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1 | QIP FPPK 2015
Quality Improvement Plan 2015
“Connecting with Children, Families and Community”
Location Number: (5615)
2 | QIP FPPK 2015
Service details
Service name Service approval number
Fulham Park Preschool Kindergarten
5615
Primary contact at service
Laura Tyner
Physical location of service Physical location contact details
Street: 28 Castlebar Road,
Suburb: Lockleys
State/territory: South Australia
Postcode: 5032
Telephone: 8356 3913
Mobile:
Fax: 8355 0145
Email: [email protected]
Approved Provider Nominated Supervisor
Primary contact: Department for Education and Child Development
Telephone: 8226 1000
Mobile:
Fax:
Email: [email protected]
Name: Laura Tyner
Telephone: 8356 3913
Mobile:
Fax: 8355 0145
Email: [email protected]
Postal address (if different to physical location of service)
Street:
Suburb:
State/territory:
Postcode:
3 | QIP FPPK 2015
Operating hours
Monday Tuesday Wednesday Thursday Friday Saturday Sunday
Opening time
8.30 8.30 8.30 8.30 8.30
Closing time
15.15 15.15 15.15 15.15 11.30
4 | QIP FPPK 2015
Additional information about your service
The following information will assist the Regulatory Authority to plan the assessment visit.
The Educators at Fulham Park preschool work part time accept for the Preschool Director. There are 2 teachers and 3 ECWs employed at
the preschool. Both teachers are permanent with DECD and job share the full time position. The teachers work on different days and
come together on Fridays. They are responsible for their group of learners. The 3 ECWs that share a fulltime positon. Half of the full time
position is a permanent 0.5 positon and the remaining 0.5 is topped up with funds from universal access, preschool support and preschool
budget. All staff members come together on Friday afternoon for non-contact, staff meeting and program planning.
Half day closures: Fri March 6th Fri May 29th, Aug 21st Thurs Dec10th
Orientation Visit for 2016 enrolments: Fri Nov 28th
Fulham Park Preschool Kindergarten is situated in a residential area close to the River Torrens in Lockleys. The preschool is culturally diverse
with many families from Southern Slavic, Middle-Eastern, South East Asia and Southern European background. Families are represented by
a range of family structures. Many of the children either attend child-care or alternative learning programs i.e. Montessori or a cared for by
grandparents.
The outdoor environment continues to flourish. In 2014 the preschool applied for an Environment Grant from the City of West Torrens and
was successful in securing funds to undertake projects to support sustainable practice. The funds from the grant as well as funds allocated
from our preschool budget were used to purchase another rainwater tank for the sandpit and nearby plants, tow Australian evergreen
native trees, an irrigation system that uses rainwater and another vegetable patch.
The outdoor environment is filled with wonderful play spaces – the sand pit, water course, climbing equipment, decking for socio dramatic
play, cubby spaces in between the shrubs, the vegetable gardens, flower beds and an open lawn space to kick a ball. The indoor
environment provides numerous materials and resources for children to learn through play.
The preschool’s main feeder school is the local Catholic school which is only a short walking distance from the preschool. Both the
preschool and the local school have formed ‘Learning Connections’ which is a program about bringing early childhood professionals
together to build a professional network, a shared understanding and a common language about early childhood pedagogy.
5 | QIP FPPK 2015
How are the children grouped at your service?
The Preschool offers children 15 hours of Preschool. Cohorts of children attend 2 full days on a Monday/Tuesday or Wednesday/Thursday
and one half day attendance on Friday every fortnight. Our enrolments have dipped in 2015 but we still continue to staff the preschool
with 3 educators daily bringing the ratio to approximately 1:8.
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan
Nominated Supervisor – Laura Tyner
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:_________
6 | QIP FPPK 2015
Service Statement of Philosophy
“The practices of our preschool are based on the philosophy that the child’s voice is central to everything we do. By actively listening to a
child’s voice, this creates a child’s sense of belonging and well being. The child will feel valued and respected.
Children’s, ideas, opinions, interests, knowledge and experiences are embraced in the learning environment.
We believe it is through play that children learn to understand each other, make sense of the world around them and develop and practice
skills that they will use throughout their lives.
Children’s curiosity and their sense of wonder are nurtured in a program that allows for independent learning as well as learning from each
other in a social manner. Open ended questions are used to heighten children’s inquisitive nature.
We believe by keeping a strong link with the child and family will help bring greater knowledge and understanding about the child, the family
and the environment in which the child is raised.
We view our roles as partners and co learners. This is achieved by working collaboratively with our families and children in a team approach, so
that all voices are heard, learning is shared and opinions are respected. We view our roles as models for positive relationships by using positive
language and working together towards a resolution.
We view our roles as reflective practitioners. We give time to ask questions, reflect and examine our practice.”
7 | QIP FPPK 2015
Quality Improvement Plan for QA1 - Educational Program and Practice
Summary of strengths for QA1
Strengths
The main emphasis of the preschool program is to promote learning and teaching in a safe, caring, happy and supportive environment. The curriculum is
play-based, and centred around children's individual needs and interests. Fulham Park Preschool Kindergarten uses the National Early Years Curriculum
Framework —‘Belonging, Being & Becoming,’ to plan experiences to promote the development of children’s life skills and competencies. The curriculum
reflects and responds to the individual child in the context of his/her family and community, developmental needs and learning styles.
At the time of enrolment families provide information about their child. Planning for learning consists of a planning proposal that provides an overview of
the terms focus and aims. Each week the educators review, evaluate and plan for follow up activities. Children’s individual learning needs are catered for
within program. To ensure that every child’s individual learning needs are catered fro in our planning cycle, a focus child program is imp lemented.
The parents are informed about their child’s involvement in the program by receiving information about planning for individual needs and when their
child will be observed via a focus child roster. At the end of the child’s time at preschool has 4 individual learning plans, 3 reflective stories and a
Statement of Learning that contains the 3 reflections, a summary and outcomes achieved in literacy and numeracy learning. All this information is
presented in the child’s learning folder.
Curriculum and Program information are displayed on a notice board which is located near the main entrance to the building.
At the end of each term, a review is completed by the staff team that captures the children’s learning and involvement in relation to the term’s areas of
focus and aims. A reflective story is also written for every child that forms a part of the Statement of Learning.
Our daily program allows for uninterrupted periods of play as well as planned group sessions e.g. music, games, songs, language, science etc. Play is an
essential aspect of learning for young children and planning for play is central to the development of a curriculum that integrates all areas of a child’s
development.
Adults in the preschool have a critical role in responding to children’s ideas and establishing an environment which supports and extends children’s
learning through play.
At Fulham Park Preschool kindergarten children’s learning and development is also captured in a other ways which are presented in their individual
learning folder. These folders form an integral part of the preschool’s assessment and reporting procedure.
• Photos
• Observations and teacher comments
• Learning Stories
• Samples of children’s work and comments
‘You Can Do It’ Program Achieve and Keeping Safe: Child Protection Curriculum is embedded in our cycle of planning.
8 | QIP FPPK 2015
Key improvements sought for QA1 - Educational Program and Practice
Standard 1.1: An approved learning framework informs the development of a curriculum that enhances each child’s learning and
development.
Standard: 1.1
Element: 1.1.1
1.1.1: Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with
community, wellbeing, and confidence as learners and effectiveness as communicators
Identified issue 1. To continue to ensure that the Early Years Learning Framework (EYLF) outcomes are evident in the preschool’s planning cycle, children’s
individual learning plans and reflections, observational notes, learning stories, photographic evidence and the Statement of Learning.
2. Working with the Western Adelaide Shores Partnership engaging in an Action Research Project ‘What constitutes powerful and engaged
learners?’
Standard: 1.1
Element: 1.1.4
1.1.4: The documentation about each child’s program and progress is available to families.
Identified issue Implement strategies whereby parent/caregivers are given the opportunity to examine children’s learning with educators . Report to parents about
children’s learning progress and explore ways to increase communication and parent participation in the program.
Standard: 1.1
Element: 1.1.5
1.1.5: Every child is supported to participate in the program.
Identified issue To continue to ensure that our vision for learning and philosophy is reflected in our cycle of planning.
Standard: 1.1
Element: 1.1.6
1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.
Identified issue Resources are required to implement our well - being programs.
9 | QIP FPPK 2015
Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
Standard: 1.2
Element: 1.2.1
1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
Identified issue 1. Examine ways of linking literacy and numeracy learning within our planning cycle. Examine ways of reporting to parents about children’s
learning outcomes achieved in numeracy and literacy learning via the literacy and numeracy indicators and EYLF outcomes.
2. To continue to ensure that all educators including relief staff are contributing to programming and planning, data collection and reporting
processes.
10 | QIP FPPK 2015
Improvement Plan: Quality Area 1 – Educational Program and Practice – Year: 2015 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
Standard: 1.1
Element: 1.1.1
1. To continue to
ensure that the Early
Years Learning
Framework (EYLF)
outcomes are evident
in the preschool’s
planning cycle,
children’s individual
learning plans and
reflections,
observational notes,
learning stories,
photographic
evidence and the
Statement of Learning.
Review of current
programming and
planning, data collection
and reporting processes.
H The staff team to review
programming and planning,
data collection and
reporting process.
Using staff meetings and a
closure day for review of
programming and planning,
data collection and
reporting process.
There is a common thread on the
processes used for programming
and planning, gathering data of
children’s involvement and
learning and reporting the
outcomes achieved in the
reflective data.
ELYF outcomes are highlighted in
programming and planning,
data collection and reporting
processes.
Discussions about programming
and planning, data collection
and reporting within the
Performance Management
Process.
Parent Feedback.
End of term 2
Standard: 1.1
Element: 1.1.1
2. Working with the
Western Adelaide
Shores Partnership
engaging in an Action
Research Project
‘What constitutes
powerful and
engaged learners?’
To develop a clear and
consistent understanding
about what constitutes
powerful and engaged
learners in the early
years.
H To consult and collaborate
with our WAS Partnership
researching: ‘What
constitutes powerful and
engaged learners?’
Develop a timeline.
1. Survey families to gain
information about their
understanding of what
constitutes powerful and
engaged learners. The
responses will form our base
line data.
2. Use the RRR Involvement
and Wellbeing Scales to
gather baseline data on
children’s levels of
involvement at preschool.
The results from the data will
determine our practice and
There is a clear and consistent
understanding within the WAS
Partnerships about what
constitutes powerful and
engaged learners in the early
years.
The data informs us of our
improved practice at site level in
developing powerful and
engaged learners.
Our parent community are
demonstrating their
understanding and are
supporting their child to become
powerful and engaged learners.
Term 4
11 | QIP FPPK 2015
what possible changes are
needed to support children
to become powerful and
engaged learners.
3. Staff to work with parents
and colleagues within the
partnership exploring what
constitutes powerful and
engaged learners.
4. Data is gathered again in
term 4 using RRR involvement
and well- being scales.
5. Parents are given the
same survey in term 4.
Standard: 1.1
Element: 1.1.4
Implement strategies
whereby
parent/caregivers are
given the opportunity
to examine children’s
learning with
educators. Report to
parents about
children’s learning
progress and explore
ways to increase
parent participation in
the program.
Increase parent
involvement H The staff team to use staff
meeting or closure day to
develop a series of questions
to parents about how they
would like to see themselves
involved in their child’s
learning and at preschool.
Parent survey goes out in
term1.
Collate the results and report
to parents.
The survey results will form the
basis for increase parent
involvement at preschool.
End of term 1
Standard: 1.1
Element: 1.1.5
To continue to ensure
that our vision for
learning and
philosophy is reflected
in our cycle of
planning.
Review Vision Statement
and Philosophy. H Staff team to work with
governing council and
parents to review the vision
statement and philosophy.
Conduct parent information
sessions about the value of
play and learning in
preschool.
Incorporate the value of
learning and play in the
preschool newsletter.
Evidence of involvement from
staff and preschool community
via minuted staff, governing
council meetings and workshop
attendance.
Newsletters.
Examples of children’s learning
and involvement in preschool.
Parent Feedback.
End of term 4
12 | QIP FPPK 2015
Develop photographic
examples of children’s
learning and involvement in
preschool to show case to
parents.
Survey parents about
learning in preschool.
A vision statement and
philosophy.
Standard: 1.1
Element: 1.1.6
Resources are required
to implement our well -
being programs.
We have individualised
resources that are
inclusive of and reflect
our diverse community.
H Assess our current resource
base.
Budget for the purchase of
additional resources.
Budget for staff training on
how to use the resources.
The resources will meet the needs
of our current community and
supports our practices in
delivering our well-being
programs.
End of term 4
Standard: 1.2
Element: 1.2.1
Examine ways of
linking literacy and
numeracy learning
within our planning
cycle. Examine ways
of reporting to parents
about children’s
learning outcomes
achieved in numeracy
and literacy learning
via the literacy and
numeracy indicators
and EYLF outcomes.
Literacy
Children who are 4 to 5
years of age will be
assessed in term 1 and
again in term 4 using the
Screening of
Phonological Awareness
(SPA)
The results from the
screening form the basis
for a literacy program.
Staff team will spend this
year becoming familiar
with the literacy and
numeracy indicators.
To support families with
resources about literacy
and numeracy.
Reporting to parents.
H
Screening is conducted in
term1 and repeated in term
4 to demonstrate distance
travelled in all literacy
learning, knowledge, skills
and understanding in the
identified areas.
To incorporate the Early
Literacy Learning Strategy
Funding for 2015 for staff to
become familiar with the
literacy and numeracy
indicators and how to report
on children’s literacy and
numeracy development to
parents.
The staff team to examine
ways of linking the
assessment, and literacy
program with the literacy
indicators.
Staff team to develop a
preschool timetable with a
literacy and numeracy focus
each week.
Screening is completed.
Data collated will provide
information to implement the
literacy skills.
The literacy program outcomes
will reflect our phonological
knowledge and awareness of
each individual child’s learning
development.
Children’s literacy skills are
reported in their Statement of
Learning.
Parents have accessed literacy
and numeracy resources
throughout the year.
Educators are using the literacy
and numeracy indicators to
report each child’s development
in their Statement of Learning.
Terms 1, 2, 3, 4 (ongoing)
13 | QIP FPPK 2015
Introduce the Literacy and
Numeracy packs to parents
and discuss how to borrow
and use the packs at home
with their child.
Incorporate ideas and tips
about how to support
children’s development of
numeracy and literacy skills
in the home.
Standard: 1.2
Element: 1.2.1
To continue to ensure
that all educators
including relief staff
are contributing to
programming and
planning, data
collection and
reporting processes.
All educators are
contributing daily to the
preschool program.
H As a staff team to clarify our
expectation of the
responsibilities of contract
and relief staff.
Inducting contract and relief
educators.
Each new staff member is
formally inducted about their role
and responsibilities and will
receive a written copy.
By the end of term 4
14 | QIP FPPK 2015
Quality Improvement Plan for QA2 – Children’s Health and Safety
Summary of strengths
Strengths
Health needs/issues of children are clearly displayed in the office, staff and volunteer induction folder and in the first aid cupboard located in the
kitchen. Children’s medications are kept in a container and the health plans are filed in a folder located in the first aid cupboard.
All educators currently working at Fulham Park Preschool Kindergarten are qualified in Apply First Aid and hold a certificate for Asthma and
Anaphylaxis.
Effective hygiene practices are promoted and implemented as part of the curriculum offered. A staff member will monitor the toilet area when
larger groups of children are trying to access the hand basins. Hand washing procedures are displayed in children’s bathroom.
All first aid administrations are documented; parents are notified and sign the first aid documentation.
Parents are notified of outbreaks of infectious diseases.
Varied physical activity is provided in inside and outside areas. Can be accessed by children of varying ability levels.
The preschool indoor learning space has two large baskets containing large soft cushions for children to use to for their relaxation along with a
book and quiet soothing music in the background.
The preschool has a Nutrition and Sun Smart Policy which are promoted by staff and Governing Council.
Policies and procedures are in place to maintain a safe environment.
Varied physical activity is provided in inside and outside areas. Can be accessed by children of varying ability levels.
Effective management of police clearance and conduct.
Effective processes for mandated notification.
Key improvements sought for QA2 - Children’s Health and Safety
Standard 2.1: Each child’s health is promoted.
Standard: 2.1
Element: 2.1.1
2.1.1: Each child’s health needs are supported.
Identified issue Procedures and current practice on how children’s individual health requirements regarding administering medication need to meet DECD guidelines
and procedures.
Standard: 2.1
Element: 2.1.3
2.1.3: Effective hygiene practices are promoted and implemented.
Identified issue Improve hygiene practices.
15 | QIP FPPK 2015
Standard 2.3: Each child is protected.
Standard: 2.3
Element: 2.3.1
2.3.1: Children are adequately supervised at all times.
Identified issue Supervision of both indoor and outdoor learning environments needs to be consistent and routinely adhered to by all members of staff.
Standard: 2.3
Element: 2.3.2
2.3.2: Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
Identified issue We need to review the authorisation processes regarding collecting children from preschool.
Standard: 2.3
Element: 2.3.3
2.3.3: Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
Identified issue Our emergency procedures are out of date.
Standard: 2.3
Element: 2.3.4
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.
Identified issue Keeping Safe: Child protection curriculum is embedded in our program and parents are kept regularly informed about the curriculum.
16 | QIP FPPK 2015
Improvement Plan: Quality Area 2 – Children’s health and Safety – Year: 2015 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
Standard: 2.1
Elements: 2.1.1
Procedures and
current practice on
how children’s
individual health
requirements
regarding
administering
medication need to
meet DECD
guidelines and
procedures.
Review and update
policy and procedures for
administration of
medication.
H Develop a schedule to review
the policy at staff meetings
and to be ratified by
governing council.
The policy is reviewed and
ratified by governing council
and implemented by
educators.
Term 2
Standard: 2.1
Elements: 2.1.3
Improve hygiene
practices
Good hygiene practices. H Explicit teaching to model
hand washing, nose blowing
and using the bathroom.
Develop hygiene posters with
children.
Staff team to develop
cleaning routines for the
children’s bathroom.
To involve children in the
cleaning up routines. (Wiping
tables and washing cups,
bowls and reused items i.e.
yoghurt containers for craft
activities).
Hygiene posters are displayed
and routines and rosters are in
place.
Hygiene practices are
embedded in the program.
ongoing
Standard: 2.3
Elements: 2.3.1
Supervision of both
indoor and outdoor
learning
environments needs
to be consistent and
routinely adhered to
by all members of
staff.
On - going supervision of
children in the outdoor
and indoor learning
environment is
maintained at all times.
H All staff know where they are
supervising at all times and
have procedures in place if
they need to be away from
their area of supervision.
All staff are implementing
supervision guidelines.
ongoing
Standard: 2.3
Elements: 2.3.2
We need to review
the authorisation
processes regarding
collecting children
from preschool.
Review and develop a
process regarding giving
authorisation other than
the parent to collect the
child.
H Staff to review current
practices and develop a
more effective process for
child pick up at the end of
the day.
Processes are adhered to.
Term 2
17 | QIP FPPK 2015
Standard: 2.3
Elements: 2.3.3
Our emergency
procedures are out of
date.
Review and update
policy our emergency
procedures
H Develop a schedule to review
the policy at staff meetings
and to be ratified at
governing council.
The policy is reviewed and
ratified by governing council
and implemented by
educators.
Term 2
Standard: 2.3
Elements: 2.3.4
Keeping Safe: Child
protection curriculum
is embedded in our
program and parents
are kept regularly
informed about the
curriculum.
All children will be
engaged in a
documented Child
Protection Curriculum.
H Keeping Safe: Child
Protection Curriculum is
implemented.
All children have received the
program and are using
empowering language.
ongoing
18 | QIP FPPK 2015
Quality Improvement Plan for QA3 – The Physical Environment
Summary of strengths
Strengths
Health and Safety Audit is conducted each year along with a Playground Inspection Audit. Hazards are identified and recorded on an Action
Plan that is reviewed at the end of each term. A daily inspection of the outdoor is also conducted and recorded.
There are adequate furniture, ventilation, and food preparation and storage facilities. The kindergarten is well resourced and children experience
a variety of activities.
End of term clean up – parents are invited to participate – areas require cleaning are identified. Equipment that requires repairing is identified
and action is taken. The kindergarten has a handy person that attends to the repairs. Hazard assessments actioned – Business Manager is
updated.
Risk assessments are adopted and all hazard substances are stored in a lockable cupboard. Preventative maintenance is in place for air
conditioners, fire extinguishers etc.
We use breakdown maintenance and facilities for repairs and building maintenance. We have a contract cleaner
For First aid – an accident book is used to record for staff and children.
OH&SW report is presented and tabled at Governing Council Meetings and discussed and minuted at Staff meetings.
Shaded areas are utilised for outdoor activities.
Animals and items are borrowed from the Nature Education Centre.
Observations and photographic evidence demonstrates children’s active involvement with plants, animals and water.
Sustainable practices are embedded in the curriculum. The Environment Grant has helped us achieve our goal for water conservation by adding
another water tank and irrigating one of the vegetable gardens with rain water. Drought tolerant trees were also planted.
Families continue to support environmental practices by collecting bottles, cans and tetra packs so that the money raised will help buy resources
to support children’s learning. Families also donate preloved clothing for Diabetes SA.
Garden maintenance – children are included in watering, digging and planting. The children are active in the maintenance of the vegetable
gardens. Produce is regularly harvested and used in cooking experiences.
Children take on an active role as participators in the Premier’s Be Active Challenge and the obstacle-a-thon.
The preschool launched a cookbook containing recipes for healthy lunchboxes collected by parents. ‘Healthy Lunchbox Inspirations’ is available
to all parents.
Key improvements sought for QA3 - Physical Environment
Standard 3.3: The service takes an active role in caring for its environment and contributes to a sustainable future.
Standard 3.3
Element 3.3.1
3.3.1: Sustainable practices are embedded in service operations.
Identified issue 1. Paper is still being used in large amounts especially for administration purposes and we would like to see a reduction in the amount of paper
used.
2. We have a new group of children that have not been involved in our sustainability program.
19 | QIP FPPK 2015
Improvement Plan: Quality Area 3 – The Physical Environment – Year: 2015 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
Standard 3.3
Element 3.3.1
Paper is still being
used in large
amounts for
administration
purposes and we
would like to see a
reduction in the
amount of paper
used.
Reduce the amount of
paper being purchased
for administration.
Reduce our landfill waste
products by reusing more
materials on site.
Promote sustainability
practices with families i.e.
nude lunchboxes and
collecting unwanted
items for craft work.
M Explore ways to reduce the
amount of paper used for
administration purposes i.e.
increase the amount of email
use with attachments, and
also considering copying
back to back.
Educators to think creatively
and use more natural
products collected for
collage and craft activities.
Embed sustainability
practices with families.
There is a reduction on paper
use and landfill.
Creative experiences for
children have an element of
natural materials.
Families continue to support
the preschool’s sustainability
practices.
ongoing
Standard 3.3
Element 3.3.1
We have a new
group of children that
have not been
involved in our
sustainability
program.
As part of our preschool
curriculum our goal is to
support the development
of children’s
understanding of
sustainability practices to
protect our environment.
M Program for sustainability
outcomes with children.
Program education and
environment reflect
sustainability practices.
Children’s learning folders
highlight their involvement
and understanding of
sustainability practices.
ongoing
20 | QIP FPPK 2015
Quality Improvement Plan for QA4 – Staffing Arrangements
Summary of strengths
Strengths
Educator and child Ratio is maintained to ensure safety, welfare and wellbeing of children while attending the preschool.
Policies and procedures are available and easily accessible. Universal Access funding is used to ensure that there are always 3 educators on site
every day to reduce educator and child ratio. We utilise additional staff for bilingual, preschool support and administration.
We have a regular pool of relief staff
All staff members are involved in the decision making processes at site and governing council. Staff meeting agenda is available for staff to add
items to the agenda
All staff members have access to professional learning opportunities
All staff members and volunteers receive induction and are provided with an induction file including information regarding DECD Code of
Conduct
All staff members are involved in individual performance development plan
All staff members are involved in the cycle of planning, data collection and assessment and reporting processes Daily Diary and Communication Book
Key improvements sought for QA4 – Staffing Arrangements
4.1: Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
Standard: 4.1
Element: 4.1.1
4.1.1: Educator-to-child ratios and qualification requirements are maintained at all times.
Identified issue To ensure that all staff including relief staff are clear about the responsibility of the Certified Supervisor as the Responsible Person when the Nominated
Supervisor is off site.
Relief staff must be clear about their responsibility as the Certified Supervisor when the regular staff team is not available.
4.2: Educators, co-ordinators and staff members are respectful and ethical.
Standard: 4.2
Element: 4.2.2
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.
Identified issue Staff communication and processes.
21 | QIP FPPK 2015
Improvement Plan: Quality Area 4 – Staffing Arrangements – Year: 2015 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
Standard: 4.1
Element: 4.1.1
To ensure that all staff
including relief staff
are clear about the
responsibility of the
Certified Supervisor as
the Responsible
Person when the
Nominated Supervisor
is off site.
Relief staff must be
clear about their
responsibility as the
Certified Supervisor
when the regular staff
team is not available.
All educators are clear
about the responsibilities
of a Certified Supervisor.
H To work with the staff team
outlining the legal
responsibilities of a Certified
Supervisor.
Develop an induction guide
that includes the role of a
Certified Supervisor and the
responsibilities that this role
carries when the Nominated
Supervisor is off site and
assumes the position as the
‘Responsible Person’.
All educators holding a
Certified Supervisor certificate
have received induction and
are clear of their role.
Clear guidelines in the
induction manual for all
educators including relief
staff.
ongoing
Standard: 4.2
Element: 4.2.2
Staff communication
and processes.
Staff members work
collaboratively and affirm,
challenge, support and
learn from each other to
further develop their skills,
to improve practice and
relationships.
H Educators participate in
professional development
and share their acquired
knowledge with the staff
team.
Educators support each other
and mentor new staff.
Educators working with a
shared philosophy and
pedagogy.
ongoing
22 | QIP FPPK 2015
Quality Improvement Plan for QA5 – Relationships with Children
Summary of strengths
Strengths
The staff team at Fulham Park Preschool Kindergarten are committed to the wellbeing of children and families. All staff members contribute to the
learning needs of children by planning, delivering, evaluating and reporting of educational programs that reflect the needs of the individual
child.
There is bilingual and preschool support.
The physical environment is provides opportunities for individual, group play and have spaces for active and quiet learning.
Key improvements sought for QA5 – Relationships with Children
5.1: Respectful and equitable relationships are developed and maintained with each child.
Standard: 5.1
Element: 5.1.2
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.
Identified issue There is a concern that some of the routine jobs take away some of the quality time with the children.
Improvement Plan: Quality Area 5 – Relationships with Children – Year: 2015 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
Standard: 5.1
Element: 5.1.2
There is a concern
that some of the
routine jobs take
away some of the
quality time with the
children.
Time management to
complete jobs whilst
spending quality time with
children.
L Consider how we can involve
children in routine jobs.
Review job responsibilities and
priorities.
Educators are engaging in
meaningful interactions with
children while children are
gaining skills for life and
learning.
ongoing
23 | QIP FPPK 2015
Quality Improvement Plan for QA6 – Collaborative Partnerships with Families and Communities
Summary of strengths
Strengths
New families receive an enrolment pack and an induction session.
The website provides detailed information about the preschool.
Educators are regularly available to families via phone calls, face to face and emails.
Concerns about children are supported via the referral process with permission from parents.
Parents provide information about their child at the time of enrolment.
Informal discussion about the child is shared regularly with parents.
The parents are given opportunities to provide their reflection and feedback on their child’s ILPS, Reflections and Statement of Learning.
There is a Parent Participation Program which provides opportunities for parents to become involved in the daily activities at preschool. The
program is updated every term.
Community and Notice board for families is updated regularly.
Families receive newsletters about preschool happenings.
The preschool works closely with DECD support services.
Parental involvement at Governance level.
Key improvements sought for QA6 – Collaborative Partnerships with Families and Communities
6.2: Families are supported in their parenting role and their values and beliefs about childrearing are respected
Standard: 6.2
Element: 6.2.1
6.2.1: The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.
Identified issue Although we have a Parent Participation Program only a few families take time to participate and become involved in the preschool program.
6.3: The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.
Standard: 6.3
Element: 6.3.4
6.3.4: The service builds relationships and engages with their local community.
Identified issue Our enrolments are declining.
24 | QIP FPPK 2015
Improvement Plan: Quality Area 6 – Collaborative Partnerships with Families and Communities – Year: 2015 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
Standard: 6.2
Elements: 6.2.1
Although we have a
Parent Participation
Program only a few
families take time to
participate and
become involved in
the preschool
program.
Increase parent
participation in their
child’s learning.
H Survey parents how they see
themselves participating and
becoming involved at
preschool
Highlight the Parent
Participation Program in the
Newsletter and set up viewing
board of photographic
examples of parent
participation in the program.
Provide opportunities for
social occasions for families to
get to know each other.
Invite Governing Council to
organise coffee and chat
opportunities for parents to
get together and develop a
network.
Parent participation stories
are highlighted in the
preschool newsletter and
viewing board.
Surveys are completed and
returned. The parent
feedback is valued and
utilised to increase the
amount of participation.
Beginning of Term 2
Standard: 6.3
Element: 6.3.4
Our enrolments are
declining.
To raise community
awareness of our service. H Staff, parents and governing
council to exploring ways of
engaging with the local
community to help raise
community awareness of
Fulham Park Preschool.
We have an increase in
enrolments.
A strong network with our
community.
ongoing
25 | QIP FPPK 2015
Quality Improvement Plan for QA7 – Leadership and Service Management
Summary of strengths
Strengths
All staff members are aware of their roles and responsibilities.
Staff members undertake leadership roles within the preschool. The Preschool Director assumes ultimate responsibility for the management of staff
and site operations.
The Governing Council members and volunteers complete Criminal History Screenings and attend RAN training.
The preschool budget is managed in consultation with the Governing Council.
Fundraising is approved by the Governing Council and the funds are used to improve facilities and preschool priorities as identified in the QIP.
Data Collection systems in place.
The preschool has mentored and supported tertiary students.
Parent Survey is conducted in third term each year.
Staff training and development is provided and costs are covered by the preschool.
All records are stored in in lockable filing cabinets.
All children have a file that is stored in a lockable filing cabinet.
Confidentiality is maintained at all times.
Archiving is completed in accordance to DECD protocols.
All files are backed up.
Effective management and administrative systems are in place to support the management of our preschool and include:
o Business Manager
o IRMS
o EYS
o FABSNET
o PAS
o FAMIS
o HR – VSP
o Preschool referral, bilingual referral
o NEP for children with identified needs
Levels of confidentiality are maintained in the preschool and clearly explained to families upon enrolment and with staff on induction.
All referrals for additional services are managed by the Director and maintained in children’s files – electronically and paper copy.
All staff members have an email account.
Pin up board in the office containing relevant DECD information, personnel and contact details for staff.
26 | QIP FPPK 2015
Key improvements sought for QA7 – Leadership and Service Management
7.1: Effective leadership promotes a positive organisational culture and builds a professional learning community.
Standard: 7.1
Element: 7.1.2
7.1.2: The induction of educators, co-ordinators and staff members is comprehensive.
Identified issue Our induction process is in need of review.
7.2: There is a commitment to continuous improvement.
Standard: 7.2
Element: 7.2.2
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.
Identified issue Performance development practices need to be managed more effectively.
27 | QIP FPPK 2015
Improvement Plan: Quality Area 7 – Leadership and Service Management – Year: 2015 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
Standard: 7.1
Element: 7.1.2
Our induction process
is in need of review.
A staff induction of all staff
is implemented by the
Director and procedures
to be adhered too.
H Re-evaluate the induction
folder and processes.
A streamlined induction
process is in place for all staff
including relief staff.
Term 3
Standard: 7.2
Element: 7.2.2
Performance
development
practices need to be
managed more
effectively.
To find suitable ways to
manage the performance
process of all staff
members in a timely,
effective and reflective
manner.
H To work with the staff team to
develop a formalised process
and timeline for performance
planning and performance
review for each staff
member.
Time has been scheduled for
each staff member to be
involved in the performance
process.
Sessions are prepared for
feedback and review on
performance-related
information gathered
throughout the performance
management cycle.
- Achievements
- Training needs
- Issues
- Progress towards the
performance objectives
and anticipated
outcomes
- Suggestions for
improvement
Each staff member will have
a written summary of the
outcomes of the feedback
and review meeting
Feedback from staff
- feeling valued and
supported
Term 1