfolios and Statements of learning comments, “Emerging themes from the ILP process”, “Individual Learning Plan Tracking”, “EYLF Tracking” and associated summary sheets, the Community Meeting Goal Setting (Term 1 AGM), “Red” survey (Term 1), Self Review (Term 3), 2014, Reflective Journal, Parent Opinion Survey (Term 4) and a wide range of anecdotal observations.


Interactions with each child are warm, responsive and build trusting relationships.

Identified issue 2014 this goal was highlighted by all parents as a critical component in their feeling of satisfaction with the site on the whole and the with the high quality teaching and learning outcomes for their children. While this was achieved to a very high standard in 2014 ongoing attention and review of strategies are critical to meeting the needs of new people in 2015.


Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.


Identified issue Prioritising the building and maintenance of relationship with and between children requires ongoing focus for the current cohort and new impacts and demands of the working day. Skills for life is a parent priority in 2015. This was highly successful in 2014 and is a key feature in the satisfaction people have with our site and the increasing enrolments.


Each child is supported to work with, learn from and help others through collaborative learning opportunities.

Identified issue Social skills are a parent priority for 2015, as was the case in 2014. Parents and staff identified the link between effective social skills and more challenge in the curriculum as children learnt to learn from each other and challenge ideas, leading to more complex understandings. The ability to plan for children to lead the learning curriculum is critical to this approach and differs from the instructional/ modelling approach. Inquiry approach, with rigour and challenge of and by children is embedded in the regular teaching practices. This may be new to our teacher in 2015.


Standard/ element


Priority (L/M/H)


Progress notes

Element 5.1.1

Strengthen respectful, warm reciprocal and supportive relationships with children.

Reflect regularly on the relationships between teachers and children and how this is affecting children’s learning. Use questions in RRR to support this (Wellbeing/Relatioships)

Continue to communicate with parents regularly about their children’s learning at home and at kindergarten.

Identifying those children we spend more time with, are at risk or who fly under the radar may help with this

Support children’s language skills to successfully engage in sustained conversation with an adult.

.Reflective practice is documented and acted upon.

All parents have regular opportunities to share their knowledge about their child with staff; informally and formally

Parents report positively about relationships in the kindy (via surveys etc)

Ongoing Term 2-3

5.1.2

Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning

Time and support is provided to allow all staff to greet, interact, be available for and aware of all children.

Staff are expected to reflect on their relationships with children.

Life skills are prioritised in the programming and identified in children’s learning gaols

Regular reflection on relationships with children and their connection to an adult

All children are connected with at least one adult.

All children seek adult support and/ company when needed.

Term 1 Ongoing

5.2.1 Every child develops the skills to work with and learn from children through collaboration.

Collaboration and problem solving is prioritised in the curriculum- via use of space, organisation of materials, inquiry process, teaching methodology- Teachers model, teach and scaffold problem solving

Ongoing focus on social skills runs through the curriculum to support collaborative awareness.

All children work on small projects together with support from others

Parents identify improvement in social skills via ILP process or informal conversation.

Teachers create purposeful problems for children to solve through inquiry as researchers.

Term 2- Ongoing Term 2-



Quality Area 6: Collaborative partnerships with families and communities This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are based on active communication, consultation and collaboration.

Quality Area 6: Standards and elements Standard 6.1 Respectful supportive relationships are developed and maintained.

Element 6.1.1 There is an effective enrolment and orientation process for families.

Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.

Element 6.1.3 Current information about the service is available to families

Standard 6.2 Families are supported in their parenting role and their values and beliefs about child rearing are respected.

Element 6.2.1 The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.

Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing.

Standard 6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.

Element 6.3.1 Links with relevant community and support agencies are established and maintained.

Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

Element 6.3.3 Access to inclusion and support assistance is facilitated.

Element 6.3.4 The service builds relationships and engages with their local community.




6.1, 6.2, 6.3 regulation 157 Access for parents


6.1, 6.2 section 172 Offence to fail to display prescribed information

6.1, 6.2, 6.3 section 175 Offence relating to requirement to keep enrolment and other documents

6.1, 6.2, 6.3 regulation 73 Educational programs

6.1, 6.2, 6.3 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

6.1, 6.2, 6.3 regulation 75 Information about the educational program to be kept available

6.1, 6.2, 6.3 regulation 76 Information about educational program to be given to parents

6.1, 6.2, 6.3 regulation 80 Weekly menu

6., 6.2, 6.3 regulation 86 Notification to parents of incident, injury, trauma and illness

6.3 regulation 99 Children leaving the education and care service premises

6.3 regulation 102 Authorisation for excursions

6.1, 6.2,6.3 regulation 111 Administrative space (centre-based services)

6.1 regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation

6.1, 6.2, 6.3 regulation 171 Policies and procedures to be kept available



6.1, 6.2, 6.3 regulation 172 Notification of change to policies or procedures

6.1, 6.2, 6.3 regulation 173 Prescribed information is to be displayed

6.1 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

6.1 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

6.1, 6.2, 6.3 regulation 181 Confidentiality of records kept by approved provider

6.1, 6.2, 6.3 regulation 182 Confidentiality of records kept by family day care educator

6.1, 6.2, 6.3 regulation 183 Storage of records and other documents


Strengths

We maintain a focus on high quality, daily communication with families – using both informal and learning related conversations. Parents comment regularly on our welcoming and approachable relationships with them. Parents who are “hard to catch” are identified early and alternative means are taken to reach all families. Communication via whiteboard about daily happenings encourages families to talk with heir children about their days. Our “friendship” board supports families to connect to the lives of their children at kindy.

Our Individual Learning Plan process is devised to maximise the role that parents can play in the decision making and support for their child’s learning. Goals are set using a range of observations and data from families, children and staff. These are collated twice a term and 2 key goals are shared with parents for comment: they can add to, amend, prioritise or change goals for their child. Where there is a conflict or change required it creates an opportunity to discus with families the way forward, and often just handing them back to staff creates a valuable conversation. These goals are then the main focus for that individual child’s learning until the next ILP cycle. They are prominently displayed on our OBS board in the staff room so we remember what we are really hoping to achieve for every child. Parent comments have a “P” next to them to highlight their wishes too. All parents return this feedback, and this eventually forms one half of the Statement of Learning that goes to school. We feel this shows how much we value parent ideas, requests and ability to support children and teachers, while at kindy, but also highlights their role in their education so far to


the school teacher they will transition to. If parents are aware of the goals and how they were set in kindy, this will support their engagement in school as well. Parents are offered an interview as well, although this is very rarely taken up. We believe that our whole range of communication processes is enough for them.

Transition into 2014 was seamless for children and families with the majority of the children benefiting from 6 transition visits which were funded by the site. At a basic level, we had much less need to remind or support parents with the more important policies and practices, such as safe food policies, and where it was required, our data showed it was families who had not accessed transition or who assumed it was the same as the year before. For example number of parents packing nut products, turning up late or dropping off too early etc was very low and addressed quickly through a range of processes.. Efforts to communicate the curriculum and children’s individual learning and progress from day one were excellent; most parents commented that our communication in these early days was excellent in the Red survey ( term 1). Our curriculum directly supported transition.

Year long focus on transitions included working closely with our local feeder school around transition visits as well as general transition to a school environment. We regularly visited the school classrooms, library and outdoor areas at school, hosted junior primary children from the school here and engaged in a cross-site learning project around play in different spaces. All children went to their Transition Visit(s) at school with an understanding already of what a school was like, even if it wasn’t their school. Our focus was on supporting children and parents to have an understanding “school- ness” not that specific school. Parents were included in this and responded positively at the time, but also in the Preschool Opinion Survey (Term 4).

Playgroup receives ongoing support and is a strength in the site. Many parents choose to attend as an option for additional transition visits to kindergarten and to make social connections with other the parents. Moving to the single Intake has made this connection to kindergarten stronger and many parents already know the “Karrara-way” long before they come and feel confident and happy. Parents welcome the teacher led group times and parent active involvement in these groups, with their children aged 6mths -5yrs has created a vibrant and fun atmosphere at the end of the session.

Our Governing council continues to make sound and well thought-out decisions for the benefit of the kindergarten with a good working knowledge of the impact of these decisions on curriculum and learning outcomes. This is explained and developed throughout the year. This strength and was noted in the Chair’s report in the Annual Report. The large GC disseminates the information into the broader community well which supports strong community feeling of belonging. Regular and high quality community events encourage families to engage with the kindy in new ways and this is supported by all staff. Evens are connected, always, to the learning outcomes of the children. Parents are able to see how their efforts and participation in events (which sometimes have a fundraising aspect) directly affect their children and where not immediately visible, like buying resources, it is communicated in newsletters, curriculum overviews and other documentation.

Parents attend our events. We had nearly all the kindy attend the community event in term 1 (50 chn and 30 adults), term 2 over 150 chn and adults Term 3 75 chn and adults. At our final picnic in term 4 we had 100% attendance, over 150 people, as well a teacher from each of the main feeder schools, family day dare providers and playgroup. We are highly successful at bringing


people into the kindy to engage with the ideas of education and community. With a new cohort every year this remains a priority.

OSHC support continued in a more formal way in 2014. The risk assessment and protocols were refined and 10% of the children used this service. There were no accidents; all information was communicated effectively ensuring that families were aware of what had happened at kindy even if they did not collect from here. Parents tell us they are grateful for the service.

We continue to work to include cultural perspectives of learning and living in our curriculum based on the cultural make up of families currently enrolled. We established some key songs and resources to support us to do this. Curriculum work around Aboriginal cultures was also a focus and we explored this every term in a more systematic way with some heart warming examples of understanding from individual children and a strong general awareness from all. However we did not manage to connect the Aboriginal focus to our name or our local area which would make this more meaningful.

100% of parents participated in our assessment and reporting process. This detailed and comprehensive year long process included input from children, parents and staff. Continual explanation of the importance of this process to parents was critical in ensuring that all children benefited in the same way and that all parents felt included in the decision making about their children. The Preschool Opinion Survey ( term 4)showed they did with 100% of respondents marking “strongly agree” to these criteria. We introduced new processes and timings which were reviewed throughout the year as this was the first year of single intake and achieving this relied on highly skilled teachers and collaborative work to ensure it was achieved to a high level. All staff were involved in the decision making about what and how we would assess children, and in the review along the way. Strong communication skills by all staff ensured this was successful as well as time allocated specifically for this purpose. This will need to be tried again in 2015 to embedded the process.

Local services were mentioned in a number of forums and we focused on developing the Parent board. No extra services beyond speech pathology and CYH were held at kindy. We are not sure how effective this was and although we have very little negative feedback about services, its still not a major feature of the kindy. The “About our Kindergarten” book was created for the 2015 cohort which may support this as will the Community Development Officer at our local Children’s Centre.

Data sources for this information include: Children’s ILPs, “Emerging themes from the ILP process”, “Individual Learning Plan Tracking”, “EYLF Tracking” and associated summary sheets, the Community Meeting Goal Setting (Term 1 AGM), “Red” survey (Term 1), Self Review (Term 3), 2014 Communication Survey (term 4), Reflective Journal; Curriculum Overviews and Termly reflection, Parent Opinion Survey (Term 4) and a wide range of anecdotal observations.




Current information about the service is available to families

Identified issue At the end of 2014 we developed a book to hold the critical information about the service. Some gaps were identified from past feedback. In 2015 we will make this available to all families.


The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.

Identified issue Communication with parents remains critical to establishing relationships with families and in ensuring that goals and achievements are appropriate and valued. These two actions are highly valued by our families. Ongoing focus on this and attention to multiple ways of communicating about children’s learning need to be used and reviewed.


Current information is available to families about community services and resources to support parenting and family wellbeing.

Identified issue Some families have lots of information while a minority seem to lack this based of parent feedback. We continue to seek the most effective way to support all families, particularly those who do not often come into the kindy.


The service builds relationships and engages with their local community.

Identified issue Ongoing recognition of the connection of our kindergarten to the Kuarna people is a site priority and area where all staff are developing their skills. Valuing all cultures in the kindergarten and highlighting them in naturalistic ways was effective in developing excellent relationships and culture awareness in in 2014. Professional development for all staff is recommended in this area in 2015. Attendance is a DECD improvement target. Our attendance sits between 90 and 95% every term. This is in maintenance mode.


Quality Improvement Plan for QA6 Standard/ element


Priority (L/M/H)


Progress notes

6.1.3 Parents are aware about our service- in relation to the educational and community opportunities we offer.

Engage families in understanding and participating in play to enhance children's communication and social development

Our philosophy (current &/or modified) is clear to view at all times and parents know why it is there- newsletter photos!

Our information is known by all families, especially targeting the ones who do not come into the kindy

Link families to local DECD schools by expanding the current links (especially with HCEPS and the ECHO project and transition.)

parents attend information sessions or are part of home-kindy projects

Parents opinion survey shows 100% parents are aware of the services we offer- either agree or strongly agree. (2014 most “neutral” commented item)

Ongoing Term 2, Term 3 Term 2 Ongoing

6.2.1 The Assessment and reporting processes are supporting continuity of learning for children by strengthening relationships between children, staff, families and feeder schools

Transition process welcomes all families and ascertains their needs

ILP process is clear, timely and acted upon.

All parents are Invited to participate in the decisions about their child’s education

Kindy continues to explore more ways to let parents know about their own child’s learning.

Explore more opportunities for parents to give an opinion on the educational program

School feedback on shared information about children is positive (at points of transition).

Opportunities are sought to introduce

100% children are assessed in Transition/ Term 1 about how they have settled in. All parents receive this info in person

100% Parents participate in the assessment and reporting process via the ILP and Statement of Learning Report and interviews



children ( and parents) to a school environment before school transition.

Ensure we reflect parents values in the curriculum.

Element 6.2.2 Also 6.3.1

Current information is available to families about community services and resources to support parenting and family wellbeing.

Survey info required, Work the FDC at Darlington to facilitate

contact, resources, programmes for our families relevant to their needs

newsletters highlight community links specifically

Resource Parenting Easy Guide for the kindy and display in foyer.

Explore alternative Child Care agencies Also a Marion Coast Partnership Priority

Families have the external support required

Families identify in surveys that they know about community services avail to them.

Parent easy guides are being taken.


6.3.4 Strong commitment to providing balanced view of Australians within the site- particular focus on our Aboriginal cultures and those represented within the kindy

Images and resources reflect a range of cultures and diversities.

Term curriculum directly includes a focus on Aboriginal and TSI cultures. Recognition and Celebration and of this becomes more embedded in the program via greeting and languages used

Community services and members contribute to the curriculum

The site looks like it represents and values many cultures and abilities

Curriculum planning and implementation includes ATSI perspectives and their link to Hallett Cove Community

Ongoing


Quality Area 7: Leadership and service management This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community. An ongoing cycle of planning and review, including engagement with families, creates the climate for continuous improvement.

Quality Area 7: Standards and elements Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.

Element 7.1.1 Appropriate governance arrangements are in place to manage the service.

Element 7.1.2 The induction of educators, co-ordinators and staff members is comprehensive.

Element 7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.

Element 7.1.4 Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning.

Element 7.1.5 Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.

Standard 7.2 There is a commitment to continuous improvement.

Element 7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.

Element 7.2.3 An effective self-assessment and quality improvement process is in place.

Standard 7.3 Administrative systems enable the effective management of a quality service.

Element 7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements.

Element 7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.

Element 7.3.3 The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and any complaints which allege a breach of legislation.


Element 7.3.4 Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner.

Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.


7.1.5 section 12 Applicant must be fit and proper person (provider approvals)

7.1.5 section 13 Matters to be taken into account in assessing whether a fit and proper person (provider approvals)

7.1.5 section 21 Reassessment of fitness and propriety (provider approvals)

7.1.5 section 109 Matters to be taken into account in assessing whether fit and proper person

7.3.1 regulations 158-162 Attendance and enrolment records

7.1.5 regulation 163 Residents at family day care residence and family day care educator assistants to be fit and proper persons

7.1.5 regulation 164 Requirement for notice of new persons at residence

7.3.1 regulation 167 Record of service’s compliance

7.1.1, 7.3.1, 7.3.4, 7.3.5

regulations 168-172 Policies and procedures

7.3.1 regulations 173-176 Information and record-keeping requirements

7.3.1 Regulations 177-180 Prescribed records

7.1.1 regulations 181–-184 Confidentiality and storage of records



7.1.5 regulation 14 Application for provider approval by individual

7.1.5 regulation 15 Application for provider approval by person other than an individual

7.1.5 regulation 16 Matters relating to criminal history

7.2.3 regulation 31 Condition on service approval - Quality improvement plan

7.1.5 regulation 46 Application for supervisor certificate

7.2.1, 7.2.3 regulations 55-56 Quality improvement plans

Quality Improvement Plan for QA7 Summary of Strengths

Strengths

Our Philosophy is known and reflected in our practice by all staff. In conjunction with the DECD strategic directions it is referred to at regular planning times and reflected on in our Reflective Journal. The essence of the philosophy, or taglines, are easily accessible to staff. All staff are able to say how they contribute to the philosophy in small and larger ways and this is documented in their performance plans as well. Occasionally we have a spot check to see where all staff describe how the Philosophy has been enacted by them, parents or children in the last week. This was a highly effective way to help everyone engage regularly with the principles of the philosophy.

Parents engaged with the Philosophy through newsletters predominantly only in 2014. Some parents looked at the Wordle we created and displayed at kindy and all parents received a copy of it. We have no negative data to suggest we are not doing what we say we mean to…. And when we collect survey data about the kindy, both in general or targeting specific improvements priorities or the ILPs, it always refers to the contents of the Philosophy.

An annual site self-review occurs in term 3 which addresses the goals of the QIP and includes feedback from families, Early Childhood Consultant and Education Director. This is documented in the Reflective Journal and the Data Summary Document. Termly reviews are also conducted which address both system priorities as well as site specific gaols.

We have created and completed a year-long Performance Development Process which was highly successful and effective (and


enjoyable!). Staff made visible progress which was easy to document and strengths based. This was most effective as the staff team had been constant for 3 years and worked very well together. See QA 4 for more details.

The kindergarten recruits parent volunteers to support the working of the kindergarten and allow parents to have greater involvement in the kindy. Processes to manage the Police Checks and induction of these people were refined and effective in 2014. Work experience students and University students were all supported in their induction into the kindy and had the necessary paperwork.

The administration of the kindergarten is effective, targets priorities and the financial management is excellent. The financial audit was commendable and shows strong leadership of the administration of the kindy by the Director as well as direction from the Finance officer. This is supported well by the GC.

All incidents which required an IRMS report were conducted in a timely manner and followed up on by regional staff. All staff engaged in the required training for Mandatory Notification, the Keep Safe Curriculum and other WHS requirements. This was documented as required.

WHS administrative systems are effective and updated.

Data sources for this information include: Community Meeting Goal Setting (Term 1 AGM), “Red” survey (Term 1), Self Review (Term 3), 2014 Communication Survey (term 4), Reflective Journal, Parent Opinion Survey (Term 4), Performance Development Folders and a wide range of anecdotal observations.


A statement of philosophy is developed and guides all aspects of the service’s operations.

Identified issue Understanding and agreeing to the philosophy is critical to a cohesive staff team and effective kindergarten. As a new teacher joins our team this continues to be important. Current staff may wish to strengthen understanding and commitment to it through conversations with our new teacher. New parents need to be aware of how and why we make the decisions we do. A review needs to be conduced with the 2015 GC


The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.

Identified issue Processes developed in 2014 need time to become embedded in our way of working. Evidence based performance reviews are effective in supporting development of teachers as well as challenging them to achieve higher.



An effective self-assessment and quality improvement process is in place.

Identified issue New ICT infrastructure will enable this in 2015 with the use of video and reflection to support both teacher learning and child learning.


Improvement plan QA7

Standard/ element


Priority (L/M/H)


Progress notes

Element 7.2.1

Our statement of philosophy continues to support the everyday work of children, parents and families within the kindergarten

New staff become aware and adopt the Philosophy of the site and are involved in any review

Regular reflection about the Philosophy needs to be prioritized.

Visuals need to be developed to help share this information easily and think about it regularly.

All staff are familiar and can explain the practices of the philosophy by end of term 2

Images of the Philosophy in action will be displayed

Ongoing Term 3

7.2.2

The performance of educators is evaluated and individual development plans are in place to support performance improvement

Regular Performance and Development conversations are held with the Director

Opportunities are created for whole site professional development in line with site priorities

Individual Professional Development is supported by the site.

Staff have 3 PDR reviews ( inlc 2 face to face meetings)

50% of staff PD aligns with the site priorities.

Term: 2,3,4 Ongoing

Element 7.2.3

An effective self-assessment and quality improvement process is in place.

Self reflection process needs to be adapted to meet the needs of new staff; incl allowing extra time for these to develop

Staff skills in self-review are identified Existing practices for observation and self-

reflection need to be enhanced eg using videos/ ipads for personal self-reflection of teaching, review of children’s responses in group times

Action is taken based on findings of observations and self-reflection and recorded for future improvement.

Self reflection also considers the priorities of of the site, teachers and individual children.

Staff use ipads regularly to reflect on their teaching

All staff act on all the site priorities

All staff use ipads to document children’s responses to improved teaching strategies

Staff skills improve qualitatively; evidenced in AItsl Standards matrix.

Term: 2,3,4 Ongoing Term 4

Documents

Hallett Cove Karrara Kindergarten Quality Improvement Plan ... · 3 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Additional