Quality Improvement Plan ~ 2019 · Children are enrolled into a session according to staff: child ratios and centre capacity, consideration is given to already established friendship

Quality Improvement Plan ~ 2019

SService Details Service name Service approval number

Dorothy Hughes Kindergarten 2610

Primary contact at service Allirra Rawson

Physical location of service Physical location contact detailsStreet: Rolleston Avenue

Suburb: Salisbury North

State/territory: South Australia

Postcode: 5108

Telephone: 8258 2238

Mobile: 0451 153 908

Fax: 8285 5160

Email: [email protected]

Approved Provider Nominated SupervisorPrimary contact: Allirra Rawson


Mobile: 0422 173 315

Fax: 8285 5160


Name: Allirra Rawson


Mobile: 0422 173 315

Fax: 8285 5160


Postal Address(if different to physical location of service)Street: 38 Bagsters road

Suburb: Salisbury north

State/territory: South Australia

Postcode: 5108

OOperating Hours

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Openingtime

8:45am

11:45am

8:45am

11:45am

8:45am

11:45am

8:45am

11:45am

Closingtime

11:45am

14:45pm

11:45am

14:45pm

11:45am

14:45pm

11:45am

14:45pm

Additional Information No onsite parking is provided, however there is 15-minute parking available at the front of the Kindergarten. The centre

is open during DECD term dates and closed during school holiday periods. Staff are on the premises on Fridays for programming, planning and setting up of activities. Pupil free days are scheduled as per DECD guidelines and are organised around training needs analysis. A funded Occasional Care service is offered to our community and is run

by a qualified Early Childhood Worker on a Tuesday and Wednesday mornings from 8:45am – 11:30am and Wednesday afternoon from 12:00pm – 2:45 pm.

At the moment this service is only offered to children over two years of age.

Children are enrolled into a session according to staff: child ratios and centre capacity, consideration is given to already established friendship groups and parental needs/wishes.

At Dorothy Hughes Kindergarten we share a common belief that children are the future of Australia and we endeavour to provide them with a quality preschool

education. We value all children, families and staff and acknowledge that we come from diverse cultural, socio-

economic and skill groups. We believe that a sense of wellbeing and belonging are essential to learning.

We understand the importance of parents and families as young

children’s first teachers and welcome and encourage

partnerships between teachers, families and communities. This

builds trustful, respectful, confident, positive relationships

which value cooperation, collaboration and diversity.

We believe that play provides the opportunities for young children to

learn the life skills they require to participate in an ever changing

world. We believe children need time and opportunity to practise skills in a variety of real life and play situations

within an attractive, safe, non-judgemental and supportive

environment.

We offer a curriculum which fosters childhood development and growth and is fun,

developmentally appropriate, flexible and spontaneous, emphasising the development of oral language through socio dramatic play, small group and one to one interactions. When we explore the world around us through an inquiry approach, we enhance children’s physical, intellectual, creative,

emotional and social development and help to develop the dispositions of persistence,

purposefulness, motivation, problem solving and enthusiasm for learning.

Our PPhilosophy

We support transition into the kindergarten and onto school. We aim to provide a safe, relaxed, happy

atmosphere which encourages respect, acceptance, tolerance and empathy for all, builds self-esteem and the

confidence to have a go at the available learning, encouraging independence and resilience.

Program is interactive, visual and with a high focus on the children’s interests.

Children and families from a Non English speaking background have some access to Bilingual support if available.

All educators engage in documenting learning and sharing these with other educators.

Program is lead from children’s interests.

Quality Area 1: Educational Program and PracticeThis quality area of the National Quality Standard focuses on ensuring that the educational program

and practice is stimulating and engaging and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements

children’s experiences, opportunities and relationships at school, at home and in the community.

Summary of Strengths for QA1

Standard/Element

What Outcome or Goal do we seek?

Priority (L/M/H)

How will we get this Outcome? (Steps)

Success Measure By when?

Progress Notes

1.3.1

Assessment and planning cycle

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.

1.3.1Critical Reflection

Critical reflection on children’s learning and development, both as

individuals and in groups, drives program

planning and implementation.

1.3.3Information for families

Families are informed about the program

and their child's progress.

Children’s growth and development is being tracked and monitoredwhile they are at Kindergarten. This information is used to provide intentionalteaching to enhance children’s learning.

H

~ Implementing the Play Based Tracking Tool for Social/Emotional, Literacy and Numeracy development.~ Programming Folder~ Observations ~ Learning Stories ~ Photo’s & Displays~ Children’s Individual Learning Plans.~Intentional small group times incorporated into daily routines to collect information about children’s learning.

Partnership Priority~ Implementing the Teacher, Rating, Oral, Language, Literacy Tool (TROLL) for the Aboriginal children. Term 1 & Term 4. This is to focus on children’s oral language.

~ Tracking and monitoring children’sgrowth and development while at Kindergarten.~ Individual children won’t be going under the radar.~ Having an understanding of ‘Where to next’ for individual children.~ Opportunities for intentional teaching moments. ~ Providing the feeding schools with information with exactly where children are at with their learning. ~ Exchanging the information with families during Interviews in Term2.

All Staff

Ongoing

Standard/Element


Priority (L/M/H)



Progress Notes

1.3.1

Assessment and planning cycle

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.

1.3.1Critical Reflection

Critical reflection on children’s learning and development, both as

individuals and in groups, drives program

planning and implementation.

Implement a new programming format where all children need’s will be met.

H

~Fortnightly focus children will be incorporated into the programming cycle. ~Programming time will be included in fortnightly staff meetings so all staff are on board and have an understanding of what and why things are on the program.~Regular reflections during staff meetings. ~Extending children’sinterests. ~Using the Floor Book to capture children’s voice during the day. ~Using the ‘Children’sInterests’ form (LDAR)

~ All Educators will have input each fortnight for the program.~Educators will come prepared with observations to drive the program. ~All Educators will be able to confidently articulate our programming cycle.

All Staff

Ongoing

Quality Area 2: Children’s Health and Safety

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


Prompt visual displays to alert families to contagious outbreaks at the site.

Engagement in the eat a rainbow healthy eating program.

Children’s wellbeing is a priority.

Nutrition policy with a focus on ‘Healthy eating’.

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


Materials are purchased which are open ended not fixed learning with a strong focus on the purchase of natural resources.

Aesthetically pleasing environments are set up to enhance children’s learning.

We have a well-established outdoor learning environment which entices children to explore and to engage in quiet and reflective play.

We have a number of shaded areas in our outdoor learning environment to allow a variety of play opportunities in inclement weather.

Standard/Element


Priority (L/M/H)


Success Measure By when? Progress Notes

3.2.3Environmentally

responsible

The service cares for the environment and supports children to

become environmentally

responsible.

Environmental practices in daily routine and programme.

Caring for existing environmental resources.

M Children being involved in:~ Sorting food/rubbish into appropriate containers. ~ Portable Vegetable garden in the outdoor environment. ~ Washing containers during snack/lunch times and reusing them for craft experiences.~ Taking food scraps to the Compost bin. ~ Short walks to explore the community.~ Visit to the Little Sprouts~ Special helper chosen at the beginning of the day and to help educators sort through bins.~ Giving families the option of having the newsletters emailed to them.~Staff to visit another Kindy to source other ideas and practices. ~Training and Development session in Week 0 from Sustainability Coordinator from Stepping Stones.

~ Children can cook using thevegetables from the garden. ~ Children confidently sort through recycling.~ Children role model sustainable practices to other children and in their home life. ~Incidental discussions amongst children e.g. recycling.~ Children asking questions with where their rubbish should go throughout eating times.

~ Cutting down on paper

All Staff Ongoing

Standard/Element


Priority (L/M/H)


Success Measure By when? Progress Notes

3.2.2Resources support

play- based learning

Resources, materials and

equipment allow for multiple uses, are sufficient in number, and

enable every child to engage in play-

based learning.

Children understand their independence and responsibility with their natural environment.

M ~Recycling paper ~Staff engage in Training & Development~Nature walks with children to collect natural resources and materials. ~Educating families through Newsletters, Facebook page, Pamphlets etc. ~Encourage children to look after resources.~Children being proactive during pack up times e.g.helping to sweep, wipe tables, sweep sandpit etc. ~Removing the Moss rocks so children can climb the tree safely. ~Children use their independence while monitoring how much water they use while outside. ~Planning an ‘In excursion’with a focus around Outdoor Play. ~Excursion to ‘Para Wirra’National Park.

~Children are responsible with how much water they are using. ~Children are observant and notice interesting things in their natural environment which will then spark further learning and discussions. ~ Feedback from parent opinion survey.

All Staff Ongoing

Quality Area 4: Staffing ArrangementsThis quality area of the National Quality Standard focuses on the provision of qualified and experienced

educators, co-ordinators and nominated and experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active

engagement in the learning program.


Mutual respect has been created as a result of working together for a long period of time.

As educators have worked together for a long period of time, they are able to assess when to give others support.

As a team we believe the continuity of Educators is important for children’s wellbeing and their ongoing learning.

Educators regularly share ideas, plan programs together and review their current practice to further develop their skills and knowledge.

Quality Area 5: Relationships with ChildrenThis quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and

promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.


Educators support children when needed during transition points during the day.

We enrol not just the child but the families as well.

Occasional Care and Kindergarten children have integrated sessions for continuity and a seamless transition with a sense of Belonging within the

Kindy Community.

Children are involved in the implementation of Kindy expectations through discussions and suggestions, as well as individual and group

discussions about how our behaviors impact on others.

Quality Area 6: Collaborative Partnerships with Families and CommunitiesThis quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental

to achieving quality outcomes for children and community partnerships that are based on active communication, consultation and collaboration.


We work closely with the Early Years team at our local school, Salisbury North R-7 on a year- long transition program, which helps all children

become familiar with routines and expectations when beginning reception.

Children and families are invited on in excursion and community events relevant to our learning curriculum and services.

Aboriginal Playgroup held every Fridays mornings

We use Bilingual Workers to communicate with cultural families.

Standard/Element


Priority (L/M/H)



Progress Notes

6.2.2

Access and participation

Effective partnerships support

children's access, inclusion and

participation in the program.

6.2.3Community

engagement

The service builds relationships and engages with its

community.

1.1.2Child-centred

Each child’s current knowledge,

strengths, ideas, culture, abilities and

interests are the foundation of the

program.

Further embed the Diverse Culture of the Community into the Centre.

With a focus around the Aboriginal learners & Community.

To utilise and spend the Deadly Kids Award Money

H ~ Meet and Greet with families in Term 1.~ Kindy events, Special Persons Day, Kindy Disco’s, Family Portraits, Working Bee.~ Book about me shared amongst the families. ~ Term 1 & 3 – Questionnaire for families to fill out about their child’s wellbeing andlearning progress at Kindy.~ Term 2 & 4 – Opportunities for formal discussions.~ Ongoing progress of our QIP will be included in theGoverning Council Meetings. ~ Parent Opinion Surveys given to families in Term 3.~Opportunities for Educators to take part in Training & Development.~ Accessing Community Services within the area.~ Working in consultation with Playgroup to design a ‘Welcome Mural’ as you enter the Kindergarten.~Getting to know our Aboriginal families.

~ We will have a greater belonging and culture of Community involvement within our centre.~ Positive feedback and comments from the Parent Opinion Surveys. ~ Ongoing family enrolment at the centre. ~ Effective collaboration between Kindy & Playgroup.~Educators will be proactivewhen planning and programming.

All StaffOngoing

~ Sourcing Aboriginal, Torres Strait Islander & Australian Flags~Embedding the KaurnaGreeting into our Morning Group times. ~Working closely with the Aboriginal Liaison Officer at Salisbury North Primary School. ~Former parent to deliver Aboriginal workshops.~Networking with Bagsters House to revamp the Aboriginal garden. ~Promoting the Aboriginal Playgroup through other Kindergartens in the Partnership. ~Furthering Educators knowledge and capacity by using the book ‘The Aboriginal Early Childhood Practice Guide’.

Organisational processes in place to ensure a smooth overall running of the centre.

Governing Council established and regular meetings held and parents formally and informally invited to join on a regular basis.

Each Educator feels valued, supported and part of the team.

Regular staff meetings for effective decision making, collaboration and reflection.

Quality Area 7: Leadership and Service Management This quality area of the National Quality Standard focuses on effective leadership and management of

the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community. An ongoing cycle of

planning and review, including engagement with families, creates the climate for continuous improvement.


Documents

Quality Improvement Plan ~ 2019 · Children are enrolled into a session according to staff: child ratios and centre capacity, consideration is given to already established friendship