National Quality Standard for Early Childhood … · Web view(Speech and articulation, autism)...

Robe Soldiers Memorial Kindergarten 2014 Service name Service approval number

Robe Soldiers Memorial KindergartenSE-00010857

Primary contact at serviceSally Smith - Director

Physical location of service Physical location contact detailsStreet: 29 Victoria Street

Suburb: Robe

State/territory: SA

Postcode: 5276

Telephone: 87682306 (Wed/Thurs)

Mobile: 0407876827 (Sally Smith)

Fax: 87682892

Email: [email protected]

Approved Provider Nominated SupervisorPrimary contact: Department of Education and Child Development (SA)

Telephone: Trish Strachan – Head, Child Development

Mobile:

Fax:

Email:

Name: Sally Smith (Director)

Telephone: 87682306 (Wed/ Thurs) 87682770 (home)

Mobile: 0407876827

Fax: 87682892

Email: [email protected]

Postal address (if different to physical location of service)Street: GPO Box 1152

Suburb: Adelaide

State/territory: SA

Postcode: 5001

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

Operating hours

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

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

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

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

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time8:30 8:30 8:45

Closing time

3:00 3:00 12:45

Odd Weeks of term


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

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

Robe Kindergarten is open during school terms only and on Wednesdays and Thursdays and Friday mornings (odd weeks). Sally Smith (director) works an extra day on administration at home per fortnight.

Parking is available in the main street or at the back of the service on the Robe Primary School oval. Pupil Free Days have not been planned as yet this year.

The Robe CCOWS mobile child care service operates in our kindergarten building on the other days (Monday, Tuesdays and even week Fridays) and in the RSL Hall which is attached to the kindergarten on Wednesday, Thursday and odd week Fridays when the kindergarten is operational.

How are the children grouped at your service?

Our children begin kindergarten as a group at the beginning of each year and move on to school after 4 terms. We run a comprehensive pre-entry program in Term 4 for the children beginning in first term of the following year. There is also a transition program in operation in Term 4 for the children transitioning to school. We actively encourage connections and time together for our children and the Junior Primary class at Robe Primary School, which is the feeder school to which the majority of our children move on to.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan

Nominated Supervisor – Sally Smith (Director and Educational Leader)


Service statement of philosophy

Robe Kindergarten – Philosophy StatementThis statement was reviewed with input from all staff after our Pupil Free Day in Term 3, 2013 bySally Smith, Georgie Sneath, Amanda Tenney. To be reviewed by Governing Council, Term 2, 2014

At Robe Kindergarten we believe that all children are unique individuals with their own interests and learning styles. We value learning through play – spontaneous, guided and planned play experiences are carefully balanced throughout our program with an emphasis on child initiated play. We guide and support children in their play to make their own decisions and choices. We believe that as educators, we create an active learning environment that encourages and facilitates learning and well-being. We recognise that learning in all areas – cognitive, linguistic, creative, physical, emotional and social – is of equal importance.

We have a strong focus on reflective practice where we share our observations of children’s learning together and plan learning experiences and extensions from these discussions. We cultivate a culture of respect and trust with children, staff, parents and other caregivers. Our decision making is always based on what is best for the children in our care.

We value all children as capable and confident learners and we promote children’s voice and sense of agency. We focus on the process of learning and carefully observe what is happening in order to extend and broaden children’s learning. We value family input and strive to communicate with all families about their children’s learning. We also recognise that our community has a key role to play in our centre. We connect with community wherever possible. We support children and families to make a positive transition between learning environments.

Our values are respect, care, trust, togetherness and we try to see the world through a child’s eyes.


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

Quality Improvement Plan for QA1Strengths Standard 1.1 - An approved learning framework informs the development of a curriculum that enhances each child’s

learning and development.

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

Our program allows children to have freedom of choice and the opportunity to learn through play and make decisions about their learning. We consider the environment as the third teacher, and so we are continually working towards giving children further choice, opportunities to select learning materials and to explore and investigate using different tools and equipment to aid their thinking. We believe strongly in helping children to collaborate with each other on different ideas and projects.

The EYLF guides the development of curriculum. We have the Early Years learning framework embedded in our programming, practice and reporting. We began our familiarisation with the EYLF in late 2009 and have continued to focus and reflect upon learning about the five principles, eight areas of pedagogical practice and the five learning outcomes for children. We have updated our documentation, information for parents, reporting and our programming to reflect this.

We value the project approach to learning – using the inquiry method and having ‘big ideas’ as a starting point for our program. We value long term investigations that build and broaden children’s understanding. We use the local community and environment as a resource for our learning program and endeavour to give children experiences to expand their thinking and knowledge.

Recently we have been exploring the use of Thinking Tubs and Talking Thinking Floor books as a teaching and learning methodology. The children have quickly adapted to the use of our Thinking Mat and understand that this is a time for the whole group to come together and to learn, think and share ideas. After training in 2013 floor books have become embedded as a technique for programming, recording and reflecting on learning and for sharing our practice with community. Our program now takes the format of a floor book for staff.

Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. As a staff we are all active within the community and spend a lot of time interacting with and talking to parents, children and other caregivers. Educators

are involved in other ways with children and families and are therefore able to build strong relationships and communication channels. One of our staff members works at Robe Primary School and is able to strongly support transition and communication between the sites.

Parents trust us and talk to us – they feel comfortable to approach educators to share information and ask questions about their children’s learning. Educators meet once a fortnight to reflect on children’s learning and to share our observations and the spontaneous conversations we have with

children. This forms the basis for our programming decisions. We value the use of learning stories as a way of recording children’s development and planning for further learning opportunities. Educators have been

updating their knowledge of learning story methodology by attending workshops with Wendy Lee, sharing stories and practising writing. We have

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

purchased I-pads to support staff in recording children’s learning as they interact throughout the day.

Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning. Our program is flexible with extended times for play and learning. All staff are committed to a play based approach to learning and to learning through

inquiry. Although we have a simple routine for the day the times are very flexible and educators are responsive to children’s needs. We believe that every part of the day is a valuable learning experience. Therefore we endeavour to make eating times relaxed and fun. Educators sit to

eat with the children and we all interact together. We try to vary the places where we eat our food, sometimes moving outside or onto the picnic mat. Fruit time in the morning is flexible and depending on the day we set up a fruit table where children can eat when they are ready.

We expect that children will help to pack up areas and contribute to our daily routines and ‘jobs’. This builds a sense of ownership and agency as children work in teams and help with things like raking leaves, spreading compost, weeding gardens etc.

Element 1.1.4 The documentation about each child’s program and progress is available to families. Educators use a variety of methods of documentation including learning stories, wall displays, observations, reflection at programming meetings,

individual learning plans and photographs. All educators contribute to documenting children’s individual learning as well as communicating with families daily on a casual basis. Each child has a learning folder and these are able to be accessed by families or to be borrowed to look at at home. The Learning Folders are sent home at least once per term and include a comment sheet for parents to have input.

We prepare a parent pamphlet about the learning program and this is sent home early each term. We also include a curriculum and programming report in every newsletter. We record and document learning in our Thinking Talking Floor books and these are available to families. We have a Community Sharing book on display at all times which shares our newsletters, visitors, photos and learning experiences with families and other community members.

Element 1.1.5 Every child is supported to participate in the program. Through observation and reflection by educators, decisions are made about ways to support individual children to access the learning program. We

may provide intentional one to one support or small group work to help children develop skills (eg. Communication needs, fine or gross motor programs, or social skills development.) We also provide support for individual programs such as speech and articulation and work closely with the Regional Office support staff and parents to ensure that these programs meet children’s needs. The programming team develop individual learning programs for all children and we review these through the year.

Staff ratios are intentionally increased to allow individual and small group support for children’s learning.

Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Educators are committed to listening to children and to following their lead when it comes to programming. We also believe that children are competent

and capable and that they can be involved in decision making about the centre and the program. We follow up on children’s interests and use these to guide the curriculum. We have used Talking Tubs to stimulate discussion and find out what children know. We interact and listen to each child on a daily basis and share our observations as a team.

Children are encouraged to contribute to the jobs within the centre – they make decisions about their own learning and routines.


Our Inquiry Project in 2013 had as its premise children are capable and competent learners. We used the Active Learning Environment tool from RRR to investigate this as a staff team. This led to rearranging resources and supporting children’s access to them. (eg. new sandpit shed, reorganisation of the storeroom, new construction cupboard etc.) It also increased educators understanding of the different types of play, the learning dispositions and the

Standard 1.2 – Educators and coordinators are focused, active and reflective in designing and delivering the program for each child.

Element 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation Children’s learning is documented through floor books, learning stories, observations, work samples and photographs. Staff constantly reflect on this

documentation and plan further experiences. Fortnightly planning meetings offer the opportunity to share, reflect, record and program for individual and groups of children.

Individual learning plans are linked to the EYLF outcomes and are contributed to by all educators at planning meetings.Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning

Children are given opportunities to develop their own play and interests within the centre. Educators reflect on the play that is occurring and the children’s conversations and use these to plan further experiences. Using a project approach for the term helps to focus planned activities while allowing for incidental learning as well. We indicate Possible Lines of Development (PLOD) in our floor books and follow them up where possible within our program.

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

We are building a strong focus on reflective practice in our centre with our fortnightly planning meetings. Educators are encouraged to think about children’s responses to questions and learning experiences and further planning then evolves from this. In 2014 we have increased our programming hours on fortnightly Fridays and this strengthens our work on reflection, programming and planning.

Where ever possible we increase the staff:child ratio from our own funds in order to improve and support learning outcomes for each child. Preschool support is provided by the Regional Office and can be increased from our own early intervention funding. Children on Preschool Support receive targeted programs as well as general support within the program. Their Individual Learning Plans are closely tied to their reports from the Speech Pathologists and other specialists. This increased ratio gives us opportunities to plan learning for individuals and small groups and to target learning closely to children’s individual needs.

Training in 2013 for the programming team included Reflect, Respect, Relate and Learning Stories Training. This has supported further understanding of and commitment to critical reflection. A Pupil Free Day in term 3 provided educators with time to work on the Active Learning Environment Inquiry Project. Playful Learning with Lisa Burman and Talking and Thinking Floor Books training in Term 4 (for all staff) further expanded our knowledge and range of methods to use for recording learning in our site. We now have a strong common understanding of these methodologies and these will be used in 2014 to further strengthen our recording and reflection. We also now have a refocussed and energised commitment to play as our central learning and teaching methodology.


Key improvements sought for QA1

Standard/element [number]

1.2.3 – Critical reflection and evaluation of children’s learning and development, both as individuals and in groups, is used as a primary source of information for planning and to improve the effectiveness of the program and teaching strategies.

Identified issue

We want to more firmly embed critical reflection throughout our planning, programming and assessment processes – using floor books and learning stories as our tools for gathering and sharing information – this is important in 2014 to build on the learning that we engaged in in 2013.We want to make more evident the links to the Early Years Learning Framework through these methods.We want to build on our work on the Active Learning Environment (RRR) and in particular the dispositions for learning in Domain 3.We want to share literacy and numeracy learning in an organised way.



Standard/element [number]

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

Identified issue

We need to actively encourage children to access their folders and share them with their family – we want to increase the number of families taking folders home or looking at them with their children at the kindergarten. We also want children to have a sense of ownership of their own folder.

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Stan What outcome or goal do we seek? Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

1.1.1

1.1.2

1.1.4

1.2.1

1.2.3

Our programming will show reflection and evaluation of all children’s learning – we will actively record these reflections and the consequent planning/programming decisions within our written program. Three staff will be involved.

Children’s learning will continue to be documented through the use of learning stories, annotated work samples and observations. Folders will be sent home at least 3 times during 2014. A parent comment sheet will be included. Folders will be more accessible to the children and families during session times.

Literacy and numeracy learning will be planned for and documented for each child

Folders will be available for children and parents during session times.

Children’s sense of agency is promoted – extend this to the outdoor learning area.

H

H

H

1. Fortnightly programming meetings

2. Continuously improve our floor book approach to programming

3. Check that information about all children is reflected in written documentation – Individual learning plans will be prepared

4. When children enter the preschool we will evaluate their parent questionnaire and literacy/numeracy quilt if available. A pre-enrolment interview will also give us information.

5. Set up a Community Sharing Book to share learning and information.

6. Utilise Pupil Free Days to reflect on and review our approach to programming

7. Staff will work together to document children’s learning using learning stories as a documentation tool.

8. There will be a focus on literacy and numeracy within learning stories and staff will evaluate children’s learning and plan for development

Our programming documentation will show information about all children and clear links to our future planning.

All children will have an individual learning plan.

Data will be collected on literacy and numeracy learning – all children will have a literacy/numeracy learning story in their folder each term.

End 2014

End term 1, 2014

End of each term 2014


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1.1.6

Our inquiry question 2013 was … ‘If we see children as capable and competent learners, how can we ensure that our learning environment enables the children to be independent and resource their own learning? Will strengthening the learning environment change how we see and relate to children?’

From these discussions we have made some changes to the learning environment and daily routines.

Fruit time at a time that the children rather than the educators nominate and on a voluntary basis.

Our construction cupboard and children’s access to the materials in the storeroom.

Sandpit shed – children can choose own resources from the shed.

Plans for Literacy/Maths cupboard and reorganization of the storeroom.

Research shows that children need uninterrupted time to play to maximize their learning. They need to work within their ‘zone of proximal development’ – this means they need to work at the edge of their learning abilities with the support of an active and engaged educator who guides and resources their learning rather than telling them ‘the answers’.

We need to extend this to the outdoor learning environment.

M9.Educators have been using the Active Learning Environment tool in programming meetings to assess our program and learning environment.The tool has 3 domains

1. Social Constructivist Pedagogy – this is the way we teach in preschool – the educator is seen as a guide and co-constructor who starts with the children’s interests and questions and helps them to build ideas and understandings.

2. Play – focuses on 4 types of play – Sensory and Physical Play, Exploratory Play, Social Play, Pretend/Symbolic Play

3. Enabling Learning Dispositions – dispositions such as Curiosity, Communicability, Purposefulness/persistence, openness and risk-taking, Activity (energy), Cooperation and Collaboration, Reflection – thinking about actions and ideas.

Pupil Free Day Term 2 – work on Inquiry Project, reorganise outdoor learning resources.

We will continue to discuss the Active Learning Environment tool using it to inform the way we program and set up our environment. This will in turn influence the way we program for children. Perhaps then we may use the Relationships tool to assess our program.

Ongoing in 2013 - 2014


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

Quality Improvement Plan for Q2Summary of strengths for QA2

Strengths Standard 2.1 - Each child’s health is promoted.Element 2.1.1 – Each child’s health needs are supported

We monitor health information including anaphylaxis, asthma and diabetes from parents. Anaphylaxis information is displayed in the kitchen and office. We have an Anaphylaxis Risk Management Plan.

Children all have permission forms and these are stored with their enrolment information. We have set up a folder with the children’s records for medication, incident reports, health plans etc. This also contains our risk management

plans for excursions and our record of Emergency Drills. We talk with children about how they can keep their friends safe and healthy – for example when we had a child with a nut allergy we

discussed with all the children the importance of not bringing nuts to kindergarten and not sharing food. In the past we have implemented individualised precautionary measures for managing children’s health needs – eg. Mat for the floor at eating

time, children moving to a desk to eat yoghurt due to a child with a serious dairy allergy. The CAYHS nurse visits twice a year to carry out Preschool Health Checks.

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

Children are encouraged to have quiet time after lunch but can make a choice about what that might be. If children are tired through the day they are allowed to choose a quiet activity or to rest. Children are encouraged self-monitor and to balance their day with active and quieter activities.

We provide access to a range of different activities throughout the day so children can make choices about what they want to do and when, including access to outdoor and indoor learning spaces.

We set up the room in a way that allows spaces for small group, individual and larger group work. We provide quiet comfortable places, such as the cushions to allow children to rest or relax.

We encourage appropriate clothing and footwear depending on the season. We encourage outdoor play at all times throughout the year so actively promote appropriate clothing for the season with families

Element 2.1.3 – Effective hygiene practices are promoted and implemented We actively teach children safe hygiene practices – hand washing, use of tissues for coughing and sneezing, visits from the dental therapist,

etc. We have routines in place for hygiene practices as well as monitoring children throughout the day (Routines include – hand washing before

eating and cooking as well as after sneezing or coughing, removal of shoes outside if wet, dirty or sandy, regularly checking children’s toilets to monitor cleanliness and cleaning if necessary etc.)

We ensure safe handling of food during cooking experiences and at Healthy Snack time (eg. Use of gloves, hand washing for staff and


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children, not cross contaminating - eg. separate chopping boards and utensils for meat, washing of dishes and tables etc. We use separate cloths for tables, dishes and floor clean-ups.

Parents help at lunchtimes to monitor children and to clean desks, dishes and floor. They also do the laundry each week. Children and staff are involved in cleaning equipment at regular times throughout the year – disinfecting or washing

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

All staff are trained in Apply First Aid, and have completed 3 hours of Asthma Training with Asthma SA. All staff have also completed an online Anaphylaxis Training Course and have practised with the Epipen and Anapen simulators. We have been Accredited as an Asthma Friendly Preschool

We document simple First Aid in the First Aid cupboard. More serious incidents are recorded on an accident/injury sheet. Staff display infectious disease information as soon as they are informed by parents. This information does not identify individuals. This may

also be publicised through our newsletter and individual information sheets for each family. There is a First Aid cupboard at kindergarten and we always take a portable first aid kit on excursions along with our emergency asthma kit. Immunisations are recorded on the children’s enrolment forms and in the Early Years System. Immunisation is promoted in our enrolment packs.

Standard 2.2 – Healthy eating and physical activity are embedded in the program for childrenElement 2.2.1 – Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child

We actively promote healthy nutrition through the Right Bite strategy – displays and information for parents on noticeboards and in newsletters - and information about our healthy eating policy is included in our enrolment pack. We actively promote ‘green foods’ and actively discourage ‘red food’ choices.

Our cooking program and any food provided for special occasions is always healthy and provides for different eating experiences for children. We are careful to promote safe food handling practices with the children – washing hands etc.

Staff eat with the children at snack and lunchtime. Staff are aware of their responsibility as role models for healthy eating. Staff use any opportunity to discuss healthy eating with children.

Children have access to bottled drinking water at all times. We actively encourage drinking water throughout the day. In 2012 we built a garden bed for growing vegetables. We have already planted, harvested, cooked and eaten a crop of tomatoes with the

children. We plan to continue with growing and preparing our own food. In 2013 we have planted a crop of winter vegetable and potatoes for our healthy cooking program in Term 3.

Element 2.2..2 – Physical Activity is promoted through planned and spontaneous experiences and is appropriate for each child Physical Activity is promoted throughout the day by staff – we have also provided calisthenics, tai chi, bike days, yoga at various times. We

use the school oval for active outdoor play such as kite flying, football, group games, parachute, etc. Our outdoor storage sheds are well organised and provide many opportunities for active play. Children are encouraged to help set up and

pack up outdoor play. A favourite activity is the trampoline which is closely monitored and supervised by a staff member. We have recently improved our outdoor learning space through the development of enclosed verandah for use in the winter. We have also

built a sandpit shed (2013) which has allowed better access to equipment for children. This has in turn led to them being more in control of the decision making about how to resource their own learning


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Standard 2.3 – Each child is protectedElement 2.3.1 – Children are adequately supervised at all times

Supervision of children is a staff priority – we always ensure a staff member is both outside and inside. Staff actively handover to another staff member if they need to come inside.

We staff over ratio wherever possible to ensure supervision, as well as quality educational outcomes for each child. We have a Site Behaviour Code that is regularly reviewed by staff and shared with children.

Our Induction procedure is comprehensive and supports new staff in understanding our routines, policies and procedureElement 2.3.2 – Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury

Our policies are updated regularly with reference to DECD policies – all policies were reviewed at the end of 2012. Risk management plans are developed for every excursion. Staff are constantly monitoring the environment and children’s activities for risks

and putting in place procedures for managing risk. Safety checks on the outdoor environment are carried out daily and more comprehensive checks each term. OH&S procedures are monitored on Business Manager and implemented in a timely manner. This monitoring is carried out regularly by the

Director. The Sun Smart policy is in place from September to the end of April and when on excursions or lengthy periods outside. All plantings in our outdoor area are suitable for children and not poisonous. Staff use safety cups for hot drinks and these are kept away from children wherever possible. Power points have safety caps. Soft-fall is regularly replenished. Hazard reporting is carried out by all staff and is monitored by the Director. The hazard action plan is displayed in the office. Parents have access to our centre policy documents in their enrolment pack and are informed of the DECD policies (web link provided)

Element 2.3.3 – plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practiced and implemented

Emergency evacuation procedures are displayed and practiced. Emergency numbers are displayed throughout the centre. We have a phone that works if the power is off. Fire drills are practised regularly with our children and with Playgroup families

Fire equipment is located throughout the centre and regularly checked as part of Preventative Maintenance schedule.Element 2.3.4 – Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.

All staff completed the Responding to Abuse and Neglect Update in 2012. All staff Criminal History Screenings are up to date. A training and screening record has been set up to monitor when screenings are due.

Staff, regular Volunteers and Governing Council members have all had Criminal History Screening checks. Our excursion policy requires screening checks for volunteers who attend.

There are procedures for staff to report any concerns about children and these are clearly documented in our Child Protection Policy. Staff have been updated on latest procedures including the ability to report online.


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Key improvements sought for QA2Standard/element 2.2.2 Physical Activity is promoted through planned and spontaneous experiences and is appropriate for each child

Identified issue We identified that we can’t visibly see planning for Physical Activity

Standard/element

What outcome or goal do we seek?

Priority (L/M/H)



2.2.2 Our programming, planning and documentation will reflect a focus on physical activity.

H Floor book will show planning for both indoor and outdoor activities as well as reflections on any incidental activities that may have taken place.

Staff will plan for physical activity at each programming session.

Learning stories will reflect a balance of outdoor and indoor learning and include evidence of children’s physical skills

Reflections will show a record of the spontaneous physical activity that children have engaged in

Physical activity, both planned and incidental will be evident in our programming floor book and in our learning stories

By End Term 4


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.

Quality Improvement Plan for QA 3Summary of strengths for QA3

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

Element 3.1.1 - Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose. Our outdoor environment is inviting and provides different areas for children to play Our verandah has recently been upgraded and blinds have been installed to provide an extra play space during inclement weather The kindergarten has gone through a major upgrade over the last 8 years including new floor coverings, paint, acoustic ceiling and display

boards We have spent a considerable amount of money on new furniture over the last 8 years. Parents support us by doing the kindergarten laundry each week. In 2014 the kitchen and bathroom were both completely renovated. The resulting rooms are new, clean, bright, attractive and hygienic. Fresh

painting for the kitchen, bathroom and northern end of the kindergarten room has also brightened the learning area. The RSL replaced the northen old and worn wooden window with a new sliding window that can be opened to improve airflow.

Element 3.1.2 - Premises, furniture and equipment are safe, clean and well maintained. We are extremely well-resourced with equipment and there are ample resources for all children to use. Equipment is well-organised and able

to be accessed easily. This has been further improved through our work on the Active Learning Environment Inquiry Project As we have the added challenge of sharing our building and some of our resources with the CCOWS childcare service, we have had to

ensure that our resources are well-organised and easy to access. The kindergarten room and outdoor areas can be set up flexibly and are changed regularly to continually facilitate children’s interest in their

learning. We have two outdoor storage sheds to enable us to store outdoor equipment safely. Recently parents helped to erect a new storage shed near the sandpit allowing greater access to learning resources for the children. Safety checks are regularly carried out. Children and staff help to clean equipment. Parents support this by doing any laundry required.

Broken equipment is repaired, replaced or discarded. Staff are responsible for assessing risks each day and monitoring safety. Each staff meeting has a WH&S component.


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

The kindergarten room and outdoor areas can be set up flexibly and are changed regularly to continually facilitate children’s interest in their learning.

This year we have been focussing on children having ready access to resources to support their learning. We have set up a making cupboard, a block corner trolley and a learning resources cupboard (new green and blue roll-away shelves). We have also set up our sandpit shed to support children’s access to resources and decision making.

Staff consult with children about setting up the indoor and outdoor learning area. Children are able to access resources in the storeroom and storage sheds with an adult to help them. We have been working towards more access to learning resources and decision making about their use for all children (as described above)

Standard 3.2 - The environment is inclusive, promotes competence, independent exploration and learning through play.Element 3.2.1 - Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

Staff have attended training in Reflect Respect Relate and are using the Active Learning Environment tool to assess the learning environment and to make plans for improvements or changes

The children have access to indoor and outdoor learning at all times throughout the day. Our spaces are flexible and we can set them up in different ways to facilitate different learning opportunities. Staff are involved in carefully planning for these different learning opportunities through our floor book programming and reflection time.

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

As stated above we are extremely well resourced and our equipment is constantly monitored and updated. Children have access to most resources and staff support children’s decision making around resourcing their learning.

We have recently purchased new I-pads and these are providing different learning opportunities for children. We have downloaded many creation apps that provide for open-ended learning. We have also downloaded all our music onto the I-pads to allow access for the children. We have also purchased story book apps for children to read and play with.

All staff have been involved in purchasing meetings where we have created a plan for purchase of equipment this year (and a wish-list for the future)

Standard 3.3 - The service takes an active role in caring for its environment and contributes to a sustainable future.Element 3.3.1 - Sustainable practices are embedded in service operations.

Wherever possible we try to purchase natural materials or good quality products that will last. We also try wherever possible to use recycled materials for children’s learning.

The community is very supportive of the kindergarten and often give us materials to use (eg. the bank and the post office provide us with packaging and paper, the local electrician gives us cardboard and large spools etc)

We recently replaced the down-lights with flouro globes and transformers that use less power. We teach the children to turn off the lights when we are going on an excursion or visiting the school. We have also installed low energy bulbs in the storeroom, kitchen and bathroom.


Element 3.3.2 - Children are supported to become environmentally responsible and show respect for the environment. We have recently purchased a replacement compost bin to support our learning about sustainability, and we regularly use recycled materials

such as milk cartons and yoghurt pots for painting, glue etc. We help children to understand about recycling by washing their yoghurt pots after lunch and snack time and providing compost and rubbish containers for children to use. Children help us to empty the compost containers and join in with other composting activities such as collecting fallen leaves.

We have a special saying that we use with the children ‘We are an animal friendly kindy’. Accordingly we care for any animals that we find at kindergarten – bugs, lizards etc – and explain to the children about biodiversity.

We have a vegetable garden and children are actively involved in growing vegetables for our healthy cooking program. We also use the mulberries from our mulberry tree in cooking activities. In 2014 we have had an in-ground worm farm donated by a community member. The children are responsible for feeding the worms each day.

Key improvements sought for QA3Standard/element [number]

Element 3.3.1 - Sustainable practices are embedded in service operations.Element 3.3.2 - Children are supported to become environmentally responsible and show respect for the environment.

Identified issue We want to increase our focus on sustainability with the children and build a sense of ownership within the outdoor learning environment. We want to extend children’s experiences by learning in other environments such as at the beach or in the bush. (Beach Kindy, Bush Kindy)

Standard/ What outcome or goal do we Priority How will we get this Success measure By when? Progress


element seek? (L/M/H) outcome? (Steps) notes

3.3.13.3.2

Children have a strong sense of ownership of our outdoor learning area and an understanding of environmental responsibility, both at kindergarten and in their wider world.

H

Key ideasGarden areas – children

to work on improving our garden beds – herb garden, bulb planters, succulent garden.

Cubby – children having a sense of ownership of the cubby and renewed interest in playing there

Sandpit and bark area – need renewing.

Outdoor Art Projects – mosaics, rock garden near the air conditioner

Risk and Resilience – tree climbing, fire making

Outdoor learning in other environments – Kindy at the beach, in the bush, excursions.

Resources – big books, games, puzzles etc to support sustainability and environmental understanding.

Children will be seen working with educators on the outdoor learning environment

Children will help with maintenance and art projects with guidance from educators

Children will be supported to take ‘safe risks’ in the outdoor environment(eg. when climbing trees the children are encouraged to ask themselves … Do I feel safe? Can I get down?)

Educators will continuously plan for experiences in the outdoors

Resources will have been purchased

End 2014


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

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

Quality Improvement Plan - Summary of strengths for QA4

Strengths Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.Element 4.1.1 - Educator-to-child ratios and qualification requirements are maintained at all times.

Over the last 6 years the Governing Council have continually supported self-funded purchase of extra staffing to support children’s learning – this has been a big commitment financially, but has provided us with extra staffing where necessary and has improved outcomes for children

ECW’s have enrolled in the Certificate 3 in Children’s Services through DECD HR Workforce Development Services. Georgie has completed her study and Amanda is currently studying.

Sally Smith has upgraded her skills through the DECD MBIE – Bachelor of Early Childhood (inservice) program. We use our staffing flexibly to support individual children’s learning needs or groups of children with common needs. Staff are committed to training in areas like First Aid, Anaphylaxis and Asthma. Staff members have completed Apply First Aid training Sally works as a JP teacher at Beachport Primary School one day per week. She has experience with the Australian Curriculum. Georgie is also employed at Robe Primary School and this supports children with their transition. It also gives Georgie experience with Junior

Primary children and older, which supports understanding of where children move onto next. Amanda has also been employed at Beachport Primary School and this also gives her an insight/experience of working in another preschool,

as well as experience with children with special needs. (Speech and articulation, autism)Standard 4.2 Educators, co-ordinators and staff members are respectful and ethical.Element 4.2.1 - Professional standards guide practice, interactions and relationships.

We are guided by standards such as NQS, DECD Code Of Practice, ECA Code of Conduct, the guiding principles in the EYLF and the National Standards for Teachers and Leaders. Other central and site policies and DECD publications also inform our work.

We are constantly questioning our practice and so conversations about practice, interactions and relationships with both children and adults are part of our daily interactions.

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

We have a stable staffing team of 3 (Sally Smith, Director, Amanda Tenney, ECW and Georgie Sneath, ECW) who have worked together over the last 6 years.

All staff communicate effectively and work well together. We are flexible and our skills complement each other. We have also had stable TRT support from Carolyn Sutton and Jane Hayes who have also both worked on long term contracts as Director

during sick leave and long service leave for Sally Smith The continuity of both permanent, casual and relief staff is a very positive asset to our preschool. Staff are committed to staff and programming meetings and we meet on a fortnightly basis. Staff also contribute to the program in their own

time and are dedicated and committed to the learning of all children.


A real strength in our commitment to continuous improvement is our focus on using Inquiry Projects as a means by which we can question and strengthen our practice. Staff are continually engaged as a team in inquiring into their practice and using a range of tools, resources, information and ideas to support their inquiry. Continuous reflection and questioning is a key feature of the way we work together.

2013 saw 6 whole staff training days (as mentioned in QA1) – this has strengthened our common understandings and beliefs.Element 4.2.3 - Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.

As a result of working together over many years we have developed a strong understanding of our strengths and skills. This has been further enhanced by working together to present evidence for RPL for Certificate 3. This has led to many discussions and sessions where we have shared our understanding of ECE. Staff interact confidently and are willing to challenge each others ideas in a positive and constructive way.

Key improvements sought for QA4Standard/element 4.2.2 Educators, coordinators 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 In 2013 staff found it hard to meet on a regular basis to have programming, planning and reflection time. It was hard to work collaboratively when communication was difficult.

Improvement planStandard/element


Priority (L/M/H)



4.2.2 Reflection embedded in our daily programming and practice – extended time for planning and programming

H Staff meeting regularly to program, plan and reflect on the program and the children within our centre.

Time for more deep level thinking about our practice – professional development planning

Time to plan and collaborate – group goals

Commitment to meeting each fortnight for this planning time

Staff will be meeting regularly on fortnightly Fridays

Professional Development plans in operation – ‘living documents’

Planned staff learning – program set up each term by Sally

Reflective practice is embedded in our program and linked to children’s learning and our program

By end of Term 4


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

Quality Improvement Plan for QA5Summary of strengths for QA5

Strengths Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.Element 5.1.1 - Interactions with each child are warm, responsive and build trusting relationships.

Our Inquiry Project in 2013/14 has focussed on children as capable and competent learners. This has allowed us to reflect on how we interact with all the children in our care. We all believe in building strong relationships with children so that we can best meet their learning needs and plan for their interests. Reflection on their learning styles, abilities and interests builds stronger relationships.

A stable staff team means that we build ongoing relationships with children and their families – in some cases we are educating the third child in a family – this results in strong relationships with families and extensive background knowledge of the child’s home environment. We also increase staff ratios wherever possible, giving educators time to engage meaningfully with individual children.

We display photos of the children and they make a locker label to identify their locker – this gives them a concrete sense of belonging. We endeavour to reflect all children in our documentation and displays so that they can recognise themselves within the learning environment.

Our philosophy focuses on the child at the centre and our work with them as individuals and as a group. We respect children as capable and competent learners and our interactions reflect this.

Our pre-entry transition program in 2013 (children attended for Term 4 one day per week for 7 weeks) was highly successful. Children built a strong relationship with educators and a sense of understanding of the way the preschool program operated. This led to a strong start in 2014 – especially as this was our first experience of Single Intake with 13 children starting at once. We were also able to build a strong relationship with new families entering our service and to gather some information about the children before they started full-time.

We value routine times – such as fruit or lunch times – as times when we can engage children in conversation.

Element 5.1.2 - Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.Identified strengths from our work in Term 4, 2011 (Pupil Free Day – see records from staff in purple folder)

We feel that children look up to us and feel safe at preschool We have a focus on reciprocal relationships – valuing respect between child and educator We feel that our preschool is a happy and fun place to be Educators realise that they must gain trust and earn respect from the children and vice versa – we want children to feel valued as part of the

learning team We work with individual children on learning goals as well as groups with common needs We try to see the world through a child’s eyes and enjoy seeing the smiles and looks of amazement on their faces Our decision making is based on what is best for the children in our care We focus on providing new and different experiences for children – that they might not otherwise be exposed to (for example our Sir Robert

Helpmann Theatre Excursion to Mount Gambier)


We value having all children actively involved in our program and work to support individual children’s involvement when they may feel overwhelmed or unsure

We accept, enjoy and endeavour to extend each child’s interests and try to offer alternative experiences to broaden these. We seek to plan for different ranges of learning needs We help children to learn at their own pace and in their own time when ready We value and endeavour to understand children’s experiences and feelings – we want them to enjoy being young (Our favourite quote – The

best way to get a child to be 5 is to let them be 4 for a whole year!) We adapt our days to best match children’s needs – flexible arrangements, staff adapt quickly to new learning ideas – things don’t always go

the way we have planned and that is a good thing! We ‘go with the flow’. Our values identified were – Respect, Care, Trust, Togetherness, Nurturing, Uniqueness, Individuality

Element 5.1.3 - Each child is supported to feel secure, confident and included. Our learning projects always include children’s voice. We seek their ideas and follow their lead wherever possible. Children with special needs are supported through our work with the Support Services team at the Regional Office. Each child has an Individual Learning Plan – this is developed through observation and staff reflection sessions during our Programming

Meetings. Each child’s learning is reflected in our floor books and community sharing book as well as in our displays Children have individual home folders which they share with their parents at least once each term. This is also a way to build common

understandings of how their children are learning.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.Element 5.2.1 - Each child is supported to work with, learn from and help others through collaborative learning opportunities.

We consciously plan for individual, small group and whole group activities in order to support children to work with each other and with different children at different times – both for indoor and outdoor play

We set up the learning environment to allow for activities involving different numbers of children – eg. tables of two, four, six, quiet areas for individual learning, dramatic play areas that can accommodate a larger group.

We have cues such as our Thinking Mat or mobile whiteboard that help children to recognise times when we may work as a whole group Our playgroup operates during session times, allowing children to build relationships with educators and children at kindergarten before they

enter our setting

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

Our Site Behaviour Code has been developed by all staff Children identify and discuss our behaviour guidelines each year. These are displayed and referred to constantly throughout the year. Staff, have a common approach to dealing with children’s behaviour, seeing it as a learning and teaching opportunity. This is outlined in our

Site Behaviour Code Staff encourage children to participate and collaborate in the daily running of the service. Children are seen as capable and competent

learners who can make decisions about their learning and contribute toElement 5.2.3 - The dignity and the rights of every child are maintained at all times.


Staff are conscious of children’s rights and behave respectfully towards children – for example asking permission before helping them to toilet or change, affording them privacy when requested.

Staff continually monitor children’s play and supporting children to manage conflict if this arises during interactions with others. We respond quickly to aggressive interactions or bullying and use this as an opportunity to teach children the consequences of this type of behaviour.


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.

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

Identified issueIndividual learning plans aren’t linked to our programming and reflective practice effectively

Improvement planStandard/element


Priority (L/M/H)

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

5.1.25.2.1

We want to investigate how all children are involved in the program and ways that we can ensure that the quieter children are ‘heard’ and engaged – this is to be reflected in their Individual Learning Plans

H Link to QA1 and QA4 – Active learning environment inquiry project

Use of the Relationships scale in 2014

Individual Learning Plans – connected to EYLF outcomes


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

Quality Improvement Plan for QA6Summary of strengths for QA6

Strengths Standard 6.1 Respectful supportive relationships are developed and maintained.Element 6.1.1 - There is an effective enrolment and orientation process for families.

We have a comprehensive enrolment pack and this includes service information as well as policies and parenting information. This information is constantly reviewed and updated with each new enrolment cycle. Our transition process allows for orientation for parents over a longer period of time (Term 4) and gives us an opportunity to interact with each parent/family in a meaningful way.

New parents to the service are given the opportunity to have an enrolment interview. This opportunity is also given to returning parents. Networks within the community are utilised in order to build connections with families and to provide information. (e.g. Local paper,

community news, CCOWS enrolment and waiting list information, Robe Playgroup etc.) We use the EYS to keep records of enrolments, attendances etc. CCOWS and Robe Primary School refer new families to our service if they have preschool age children

Element 6.1.2 - Families have opportunities to be involved in the service and contribute to service decisions. We have had very strong Governing Councils over the last 6 years and this has led to some great developments with regard to the service

and has provided clear leadership and guidance to the Director – the past 4 Governing Council Chairs have been Chairperson over 2 years. All parents are provided with the opportunity to join the Governing Council and/or to contribute to decision making through Governing Council. We advertise Governing Council meetings through the newsletter and all families are welcome to attend.

Families are surveyed about decisions and policies through our newsletter where needed. (For example: when we recently changed our Sun Smart policy to match current advice from the Cancer Council about Vitamin D levels in Winter)

Element 6.1.3 - Current information about the service is available to families We provide information about our service through our parent information board, window and pinboard displays, newsletter and individual

conversations. We remind families about this at regular times throughout the year. Parent information packs provided on enrolment include our Policies and an overview of the service. Parents are welcome to ask questions at any time. Parent interviews are offered if parents have a specific query. All our parents drop their children off and pick them up from the service so we have many opportunities for incidental conversations with


families.

Standard 6.2 Families are supported in their parenting role and their values and beliefs about child rearing are respected.Element 6.2.1- The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.

Parents are welcome to stay in our service with their child in the mornings and to come early in the afternoons to see the learning environment in action. Informal chats at the end of the day are welcomed and parents are able to book a time for a more formal conversation with the Director.

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

We provide parenting information through our Parent Library, Parent Noticeboard, Newsletters and through informal conversations where we can offer targeted information and support. We advertise parenting workshops and opportunities for learning in the local area.

We are visited by the CAFHS nurse twice a year for Preschool Health Checks – she follows up parenting and health information for parents We work with the school and the CCOWS child care service to provide coordinated support to families where needed

Standard 6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.Element 6.3.1 - Links with relevant community and support agencies are established and maintained.

The director has a positive working relationship with the staff at Robe Primary School and the CCOWS Director and staff. In 2013 we will be on the RSL Site 5 days per fortnight with the CCOWS Mobile Child Care Service – this will provide further opportunities to strengthen the relationship between the two services

We have strong links to the Regional Education Office and support staff there – this has included in the past working with Speech Pathologists, Disability Coordinators, Social Workers, Wellbeing Coordinators, Attendance Officer, Early Years Consultant, Educational Psychologist, Hearing Impairment Coordinators.

We also refer children to Community Health in Naracoorte for services such as Occupational Therapy We also work with the SADS Dental Caravan staff at Kingston by enrolling children in the dental service and hosting a visit from the Dental

Therapist each year. All children upon entry to kindergarten are enrolled in the local public library. We have supported Little Big Book club by handing out

information and packs. We visit the library where possible and in the past staff at the library have run activity sessionsElement 6.3.2 - Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

We have built a strong transition program with the school and this includes visits by the JP class to kindergarten and vice versa. We offer Open Gate Day on both days of operation where school children are welcome to visit the kindergarten at recess time. We also attend school assemblies and performances where possible. The Junior Primary Teacher, Shalene Venn has commented very positively on the information we provide in our kindergarten learning portfolios.

Our children transition well between CCOWS and preschool as we endeavour to talk to the children and parents who attend child care and build relationships before they start. We also invite the older child care children to be involved in activities such as visiting performers like ‘Jack and Molly’ and ‘Cool 4 Kids’. Sharing the building is a positive way to provide a smooth transition between the services.

Element 6.3.3 - Access to inclusion and support assistance is facilitated.


Individual support for families to access relevant inclusion and support assistance is provided by the Director. Parents are supported to identify appropriate support services, to fill in forms and follow up with appointments etc. The kindergarten office has been used for parents to access appointments (e.g. with the DECD Social Worker) If further information is required the Director (Sally) will research support services and how to access them.

Element 6.3.4 - The service builds relationships and engages with their local community. We have strong links with our families as many of them have had a number of children in our service. Staff all live within the community and so have opportunities to build relationships with families within our service and out in the community We have strong links with CCOWS mobile service and the Robe Primary School – our director is in constant contact with the leaders and staff

of both services. Our preschool supports our local playgroup by paying for their Playgroup SA affiliation fee each year and hosting the playgroup at the centre

during session time. This gives us opportunities to build relationships with both parents and children who attend the playgroup. We have strong community support and this is evidenced in the way that we receive donations from local community groups each year such

as the Robe Bridge Club and the Robe Lions Club. The community also supports us in other ways such as providing raffle prizes, donating materials for construction and welcoming us on our many excursions. We also participate in Bank SA children’s art week and other community events where possible (given our short hours of operation)

Our Parent Opinion Surveys are consistently positive and supportive of our program. Our Validation Report from DECD in 2011 had the following to say in their Commendations …

Parent opinion surveys consistently show a high level of satisfaction. Parents believe staff work well as a team and are committed to individual programming for childrenThe level of involvement in the community and use of the community as a resourceSelf-funding intervention programs to support children with additional needs.There is strong relational trust and quality relationships between the Director and staff , parents, and Robe Primary SchoolThe level of goodwill in sharing the facility with CCOWS and the open-gate policy with the school and the on-going connections with the playgroup.


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

Identified issue Parents aren’t accessing information about children’s learning as much as we would like

Improvement plan


Standard/element


Priority (L/M/H)



6.2.1 We want families to access information about their child’s learning, both written and verbal over the time that their child is at preschool.

H Send folders home once per term to parentsAsk parents if the folders inform them about their child.Share literacy/numeracy learning stories about each child (at least one per term)Provide parent comment sheets in the folders each time they are sent home.Review our enrolment questionnaire and literacy/numeracy quiltShare information in newsletters about how they can support our programming for their child.Displays about learning changed constantlyTalking and thinking Floor Books will be shared with parentsOur ‘Community Sharing Book’ will be on display near the sign in sheets each day.

Parents will report that they are receiving more individual information about their child’s learning and will have a sense that they are part of the learning/planning process

Parents are engaging and responding to the information by writing comments or sharing verbal feedback

End 2014


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

Quality Improvement Plan for QA7Summary of Strengths

Strengths Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.Element 7.1.1 - Appropriate governance arrangements are in place to manage the service.

We have strong representation of parents on our Governing Council (in 2014 this represents 40% of the parent body – 4 female and 1 male parent representatives) and they have input into decisions about financing, staffing, education and management of the service. Governing Council also welcomes input from other parents and this is encouraged through the newsletter and by the parent reps. Parents fill the positions of Governing Council – Chairperson and Vice-Chairperson, Secretary, Treasurer etc. This gives them strong ownership of the roles of Governing Council and an insight into the way the kindergarten is run. Governing Council informs the Director about any concerns or issues that other parents may raise and this ensures that these can be dealt with in a timely and responsive manner.

Governing Council is incorporated and has a clear and guiding constitution. Governing Councillors are given a folder at the beginning of the year with information about being a Governing Councillor, including a Code of

Conduct, Annual Report for the previous year, copy of the Quality Improvement Plan to be discussed and a draft budget. These documents are viewed, discussed, adjusted and ratified by Governing Council.

Governing Council meets twice per term (8 times per year) and information about Governing Council decisions is relayed to other parents through our newsletter.

The Director reports at each Governing Council Meeting on the progress of the QIP – the report is divided into the 7 quality areas. Prescribed information is displayed on the Parent Information board. Our website has links to the Parent Complaint Unit and information about our contact details. It also has information about the service that is

updated as necessary. Information about children and families is stored in a confidential manner.

Element 7.1.2 - The induction of educators, co-ordinators and staff members is comprehensive. We have an induction folder and checklist for new educators and relief staff. The Director is approachable and supportive of new staff and

encourages them to ask questions and seek help where necessary. Educators are highly supportive of new staff entering our service – all staff are willing and able to help with induction. The Director communicates with relief staff each time they are employed, updating them on any new information they may need and on the


current program and learning experiences. We display the NQS in our centre so that all educators and families have a common understanding. Our philosophy is also on display. We

follow the Code of Conduct developed by Early Childhood Australia, alongside other codes of conduct as prescribed by DECD (Code of Conduct for teachers, Public Sector Employees)

Element 7.1.3 - Every effort is made to promote continuity of educators and co-ordinators at the service. We have had a strong and stable staff team for the last 6 years and regular relief staff that are familiar with the service. Our staff have

developed a strong and common understanding of our site and the way we operate. A stable staff team has allowed us to access high quality training opportunities for all staff to strengthen our common beliefs and sense of

purpose. The ECW’s have completed their Certificate 3 in Children’s Services with the support and supervision of the Director and this has allowed further opportunities to build shared understandings and goals.

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

Sally Smith has been the Director of Robe Kindergarten since 2004. During this time she has also worked at other sites doing contract and relief teaching. She has also completed a Bachelor of Early Childhood and has 27 years teaching experience. Prior to this she was a parent and Governing Councillor at Robe Kindergarten.

Governing Council has supported the instigation of paid programming and planning hours each fortnight on Friday afternoons. As described previously these allow time for critical reflection, recording of children’s learning, programming, training and development as well as professional discussion and analysis of the learning program. These programming meetings are led by the Director and all staff are in attendance. All staff contribute to the recording.

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

All staff and members of Governing Council have Criminal History Screening checks. Staff are training in Responding to Abuse and Neglect. Sally has training in Managing Allegations of Sexual Misconduct (2014) and Due Diligence (2013). Volunteers have Criminal History Screening checks for participating in long and extended excursions.

Standard 7.2 There is a commitment to continuous improvement.Element 7.2.1 - A statement of philosophy is developed and guides all aspects of the service’s operations.

Our philosophy was reviewed in 2013 by staff. It will be presented to Governing Council for review in 2014. The philosophy is displayed at the site on the parent information board. It is included in our Annual Report and enrolment packs. The philosophy guides our decisions and behaviour and is a key statement of our shared beliefs about children’s learning.

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

Staff are supported to develop their individual development plans. Staff are encouraged and supported to engage in high quality professional learning. This can involve whole staff or individual learning.


The ECW’s have been supported to achieve their Certificate 3 through the RPL process by the Director as Third Party Supervisor. This has included time for discussion, preparation of visual evidence and documentation, printing and electronically recording work, assessments and support for editing and rephrasing and the preparation of a Third Party Supervisors Report.

Performance Development Plans are prepared yearly and reflect goals for learning over the year. These relate to individual staff interests as well as the site’s QIP.

Staff meetings are used for sharing learning and understandings. Articles and professional reading are used to spark discussion. Shared understandings are built with critical reflection on practice.

As we have a stable and small staff team, who have built excellent relationships with each other, verbal feedback can be shared both incidentally and regularly.

Element 7.2.3 - An effective self-assessment and quality improvement process is in place. The Quality Improvement plan is regularly reported on to Governing Council at each meeting and is reviewed bi-annually. It is prepared by the

Director in Term 1 in consultation with staff. Improvement plans often extend over more than one year to ensure that learning and changes are embedded into our sites operations. The Director prepares visual displays of the QIP to support parents understanding.

A focus on inquiry is central to our improvement systems – staff engage in inquiry about areas of interest, using data from a variety of sources and tools to develop understanding and make change where necessary.

We have been through Validation by DECD in 2011 and were commended in the report for our inquiry process

The whole site culture of inquiry has encouraged an open attitude to change and improvement for learning and well-being. The involvement and level of commitment of all staff in the inquiry process is also commendable.All permanent and relief staff have been involved in the design of the literacy inquiry, data collection and resource preparation and there is a strong sense of collaboration amongst staff. The Governing Council has been consulted and well informed about program initiatives, progress and achievements and also involved in discussion about future directions. Regional Office staff has been consulted by the Director regarding the Self Review process and data collection and interpretation.

Standard 7.3 Administrative systems enable the effective management of a quality service.Element 7.3.1 - Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements.

Records are stored in the office and are kept confidential by all staff. We have systems for recording incidents, medication, attendances, enrolments, first aid, risk assessments, individual learning plans etc. Prescribed information is displayed on our Parent Information Board. Staff record their attendance at the site in their time books. Volunteers are recorded on the Risk Assessment sheets.

Element 7.3.2 - Administrative systems are established and maintained to ensure the effective operation of the service. A small stable staff team and regular meeting times support effective communication. Information about events, visitors etc is recorded in the

programming book and on the staff calendar. Staff meeting minutes are kept in the staff meeting book. We communicate with the CCOWS service through our communication book. A visitors book records visitors to the service.

Ordering and purchasing is discussed by all staff. Amanda and Sally are in charge of purchasing resources and supplies.


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

The Director is in charge of reporting any important issues to the Regulatory Authority in conjunction with the Education Director.

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

The centre has a grievance policy and the Parent Complaints Unit is advertised on our website. Parent queries can be raised with Governing Councillors and reviewed at Governing Council.

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

Policies and Procedures are included in our parent information in the Enrolment Packs. This includes a link to the DECD policies and procedures.

As stated above we follow the ECA Code of Conduct in conjunction with the DECD Codes of Conduct and are guided by our Philosophy Statement.

Our Site Behaviour Code guides our interactions with children. We document clearly the role of volunteers and/or students (tertiary or work experience) in our Risk Assessments.


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 We need to continue to develop a more formal approach to individual performance development for our ECW team. As we are a very small staff team, this has been approached in an informal way in the past. Also as all ECW staff are nearing completion their Certificate 3 a more formal performance development process will provide guidance for the next step in their learning.

Improvement plan

Standard/element


Priority (L/M/H)




7.2.2 A more formal approach to Performance Development will be in place

H Template from the HR workforce development site

Time for meetings with individual staff

Work with other employers (Robe Primary School)

Incorporate Reflective Practice into Performance Development

Staff will have more formal performance development meetings with Sally and will have a written performance development plan to work towards

Reflecting on their work for Certificate 3Reflecting on their practice during staff meetings and in individual PD meetingsStaff reflections are recorded in relevant documentationLinks to QA1, QA 4 – Reflective Practice

End 2014


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