Annual Report 2015 - Prospect Kindergarten€¦ · Annual Report 2015 1. CONTEXT ... Art Exhibition and Musical Opening to our end of year celebration. ... IEP proforma Time management

Annual Report

2015

Annual Report 2015

1. CONTEXT

Preschool Name: Prospect Kindergarten Preschool Number: 5661

Preschool Director: Betty Elsworthy Partnership: Eastern

Prospect Kindergarten is a DECD (Department of Education and Child Development) preschool offering preschool sessions, occasional care and playgroup.

The preschool program is a play-based program based on the EYF (Early Years Framework).

The preschool is a locally managed centre with an active Governing Council and staff team who consult, plan and direct our goals and achievements within DECD directions.

Support services may be available for children with additional needs. We work closely with a number of agencies and services to provide integrated support and individual programs.

The Kindergarten works closely with a number of local schools (public and private) to support transition and successful school entry for children and families.

2. REPORT FROM GOVERNING COUNCIL

Governing Council.

Sets broad direction for Kindergarten planning with parental and community input. Discusses and develops policy and determines how DECD policies will apply and be implemented.

Connects the parenting community directly to outcomes for children and encourages personal involvement in Kindergarten experience.

Provides additional ability for families to feedback to teachers and director as well as strengthening the consultation process by talking to other parents about change

Provides opportunity to inform change.

Provides support for our dedicated and passionate team of teachers and staff.

Reinforces community support of learning.

Co-ordinates fundraising events, providing additional funds for educational activities and equipment. We had an active Governing Council for 2015, our thanks go to each and every member as well as the volunteers on our site, for their time and participation in supporting our kindergarten events, discussions and decision making. As a community, it makes a difference. Thank you.

3. HIGHLIGHTS 2015

A few highlights for the year:

Shared Lunches, Morning Teas and Pancake Day

AGM, Parent Meetings and start of year transitions

Chinese New Year celebrations

Occupational Therapy Students supporting a 20 week OT Program

Community events such as Prospect Fair and the “Pop-up” Museum as a part of Come Out, where we were the Exhibitors!

Performers and excursions ie Ticklish Allsorts, The Moon’s a Balloon (Patch Theatre) and Beat of Your Feet (ASO)

Mud Day and Pyjama Day (held separately!)

Ruth Tuck’s Art School

Dress Up Week

Disco

Art Exhibition and Musical Opening to our end of year celebration. As usual a colourful and energetic year!

Annual Report 2015

4. QUALITY IMPROVEMENT PLAN

QUALITY IMPROVEMENT PLAN 2015

Quality Area 1 : Educational Program and Practice

Program and practice

strengths

Educational program is stimulating and inclusive of all children

Individual knowledge of children is demonstrated in the planning and implementation of a range of programs

All staff contribute to an energetic and creative preschool environment

The program is shared with children, parents and families

Key Improvement sought:

Standard/Element- 1.1.2 Each child’s current knowledge, ideas, cul ture, abil i ties and interests are

the foundation of the program.

Goals

Priority

(L/M/H)

Outcome

Sought

Success

Measure

By

When? Progress Notes

1. Develop & evaluate

new format for IEP’s H

IEP proforma for all children

Time management for observation and recording practices in a large complex centre

Parent comment, information & meetings

Useful, evidence and data collections

Evidence

against each

IEP for 100%

of children

End

2015

Time for IEP & data collection needs to be prioritized

IEP and evidence collection shared within staff team termly

2. Use observation, parent

& data profile processes

to inform IEP’s

Standard/Element- 1.2.1 Each chi ld’s learning is assessed as part of an ongoing cycle of planning,

documentation & evaluation.

Goals

Priority

(L/M/H)

Outcome

Sought

Success

Measure

By


1. Information gathering

around DECD Literacy &

Numeracy Strategy

M Share, discuss,

view against Prospect context

Planning for

2015

Term 3

2015

Strategy trials term 1 2015

Standard/Element- 1.1.1 Curriculum decisions; making contributions to each child’s wellbeing,

confidence and identi ty.

Goals

Priority

(L/M/H)

Outcome

Sought

Success

Measure

By


1. Explicit planning &

teaching of Protective

Behaviours Curriculum

Focussed Protective Behaviours thinking in each program

Shared

language

between all

Educators

Term 2

2015

Child Protection Curriculum

Update completed for all

teachers.

1

Annual Report 2015

Quality Area 2 : Children’s Health and Safety

Program and practice strengths

Each child’s health & medical needs are well supported by all staff

Healthy eating is embedded within the program

Staff communicate well with parents around children’s wellbeing,health and care


Standard/Element- 2.3 Each child is protected.

Goals

Priority

(L/M/H)

Outcomes

Sought

Success

Measure

By


1. Educators all aware

of responsibilities to

respond to every child at

risk

H

Staff discussion of children “at risk”

Support staff access to ECarl with log in accounts & local phone procedure

Developing role of Teacher In Charge when Site Leader away from site

All Educators

confident with

their roles and

responsibilities

within both team

and leadership

roles

End

Term 2

2015 Term 1-Developing procedures to support consistent practice

PD and PM for regular TRT staff around Protective Practices & Responding to Abuse & Neglect & Child Protection Curriculum Update

2 .Developing site

Leadership capabilities

Standard/Element- 2.3.2 Every reasonable precaution is taken to protect children from harm and any

hazard likely to cause injury.

Goals

Priority

(L/M/H)

Outcomes

Sought

Success

Measure

By


1. Safe play in an

adventurous setting H Explicit

teaching focus for and with adventurous play

Identifying and planning for hazards

Child awareness of risk and safe play

Majority of children reporting incidents & concerns

End

Term 2

2015

Awareness around rock

play, movement in the

yard, use of swings and

tree climbing – reference

to accident reports

2. Hazard identification

& management

processes include staff

and children

Annual Report 2015

Quality Area 3 : Physical Environment


strengths

The physical environment is both suitably challenging and safe

The environment is inclusive, promoting competent, independent exploration and learning through play

The outdoor environment is structured to include flexibility of use by children and community

Key Improvement

sought:

Standard/Ele

ment-

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.

Goals

Priority

(L/M/H) Outcomes Sought

Success

Measure

By


1. Data profile

collected for all

children with

additional needs

to support access

& participation in

the program

H

Program planning around children with additional needs

Whole staff awareness and planning

Wide range of observational and assessment data collected per child

Individual considerations and IEP around facility access and program planning

Inclusive planning with Additional Needs & CALD children in mind

Planning for access & engagement of 100% of children

Term 2

2015

Referrals completed Term 1

Involvement with Autism SA, Parks, CDU and SERU Hearing service established and documented

2. Educators

planning

cooperatively and

creatively to

maximise space

and child

participation

Term 1

2015

Hearing Impairment and Sound Field training for all staff

Standard/Elem

ent-

3.3 The service takes an active role in caring for its environment & contributes to a

sustainable future.

Goals

Priority


Success

Measure

By


1. Programming

for increased

access to natural

materials and

environments

M

Staff PD opportunities in natural materials and environments

Planning for the planning! Staff sharing intent and thoughts and practice

Embedded in

everyday program

and practice

Term 1

2015

2. Developing

changeable and

varied outdoor

play spaces

Annual Report 2015

Quality Area 4 : Staffing Arrangements


Sufficient staff to manage a range of programs

Staffing groups with specific (discrete and shared) roles and responsibility with regard to groups of children


Standard/Element- 4.1 Staffing arrangements enhance children’s learning and development and

ensure their safety & wellbeing

Goals

Priority

(L/M/H)

Outcomes

Sought

Success

Measure

By


1. Staff awareness of

their roles with children

in a variety of spaces

and during transition

times

H

Staff moving with children and being aware of where all children are at all times

Program confidence in catering for the learning & wellbeing of every child

Educators

working as a

team

Term 2

2015

Parent Meetings and Transition meetings in Week 1 Term 1 extremely successful

Observational understanding about 3,4,5 year olds. We also have increasing 3 year old enrolments under the Early Aboriginal Policy

2.Developing a

sequential program to

cater for young 3 year

olds to 5 ½ year olds

All children

supported at

appropriate

developmental

levels

Term 3

2015

Standard/Element- 4.2.1 Professional standards guide practice, interactions and relationships.

Goals

Priority

(L/M/H)

Outcomes

Sought

Success

Measure

By


TfEL- Pedagogical Use

of National Professional

Standards for Teachers

H

PD planned and aligned to Professional Standards

Partnerships Closure Day

30% of Teacher

Registration

hours completed

to Professional

Standards

End

2015

1. Whole staff involved

in Partnership learning

communities

100% staff

attendance

Annual Report 2015

Quality Area 5 : Relationship with Children


strengths

We support each child to build and maintain sensitive and responsive relationships with other children and adults

Staff develop and maintain personable learning relationships with children, enabling and supportive children to engage in learning

2015 entry to Kindergarten in 2015 with parent meetings & transition

Key Improvement

sought: 5.1 Each child is supported to feel secure, confident and included

Standard/Element-

Goals

Priority


Success

Measure

By


TfEL – Create

Safe Conditions

for Developing

rigorous learning

1.Developing

relationships with

large numbers of

mostly very young

children in the first

year of single

intake

H

Getting to know

children as individuals

to support needs and

create positive

connections and

relationships

100% of children

settling, in own

individual manner

to Kindergarten

End Term

1 2015

Standard/Elem

ent-

5.2.2 Each child is supported to manage their own behaviour, respond appropriately to

the behaviour of others and communicate effectively to resolve conflict

Goals

Priority


Success

Measure

By


Develop thinking

about all children

and adults having

rights and

responsibilities

towards self,

others and

environments

Working through

elements of the

Global Peace

Preschool Curriculum

for children and staff

Children exercising personal right to seek help when needed

Children & adults involved collaboratively in seeking resolutions to difficulties and conflict

End

2015

H

Annual Report 2015

Quality Area 6 : Collaborative partnerships with families and communities


Working collaboratively with a wide variety of educators, family and community organisations

Staff seeking high levels of understanding about families and children as they move through our site

Observation & data collection systems to support children with additional needs


Standard/Element- 6.2 The expertise of families is recognised & they share in decisi on making

about their child’s learning and wellbeing.

Goals

Priority

(L/M/H)

Outcomes

Sought

Success

Measure

By


1. Building relationships

with parents and families

to share information about

wellbeing, learning and

development.

H

Recognising parents and carers for each child

Parent meetings to share information, concerns and progress

60% of parents actively seeking information about their child and Kindergarten engagement

90% Parent questionnaire return

End

2015

Standard/Element- 6.3.3 Access to inclusion and support assistance i f facil i tated.

Goals

Priority

(L/M/H)

Outcomes

Sought

Success

Measure

By


1. Identify children with

additional needs early in

Term 1 H

Identified children have an additional support IEP

Referrals made to DECD, Community Services and CDU with supporting data

IEP’s and referrals acknowledged

PSS accessed and programs in place

End

Term 1

End

Term 2

All children requiring

support referred with all

required data profiles

by week 6 Term 1 2015

2. Collate family and

agency information and

Preschool data profiles on

each identified child H

Annual Report 2015

Quality Area 7 : Leadership and service management

Program and practice strengths Effective administration staffing and processes in place on site

A continuity of educators has been in place for some time and will continue to be sought

Strong value placed on professional development for all educators with funding support to access.

Key Improvement sought: 7.1.1 Appropriate governance arrangements are in place to manage

the service.

Standard/Element-

Goals

Priority

(L/M/H)

Outcomes

Sought

Success

Measure

By


1. Develop a working Governing Council for 2015

H

AGM

Parent Meetings and events

Governing Council meetings

A complete

Governing

Council cohort for

2015

End

Term 1

2015

Governing Council Criminal Screening place process in place very early in Term 1

Risk Assessment required to hold GC Meetings prior to screening completion.

Standard/Element- 7.2 There is a commitment to continuous improvement.

Goals

Priority

(L/M/H)

Outcomes

Sought

Success

Measure

By


Tfel Learning for effective

teaching

1. Shared professional

learning between staff

groups

M

Closure Day for planning

Shared rights and responsibilities

Shared perspectives

Educator thinking, reflection, options……

Whole staff shared language, understandings and programming

All staff and children involved in decision making about own behaviours

Self Review

Planning for Regional closure Day required

Tfel – Teaching for

effective learning

2. Developing democratic

relationships – children

and adults

End

2015

Annual Report 2015

5. INTERVENTION AND SUPPORT PROGRAMS

We are currently supported by 6 bilingual workers with one ESL worker and around a dozen languages spoken. Up to 70% of our children over the year are children of Culturally and Linguistically Diverse (CALD) families. Languages spoken have included:

- Arabic - Mandingo - Bengali - Marathi - Burmese - Nepalese - Cantonese - Punjabi - Chin Haka - Sudanese

- Dari - T-Chau - Filipino - Thai - Greek - Telugu - Gujurati - Urdu - Hazagari - Vietnamese - Hindi - Malayam - Mandarin

We have a number of children supported through DECD support services for speech and language difficulties.

We also support a limited early entry program for children with additional needs in Term 4.

We maintain occasional care on a Friday morning and that program is also fully booked.

Large popular playgroup on Fridays.

The community is generally one of significant disadvantage – many new arrivals, refugees, families in community detention, adults studying English and shift workers.

Many families are single parent and isolated. Disadvantage index is high.

We also have a smaller population of two parent homes and two income families.

Others are well supported within cultural groups with increasing numbers of extended families.

There is a real need for preschool flexibility around parents studying, working in night employment, negotiating family day care and grandparent carers and then those in full time employment with children shared between kindergarten and childcare.

Annual Report 2015

6. STUDENT DATA

6.1 Enrolments

Figure 1: Enrolments by Term

Total Enrolments 2013 - 2015

Table 1: Enrolments by Term

Enrolment by Term

Year Term 1 Term 2 Term 3 Term 4

2013 70 67

2014 80 82 81 81

2015 71 71 69

Based on person counts in the two week reference period each term.

Excludes pre-entry.

Source: Preschool Data Collection, Data Management and Information Systems

Over the 2015 year our enrolements were stable although a little down on the previous year. The Single Intake

process has settled and most children started at the beginning of 2015 and completed the year for school at the end of

2015.

6.2 Attendance

Figure 2: Attendance by Term

Attendance Percentages 2013 - 2015

Annual Report 2015

Table 2: Attendance Percentages 2013 - 2015

Attendance Percentage

Year Term 1 Term 2 Term 3 Term 4

2013 Centre 94.3 82.1

2014 Centre 96.3 96.3 96.3 95.1

2015 Centre 95.8 95.8 94.2

2013 State 88.7 88.0

2014 State 90.0 88.9 86.1 87.1

2015 State 90.5 88.5 86.3

Based on attendances recorded in the two week reference period each term, and calculated to an average unadjusted daily

attendance (deemed attendance). Attendance percentages are based on the calculated deemed attendance (integer), divided

by the number of enrolments. Excludes pre-entry Note: Figures have been revised for previous years, using integer deemed

attendance not decimal.

Source: Preschool Data Collection, Data Management and Information Systems

Feeder School Percentage Data

Table 3: Feeder School Percentage Data 2013 - 2015

Feeder Schools

Site number - Name Type 2013 2014 2015

0120 - Gilles Street Primary School Govt. 1.5

0305 - Nailsworth Primary School Govt. 9.3 4.6 12.5

0368 - Prospect Primary School Govt. 20.9 16.9 22.5

0570 - Prospect North Primary School Govt. 18.6 32.3 10.0

0646 - Brompton Primary School Govt. 5.0

0660 - Enfield Primary School Govt. 1.5

0665 - Hillcrest Primary School Govt. 5.0

1036 - East Adelaide School Govt. 1.5

1048 - Para Vista Primary School Govt. 1.5

1246 - West Lakes Shore School R-7 Govt. 1.5

8003 - Heritage College Inc Non-Govt. 2.3

8032 - Cedar College Non-Govt. 2.3

8039 - Saint Spyridon College Non-Govt. 1.5

8050 - Seymour College Non-Govt. 1.5

8202 - Trinity College Gawler River School Non-Govt. 3.1

8205 - Blackfriars Priory School Non-Govt. 2.3 5.0

8210 - Christian Brothers' College - Senior Non-Govt. 2.5

8235 - St Brigid's Catholic Primary School Non-Govt. 2.3

8309 - St George College Non-Govt. 2.3

8313 - St Dominic's Priory College Non-Govt. 1.5 2.5

8362 - St Mary's College Non-Govt. 1.5

9010 - Immaculate Heart of Mary School Non-Govt. 2.3

9013 - St Francis of Assisi School Non-Govt. 1.5

9016 - St Gabriel's School Non-Govt. 2.5

Annual Report 2015

9018 - St Margaret Mary's School Non-Govt. 1.5

9031 - St Martin's Catholic Primary School Non-Govt. 2.3 1.5

9033 - Nazareth Catholic College Non-Govt. 2.3

9036 - St Brigid's School Non-Govt. 2.3 4.6 20.0

9042 - St Patrick's School Non-Govt. 1.5

9065 - Rosary School Non-Govt. 11.6 13.9 7.5

9083 - St Monica's Parish School Non-Govt. 2.5

9088 - St Pius X School Non-Govt. 2.3

9089 - Whitefriars School Non-Govt. 1.5

9116 - St Paul Lutheran School Non-Govt. 16.3 3.1 2.5

Total 99.7 99.5 100.0

Based on the percent of children currently enrolled who will attend school in the

following year, where the expected school is known.

Due to rounding totals may not add up to 100%.

Source: Term 3 Preschool Data Collection, Data Management and Information Systems

7. ACCOUNTABILITY

To work in DECD, adults must have a current relevant history screening clearance. Some volunteers in public schools, preschools and early childhood services also require screening. The type of screening depends on the role and interactions with children.

The Kindergarten is 100% compliant with the DECD Policy on relevant history screening.

Annual Report 2015

8. CLIENT OPINION

Following are the results of the Parent Opinion Survey.

Collectively our families find our focus on learning, our use of data to inform program and learning plans and our attention to culture very well supported.

Parent comments on Prospect Kindergarten included: “… active commitment to cultural diversity….” “The Concert was inspiring and moving. We thought you all worked really hard….a lovely warm atmosphere….the children were obviously loving it.” “….we value the staff…..” “Exhibition well displayed.” “Singing in front of an audience…..awesome.” “It was so wonderfully put together. It felt like a real sense of community.” “Prospect is a special place. All children are valued for their uniqueness and families are very well supported….” “...a fabulous job of creating and maintaining a great balance between excitement and calm..”

Focus On Learning

No

Yes

Very Well

Supported

Need more

information

Annual Report 2015

9. FINANCIAL STATEMENT

PRESCHOOL FINANCIAL STATEMENT AS AT 31 DECEMBER 2015

PRESCHOOL NAME:

PROSPECT KINDERGARTEN

PRESCHOOL NUMBER: 5661

RECEIPTS AND PAYMENTS FOR THE TWELVE MONTHS ENDING 31 DECEMBER 2015

OPENING BALANCE

1 Opening Balance (as at 1 January 2015)

1.1 Cash at Bank 6471.87

1.2 SASIF Investment 61168.29

1.3 Petty Cash

150

Total Opening Balance (A) $ 67,790.16

RECEIPTS

1 DECD Grants

1.1 Total Recurrent Funding (from Cashflow Statement) 467630.45

1.2 Other DECD Grants (e.g. Electrical Testing Grant) 50

Total DECD Grants $ 467,680.45

2 Parent Contributions

2.1 Amenities Fees (including sessional and pre-entry fees) 18500.21

2.2 Other Contributions ( e.g.lunch time care, unfunded occasional care, levies) 19130.25

2.3 Excursions and Performances 1795

2.4 Playgroup Fees 908.65

Total Parent Contributions $ 40,334.11

3 Fundraising Income

3.1 Fundraising (Gross Income) 1877.38

Total Fundraising Revenue $ 1,877.38

4 Other Operating Revenue

4.1 Non DECD Grants

4.2 Interest (Bank & Investment) 508.83

4.3 Donations 200

4.4 Commissions

4.5 Agency Sales (e.g. Book Club)

4.6 Preschool Sales (e.g. Hats)

4.7 Other Revenue 8435.02

Total Other Operating Revenue $ 9,143.85

TOTAL RECEIPTS (B) $ 519,035.79

TOTAL FUNDS AVAILABLE (C) = (A)+(B) $ 586,825.95

PAYMENTS

1 Employee Expenses

1.1 Teaching Staff 314383.77

1.2 Ancillary Staff 96594.38

1.3 Temporary Relieving Teaching Staff 17539.26

1.4 Professional Development Costs (conference, travel and accommodation costs)

5602.51

1.5 Other DECD Salaries

Total DECD Salaries Expenditure $ 434,119.92

2 Learning Plan Priorities

2.1 Learning Plan Priority 1 -

2.2 Learning Plan Priority 2 -

Learning Plan Priority 2 - $ -

3 Curriculum Maintenance

3.1 Consumable Materials (e.g. paint, paper etc) 7033.97

3.2 Curriculum Resources (including books, games, puzzles and minor equipment)

4895.91

3.3 Excursions and Performances 3052.2

Total Curriculum Maintenance Expenditure $ 14,982.08

Annual Report 2015

4 Administration

4.1 Accounting Costs & Bank Charges 4680

4.2 Office Supplies- Stationery, Printing and Photocopying 3416.56

4.3 Postage and Freight 793.93

4.4 Other (e.g. OHS&W costs, subscriptions, advertising etc) 281.36

Total Administration Expenditure $ 9,171.85

5 Site Funded Works

5.1 Site Funded Works

Total Administration Expenditure $ -

6 Facilities

6.1 Breakdown Maintenance 6281.6

6.2 Repair and Maintenance Costs (not charged through FABSNET) 18.44

6.3 Equipment & Furniture 1372

6.4 Cleaning Costs (Contract salaries and materials) 5683.91

6.5 Grounds Maintenance 4058.25

6.6 Security Costs

6.7 Other

Total Facilities Expenditure $ 17,414.20

7 Utilities

7.1 Electricity 3445.04

7.2 Gas/Oil

7.3 Telephone 3333.52

7.4 Water/Sewer

7.5 Waste

7.6 Council Rates

Total Utilities Expenditure $ 6,778.56

8 Fundraising

8.1 Fundraising (Gross Expenditure) 123.3

Total Fundraising Expenditure $ 123.30

9 Other Expenditure

9.1 Playgroup Costs (e.g. Affiliation Fees)

9.2 Occasional Care

9.2 Donations 50

9.3 Agency Sales

9.4 Preschool Sales

9.5 Other 5535.17

Total Other Expenditure $ 5,585.17

TOTAL PAYMENTS (D) $ 488,175.08

RECONCILIATION

Total Funds Available (C) $ 586,825.95

Less Total Payments (D) $ 488,175.08

Closing Balance (Total Cash Balances) (E) = (C)-(D) $ 98,650.87

CASH AND INVESTMENT BALANCES AS AT 31 DECEMBER 2015

CASH/INVESTMENTS

1 Investments

1.1 SASIF Accounts 06-5266 10010755 and 06-5266 10010771 92579.08

1.2 Net Transfer to SASIF as at end of December previous year (add if credit or deduct if debit)

1.3 Net Transfer to SASIF as at end of December of the current year (deduct if credit or add if debit)

1.4 Other Investment Accounts

Total Investments $ 92,579.08

2 Bank Balances

2.1 Prospect Kindrgarten BANKSA Prospect A/c 105037 059284740 5921.79

2.2

Total Bank Balances $ 5,921.79

Annual Report 2015

3 Cash in Hand

3.1 Petty Cash 150

3.2 Cash Floats

Total Cash in Hand $ 150.00

TOTAL CASH/INVESTMENTS (F) $ 98,650.87

COMMITMENTS

1 Loans

1.1 DECD

1.2 Other - Name of Lending Institution

1.3 Other - Name of Lending Institution

Total Loans $ -

2 Unpaid Accounts

2.1 Supplier invoices 2739.88

2.2 Unreceived Purchase Orders

Total Unpaid Accounts $ 2,739.88

TOTAL COMMITMENTS $ 2,739.88

TOTAL UNCOMMITTED FUNDS (Total Cash Investments less Total Commitments) $ 95,910.99

PRESCHOOL FEES

Fee Charged Per Term 70

Outstanding Fees Nil

FUNDED OCCASIONAL CARE FEES

Occasional Care Fees Collected 1525.25

Occasional Care Fees Forwarded To DECD 2479

RURAL CARE FEES

Rural Care Fees Collected

Rural Care Fees Forwarded To DECD

I certify that the above statement is a true and accurate reflection of the Preschool financial position and performance as at 31 December 2015.

DIRECTOR: Betty Elsworthy

GOVERNING COUNCIL CHAIRPERSON: Mike Barisic

Please return to: Financial Services by 12th February 2016 Email: [email protected]

Documents

Annual Report 2015 - Prospect Kindergarten€¦ · Annual Report 2015 1. CONTEXT ... Art Exhibition and Musical Opening to our end of year celebration. ... IEP proforma Time management