National Quality Standard - Appletree Hill Preschool · 5 | P a g e Quality Area 1 – Educational program and practice Standard 1.1 The educational program enhances each child’s

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(if applicable)

National Quality Standard Assessment and Rating Report

Service Name Appletree Hill Kindergarten

Service Approval Number SE-00003844

Provider Name Appletree Preschool Assoc Inc

Provider Approval Number PR-00001318

Assessment & Rating Number ASR-00022742

Report Status Date Report

Completed 1 June 2018

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About this report

Purpose

The purpose of this report is to give the approved provider notice of the outcome of the rating

assessment and the rating levels for their education and care service (under section 136 of the

Education and Care Services National Law).

The goals of the report are to provide:

o an assessment of the education and care service against the National Quality Standard (NQS)

and the National Regulations

o the reasons for rating the service at each level

o support for the ongoing quality improvement of the education and care service

The rating system

The National Regulations prescribe the rating levels within the assessment and rating process

(regulation 57). The rating levels are:

o Exceeding National Quality Standard

o Meeting National Quality Standard

o Working Towards National Quality Standard

o Significant Improvement Required

Further information on how ratings are determined is available in the Guide to the National Quality

Framework (Chapter 3: Part 3-Assessment and rating process) available on the ACECQA website at

www.acecqa.gov.au.

http://acecqa.gov.au/nqf-changes/guide-to-the-national-quality-framework

http://acecqa.gov.au/nqf-changes/guide-to-the-national-quality-framework

http://www.acecqa.gov.au/

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Assessment and rating visit details

Type of service

Long Day Care Outside School Hours Care (OSHC)

Family Day Care Preschool/Kindergarten

Nominated Supervisor Suzanne Kirby

Debbie Christodoulou

Educational Leader Debbie Christodoulou

Primary Contact

(for assessment & rating) Debbie Christodoulou

Quality Improvement Plan

Date Received 30 April 2018

Visit/s

Date 28 May 2018

Authorised officers

Name 1 Jennifer Topp

Name 2

Further information ( i f appl icable)

Appletree Hill Kindergarten is a stand-alone kindergarten providing preschool programmes for children aged 36 months to school age. A Committee of Management, which is an incorporated body, manages the kindergarten. The committee members are parents of the children attending Appletree Hill Kindergarten. The kindergarten has operated for approximately 47 years.

The kindergarten employs five staff members. One of the permanent staff members was on long service leave and had been replaced, for one term in 2018, by a relief staff member.

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The kindergarten is used by local families. The families have a range of cultural backgrounds and first languages. Sri Lankan and Chinese cultures and ethnic groups are amongst those represented. Over 90 percent of the families have English as a second language and a significant number of the families have limited English skills. Many of the families have strong connections with local churches and know each other from within the community. Grandparents are often responsible for the delivery and collection of some of the children.

In 2013 Appletree Hill Kindergarten was assessed against the National Quality Standard and received a rating of Exceeding National Quality Standard. The service has maintained a consistent history of compliance.

Contact details for service

Service address: 37 Shepherd Road Glen Waverley Vic 3150 Telephone number: 9560 2940 Mobile phone number: 0409 705 600 Email address: [email protected]

Other details

Person with management or control: Kamala Powell, Jatin Kevat and Tao Luo Number of places: 30 Ages of children in attendance at the service: 36 months to school age

Conditions on service approval

Nil

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Quality Area 1 – Educational program and practice

Standard 1.1 The educational program enhances each child’s learning and development.

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.

Met

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

Met

1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

Met

Demonstration of Exceeding themes for Standard 1.1

Practice is embedded in service operations Yes

Practice is informed by critical reflection Yes

Practice is shaped by meaningful engagement with families and/or the community Yes

Standard 1.1 is rated Exceeding NQS

Evidence for Standard 1.1

Intentional teaching underpinned the inclusion of experiences and strategies that supported children’s learning across the range of developmental domains. Use of the approved learning frameworks formed a basis upon which the program was developed. Children’s cultural and language backgrounds were supported through the inclusion of resources such as bi-lingual books, puzzles, and home corner items. The use of the children’s home language, along with English, was respectfully supported in the day-to-day activities.

In addition:

Educators used open-ended questions, engaging discussions and play to facilitate the extension of children’s knowledge and the sharing of ideas. The educators used regular input from the families and children in the development of the program. The ideas and interests of the children were consistently used as a basis of the program. Specific projects, such as the bird feeder project, followed directly from the ideas and observations of the children. Literacy, numeracy, science and higher order thinking opportunities were seamlessly embedded in the delivery of the program.

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Standard 1.2 Educators facilitate and extend each child’s learning and development.

1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. Met

1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.

Met

1.2.3 Each child's agency is promoted, enabling them to make choices and decisions that influence

events and their world. Met







Educators were intentional and deliberate in their interactions with the children. Interests were supported through the active engagement of the educators, through meaningful discussion and through the thoughtful provision of resources. A science experience was presented to the whole group as a follow on from an interest in creating playdough volcanoes by a few of the children. Active engagement in activities such as sand play, hide and seek, socio dramatic play and ball games supported children’s choice, engagement and learning.

In addition:

The educators' decision-making about the development of the program was informed by their observations of the children, along with consideration of information provided by the families. Educators also gathered information from the children about what they wanted to learn at kindergarten and the experiences they enjoyed. The process had led to the consistent inclusion of learning experiences to support the development of communication skills, literacy learning and positive social engagement with peers.

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Standard 1.3 Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.

Met

1.3.2 Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.

Met

1.3.3 Families are informed about the program and their child's progress. Met







An effective cycle of planning was in place. Individual records included observations about children’s social interactions, skill level in different areas and their interests. Recent changes to the program had been made to support positive and settled behaviours by all of the children. Each family was provided with a written summative assessment of their child’s learning. In the four-year-old group, this was at the end of each term and in the three-year-old group, the information was provided twice during the year. In all groups, information was also shared through emails and discussion throughout the year. All families contributed to the development of goals for their child.

In addition:

All educators contributed to the programing and planning process. Documentation showed educators consistently reflected on the effectiveness of the program and how it supported individual children’s development. Modifications were made in response to the developing needs and interests of the children. Information provided by children and families consistently informed planning.

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Quality Area 1 summary

QA1 Minor Adjustment Notes Nil

QA1 Quality Improvement Plan Notes Nil

QA1 Compliance Notes Nil

For Quality Area 1, is there a significant risk to the health, safety or wellbeing of

children? No

Regulation 62(2) prescribes that an Exceeding National Quality Standard rating may only be given

for Quality Area 1 for an education and care service that educates and cares for children who are in

the year that is 2 years before grade 1 of school if the service either provides a preschool program

or has a documented arrangement with an approved provider of another education and care service

to provide a preschool program and informs parents of this arrangement.

Does the service educate and care for children who are in the year that is 2 years

before grade 1 of school? Yes

Does the service have a preschool program? A preschool program means an early

childhood educational program delivered by a qualified early childhood teacher. Yes

Quality Area 1 is rated Exceeding NQS

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Quality Area 2 – Children’s health and safety

Standard 2.1 Each child’s health and physical activity is supported and promoted.

2.1.1 Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Met

2.1.2 Effective illness and injury management and hygiene practices are promoted and implemented.

Met

2.1.3 Healthy eating and physical activity are promoted and appropriate for each child. Met







Learning experiences and intentional teaching that supported children’s understanding of healthy eating, engagement in physical activity and good hygiene were embedded in the day-to-day practices. For example, upon arrival, the children washed their hands prior to commencing play; and after they had finished their lunch, the children were asked to have a drink of water and an educator explained why this was important. As part of the children’s learning about healthy eating, snack time in the three year old group was promoted as a fruit or vegetable time only. Areas had been set up which enabled children to choose the type of play they wished to engage in – for both active and passive play. Physical play was specifically promoted through dance and movement activities, along with learning experiences promoted in the outdoor space.

In addition:

Families were provided with information about healthy eating choices and the value of different types of play. Discussion with families furthered their understanding of how they could support their children to eat healthy foods. The cultural backgrounds and food choices of the families were acknowledged in this process, with many of the children bringing hot food for their lunch meal in the four-year-old groups. Group times and outdoor spaces were consistently used to promote opportunities for engagement in physical activity. The program consistently provided a balance between active and restful learning experiences.

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Standard 2.2 Each child is protected.

2.2.1 At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.

Met

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

Met

2.2.3 Management, educators and staff are aware of their roles and responsibilities to identify and

respond to every child at risk of abuse or neglect. Met







Educators were regularly reflecting on the Child Safe Standards and their responsibilities with regard to child protection matters. Embedded in the day-to-day practices were processes that supported sun smart behaviours, protective behaviours, safe play and responding to emergencies. Intentional teaching included information about “being the boss of one’s own body”, regular emergency evacuation responses and discussions about UV rays. Educators moved around the learning spaces and actively engaged with children both indoors and outdoors.

In addition:

Child protection matters were consistently included on the staff meeting agenda. All staff reflected upon how their work with children and families supported their responsibilities in relation to both child protection and the Child Safe Standards. Daily checklists were used to monitor the environment for any potential hazards. Aspects of the program routinely supported the children to discuss and learn about ways they could reduce risk for themselves. Educators were engaging in critical reflection about how families could be further supported in their understanding. Information had been shared with families using an interpreter and an on-line application that could translate material into a variety of languages.

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children? No


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Quality Area 3 – Physical environment

Standard 3.1 The design of the facilities is appropriate for the operation of a service.

3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.

Met

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







The facilities were purpose built and suitable for the delivery of a preschool program. The design of the facility provided separate areas for administrative functions and children’s activities. A separate kitchen area, entrance foyer and storage areas were all provided for in the layout of the building. All areas, both inside and outside, were clean and well maintained. A ramp led to the outdoor area at the rear of the property. The learning spaces consistently supported the curriculum and the service’s philosophy.

In addition:

The service had engaged in a process of critically reflecting upon how the facility was being used and how it could be modified to better meet the needs of the children and families. A review of the entrance area was underway. Families were being surveyed about how they would like the area to be developed. Children were encouraged to think about how the spaces and resources were used by different groups of children and how they could present the environment for other children attending at different times.

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Standard 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

3.2.1 Outdoor and indoor spaces are organised and adapted to support every child's participation and to engage every child in quality experiences in both built and natural environments.

Met

3.2.2 Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning.

Met

3.2.3 The service cares for the environment and supports children to become environmentally

responsible. Met







Natural materials had been incorporated into an extensive range of learning experiences both indoors and outside. Children self-selected experiences to participate in. Open-ended experiences supported creativity, flexibility and imagination. Children had recently developed a vegetable garden and assisted in the composting of food waste. Intentional teaching included information about sustainability practices and use of an incursion to further the children’s learning.

In addition:

All children were consistently actively participating in the program, freely moving around the play-spaces and self-directing their play. At each session, a child was appointed as the “energy saver” to support a variety of sustainability practices that were being implemented at the service. Families were encouraged to embrace sustainability practices through a variety of strategies and included the provision of a clothing-recycling bin in the foyer, a community library, a “swap” box and the collection of recycled resources.

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children? No


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Quality Area 4 – Staffing arrangements

Standard 4.1 Staffing arrangements enhance children's learning and development.

4.1.1 The organisation of educators across the service supports children's learning and development.

Met

4.1.2 Every effort is made for children to experience continuity of educators at the service. Met







With one staff member being on long service leave, the staffing arrangements had been altered for term two and a relief staff member appointed as the lead educator for the three year old group. Communication amongst the staff ensured consistency and continuity in service delivery. Staff provided lunchtime cover and casual relief for each other. This also facilitated opportunities for all staff to engage with children and families across the groups in ways that supported positive connections, continuity and predictability.

In addition:

The approved provider supported the flexibility of staffing arrangements to ensure that the needs of the children and families were met on an ongoing basis.

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Standard 4.2 Management, educators and staff are collaborative, respectful and ethical.

4.2.1 Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other's strengths and skills.

Met

4.2.2 Professional standards guide practice, interactions and relationships. Met







Staff demonstrated respect for each other and collaboration in their day-to-day work. The skills and talents of individual members were recognised and utilised as part of an effective team. Educators shared tasks and all contributed to the different aspects of the service implementation, including documentation, direct work with children, cleaning tasks and administrative duties. Staff meetings, professional development, staff appraisals and networking opportunities all supported the sharing of information and engagement in professional learning opportunities.

In addition:

Staff drew on each other’s skills and knowledge to enhance their own work and the work of the team in delivering a high quality program. Networking opportunities were utilised to both share and gain knowledge and information with others in the community. This included local kindergarten and primary school teacher networks. Educators demonstrated an ongoing commitment to a process of critical reflection and supporting each other in continually refining and improving practice.

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children? No


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Quality Area 5 – Relationships with children

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

5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

Met

5.1.2 The dignity and rights of every child are maintained. Met







A happy, relaxed and comfortable learning environment was evident. The interactions between the educators and children were respectful. There were instances of shared humour with the children, meaningful in-depth conversations and genuine interest and enjoyment throughout the sessions. Some of the children were siblings of children who had previously attended the service and the educators had developed a long-standing connection with the children and families. Interactions showed an understanding of the children’s backgrounds and interests.

In addition:

Educators followed up on conversations and questions that they posed to the children, this included a discussion about where the water could be going when some of the children were tipping it into a large cable reel in the sandpit. Educators consistently valued children’s right to choice and balanced this with supporting inclusion for all children. In the home corner area this was demonstrated through opportunities for children to use their home language when engaging with peers and then a reminder that a child did not understand that language and would not to be spoken to in English. Educators worked with families to develop consistent practices and be responsive to the needs of individual children.

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Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships.

5.2.1 Children are supported to collaborate, learn from and help each other. Met

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

Met







A variety of experiences provided play-based opportunities for children to engage with each other in collaborative and co-operative ways. Children shared ideas, took turns with resources and collaborated on tasks. For example, this occurred when block building, using construction materials involving simple tools, in home corner play and in storytelling.

In addition:

Intentional teaching was employed to assist all children develop pro-social behaviours, recognise emotions, regulate behaviour and work co-operatively with others. Specific techniques were also being used to support children with additional social-emotional needs. Input from the relevant families, as well as specialist agencies, was being used. Educators were reflecting on the effectiveness of strategies and modifying approaches as required. Communication, turn taking and the sharing of ideas amongst peers was actively supported and assisted to minimise potential conflict situations.

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children? No


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Quality Area 6 – Collaborative partnerships with families and communities

Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role.

6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions.

Met

6.1.2 The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child's learning and wellbeing.

Met

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

Met







During the enrolment and orientation process, information about the expectations and values of the families was gathered. The educators used this information in their work with the children and families. Opportunities for families to take part in different aspects of the program were routinely provided. Relationships had been established with the some of the families who used the kindergarten for their children over several years. Connections with extended family members, such as grandparents were also being fostered.

In addition:

Different parenting styles and child rearing practices were acknowledged. Information to support families in effective child rearing practices had been provided to families. Information about the service was provided in ways that could be accessed in the families’ main language. Staff regularly reflected upon the most effective ways of communicating with families from non-English speaking backgrounds. Established processes were in place to facilitate the sharing of information and the joint setting of goals for children. Through the Committee of Management, parents were able to have meaningful input into decisions about the service.

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Standard 6.2 Collaborative partnerships enhance children's inclusion, learning and wellbeing.

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

Met

6.2.2 Effective partnerships support children's access, inclusion and participation in the program. Met

6.2.3 The service builds relationships and engages with its community. Met







Incursions and excursions were used to support children’s engagement with and understanding about the local community. Intentional teaching about indigenous culture was embedded in the program. Educators made use of network groups, a school transition working group and links with the local primary school to support children’s transition to school, including reciprocal visits by the staff, participation in the school transition program in term four and the mutual sharing of information. Information from external agencies and specialists, such as the speech pathologists, psychologists and the Preschool Field Officer, had been used to gather information to support delivery of an effective program for each child.

In addition:

Ongoing partnerships and the sharing of information with others from the community were used to support the delivery of the program and enhance children’s inclusion, learning and wellbeing. Educators engaged in processes to reflect on how the partnerships could further strengthen children’s engagement, including exploration of a buddy system with grade five children from the local school.

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children? No


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Quality Area 7 – Governance and leadership

Standard 7.1 Governance supports the operation of a quality service.

7.1.1 A statement of philosophy guides all aspects of the service's operations Met

7.1.2 Systems are in place to manage risk and enable the effective management and operation of a quality service.

Met

7.1.3 Roles and responsibilities are clearly defined, and understood, and support effective decision making and operation of the service.

Met







A Committee of Management supported the operation of the service. The roles and responsibilities of the committee were clear, with specific duties being allocated to individual members. Systems were in place that supported the effective operations of the service and included monthly committee meetings. The service demonstrated a clear approach to implementing a program that reflected the high expectations of the community and a play-based approach to learning. The written statement of philosophy was being reviewed so that it more closely aligned with the actual operations of the service.

In addition:

The families and committee were supportive of the regular review of processes and had actively engaged in the critical review of practice. Open communication with families supported the sharing of ideas and discussion about possible changes to improve efficiencies and service delivery. Surveys and discussion were used to gather input from families. Industry model policies, that were reviewed according to a set timelines, were in place. The policies had been refined to meet the needs of the service.

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Standard 7.2 Effective leadership builds and promotes a positive organisational culture and professional learning community.

7.2.1 There is an effective self-assessment and quality improvement process in place. Met

7.2.2 The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.

Met

7.2.3 Educators, co-ordinators and staff members' performance is regularly evaluated and

individual plans are in place to support learning and development. Met







The educational leader actively facilitated processes for all staff to engage in critical reflection, develop knowledge and improve practice. Staff consistently shared ideas and professional learning in ways that supported a positive organisational culture and a professional learning community. Performance reviews were conducted annually for all staff members.

In addition:

All staff contributed to a process of critical reflection on the effectiveness of approaches with the aim of refining their practice and improving professional knowledge. Parents and committee members were informed of changes and had opportunities to reflect on practice. Strong leadership supported ongoing practices, such as the development of the quality improvement plan that assisted the kindergarten community focus efforts on improvement in targeted areas, such as increasing community involvement, development of the statement of philosophy, program development and documentation of critical reflection.

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children? No


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Assessment and rating summary








Overall rating Exceeding NQS

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Summary comments

In 2013, Appletree Hill Kindergarten was rated as Exceeding National Quality Standard. The kindergarten has achieved a rating of Exceeding National Quality Standard for a second time.

The staff demonstrate a strong and ongoing commitment to meaningful reflection that supports the delivery of a service that meets the needs of a diverse kindergarten community. The cultural and linguistically varied backgrounds of the families were respected and supported.

Staffing arrangements support consistency in teaching approaches between the groups. The arrangements enable families and children to develop meaningful and supportive relationships with all of the staff. This also supports a strong sense of community and facilitates delivery of a program that meets the individual needs of the children and families.

The nominated supervisor and educational leader facilitate consistent practices that support staff to engage in critical reflection and professional learning. Collegial support was part of the process. Staff, children and families had opportunities to contribute to the decision-making processes that affected the delivery of the service - on both a broad level and a day-to-day level.

Educators and families set high expectations for the children. Staff consistently engage in conversations that encourage the children to reflect, explore, make links, draw on past experiences and hypothesize. Considered decisions support children’s learning across all developmental domains and include both intentional teaching and the use of incidental learning. Excursions and incursions were also used to support children’s learning. The learning environment provides children with choice and supports decision-making and co-operation. Engagement with the natural environment, incorporating an understanding of quality sustainability practices, was embedded in the delivery of the service.

The service is encouraged to further support families in their understanding of the regulatory requirements regarding completion of the daily attendance record. Continued use of translated materials, ongoing discussions and direct instruction may be of benefit.

Opportunities exist for using the established community links, including those with local primary schools, to further reciprocate visiting arrangements and processes to support children’s transition to school.

Appletree Kindergarten may wish to further reflect on how the cultural backgrounds of the children could be visually reflected in the learning environment. Further opportunities to support children in their understanding of the cultural diversity of the community could be implemented.

Minor adjustment notes summary

Quality Area 1 Nil

Quality Area 2 Nil

Quality Area 3 Nil

Quality Area 4 Nil

Quality Area 5 Nil

Quality Area 6 Nil

Quality Area 7 Nil

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Quality improvement plan notes summary

Quality Area 1 Nil

Quality Area 2 Nil

Quality Area 3 Nil

Quality Area 4 Nil

Quality Area 5 Nil

Quality Area 6 Nil

Quality Area 7 Nil

Compliance notes summary

Quality Area 1 Nil

Quality Area 2 Nil

Quality Area 3 Nil

Quality Area 4 Nil

Quality Area 5 Nil

Quality Area 6 Nil

Quality Area 7 Nil

Documents

National Quality Standard - Appletree Hill Preschool · 5 | P a g e Quality Area 1 – Educational program and practice Standard 1.1 The educational program enhances each child’s