Keithcot Farm Children’s Centre for Early Childhood Development and Parenting.

4631 Annual Report 2011

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ANNUAL REPORT VERIFICATION This annual report provides the community and the Chief Executive, Department for Education and Child Development with important information on aspects of the operation of our Children’s Centre. The report contains detail on aspects of the Centre’s core business and describes progress towards the achievement of priorities as identified in our Annual Operational Plan. Copies of the report will be made available to:

The Regional Director

The Children’s Centre community

The Governing Council

The annual report is one significant way in which our Centre meets accountability requirements. This report is signed below by the Director and the Chairperson of the Governing Council to signify that it represents an accurate account of the operations of the Centre and that it complies with the requirements for the preparation of annual reports.

Director Anne Whittleston.

Chairperson, Governing Council Carolyn Trimboli

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Education and Care Curriculum. Keithcot Farm Children’s Centre is an early childhood setting that can be described as a Learning Place in which young children and babies develop learning dispositions such as resilience in the face of uncertainty, confidence to express their ideas, and collaborative and thoughtful approaches to problem solving. These dispositions provide the starting point for life-long learning. Brain research shows us that significant learning and brain growth occurs during infancy, in fact it shows us that the first three years of life are the most critical. For very young children, relationships and strong attachments to caregivers provide the context for all learning. Research shows that the experiences infants have with their caregivers influence their ability to regulate their emotions and that a high level of wellbeing provides a strong base for early learning. This means increased attention and effort must be placed on creating the best possible early learning environments for young children. When babies/ children commence at Keithcot Farm Children’s Centre a Primary Educator is identified to document and plan for their learning and development. The Primary Educator endeavors to consult with the child’s family on a regular basis. This enables the child and family to develop secure attachments with initially one Educator in a very large and complex Centre.

As children grow and develop this process is reviewed and children are eventually placed with another Primary Educator. We believe that it takes a team of Educators to nurture the learning and development of each individual child in partnership with families. At Keithcot Farm Children’s Centre we have a philosophy of self initiated play based learning where children are integrated with younger siblings and others for the majority of the session.

In May 2011, Keithcot Farm Children’s Centre was selected along with 9 other Early Years sites across South Australia to participate in the second phase of The Early Years Learning Framework

“Implementation Leadership Project”. The Early Years Learning Framework is a curriculum document which describes the principles, practice and outcomes essential to support and enhance young children’s learning from birth to school transition. Our focus for this project was: while delivering a program of integrated services, is each program across our site equally valued by the community? When considering this focus we acknowledge the need to overcome a misconception in both the community and the media about how early childhood services contribute to child development. Even the labels ‘preschool’ and ‘childcare’ contribute to a false understanding where the educational and care aspects of child development are unnaturally divided. A common misunderstanding is that long day care provides ‘care’ for the children of working parent/s and preschools provide more structured educational programs as part of a child’s preparation for school. A very high proportion of our families with children from birth to school transition work or study and rely on our flexible extended hours of operation, they do not have the opportunity to observe the learning opportunities that occur across our site on a day to day basis. The outcome of our Implementation process is that we are now focusing on making learning across our site more visible. We have researched the type of documentation that could be shared with families via children’s portfolios and improving our documentation process to show greater depth and knowledge of children’s learning across our site. We have introduced “Learning Stories” which focus on children’s strengths, interests, actions and dispositions and document children’s involvement in learning, including communication, interactions and collaboration. “Learning Stories” also document how children approach challenging tasks, demonstrate persistence and resolve situations of conflict. Families were also formally invited to be more involved in this process by providing feedback and comments in relation to the “Learning Story” and by sharing some stories about what they do at home and the things they think are important. Our aim is to improve our use of Portfolio’s and to develop them into an interactive way to share understandings of children’s learning and progress in partnership with their families, with the outcome of creating a lasting record of each child’s learning at home, in the community and through our range of integrated programs.

We believe that there is now a greater acknowledgement at Keithcot Farm Children’s

Centre that both services including the long day care program and the four year old preschool program contribute to children’s learning and

development!

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All our staff who work directly with children and babies are identified as Educators. Our participation in the EYLF Implementation project has supported the Educators across our site to developing a deeper and richer understanding of the Early Years Learning Framework and are continuously improving their ability to reflect on and articulate their practice, to discuss the underlying theoretical ideas that surround their teaching, and to share with parents the learning that is taking place. This is an expectation of the National Quality Standard (NQS) which will be implemented in all Early Childhood settings across Australia in 2012

We believe that we are not only making learning visible but also making visible what we value.

Throughout 2011 Educators across our site have developed a comprehensive range of information in relation to the Early Years Learning Framework with a stronger focus for parents on the ‘why and what this means for their child’s learning and development’. These are displayed on the verandah notice boards and our new large white board. These displays promote the value of play based curriculum for all learners in our birth to school entry setting.

Educators from across our site meet together on a weekly basis to discuss “Learning Stories” including individual children’s interests, strength’s and areas needing strengthening in relation to the Early Years Learning Framework. These discussions underpin the program that is developed and delivered across our site.

To support the development of strong literacy skills, children and babies are exposed to a range of developmentally appropriate Phonological Awareness activities including rhyme, sound and later letter recognition. Current local and international research shows that if children have a good concept of Phonological Awareness it supports success later at school with reading and writing. The children learn to listen for sounds and patterns in language, and how speech sounds relate to letters of the alphabet. In large and small groups with the assistance of rhyming books, songs and stories the children listen for rhyme, learning that words that sound similar are rhymes. In 2011 we continued to collect base – line data of children in the first term of their eligible year of the Four Year old program using the Screen of Phonological Awareness (SPA) and later revisited this data in their 4th term. When analyzing the data we compared the distance that children had travelled from when they commenced their eligible year of the 4 year old program to their 4th term prior to transitioning to school. (See Appendix A.) Using this data we have been able to develop processes for early intervention strategies for children identified possibly at risk in their literacy development. In 2011 we have continued to extend this form of data collection by implementing a comprehension screening tool for our 3 year olds based using a computer generated program “Language Links”. The data will inform and identify which 3 year olds have strong literacy skills to be extended and those children possibly at risk, requiring additional support in the form of early intervention. This relates to EYLF Outcome 5 – Children are effective communicators, they listen and respond to sounds and patterns in speech, stories and rhymes.

A highlight of our curriculum this year was an excursion to the “Adelaide Zoo” in May. Children from 2 to 5 years of age travelled by bus and then walked around the zoo with families and Educators. Before this excursion we researched the lifestyles and habitat of these animals through the use of reference, story books and the Internet. Children played with wild animal models, built zoo enclosures from the indoor and outdoor blocks, and sang songs about many of these animals. Excursions give the children the opportunity to another learning experience outside of the centre, developing their trust and confidence, resilience and understanding their world and environment. This relates to EYLF Outcome 2: Children are connected with and contribute to their world. This is evident when they develop an awareness of the impact of human activity on environments and the interdependence of living things.

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Another exciting excursion for our 2 to 5 year olds occurred in August when children and Educators participated in a visit to the Odeon Theatre at Norwood. Here we enjoyed a production by the Patch Theatre Company “Mr McGee and the Biting Flea”, based on books by Pamela Allen. Prior to the excursion the children became very familiar with the Pamela Allen books as they listened to and recalled the stories and re enacted them. At the Theatre the children experienced puppetry, black-theatre, mime, opera, song and dance. Following on from the performance the children re-read and dramatised the stories. “Literacy learning takes a lifetime and we continue to gather more pleasure and understanding as we encounter more texts, more conversations and more cultural and arts experiences” (Becoming Literate Professional Learning Program 2011) In March and November the 4 and 5 year old children were involved in “Tri Skills”. They again travelled by bus to a gym at Holden Hill. Tri-Skills is a program of structured movement sessions beginning with a group dance and warm up activities progressing through to gymnastics and sports stations set up in a fun, safe circuit approach. The children work enthusiastically with the KFCC Educators, Parents, Grandparents and the Tri-skills instructors.

Included in the sessions are; simple dance and rhythm activities, spring and landing safely using soft vault and mini tramps, tumbling activities including forward rolls and cartwheels, a diverse range of activities on balance beams and parallel bars, and foundation balls skills of controlling, receiving and propelling using balls, hoops, bean bags, bats and sticks. This is a great opportunity for children to extend their physical competencies and build confidence; by participating on equipment they may not have experienced before and gives children confidence to try the more complex equipment at the Children’s Centre for example the green wavy ladder and the rock climbing board. This relates to EYLF – Outcome 3 – Children have a strong sense of wellbeing. Children combine gross and fine motor movement and balance to achieve increasingly complex patterns of activity including dance, creative movement and drama.

Throughout 2011, we have welcomed a number of visitors to our Centre.

In March we were delighted to host Mr Jay Weatherill. Mr Weatherill was then Minister for Education, Minister for Early Childhood Development and Minister for Science in the State Cabinet and now he is the South Australian Premier! Mr Weatherill was extremely impressed with the high quality and innovative programs that we deliver with the outcome of more flexible and coordinated services for our community. Fire officers from Golden Grove Fire Station visited and spoke to the children about Fire Safety and demonstrated different aspects of their Fire Engine. Having the fire service visits assist with teaching the children about unsafe situations and what to do in an emergency. Four times each year, we practice an Emergency Evacuation at the Children’s Centre. The children leave their activity and with the Educators and other staff, move promptly to the Keithcot Farm Primary School quadrangle, where we sit and wait while all children and staff are counted, before moving back inside.

In June, the children enjoyed listening to a selection of music by the Police Band. Regular music and movement sessions are held using percussion instruments and several children made their own instruments after listening to the Band.

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In July and again in September, we were delighted when Sherrie and Suze from Modbury Bunnings, visited and donated a range of native plants and a large variety of vegetable, herb and flower seedlings. They demonstrated to the children the correct technique to plant the seedlings as they assisted the children to plant them. The children wrote signs identifying and labeling the seedlings, further developing their literacy skills. The children are now carefully watering and caring for the seedlings as they watch them grow and flourish!

Each fortnight, live animals or preserved specimens are borrowed from The Nature Education Centre which is now situated at Urrbrae Agricultural College, Fullarton. This relates to EYLF – Outcome 4 Children are confident and Involved Learners – they resource their own learning through connecting with people, place, technologies and natural and processed materials. Children learned about the creatures and preserved specimens by handling them, researching them using the internet and reference books, and drawing them. The creatures have included Green Tree Frogs, Spiny Leaf Insects, Hopping Mice, Cellar Beetles and a variety of lizards.

Several children have brought their pets to our Centre and have answered questions and talked about their dogs, cats, rabbits, guinea pigs and birds. These experiences relate to Outcome 2 of the Early Years Learning Framework- Children are connected with and contribute to their world (They explore relationships with other living things and observe, notice and respond to change.)

All children are introduced to the values and characters of the You Can Do It! Program (confidence, organisation, persistence, resilience and getting along) via puppets, songs and stories and encouraged to adopt these values at the Centre, their home and through every day situations. Current local and international research indicates that social-emotional disabilities can be a barrier to children’s learning / achievement and social-emotional wellbeing. “You Can Do It !” is a Social Emotional Program which is implemented through the full scope of the birth to school entry curriculum. Parents are kept informed about the various aspects of the program in the newsletter and via fortnightly displays. “You Can Do It!” is continued through Keithcot Farm Primary School Curriculum, through “Program Achieve” and further supports the Curriculum continuity between our two sites. This relates to EYLF Outcome 3: Children have a strong sense of wellbeing. They become strong in their social and emotional wellbeing. In October the children from Keithcot Farm Children Centre joined the reception children from Keithcot Farm Primary School for a performance in the hall, presented by “Camp Quality”. We are pleased to have resumed our visits to the new Keithcot Farm Primary School Resource Centre and have also accessed the new playground and played ball and parachute games on the school quadrangle. In March, we celebrated Harmony Day, with Keithcot Farm Primary School. Harmony Day is part of the Australian Government’s “Living in Harmony” initiative and is Australia’s largest national multicultural event. We joined with various classes at the Primary School, singing songs in the school hall. What fun we had in celebrating this day, seeing educators and children dressed in orange.

It is amazing how far we stretch around the globe when we look at the different countries our families come from. The children identified these countries on the World map. Throughout the year families are invited to participate in our program. Many families have brought aspects of their cultural background to provide the children with a diverse range of authentic cultural experiences.This relates to EYLF Outcome 2: Children are connected with and contribute to their world- They broaden their understanding of the world in which they live.

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We have been able to access Bi-Lingual Support through the Department for Education and Child Development and Inclusive Directions for children with English as a Second Language. With the assistance of Miharu and Nobuko (Japanese Educators) all children have been learning a range of Japanese greetings, songs and counting 1 – 10. We will extend this by visiting the Japanese classroom at Keithcot Farm Primary School where children will be able to see a range of authentic Japanese items. Other Educators in our staff team who have culturally and linguistically diverse backgrounds include Magdaline and Zuzana. Magdaline has read stories and introduced songs in Greek, and Zuzana has introduced Czech songs and rhymes! (What a diverse and highly talented team of Educators we have!!!)

Major Sumner from the Tal-kin-jeri Dance Group visited the Centre in September. He brought and played several didgeridoos and told the children Dreaming Stories which related to the music he performed. The children’s interest in the Aboriginal artefacts including didgeridoos, boomerangs and the Aboriginal Dreaming Stories broadens children’s respect and understanding of the Aboriginal culture.

Cross Age Program We have continued to welcome year 7 students, from Keithcot Farm Primary School as part of our Cross Age Curriculum Program. They have engaged with the children in a range of learning experiences and we value their commitment and enthusiasm. Cross-age programs are collaboratively planned by the Children’s Centre and relevant Keithcot Farm Primary School staff and students, to ensure that there is both ownership and a shared understanding of each educational setting, enhancing the curriculum continuity, and a commitment to the success of these programs. Together the younger children and older school students have been involved in a range of developmentally appropriate Literacy, Numeracy and Physical Coordination learning experiences each term. The outcome of these programs has enabled older students to develop an understanding of the needs of younger children as they develop a cooperative, caring, tolerant attitude towards others. The support the younger children receive from a one-to-one situation with a non-threatening “tutor” ensures new skills are developed, with an opportunity to share their achievements, while building positive relationships with these older role models, and enhancing children’s level of Active Engagement with the curriculum.

Community Development. A new Community Development Coordinator was appointed by DECD in November. Her name is Kate Hallam. In 2012 Kate will focus on increasing parenting capacity, linking families with a range of services, and encouraging their participation within the community. She will also promote partnerships across a broad range of local services and organisations and will assist establishing interagency programs to meet the needs of the Keithcot Farm and broader community Families at KFCC are involved in the Centre in a diverse capacity including contributing to the operation of the Centre by joining the Governing Council and helping to develop and review policies, finances and conducting fundraising projects. Governing Council members approached the Tea Tree Gully Council for support in the way of funding to purchase additional rubbish bins.

Many thanks to Todd Hacking and Paul Barbaro, Tea Tree Gully City Counselors for their generous donation which assisted us to purchase more urgently needed rubbish and recycling bins.

We are also grateful to Tea Tree Gully Council for a $1500 grant which has enabled us to purchase a binder and equipment to publish a cookbook! In collaboration with Sunnybrook Community Centre a popular Scrap Booking Group has continued on Wednesday afternoon’s. and a Coffee, Cake, Craft & Conversation Group was initiated at the Greenwith Community Centre. The aim of these groups is to reduce social isolation, assist in developing friendships, promote positive early childhood development and enable participants to partake in a craft activity. Health Checks are carried out for children aged 4years and 3months, four times a year by Child Youth and Women’s Health Nurses. Over the last year we have continued a collaborative relationship with the University of South Australia, Gilles Plains TAFE and Elizabeth TAFE which has resulted in the placement of several students within our site.

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In 2011 and continuing in 2012 we participated in a research project with Flinders University. “I go to school Project” The research is focusing on the benefits of combined quality child care and preschool programs. The researchers want to establish whether the amount of time children spend in quality early childhood programs contributes to a successful start to school. Families are invited to share professional expertise and/or skills talents or interests with children to enhance and extend our integrated birth to school transition curriculum. Many families participate in a variety of ways including reading stories, playing ball games, preparing consumable materials, repairing equipment, collating information brochures and being an extra adult on excursions.

With the support of parents and caregivers, an Obstacle-A-Thon, was designed and implemented for all our children to participate. $1226 was raised by the Obstacle-A-Thon! This money will be used to purchase a range of curriculum resources including books, puzzles and games for our wide age range of learners.

Intervention Services. Keithcot Farm Children’s Centre supports children from birth to school transition to achieve the best possible learning, health and wellbeing outcomes in a universal setting with targeted responses when additional support is required. Feedback received from many families is that they feel comfortable raising concerns about their child’s development with their child’s Primary Educator and are confident that when relevant, we will support them to access external services through community groups such as Inclusive Directions, NOVITA, Disabilities SA, Aboriginal Health and DECD Intervention Services During 2011, ten 4 year old children were referred to DECD Student Support and Disability Services to support the achievement of learning goals. Eight of these children received formal Preschool Support, ranging from ½ hour to 4 hours each week with a Preschool Support Worker funded by DECD. Additional Intervention Services were accessed through Inclusive Directions for 3 children under 4 years enrolled in the Long Day Care program.

Web Site Our high quality Web site has enabled families seeking more flexible care and education opportunities with valuable up to date information. We are extremely grateful to Michael Barnes – DECD communications Project Officer for his expertise and commitment to ensure that the website is kept up to date and relevant.

The website address is www.childrenscentres.sa.gov.au

Enrolments and Attendances. Enrolments in Long Day Care have increased in 2011 from 28 Full Time Equivalent to 34 FTE. We still have a significantly long waiting list for Long Day Care with a Priority of Access

1. Child at risk of abuse or neglect or family crisis. 2. Family with recognized work or work related

commitments. 3. Family with greatest need for Child Care

support. Enrolments of children in their eligible year of Four Year Old Preschool have ranged from 93 to 101. We believe that our ability to be flexible in meeting community needs has strengthened the community confidence as reflected in both these integrated programs.

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2009, 2010, 2011 Enrolment Data

Year Term 1 Term 2 Term 3 Term 4

2009 87 93 94 100 2010 92 97 91 92 2011 93 101 99

2009, 2010, 2011 Attendance Data

Attendance Percentages

Year Term 1 Term 2 Term 3 Term 4

2009 Centre 86.2 90.3 87.2 88

2009 State 87.2 87.8 86.1 86.8

2010 Centre 89.1 92.8 89 88

2010 State 88.8 90.3 88 88.2

2011 Centre 93.5 88.1 91.9

2011 State 89.9 89.1 88.4

Summative Reports.

Families with children in the Four Year Old Preschool program receive a Summative Report after their 1st Term. This report is then compared with a further report which is provided in their 4th term of Preschool.

The individual reports indicate the “Distance Travelled” by the child, in their overall development.

The collated Summative Report Data (Appendix B) indicates that children are achieving positive learning outcomes as a result of regular attendance, curriculum development and program implementation.

School Transition School Number

School Name Child Count

Percent

0444 Two Wells Primary 1 1% 1201 Gulfview Heights Primary 1 1% 1397 Modbury West Junior Primary 1 1% 1847 Keithcot Farm Primary 60 65% 1852 Wynn Vale Junior Primary 1 1% 8006 St Francis Xavier’s 2 2% 8027 Pedare Christian College 1 1% 8032 Cedar College 1 1% 8226 Golden Grove Lutheran 1 1% 8421 King’s Baptist Grammar 19 20% 8439 Tyndale Christian 4 4% 9757 Our Lady of Hope 1 1% The above table demonstrates that a significantly high proportion of our children transition to Keithcot Farm Primary School, with Kings Baptist Grammar School being our next feeder school. The remaining children transition to a range of public and independent schools in our wider community.

Parent Opinion Remains High! The Department for Education and Child Development Parent Opinion Survey was given to all families in August 2011.

Year

Customer Responsiveness

Health, Safety, Nutrition

Knowledge of Child Program Staff

2005 5.6 5.7 5.6 5.6 5.6 2006 5.65 5.78 5.7 5.66 5.65 2007 5.6 5.8 5.5 5.7 5.7 2008 5.7 5.8 5.5 5.7 5.6 2009 5.6 5.7 5.6 5.5 5.6 2010 5.7 5.8 5.7 5.6 5.6 2011 5.7 5.8 5.8 5.8 5.7 **A rating of 6 ('Strongly Agree') represents the highestscale rating available on the survey, with 1 ('StronglyDisagree') the lowest. Overall the responses indicate a continuing high degree of satisfaction in each of the categories. Yellow shading = pre Children’s Centre. Blue shading = Increased flexibility in hours of operation and additional programs.

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Looking forward to 2012.

In 2012 we will be implementing the Let’s Read Program. Let’s Read encourages parents, with children birth to age 5 years, to support their child’s literacy development. The program is lead by the Smith Family.

Increasing the Four year old children’s entitlement to State Funded Preschool from 11 hours to 15 hours per week is part of the National Quality Agenda.

We will commence delivering the 15 hours of Preschool in July 2012. How we deliver these additional hours will depend on when we receive the additional funding. Licensed Centre capacity, family needs and the range of other programs currently operating at KFCC will all be factors that will impact on the model of service delivery we eventually undertake.

In 2012 we will see the introduction of the National Quality Framework. The new system includes a new National Quality Standard.

The National Quality Standard has 7 quality areas: 1 Educational program and practice These programs should be stimulating, engaging and enhance children's learning and development. 2 Children's health and safety Every child's health and wellbeing should be safeguarded and promoted. 3 Physical environment. This should be safe, suitable and provide a rich and diverse range of experiences which promote children's learning and development. 4 Staffing arrangements Staffing arrangements should create a safe and routine environment for children and support warm, respectful relationships. Major changes as part of the National Quality Standard will improve staff-to-child ratios and the educational qualifications of the workforce. 5 Relationships with children These should be responsive, respectful and promote a child's sense of security and belonging so they are confident to explore the environment and engage in learning. 6 Collaborative partnerships with families and communities Good working relationships with families are fundamental to achieving good outcomes for children. Community partnerships should focus on active communication, consultation and collaboration that all contribute to children's learning and wellbeing. 7 Leadership and service management Effective leadership and management will sustain positive relationships and environments that aid children's learning and development. Well-documented policies and practices should be developed and regularly evaluated in partnership with educators, coordinators, staff and families.

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Appendix A

Data collected in relation to (Early Years Literacy Plan)

Keithcot Farm Children's Centre Phonological Awareness

01020304050

1 3 5 7 9 11 13 15 17 19 21 23 25 27 29 31

Children

Act

ual

Sco

re

Term 1, 2011 Term 4, 2011

Analysis of Actual Score. Age 4.0–4.5 (1st Term) Beginning Skills

Below 14

Age Appropriate Skills 15 - 24

Strong Skills 25+

Age 5.0–5.5 (4th Term) Beginning Skills Below 23

Age Appropriate 23 - 35

Strong Skills 36+

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Term One, 2011 – 46 Reports

Term Four, 2011 45 Reports - 2 from Term 1 1 child moved away from the Centre, 1 child commenced earlier at an Independent school + 1 from Term 1 1 child moved from another Centre to KFCC after his first term

These percentages are based on Term 0ne and Term Four Summative Reports.

Observations of all children are documented by a range of Keithcot Farm Children’s Centre Educators based on when the child first entered the Centre.

Summative Reports are written for children in their first term and fourth term of their eligible year in the the Four Year Old Preschool Program.

The Summative Report is categorized under the five areas of learning as specified in the National Curriculum Document the Early Years Learning Framework. 1st Term 4th Term. CHILDREN HAVE A STRONG SENSE OF IDENTITY Developing Consistent Developing Consistent

Build secure attachment with first one and then more familiar educators 24% 76% 2% 98%

Establish and maintain respectful trusting relationships with other children 39% 61% 9% 91%

Initiate interactions and conversations with trusted educators 50% 50% 9% 91%

Persist when faced with challenges and when first attempts are not successful 65% 35% 24% 76%

Exploring different identities and points of view in dramatic play 59% 41% 4% 96%

Empathize with and express concern for others 59% 41% 9% 91%

Engage in and contribute to shared play experiences 52% 48% 11% 89%

CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD

Developing Consistent Developing Consistent

Co-operate with others and negotiate roles and relationships in play and group experience 87% 13%

22% 78%

Demonstrates a sense of belonging and comfort in their environment 33% 67% 7% 93%

Become aware of connections similarities and differences between people 69% 31% 18% 82% Develop the ability to recognize unfairness and bias and the capacity to act with compassion and kindness 56% 44%

13% 87%

Participate with others to solve problems and to contribute to group outcomes 85% 15% 31% 69% Demonstrate an increasing knowledge of and respect for natural and constructed environment 43% 57%

4% 96%

Appendix B.

Keithcot Farm Children’s Centre

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CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS Developing Consistent Developing Consistent

Use play to investigate imagine and explore ideas 59% 41% 13% 87% Follow and expand their own interest with enthusiasm, energy, concentration, involvement and engagement 56% 44%

4% 96%

Manipulate objects and experiments with cause and effect, trial and error and motion, construct and take apart. 22% 78%

4% 96%

Understands basic concepts (eg colours & shapes) 35% 65% 7% 93% Uses numeracy in their play(eg counting & recognition of numerals, length, size, & patterning) 46% 54%

9% 91%

Use the process of play, reflection and investigations to solve problems. 56% 44% 18% 82%

CHILDREN ARE EFFECTIVE COMMUNICATORS Developing Consistent Developing Consistent

Are independent communicators who engage in verbal and non verbal interactions 9% 91% 2% 98% Demonstrates attentive viewing and listening skills and responds with relevant questions comments or actions. 59% 41% 22% 78%

Listens to and responds to sounds patterns in speech stories and rhymes 69% 31% 20% 80% Develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them 74% 26% 18% 82% Uses literacy in their play. Uses approximations of letters and words to convey meaning (beginning to write their own name) 46% 54% 2% 98%

Share the stories and symbols of their own culture 54% 46% 11% 89%

Use the creative arts such as drawings, painting, and sculpture, to express ideas 30% 70% 2% 98%

Engage with technology for fun and to make meaning 67% 33% 11% 89%

CHILDREN HAVE A STRONG SENSE OF WELL BEING Developing Consistent Developing Consistent

Demonstrate trust and confidence and share humour, enjoyment and satisfaction 52% 48% 4% 96% Make choices accept challenges take considered risks manage change and cope with frustrations and the unexpected (eg change of staff, routines or excursions) 28% 72% 9% 91%

Show a increasing capacity to understand, and manage their emotions 52% 48% 31% 69%

Recognize and communicate their needs (thirst, hunger, rest, physical activity) 0% 100% 2% 98%

Uses their senses to explore and respond to their world 54% 46% 29% 71% Demonstrates competence using gross motor skills (eg ball skills, climbing, balance, hopping, running, swinging) 50% 50% 9% 91% Demonstrates competence using fine motor skills (eg hand-eye coordination, pen grasp, scissor skills, mouse skills) 50% 50% 2% 98% Responds through movement to music dance and story telling 4% 96% 2% 98%

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14th November 2011 Chairperson’s report Keithcot Farm Governing Council, Well what a busy year. In this, my second year as Chairperson of the Keithcot Farm Children’s Centre Governing Council, I have juggled part-time work, with looking after my two young children. A challenge most of you are familiar with! The staff at the centre provides a wonderful enriching environment in which they care for our children. Thank you for your continued dedication. As a parent, I couldn’t return to paid work without knowing that my children were being looked after in such a caring facility. Our Committee The Keithcot Farm Children’s Centre governing council consists of 21 members, which include 4 staff members. The Governing Council held 7 meetings as well as the annual general meeting throughout 2011. The Keithcot Farm Governing council meet approximately every 4 – 6 weeks during the year to discuss issues such as the child care centre’s policies, fundraising co-ordination (which we try to keep to a minimum), finances and major purchases, Occupational Health and safety issues, as well as community development. Please consider becoming a member, your contributions and experience is welcomed. Fundraising & expenditure After the Tea Tree Gully (TTG) council drastically reduced the number of bins our centre could have. TTG Councilors Paul Barbaro & Todd Hacking attended and offered financial support to enable the purchase of extra bins, which we appreciated. -The Easter raffle made a profit of $437.50 -The Obstacle-A-thon made a profit of $1226.00 -The Family Photo day was unfortunately cancelled this year to due insufficient numbers. The centre was able to purchase a much needed new washing machine and was also able to upgrade their office computers. This is where our fundraising money goes, so don’t be afraid to donate to the Christmas raffle and purchase tickets in this years’ raffle. We had enthusiastic members on our Governing Council this year, including Zoey Jenkins who offered to collate a family cook book, with easy, family fun recipes, including recipes from our talented cook Janet, which will hopefully be available for sale in the next few weeks. The book will be a nice addition to our kitchens, with all money raised benefiting your children at the Keithcot Farm Child Care Centre. Sherrie and Suze from Bunnings Modbury were kind enough to volunteer their time, plants and equipment to the centre. They came and helped the children plant new shrubs and also a vegetable garden. The children take pride in helping to look after these plants and they look great. On behalf of members of the Keithcot Farm Governing Council, I wish you a happy and safe Christmas and I look forward to being a member of this committee in the New Year. Carolyn Trimboli Chair Person