Department of Education and Child Development - DECD

As at 2/5/2017

Department of Education and Child Development - DECD

Quality Improvement Plan – 2017

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

Service details

Service name Service approval number West Lakes Kindergarten and Early Childhood Centre

SE-00011111

Primary contact at service Barbara Warren - Director

Physical location of service Physical location contact details Street: 294 Sportsmans Drive Suburb: West Lakes

State/territory: SA

Postcode: 5021

Telephone: 8353 1282 Mobile:

Fax: 83550147

Email: [email protected]

Approved Provider Nominated Supervisor Primary contact: Department of Education and Child Development Telephone: 8226 1000

Mobile:

Fax: 82261516 Email:

Name: Barbara Warren Telephone: 8353 1282

Mobile: 0421137222

Fax: Email: [email protected]

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

Suburb:

State/territory: Postcode:

mailto:[email protected]


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 time

0900 0900 0900 0900 0900

Closing time

1500 1500 1500 1500 12.00


Additional information about your service The 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. • We are located behind a set of shops on Sportsman’s Drive. Parking is located on Sportsman’s Drive and follow the path through the Eights Reserve to

our front entrance.

• We operate to school terms as per DECD

• Contact Kindergarten re: future Child Free Days

How are the children grouped at your service? The children within our centre are integrated and we provide 2 programs – Kindergarten and the DECD Speech and Language Program.

Kindergarten (Preschool)

• For the year before children start school. • 2 full days - 9am to 3pm and one 3 hour session.

o Group A—Monday and Wednesday- 9am to 3pm and a 3 hour session on a Tuesday, Thursday or Friday morning 9am to 12pm. o Group B—Tuesday and Thursday -9am to 3pm and a 3 hour session on a Friday morning 9am to 12pm.

• Price: $175.00 per term plus excursion costs.

DECD Speech and Language Program

• Children participate in the Kindergarten program and receive a high level of specialised support for children with severe specific speech and/or language impairments

• Children are selected via application and a panel decision. o Group A—Monday and Wednesday- 9am to 3pm and a 3 hour session on a Tuesday morning 9am to 12pm.

• Price: Kindergarten Fees of $175.00 per term plus excursion costs.


Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’) Nominated Supervisor- Barbara Warren – Director


Service statement of philosophy. Welcome to West Lakes Kindergarten and Early Childhood Centre Our Philosophy (as at 21/2/2017) ‘Our Philosophy’ at West Lakes underpins everything we do as early childhood educators. Together, we believe:

LEARNING

Learning at West Lakes Kindergarten and ECC is about children engaging in positive and enjoyable quality teaching and learning activities and experiences that expand children’s intellectual, physical, social, emotional and creative capacity.

We believe that a child’s wellbeing is central to their learning.

EVERY CHILD

Every child is included in our program and we believe and support children's needs including their strengths and needs

including social, cultural, l inguistic diversity. We respect and value fairness and justice for all.

All EDUCATORS

That we work collaboratively with optimism, persistence, enjoyment and accountability to support children and their families.

We believe in a curriculum that supports children’s l ifelong learning that expands and develops their prior skills and abilities.

RELATIONSHIPS and WELLBEING

We believe in building positive, nurturing and respectful relationships with children and their families, as it is vital to children’s learning and their wellbeing.

We believe in providing a positive and supportive environment that caters for all children and their families and have a strong belief and focus on Growth Mindset.

NEW LEARNING

We will continually seek ways to improve our knowledge and understanding for children and meet the needs of children, families, staff and the community. We have a focus on skilful learning and S.T.E.A.M (Science, Technology, Engineering, Arts, Mathematics) and Literacy.

We will do this by,

• Providing a safe, caring and interesting environment, which is supported by professional, enthusiastic and caring staff and by developing partnerships with parents, families and the community

• Providing a curriculum that is in a play-based, early childhood setting—that is engaging, is age appropriate, is inclusive and meets the needs of children.

• We use the National Early Years Learning Framework – Belonging, Being and Becoming, to plan, assess, report and gather information on children’s learning

• We will the meet the National Quality Standards to an exceeding level.


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 Area 1: Standards and elements

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.

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

Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

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

Element 1.1.5 Every child is supported to participate in the program.

Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

Standard 1.2 Educators and co-ordinators 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.

Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.

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.


Quality Area 1: Related sections of the National Law and National Regulations

Standard/element National Law (section) and National Regulations (regulation)

1.1 section 168 Offence relating to required programs

1.1 section 323 Approved learning framework

1.1 regulation 73 Educational programs

1.1 regulation 75 Information about the educational program to be kept available

1.1 regulation 76 Information about educational program to be given to parents

1.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

Quality Improvement Plan for QA1 Summary of strengths for QA1

Strengths

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.

• At West Lakes Kindergarten we have a centre Philosophy that guides our program, teaching and practices. This is displayed for our

community in our centre information book (handbook), displayed around the centre and on our website. The staff team and the parent committee review our Philosophy every year to ensure it reflects our current beliefs, values and practices. This is available in our program plan and our Staff Induction Folder.

• We use the Early Years Learning Framework to guide our planning, programming, reporting and documenting children’s learning. We do this through program planning, observations, Individual Learning Plans, Negotiated Education Plans, Statement of Learning, Children’s Communication Books, Newsletters, Reflection Sheets and displays.

• We gather information about each child such as their identity, their strengths, how they learn, their culture and we do this through the Star Sheet, enrolment processes and conversation from parents. We use this information when planning our program and meeting the needs of children.

• We use the DECD Numeracy and Literacy Strategy/Indicators to inform our program of intentional teaching, to provide learning experiences and gather data about numeracy and literacy skills. We use the Jolly Phonics Program to talk explicitly about rhyme, letters, and sounds and we focus on numeracy symbols such as numbers, time, money and musical notes. We use a range of


pedagogies to engage children in learning such as songs, rhymes, learning words in other languages and providing a range of literacy activities and experiences including 21st Century learning such as e-books and numeracy apps,

• We have a Numeracy Improvement Cycle – We gather information from families and children about their numeracy learning at the start of their time at Kindergarten and at the beginning of term 4.

• We intentionally teach children and gather information about children’s dispositions such as resilience and confidence for challenging learning, problem solving in different contexts, growth mindset. We will do this through targeting resources to provide training for staff and purchase the kit on the Program ‘You Can Do It’ Program. This focusses on building resilience, confidence, skills in problem solving and having a growth mindset.

• We have a Literacy Improvement Cycle where we support phonological awareness and literacy development and we use the Jolly Phonics program. This also links with our local feeder schools.

• We provide ‘Learning Challenges’ support children to engage in intellectual stretch and develop confidence and to have a growth mindset in the areas of Literacy.

• We support children to develop their Intellectual stretch with their families through the Take Home Numeracy Adventure Bags for children to take home to do with their families. These bags include activities that will promote numeracy as in a fun and engaging way and provides for extension and basic number facts and links with the DECD Numeracy Indicators.

• We share learning outcomes with families and the children and we do this through children’s Communication Book, newsletters, learning stories called ‘Reflection Sheets’, displays and children’s work,

• We have a written program that is displayed for parents that shows what we will be teaching and learning each day and it incorporates inside and outside learning with a play-based focus. We have a WLK Term Overview that is sent home at the beginning of each term informing parents of our learning plan, activities or excursions, pupil free days, public holidays and other information such as what to bring, what books we are learning about. We also display for parents our Daily Plan that show what time we will be doing activities and having lunch etc.

• Our Program is developed in conjunction with the children, parent, families and the staff team. We capture everyone’s ideas through our Wonder Wall, parent suggestions box, emails, parent meetings, children needs, committee meetings, assessments and the Early Years Learning Framework and the National Quality Standards

1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. • We gather information on each child’s current knowledge ideas, cultures, abilities, and interests to inform our program and practice

through: o Our enrolment procedures, o our Star Sheet from parents(which gathers information about each child’s strengths, needs, family traditions, culture, sleep and

rest, care etc), o staff observations under the EYLF headings, o Observations - running records o Children’s Voice – Wonder Wall o regular parent /teacher chats with parents – informal and formal,


o Individual Learning Plans developed in conjunction with the parents, o communicate regularly with families via email o the children’s Communication Book, o use reports from other agencies and support services, o use assessments such as the Pre-School Screening tool, Articulation and Oral Language - Phonological Awareness Screening.

• With this information we plan our program and include children’s choice. For example: we support children to plan and set up the outdoor area and develop play areas that suit their interests, abilities, culture and needs – such as having a child teach the other children about their home language, growing their own plants and bringing in their special toy from home

• We provide for children to share their ideas and use their imagination and make space and resources available for them to do this – such as building their own cubby houses, having music and scarves for them to use, listening to their stories and supporting them to be creative.

• In our program, we make sure there is time in the day for children to have sustained time for play indoors and outdoors, to explore, create and playing and to maximise opportunities for each child’s learning.

1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

• We have a daily routine so that children know what is next and what is expected and this supports the children to feel safe, comfortable and prepared. We have this as a large visual board so children can look at it whenever they need to, to know what is next. This board and the routine is able to be changeable, to allow for changes or to follow children’s needs.

• Our routines are shared with families through the centre handbook, on display and we have a visual story board of our routines. • Our routines are followed to support children’s learning, so that children can learn self-help skills such as getting their lunchboxes and

packing away. • Our educators build positive interactions with children by – engaging and enjoying play activities and experiences together,

intentional teaching, providing a predictable routine that children are aware of and comfortable with, and having opportunities for spontaneous learning.

• We also provide smaller groups called ‘Workshops’ to support children’s needs such as the ‘Orange Group’ that supports children with fine motor skills and speech and language development. We also provide for children who need extension through accessing support services, referrals, providing activities that they are interested in to build their knowledge and skills and linking with their families.

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

• Each child has a Communication Book that captures information and documentation such as the o Information on Early Years Learning Framework o The Communication Book and its importance o Curriculum plan,


o Individual Learning Plan, o Children’s work and learning, o Photos, o Reflection Sheets o Parent comments o Reminders

• The Communication Books are available at all times for parents and children are displayed in the main Kindergarten room. The

Communication Book is available to take home each week to show and celebrate their learning, to the child’s family and extended family members and friends. Families are encouraged to write comments in the Communication book to support their child’s learning. Families are also encouraged to write message or comments to the staff or visa versa. • With the children’s parents we discuss and document the Individual Learning Plan (ILP) so we can plan to support their child’s

learning and needs. This is documented and a copy is given to parents in the Communication Book and a copy put in the child’s observations folder. The Individual Plan is updated throughout the year, to record further areas or support or extension, when assessments have been completed, support from other agencies etc.

• An Observation Folder is kept containing each child’s observations from educators. This information is shared with parents at ‘Parent Chats’ and informs planning for the child and the program. Separate assessments and other agency reports are filed in individual files in the locked filing cupboard in the office.

• We have a DECD Statement of Learning for each child in the Kindergarten program that informs parents and their feeder school, about their learning journey, areas of strength, areas of need, literacy and numeracy skills, support provided and other information needed by the school. A signed copy is given to the parents and one is sent to the school.


1.1.5 – Every child is supported to participate in the program.

• We have a Priority of Access Policy to guide enrolments and access into our centre. This has been updted in 2017 to reflect the changes to catchment areas and the DECD priority of access guidelines.

• We support every child to participate in the program by gathering information about the child’s social cultural and linguistic diversity and including their learning styles, abilities, gender, needs, diagnosis, family circumstances and using this information to guide our program and practice. We do this through the child’s enrolment information, the Star Sheet that is completed by parents about their child’s strengths, needs, cultural and family traditions, extended family support and sleep and rest needs.

• At West Lakes Kindergarten and Early Childhood Centre we believe in supporting children’s individual needs and provide an environment that provides a safe, secure, respectful and reciprocal relationships, builds partnerships, have high expectations and equity and respects diversity. We do this by ensuring we build positive relationships with each child and their family by having regular conversations and updates about their child’s learning and wellbeing, formal and informal meetings such as the development of Negotiated Education Plans and Individual Learning Plans, understanding the children’s needs and their interests, supporting each child and their family to access support, if required.

• We ensure that all children are included and we do this through the enrolment process, supporting their health needs through professional training and targeted resources, by referral for support, access to Bilingual support, Speech Pathologists and Psychologists to best meet the needs of each child. By listening to all children, respecting and learning about different family traditions and celebrating each child,

• We collaborate with other agencies and support services and document this through ILP, assessments, reports, NEP, meetings, accessing suitable equipment.

• We gather information about children with a range of assessment and observations such as the DECD RRR- Respect, Reflect, and Relate tools such as Involvement Scales.

• We believe that a strong cultural identity is essential to children’s healthy sense of who they are and where they belong. We promote children’s cultural competence and provide for an inclusive environment in our centre.

At West Lakes Kindergarten we: o Gather information about children and their family’s culture through: o enrolment forms, the Star Sheet, parent and children’s conversations (formal and informal), o celebrating cultures through family posters, o recognising, teaching and celebrating languages other than English, o display information about cultures within our community, o recognising cultural traditions and food, o include families and extended family members in our program and events, o resources and equipment that are culturally inclusive, o and providing a range of cultural learning experiences and activities, o respectful of families and children’s cultures, o include cultural values in policies, practices and expectations, o we acknowledge and address any bias and counter racism,


o we display and recognise the Karna acknowledgment and welcome, o we discuss cultural values at staff meetings and plan activities that are inclusive of all children and their cultures. o The staff follow the Code of Ethics for the South Australian Public Sector and follow the values of democratic values, service,

respect and courtesy, honesty and integrity, accountability and professional conduct standards.

1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

• We develop children’s agency through ‘workshop time/group time’ where we provide learning opportunities for children to develop their agency and learning dispositions. We do this through supporting children to learn and be involved in activities that develop their problem solving, plan what they want to do, co-operate with others and build their confidence. We do this through encouraging and having positive interactions to celebrate children’s attempts.

• As a centre we have a Growth Mindset, where we believe that abilities and intelligence can be developed through effort, persistence, trying different strategies and learning from mistakes in a play-based environment.

• We support children to be Skilful Learners, where children think about their own learning and knowing that they are learning how to learn. We do this through using the language of learning with the children and show, support encourage and provide time and opportunities for children to practice and develop their new skill.

• We support children to make their own choices and decisions by having activities and experiences available to children at ‘arm’s reach’. This way the children can choose what they would like to play with and learn about and develop their decision making.

• We build children’s agency through them being involved in planning and decision making such as together we plan the term program, and we listen to their questions and answer which is displayed on the ‘Wonder Wall’. We encourage children to lead their own learning through listening to them and making resources available for their area of interest..


1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

• We have a centre flow chart that informs parents and staff about capturing children’s learning and the documentation collected and that informs planning.

• Each program in our centre has a cycle of planning flowchart that informs staff and parents of the process of assessment, planning, documenting and evaluation.

• Educators collect observations on children and their learning and written documentation is stored in the locked office, in the Observations Folders. These include, Star Sheet, assessments, observations, running records, ILP, NEP, Statement of Learning, transition reports, children’s work. This information is shared with parents at meetings and to inform planning and support for children.

• We collect information on each child to inform our assessment of our planning and their learning. We gather information such as literacy and numeracy skills, following instructions, understanding language (expressive and receptive) fine motor skills. We repeat this in their last term to inform progress made and report this information to parents and the child’s school.

• For children with highlighted needs, we discuss with the parents about some further screening. We use the Preschool Screening Tool to find out more about a child’s needs. We also use the Articulation and Language Screening Tool and Phonological Awareness Screening Tool if children have highlighted concerns in these areas.

• Information about each child is then used during our planning time to inform our program plan and support children and their needs.

• Each family is informed about our planned program through a term overview, curriculum plans, newsletters, a weekly program plan that is displayed at the centre, opportunities for feedback in the children Communication book and through the Suggestions Box and email.

• Educators meet weekly to evaluate the week’s curriculum and plan fortnightly, with a written program displayed in the centre for all staff and families. (near the office door)

• Children who receive Pre-School Support and are in the Speech and Language and children, have individuals files to capture and record relevant information including meetings with support staff, conversations with parents, assessments and reports, hearing assessments, preschool support funding. These are located in the office in a locked filing cupboard.

• Numeracy and Literacy Indicators -We use the Numeracy and Literacy Indicators to plan, gather data and report on children’s learning. We access further training on numeracy and link with the DECD Western Adelaide Shores Partnership to develop the numeracy skills of educators and our centre. We represent numeracy in a powerful engaging and positive way to the staff, families and the children to build a growth mindset for mathematical skills. We have a whole site agreement about ‘What is Numeracy, how it can be identified, how it can be documented in preschool. We incorporate numeracy in our play based curriculum and have intentional teaching strategies and we capture data that will inform our planning and programming to support targeted intervention.


1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning. • We use the Early Years Learning Framework, the Respect, Reflect and Respect – Active Learning Environment and the children’s

interests and learning needs, to set up our environment with engaging activities to support and extend their learning and wellbeing.

• Educators respond to children’s learning through a range of ways. Throughout the day staff listen and observe children to see how they can best support their learning, they provide activities that have intentional learning and teaching outcomes, to support skill development.

• Educators extend on children’s skills, abilities and knowledge by encouraging children to have choices, to support children to learn more about their topic of their interest through research or providing resources. To develop intellectual stretch, creativity and complexity children are able to choose ‘learning challenges’. These learning challenges support children in a range of areas such as fine motor skills, mathematical, literacy, problem solving, persistence and they are provided in an engaging and fun way in a play-based environment.

• Educators support children with their individual needs through knowing their strengths, needs, learning dispositions and having positive interactions with children. This information is collected in a range of way including a

• We provide a range of different strategies to engage children in learning including having small and large groups time for intentional teaching in a particular skill or knowledge or having time for individuals to explore, create, learn or have a conversation with the educator.

• We make the most of teachable moments, asking questions to further their learning, talking about their topics, providing resources to build their understandings.

• We offer a range of trolleys that have particular focus such as the Outside Literacy, Home Space, Physical movement so that children can access these resources, to support intentional teaching, learning and children’s choice.

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

• As a staff team we meet on regular basis (weekly) to reflect and evaluate on our program and practice and this is recorded with the weekly planning sheet (written in red pen) and stored in the Programming Folder. We meet as a large staff team every two weeks. We use this information to inform our program and practice, make changes if necessary, discuss what worked well, come up with new ideas and meet the needs of children.

• We record and document the evaluations in staff meeting minutes and relay this information to all staff through the Staff Communication Newsletter (see Folder Staff Communication Newsletter)

• We also discuss children’s skills and abilities and learning as individuals and in groups. We plan for how we group children and whether it is dependent on age, ability or gender. If children need targeted support we provide intervention in the ‘Orange Group’ and access further support through referral to support services. (This is evident in the staff meeting minutes)

• Quality Teaching and Learning - Our aim is that all children are supported to achieve or exceed agreed standards such as the Numeracy and Literacy Indicators. We support educators to build their capacities to design, teach and assess numeracy and literacy learning which will engage intellectual stretch and growth mindsets


• We design learning through the STEM (Science, Technology, Engineering and Mathematics) program to engage children individually, in small group and in large group.

• Additional Support -We use data to inform our program and practice of children who need additional support and/or challenge and target support and resources to this. Our intervention processes are be timely, targeted, purposeful and time-limited.

Key improvements sought for QA1 Standard/element

1.1.1 1.2.2 1.1.1 Curriculum decision making contributes to each child's learning and development outcomes in relation to their identity, connection with community, well-being, confidence as a learner and effectiveness as communicators 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning

Improvement goal • DECD Results Plus – Continue to develop our Numeracy and Literacy Improvement Cycle – target and resource a small number of numeracy and literacy priorities to gain higher achievement. Include children’s and families feedback, identify and enact outstanding practices – site, partnership and elsewhere

• DECD Results Plus - Enact changes in Pedagogical practice – Continue to develop 2 practices that engage and intellectually stretch learners, develop resilience and growth mindset and improve numeracy and literacy achievement. (DECD Literacy and Numeracy Strategy and Indicators – See West Lakes Kindergarten Working Document)

Standard/element 1.2.1

1.2.1 Each child’s Learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.


Improvement goal • DECD Results Plus – Continue to develop our skills and processes for tracking and monitoring every learner’s growth – Track, monitor and respond to every learner’s growth in numeracy and literacy development and engagement at least four times a year including a system/process, regular discussion with educators, and analyse this information and how it informs practices.

• (See West Lakes Kindergarten Working Document)


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

Improvement goal DECD Results Plus – Continue to identify and enact clear intervention processes – embed and use the new referral and support system for children with emerging needs and diagnosed needs. (See West Lakes Kindergarten Working Document)


Improvement Plan West Lakes Kindergarten and Early Childhood Centre

Working Document 2017 Quality Area 1

Educational Program and Practice Standard/element Identified Target - what

outcome or goal do we seek?

Priority

(LMH) How will we get this outcome?

Steps Success measure

By when?

Completed

1.1.1 Curriculum decision making contributes to each child's learning and development outcomes in relation to their identity, connection with community, well-being, confidence as a learner and effectiveness as communicators 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning

• DECD Results Plus – Continue to develop our Literacy Improvement Cycle – target and resource a small number of numeracy and literacy priorities to gain higher achievement. Include children’s and families feedback, identify and enact outstanding practices – site, partnership and elsewhere

• DECD Results Plus - Enact

changes in Pedagogical practice – continue to develop 2 practices that engage and intellectually stretch learners, develop resilience and growth mindset and improve numeracy and literacy achievement.

Numeracy Improvement Cycle – • We will gather information from

families and children about numeracy learning at the start of their time at Kindergarten and in term 4.

• Intentionally teach children and gather information about children’s dispositions such as resilience and confidence for challenging learning, problem solving in different contexts, growth mindset. We are continuing to implement the ‘You Can Do It’ Program with the children to focus on building resilience, confidence, skills in problem solving and having a growth mindset .

• To support Intellectual stretch, creativity and complexity and to introduce S.T.E.A.M. learning at home with families, we will research, create resources and put into practice the take home Learning Packs. These bags will include activities that link with the DECD Numeracy and Literacy Indicators and develop STEAM skills and understandings, including topics such as:

• Mathematics,

• We will have a Numeracy and Literacy Improvement cycle that will supports children’s learning and guide educator’s practices.

• We will use the DECD Results + expectations to support children to meet the standards (literacy and numeracy indicators)

By the end of term 4

Completed… • All children have

information collected about their numeracy learning, which is used to support and extend their learning.

• The centre uses the ‘You Can Do It’ Program to support children to learn about confidence, resilience, getting along, persistence and organisation.

• We use the growth mindset throughout our curriculum, planning and the language we share with children and their families including ‘I can do it” and ‘mistakes are ok when learning new things’

• We have introduced the very


• Literacy • Science, • Technology, • Engineering, • Arts, • Nature, • Wellbeing • Literacy Literacy Improvement Cycle • To support phonological awareness

and literacy development we will use the Jolly Phonics program. This also links with local feeder schools

• We will work collaboratively with the centre’s Speech Pathologist to develop the educator’s and family’s knowledge of phonological awareness and extend our pedagogical practices. We will do this through accessing workshops,

• We will continue to extend children’s literacy skills with the Learning Challenges to support children to engage in intellectual stretch and develop confidence and growth mindset in the areas of Literacy.

popular and successful STEAM Take Home Learning Packs! These packs support children and their families understand and enjoy STEAM skills together. Families record their learning in the Communication Books.

• During term 2 we have planned and taught Jolly Phonic to support children with their phonological skills.

• We have introduced Learning Challenges to the children and they are very engaged with learning how to problem solve and ‘turn their brains on’ to doing and thinking in different ways.

1.2.1 Each child’s Learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation

• DECD Results Plus – Continue to develop our skills in tracking and monitoring every learner’s growth – Track, monitor and respond to every learner’s growth in numeracy and literacy development and

M Numeracy and Literacy Indicators • We will use the Numeracy and

Literacy Indicators to plan, gather data and report on children’s learning.

• We will research, access and put into practice the upcoming DECD assessment requirements.

• We will access further training on

We will have relevant data from tracking, monitoring and responding to children’s learning and this information is used to meet children’s


•We use the Numeracy and Literacy Indicators to plan our curriculum, gather information about their learning and share this information with their parents


engagement at least four times a year including a system/process, regular discussion with educators, and analyse this information and how it informs practices.

numeracy and mathematics and link with the WAS Partnership to develop the numeracy skills of educators at our centre.

• We will represent numeracy in a powerful engaging and positive way to the staff, families and the children to build a growth mindset for mathematical skills.

• We will have a whole site agreement about ‘What is Numeracy, how it can be identified, how it can be documented in preschool.

• We will incorporate numeracy in our play based curriculum and have intentional teaching strategies.

• We will capture data that will inform our planning and programming to support targeted intervention four times a year.

learning needs.

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

• DECD Results Plus – • Design learning through

the STEAM (Science, Technology, Engineering, Arts and Mathematics) program to engage children and develop creativity, complexity and intellectual stretch.

• Continue to identify and enact clear intervention processes – embed and use the new DECD referral and support system for children with emerging and diagnosed needs.

M Quality Teaching and Learning • Our aim is that all children are

supported to achieve or exceed agreed standards such as the Numeracy and Literacy Indicators

• We will support teachers to build their capacities to design, teach and assess numeracy and literacy learning which will engage intellectual stretch and growth mindsets

• Design learning through the STEAM (Science, Technology, Engineering, Arts and Mathematics) program to engage children and develop creativity, complexity and intellectual stretch. .

Additional Support

All children will be supported with quality teaching and learning and have additional support for children with emerging or diagnosed needs.


Completed… • We use the

Numeracy and Literacy Indicators to plan our curriculum, gather information about their learning and share this information with their parents.

• We design learning with a STEAM focus and have highlighted STEAM workshops, guest speakers, incursion and activities to


• We will use data to inform our program and practice of children who need additional support and/or challenge or extension and target support and resources to this.

support their intellectual stretch and problem solving.

• We used information collected via observation, assessments, agency reports and screening tools to support and extend children’s learning.


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


Standard 2.1 Each child’s health is promoted.

Element 2.1.1 Each child’s health needs are supported.

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.

Element 2.1.3 Effective hygiene practices are promoted and implemented.

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.

Standard 2.2 Healthy eating and physical activity are embedded in the program for children.

Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

Standard 2.3 Each child is protected.

Element 2.3.1 Children are adequately supervised at all times.

Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.

Element 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

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.




2.1.2, 2.3.1, 2.3.2 section 165 Offence to inadequately supervise children

2.3.2 section 167 Offence relating to protection of children from harm and hazards

2.1.3, 2.1.4, 2.2.1 regulation 77 Health, hygiene and safe food practices

2.2.1 regulation 78 Food and beverages

2.2.1 regulation 79 Service providing food and beverages

2.2.1 regulation 80 Weekly menu

2.1.2 regulation 81 Sleep and rest

2.3.2 regulation 82 Tobacco, drug and alcohol free environment

2.3.2 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

2.3.4 regulation 84 Awareness of child protection law

2.1.4, 2.3.3, 2.3.4 regulation 85 Incident, injury, trauma and illness policies and procedures

2.1.4, 2.3.3, 2.3.4 regulation 86 Notification to parents of incident, injury, trauma and illness

2.1.4, 2.3.3, 2.3.4 regulation 87 Incident, injury, trauma and illness record

2.1.4 regulation 88 Infectious diseases

2.1.4 regulation 89 First aid kits



2.1.1, 2.1.4, 2.3.2 regulation 90 Medical conditions policy

2.1.1, 2.1.4, 2.3.2 regulation 91 Medical conditions policy to be provided to parents

2.1.1, 2.1.4 regulation 92 Medication record

2.1.1, 2.1.4 regulation 93 Administration of medication

2.1.1, 2.1.4 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency

2.1.1, 2.1.4 regulation 95 Procedure for administration of medication

2.1.1, 2.1.4 regulation 96 Self-administration of medication

2.3.3 regulation 97 Emergency and evacuation procedures

2.3.3 regulation 98 Telephone or other communication equipment

2.3.2 regulation 99 Children leaving the education and care premises

2.3.1, 2.3.2 regulation 100 Risk assessment must be conducted before excursion

2.3.1, 2.3.2 regulation 101 Conduct of risk assessment for excursion

2.3.1, 2.3.2 regulation 102 Authorisation for excursions


Related requirements

2.3.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

2.1.1, 2.3.2, 2.3.3 regulation 161 Authorisations to be kept in enrolment record

2.1.1, 2.1.4, 2.3.2, 2.3.3

regulation 162 Health information to be kept in enrolment record

2.1.1, 2.1.3, 2.1.4, 2.2.1, 2.3

regulation 168 Education and care service must have policies and procedures

2.1.3, 2.2.1, 2.3 regulation 168(2)(a) Policies and procedures are required in relation to health and safety, including matters relating to: (i) nutrition, food and beverages, dietary requirements; and (ii) sun protection; and (iii) water safety, including safety during any water based activities; and (iv) the administration of first aid

2.1.4, 2.3.3 regulation 168(2)(b) Policies and procedures are required in relation to incident, injury, trauma and illness procedures complying with regulation 85

2.1.4 regulation 168(2)(c) Policies and procedures are required in relation to dealing with infectious diseases, including procedures complying with regulation 88

2.1.1, 2.3.3 regulation 168(2)(d) Policies and procedures are required in relation to dealing with medical conditions in children, including the matters set out in regulation 90

2.3.3 regulation 168(2)(e) Policies and procedures are required in relation to emergency and evacuation, including the matters set out in regulation 97

2.3.2 regulation 168(2)(g) Policies and procedures are required in relation to excursions, including procedures complying with regulations 100 -102

2.3 regulation 168(2)(h) Policies and procedures are required in relation to providing a child-safe environment


2.1.1, 2.1.4, 2.3.3, 2.3.4

regulation 177 Prescribed enrolment and other documents to be kept by approved provider: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

2.1.1, 2.1.4, 2.3.3, 2.3.4

regulation 178 Prescribed enrolment and other documents to be kept by family day care educator: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

Quality Improvement Plan for Q2 Summary of strengths for QA2

Strengths

2.1.1 Each child’s health needs are supported. Each child’s health needs are supported, monitored and promoted. We do this by ensuring: Staff support children by :

• Staff are trained in First Aid and certificates are stored in the educator’s files in the office, in the locked filing cabinet. • A qualified first aid staff member is on duty at all times. ( Staff first aid qualifications DECD Applied First Aid, Asthma and

Anaphylaxis and CPR refresher course in 2015 (records in the staff individual files) • Staff are aware of children’s health and physical needs by: • DECD First Aid Policy and medical management and having centre procedures on Medical Conditions– (See Policy Folder) • Health Information is shared with staff at the centre through Health Care Plans, displays and documentation in the first aid

area(near the girls fridge), medical conditions list in the induction folder and in the office, and medical bags clearly labelled with child’s name, photo and medication and Health Care Plan inside.

• Confidentiality is maintained at all times as staff are aware of the Code of Ethics and confidentiality. • Parents complete the enrolment form highlighting health needs, • If a child has a health need, the relevant documentation is completed such as a Health Care Plan by a medical professional

We work closely with each family with medical needs to ensure we are aware of the health requirements and document this. Children are monitored:

• Children are monitored and supervised throughout their day at Kindergarten. • We have effective processes in place including policy and procedures on Dealing with Medical conditions, administration of first

aid (including self-administering medication), incident, injury, trauma and illness and dealing with infectious diseases. • We document all health care as outlined in our procedures • we use the DECD Health Support Planning document to guide our practices on medical needs, • We record all medication and expiry date and monitor them, (in the First Aid space near girls fridge) • All teaching staff are


• We relay any health information to the parents either face to face, via a phone call and a note in their family pocket. • We record Health issues in the First Aid Folder and Medication Folder (in folder, in a book case near the office door)

Health needs are promoted: • Educators discuss health needs with parents and information is available in the centre information book, procedures, displays

eg (Anaphylaxis), and on the parent information stand. • We advised parents of any health warnings as displayed on the sign-in pages and on the parent notice board. • We discuss health needs with the children (where appropriate and with permission), so children are aware of other children

and their own health needs and how be responsible. (eg being an allergy aware centre)

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.

• We have a WLK Sleep and Rest policy and procedure for children who may need a rest or sleep at the centre and when we need to contact families. We also record this in the Sleep and Rest Folder (NQS folders) and inform parents verbally and with a written note in their Kindy Family Pocket.

• We have a Sleep and Rest mattress, with sheets, pillows, that is available for children to rest in a supervised area. These are washed after each use in the Kindergarten’s washing machine. Provide a quiet room for children to rest if they need time to, sit or lay down. (Our Quiet and Cosy Room or the Sensory Room)

• If children are tried: o We will provide them with a comfortable chair, lounge chair or a mattress to use. o We will provide a clean sheet and pillow case, if they feel like a lay down. o If children fall to sleep during that time we supervise them and ensure they are comfortable and safe at all times. o If the child is extremely tired and it is interrupting their behaviour and learning, we will contact the parents to discuss and

determine whether the child needs to be collected for a larger sleep at home. o If the child appears to be sick, we will supervise them and contact the parents immediately to inform them, discuss and

arrange collection. (we refer to the Policy book—Staying Healthy in Child Care o We will work closely with other agencies such as health professional on the best way to support children with rest and

sleep. o Ensure that children are not overdressed or overheated during sleep o We will inform parents if their child has needed an extended rest, or they have fallen off to sleep. We will record it in the

Rest and Sleep folder found with the medical folders, next to the office door and a note will be placed in the parent’s Kindy pockets.

o Children who are unwell will be given the highest supervision priority and monitored constantly especially if the child has: a high temperature, vomited or received significant trauma to their head


2.1.3 Effective hygiene practices are promoted and implemented. • To ensure effective hygiene we have WLK Hygiene/Toileting/Nappy Change Procedures • To ensure safe and hygienic food storage we have 2 fridges where children keep their food and snacks. • Children wash their hands before eating and actively support children to learn hygienic practices including hand washing,

coughing, and dental care. Children bring all their food from home and we have a Nutrition and Healthy Eating Policy. • Children and their families receive information about effective hygiene practices via newsletters and displays such as effective

hand washing practices. • We teach children and role model good hygiene practices such as hand washing, coughing, dental hygiene and ear care. We

display posters about hand washing procedures. • We have nappy and toileting procedures displayed and followed • We ensure health and hygiene by having a Cleaning Policy and procedures that outline when children’s toys are to be washed,

washing of linen, cleaning of tables. We have a cleaning company come in each night to wash toilets, floors, vacuum and general cleaning duties.

• We record when the toilets have been cleaned in the day and when toys have been washed.

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

• To ensure the control of spreading infectious diseases we have WLK Infectious Control Procedures • We ensure a notice of an occurrence of an infectious disease must be displayed as prescribed information in accordance

with Regulation [173 (2) (g)] and recorded in the diary (We use the document, Staying Healthy in Child Care –Preventing infectious diseases in child care,’ when children have an infectious disease. We use this information to inform our practice and use the information to display to parents when they need to be informed.)

• Where medical attention is, or should have been reasonably sought, a report must be lodged with IRMS as a matter of urgency (within 12 hours).

• Parents • are notified that their children do not attend kindergarten when unwell, e.g. fresh cold, raised temperature, gastro, pale,

lethargic or cough. • Parents are to keep their child at home until well or a Doctor has given the all clear to attend kindergarten. • Parents are to notify the kindergarten if their child is to be absent. • When a child shows symptoms of illness whilst at kindergarten, staff will care for them and contact the parent or emergency

contact number. • All Educators have been trained in current first aid practices including the annual CPR, Asthma and Anaphylaxis refresher

course and Provide Emergency First Aid in Response in Education and Care Setting. • We consume food sitting at tables and in a hygienic manner. • Injuries and illness are managed and recorded by trained first aid staff and is recorded in the folder ‘First Aid’ located in the


book case near the office door. • We collect information about children’s immunisation to inform us of children’s immunisations history and if there is an

occurrence of a vaccine preventable disease at the service, then the child will be asked to stay away from the service for a period of time, known as an exclusion period - as per DECD information 2/2017. The exclusion period is determined by SA Health and is designed to protect those who are at risk of getting the disease and those who may be able to pass the disease onto others. All staff are aware of the policy of Infectious Diseases and managing illness and injuries.

2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

• We follow the Right Bite Healthy Food and Drink Supply Strategy for South Australian Schools and Preschools and relates to the DECS wellbeing strategy and we program, plan and provide learning opportunities for children to learn about healthy food choices.

• We have a WLK Healthy Food Policy and guidelines for bringing food to our centre. This is available to parents on enrolment, in enrolment packages, in the centre information books, as displays and on our website. We provide parents with a list of suggested foods to bring to Kindy and not to bring due to Anaphylaxis.

• At WLK, children bring food from home for morning tea (Brain Food), lunch and afternoon tea. • We promote and teach food safety and healthy food to children as part of the curriculum • Encourage staff to access training as appropriate to the Right Bite Strategy • Provide adequate hand washing facilities for everyone. • Promote and encourages correct hand washing procedures with children and staff. • We promote healthy eating in our program, newsletters and centre handbook and in practice. We have a policy to

encourage healthy eating and drinking at our centre. We also provide a suggested menu to encourage families to supply healthy food at Kindy.

• We have written procedure of the safe storage and heating food and drink. We have a display for families to read about healthy eating and where to go for further information.

• We advise parents at our shared community events, not to bring food with nuts or nut products ( on consent note) • Children eat foods from the green and amber section of the food pyramid and at our end of term community event; we

allow a selection from the red section. • We will program plan and provide opportunities for children to do cooking with healthy food and experience a range of

culturally inclusive healthy foods and ensure we cater for children who have allergies and food intolerances. • We will inform families of cooking activities, ingredients used and obtain written permission from parents for children to do

cooking and eat specific foods.

2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

• We use the Early Years Learning Framework to guide us on planning and providing planned and spontaneous physical activity and we program, plan and provide learning opportunities for children to develop and extend their gross and fine


motor skills. • We invest in quality resources for the indoor and outdoor environment to support children try new activities and experiences

and develop their skills and we ensure we provide opportunities, space and resources to support physical activity • We provide movement and physical activity throughout the day as part of our program as seen in our program plan and

daily routines. • We encourage physical activity in planned experiences such as relaxation poses before lunch time, Tennis SA workshops,

soccer clinics, walking to the park (parent consent and excursion risk assessment completed) and in unplanned experiences such providing resources to encourage physical activities such as climbing frames, balls, space to run and move, music for dancing and sensory activities including finger painting and sensory boxes.

• We have a planned weekly program that highlights the learning in the indoor and outdoor environment and combines gross and fine motor movements, balance, sensory, dance, drama, and frequent opportunities for outdoor play.

• We develop children’s choice by encouraging the children help to set up and plan for physical activity and offering them outdoor resources on a trolley so they can select what they would like to play with.

• Indoor and outdoor areas are set up in a way to promote safe physical play and activities for different age groups and capabilities. • We share information with families about the importance of physical activity and the developmental stages.

2.3.1 Children are adequately supervised at all times. • At WLK we ensure that children are supervised in the indoor and outdoor environment at all times and are within sight and

hearing of an educator. • We have a WLK Child Supervision Procedure (Including the Hygiene/Toileting/Nappy Change Procedures, and Rest and Sleep

Procedures) and they displayed in our centre, in the Induction folder, discussed and approved with staff st staff meetings. A copy is given to all staff members via email. We refer to this at performance management meetings and staff follow these to ensure supervision.

• All children are supervised when on excursions and incursions and we follow the Excursion policy, procedures and child:staff ratios

• All children are supervised during: Inside Learning Time, ,Outside Learning Time, Eating Times, At Home Time(collection time),Sheds, Visitors, Outside the centre

• We have procedures for when staff are a from supervision • We ensure we met the child:staff ratio and have rosters and a sign-in out process for staff to ensure documentation of

supervisions. We follow the NQS requirements of having a qualified staff member at the Kindergarten at all times. (Nominated Supervisor or Certified Supervisor)

• Documented Procedures for our centre when planning for excursions and using risk assessment. • We have an Excursion Policy and risk assessment procedures that include providing detailed information to families including

excursion, destination, mode of transport and written authorisation.


2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury • To ensure safety of children and staff, we follow the Work Health and Safety Act 2012 and DECD requirements • We complete Audits of our Inside, outside areas and garage ( these audits are stored in the WHS folder in the office) • These audits inform us of any hazards that need to be repaired or removed and this information is sent through to the DECD sent

Facilities - Hotline. This information is documented on the Hazard Forms, Daily Checklist, and the Director is informed. When the hazard has been resolved it is recorded on the hazard sheet as being completed.

• We complete a Daily Safety Checks each morning on the inside and outside environment. This is recorded on the clip board that is located near the photocopier and stored in the Centre Check Records.

• We have records of eradicating pests and vermon and this is found in the daily Checks Folder- Pests/Vermon eradication. • A record of all who enters and leaves our centre and all staff are aware of supervising every visitor when children are present to

ensure safety for all children. (as in Child Supervision Procedures) • We have policy and procedures for excursions, that has a written risk assessment prior to the excursion • Detailed information is given to families regarding excursions ( see Excursions folder in the office) • We have records on the attendance of children including the delivery and collection children with the signature of the

responsible person, • We use the DECD Water Policy and have WLK Water Procedures to inform our practice and ensure water safety near water

activities. • We have WLK Sun Protection Policy and Procedures that is approved by CancerSA and we are an approved SunSmart centre. • Staff are trained on using the protective practices, the curriculum and the associated documents. • All adults working with children and volunteers, including the parent committee have a relevant Screening clearance through

DCSI – Depart of Communities and Social Inclusion, to ensure they are a fit and proper person to be on site. • We follow the DECD Child Protection Policy and National Quality Standard 2.3, 7.1 Regulation 168 (2) (h) Related Key

Regulations: 84. • Educators have been trained in Mandatory Notification and have a legal responsibility to contact CARL (Child Abuse Report

Line) on 131478 where they suspect abuse has occurred. • Confidentiality is respected at all times. • The educators volunteers and students are informed of the contact person for child protection concerns at the Kindergarten and is found in the induction folder and emailed to staff.


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

• We have emergency procedures displayed throughout the centre, access to telephones and emergency telephone numbers are displayed. We have emergency equipment including fire extinguishers and fire blanket (that are check regularly).

• We practice emergency evacuation and in-evacuation with the children at the beginning of each term and record it in the centre diary. We have a portable record of children’s emergency contact.

• We have plans for specific incidents and emergencies eg extreme hot weather, bush fires and outlined in the Emergency Management Plan.

• The Emergency Management Plan (listing guides to siege and hostage, severe storms, bomb threat etc) is located near the main telephone in the centre.

• We use the DECD Incident and Response Management System to notify the Education Department, ACECQA of incidents for children and staff and also notify the Educational Director of notifiable incidents. IRMS incorporates reporting and management of Injury Incidents, Notifiable Incidents and Crime incidents for the Health and Safety Services, School Care and Security business units and a recording tool for State Emergencies.

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 WLK staff are trained in DECD RAN-ED Responding to Abuse and Neglect education care training with an online update every

3 years. • All staff are trained, annually, in CPR, Asthma and Anaphylaxis and certificates are recorded in the staff’s individual files, in the

locked filing cupboard in the office. • All staff are trained in the Protective Practices for staff and their interactions with children and young people. • We program plan and include the Keeping Safe – Child Protection Curriculum - The right to be safe, relationships, recognising

and reporting abuse and neglect and protective strategies.

Key improvements sought for QA2


Standard/element 2.1.4 [2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised

guidelines

Identified issue We will collect information about the children’s immunisation history so we can support those children if there is an occurrence of a vaccine preventable disease at the service, and then your child will be asked to stay away from the service for a period of time, known as an exclusion period.

“If your child is not up to date with their immunisations and there is an occurrence of a vaccine preventable disease at the service, then your child will be asked to stay away from the service for a period of time, known as an exclusion period.

The exclusion period is determined by SA Health and is designed to protect those who are at risk of getting the disease and those who may be able to pass the disease onto others.

If we do not have evidence of your child’s immunisation status and there is an outbreak of vaccine preventable disease, your child will be treated as not up to date with their immunisations and excluded.

While individuals, families and public health are ultimately responsible for the prevention and control of infectious diseases, government early childhood services also have a role to play in preventing the spread of vaccine preventable diseases.” DECD Feb 2017


2.2.1 Healthy Eating is promoted

Improvement goal Due to the children having a large range of allergies, we will provide opportunities for children to learn about healthy food choices and provide resources to families about nutrition and healthy food choices.


2.2.1 Every reasonable precaution is taken to protect children from harm and any hazards likely to cause injury


Improvement goal With the upcoming re-development on the Kindergarten’s leased land and the land adjourning the Kindergarten, we will be managing the health, safety and accessibility of all the children, staff and families.


Improvement Plan

West Lakes Kindergarten and Early Childhood Centre Working Document 2017

Quality Area 2 Children’s Health and Safety

Standard/element Identified Target - what outcome or goal do we

seek?

Priority (LMH)

How will we get this outcome? Steps

Success measure By when? Completed

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

• We will collect information about the children’s immunisation history so we can support those children who are not immunised and if there is an occurrence of a vaccine preventable disease at the service, and then your child will be asked to stay away from the service for a period of time, known as an exclusion period.

• All educators are trained

in the annual CPR, Asthma and Anaphylaxis Refresher course.

H • Staff will attend updated first aid training such as CPR, Asthma and Anaphylaxis refresher course.

• All staff have the current qualification of Provide an emergency first aid response in education and care settings/

• Staff to collect information on children immunisation history and support those children to stay away if there is an occurrence of a vaccine preventable disease.

• Staff to update and know the policy of Infectious Diseases and managing illness and injuries.

Children will be supported with staff who have the relevant qualification to provide first aid. Staff first aid qualifications will meet the required qualifications for first aid –NQS and DECD

CPR – Refresher course to be completed term 1 Collection of Immunisation History from each child by the end of term 1 2017

• Completed… All staff have attended the CPR, Asthma and Anaphylaxis refresher course (31st Jan 2017)

• We have collected information about child immunisation to support all children’s health and safety. (Term 1 2017)

2.2.1 Healthy Eating is promoted

We will provide opportunities for children to learn about healthy food choices and provide resources to families about nutrition and healthy food choices.

L • We will program plan and provide learning opportunities for children to learn about healthy food choices.

• We will program plan and provide opportunities for children to do cooking with healthy food and experience a range of culturally inclusive healthy foods.

Children and families will receive information and experiences about healthy eating and food choices.

By end of term 1 and continued throughout the year

Completed… • We have

planned, taught and provided learning opportunities for children to learn about


• We will inform families of cooking activities, ingredients used and obtain written permission from parents for children to do cooking and eat specific foods.

• We will provide information about healthy eating to families.

• We will update our policy on healthy eating and be guided by the DECD Right Bite – Guide to Healthy Eating for South Australian Schools and Preschools.

healthy choices.

• We have end of term celebrations where we share culturally inclusive foods. (Term 1 2017)

2.2.1 Every reasonable precaution is taken to protect children from harm and any hazards likely to cause injury.

• With the upcoming re-development on the Kindergarten’s leased land and the land adjourning the Kindergarten, we will be managing the health, safety and accessibility of all the children, staff and families.

H • To work collaboratively with the Landlord, DECD, developer, builders, parent committee, the children, the families, the staff, the residents, the stakeholders, and the community, to ensure a safe, healthy and managed re-development of the site and the land surrounding the centre .

• To ensure there is adequate access to the centre for families, children, staff, emergency services and parking.

A safe, healthy and accessible centre while the re-development of the site’s land and surrounding land, occurs

Throughout the year

Throughout the year


Quality Area 3: Physical environment This 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.


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.

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

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.

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.

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.

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.

Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.


Quality Area 3: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

3.1.2 regulation 103 Premises, furniture and equipment to be safe, clean and in good repair

3.1.1 regulation 104 Fencing and security

3.2.2 regulation 105 Furniture, materials and equipment

3.1.1 regulation 106 Laundry and hygiene facilities

3.1.1 regulation 107 Space requirements—indoor

3.1.1 regulation 108 Space requirements—outdoor space

3.1.1 regulation 109 Toilet and hygiene facilities

3.1.1 regulation 110 Ventilation and natural light

3.1.1 regulation 111 Administrative space

3.1.1 regulation 112 Nappy change facilities

3.2.1 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade

3.1.3 regulation 115 Premises designed to facilitate supervision

3.1.2 regulation 116 Assessments of family day care residences and approved family day care venues

3.1.1 regulation 117 Glass (additional requirement for family day care



Part 3 of the National Law: Service Approval

regulation 25 Additional information about proposed education and care service premises

Regulations 41-45 Service waiver and temporary waiver

Quality Improvement Plan for QA 3 Summary of strengths for QA3

Strengths

3.3.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose. • Our centre provides an engaging and challenging environment with plenty of physical space. We have careful consideration of the

environment (indoors and outdoors) that allows children to access different areas, move between spaces, explore, experiment, create and express themselves

• Educators and children are able to spend time interacting together in an engaging environment indoors and outdoors. • We have appropriately sized and equipped indoor and outdoor spaces. • Our outdoor area includes a range of plants, trees, rocks, water and has a natural focus. We focus on Nature Play where we have a

mud kitchen, a river through the rocks and sandpit, loose parts play, vegetable gardens, succulent gardens, an indigenous garden, a ‘secret garden’ designed by the children, a range of plants, rocks, tree stumps, grassed area, a chatting circle, a woodwork area,

• Our outdoor area has 2 large shade structures, 2 verandas, one pergola and trees to offer shade and protection from the sun. • We have high stable fencing to ensure safety for the children. • We have 4 toilets and hand washing basins for children and 1 toilet and hand washing facilities for adults. • We have a quiet space for children to rest or sleep located close to the main Kindergarten room called the Quiet and Cosy Room. • We have the Interesting room which is a protected outdoor room, where children can learn about mini beats, do experiments, set

up play spaces including the animal hospital etc. • We have an Art studio in the outdoor area, where children can access art supplies to do painting, pasting, making, clay play etc • We have a nappy changing facility for babies and toddlers with nappy change procedures displayed and cleaning products and a

lidded bin. • We have space available for the office and private conversations, • Our space is flexible so we can move activities and experiences around to engage children and stimulate their learning.


3.1.2 Premises, furniture and equipment are safe, clean and well maintained. • We have WLK Cleaning Guidelines/Procedures • Our premises is cleaned daily (Academy Cleaning Services) • Our furniture and equipment is safe, clean and well maintained condition. • We record cleaning of toys, and home corner equipment. (located in a folder, in a book case, next to the office door) • We record the cleaning of toilets at lunchtime (recorded on the clipboard in the toilets) • We have highlighted colour for cleaning cloths and use hot soapy water • Nappy change procedures are displayed on the wall and the Nappy Change area is cleaned after each use. • We have installed new higher fencing to our front fence line and enclosed the fencing to the vacant paddock and car park

area. We have installed a gated area out the back of the centre, to the car park to ensure safety. • Doors to the Preschool Support Room and the Speech and Language Room have been fitted (2013) with a glass window with

safety glass to improve supervision. • We have installed new double gates to the side of the centre • We have lifted the height of the child proof lock to the gate to the reserve, to ensure that children can’t reach the lock • We complete regular documented audits of our inside, outside and garage area and this documents are found in the WHS

folder in the office • We have Safe Operating Procedures (SOP) for Staff to use the photocopier and Blower

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.

Our learning environment is flexible and responsive to the children’s learning needs, abilities and interests. In our program plan and curriculum we provide a range of resources and activities that are used in a range of spaces in the

centre. We use the Respect, Reflect Relate Tools – Active Learning Environment to ensure we are providing a balanced, safe, flexible and

engaging environment for children. Our children actively engage in a range of indoor and outdoor activities. Our resources are set out so children can choose what they want to play with and access them for themselves. Educators are

there to help if needed. Our centre has a Statement of Philosophy that is displayed in the centre and in the newsletter and in the Centre Information

Booklet. When required, we access adaptive equipment and support service, to support the inclusion of children with additional needs

through services such as DECD SERU – Special Education Resource Unit.


3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

• Our educators structure the Kindergarten environment so that it is inviting, safe and comfortable. This facilitates positive interactions, offers quality activities and experiences and offers a range of open-ended activities in a play-based environment.

• We provide clean tables and chairs for children to sit down and eat and we provide a ‘Quiet, Cosy Room’ for rest and to relax, that is supervised.

• We plan for children to learn in the indoor and outdoor area and provide a range of activities -including active, messy, noisy and quiet play in small and large groups and individually.

• In our outdoor area, we have built-up areas, natural spaces, 2 grassed areas, a cubby house, a home play space, a sandpit, a vegetable garden, a swing area, climbing frames with soft fall, undercover play spaces, shade structures, sheds for safe storage of play equipment.

• Nature Play – We continue to explore, develop and provide a natural play environment for children’s learning and play opportunities. We do this through providing a quality nature play environment for children through continuing to develop our outdoor area by targeting resources and time. We provide a range of quality pedagogical practices to enhance our nature play learning activities including Loose Parts Play, mud Kitchen, river in the sandpit, rocks, tree stumps, a range of plants, succulent garden, indigenous garden and Dinosaur garden.

• Our sheds are organised, labelled for heavy items, with ‘2 person lift signs’, children are not able to go into the shed for safety reason and there are signs to remind staff and children and paints are locked in a cupboard,

• We have a Sustainable Strategy (See Sustainability Strategy located in the office on the pin up board) • We have 2 gardens - vegetables and flowers. • We have constructed our Interesting Room, where children can grow and research plants, and have a closer look at mini-beasts,

complete science experiments and have our Recycling Area.

• 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.

• All our equipment and resources are sufficient and organised so that we all have safe access to them. Children have access to a wide range of resources and we use these resources in a range of ways including inside and outside, together with other adjuncts, to support social interaction, turn taking, developing children’s interests, building confidence and persistence etc.

• Educators regularly change resources around and purchase new ones (See Program Plan on office window and in Planning Folder in the office)


Key improvements sought for QA3 Standard/element 3.2.1 3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments

Improvement goal Nature Play – We will continue to explore and provide a nature play focus for children’s learning and play opportunities. (See West Lakes Kindergarten Sustainable Strategy and Working Document)

3.3.1 Sustainable practices are embedded in service operations.

• Our centre has sustainable practice that is embedded in our centre and routines. We have a Sustainability Strategy including recycling, waste reduction and the use of recycled resources embedded in daily practices.

• We provide a vegetable garden for children to learn about plants, growth and learn about caring for the environment. We also have a frog and fish so children can engage in looking after living things and we hire animals from Nature Education to provide a range of species for children to observe.

• We have a Refundable Program where families bring in their recyclable bottles and cans and we then take them to the recyclable depot and from the money raised, the children decide what we should put the money towards for the Kindergarten.

• An environmental and sustainability strategy that is shared with families that is displayed near the Community Information. • We share information about sustainable practices with families through, newsletters, displays and Communication Book. • Children are encouraged to be part of our Sustainability Strategy through recycling their snack containers and place scape paper in

recycling bins. • Parents provide recyclable paper, cans, and plastic bottles for the centre to use in craft activities and to add to our refundable

bottle collections and take them to the recycling bottle depot.

3.3.2 Children are supported to become environmentally responsible and show respect for the environment. • We have constructed our Environmental Room/Interesting Room where children can grow and research plants, and have a closer

look at mini-beasts, and complete science experiments • We have an outdoor Tinkering area, where children can use a range of natural and man-made resources and tools to construct,

problem solve, investigate, deconstruct and create. • We are actively involved in being environmentally responsible as we have an environmental Sustainable Strategy. We recycle, we

use our food scraps for the worm farm. • We are water wise and have a rain water tank and show respect to the environment by caring for plants, growing vegetables and

our fish and frogs and animals we hire from Nature Education.


Standard/element 3.3.2 3.3.1 Sustainable practices are embedded in service operations.

3.3.2 Children are supported to become environmentally responsible and show respect for the environment.

Improvement goal We will continue to ensure that we have sustainable practices embedded in our centre’s operation and children are supported to become environmentally responsible and show respect for the environment. (See West Lakes Kindergarten Sustainable Strategy and Working Document)


Improvement plan West Lakes Kindergarten and Early Childhood Centre

Working Document 2017 Quality Area 3

Physical Environment Standard/element Identified Target - what

outcome or goal do we seek?

Priority

(LMH) How will we get this outcome? Steps Success

measure By when?

Completed

3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments

• Nature Play We will continue to explore and provide a nature play focus for children’s learning and play opportunities.

L • We will do this through continuing to develop our outdoor area by targeting resources and time. We will explore a range of quality pedagogical practices to enhance our nature play learning activities.

• We will investigate and plan to add a shade structure over our Mud Kitchen to ensure sun safety. (This will depend on the re-development of the centre’s land)

We will have a high quality nature play environment and practices


Completed… • We have continued

to develop our outdoor area, by the children designing, learning and developing our succulent garden.

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

• We will continue to ensure that we have sustainable practices embedded in our centre’s operation and children are supported to become environmentally responsible and show respect for the environment.

L • We will have a sustainability Strategy for 2017 which will outlines ways in which the centre will ensure sustainability including:

• Reduction of paper use, • Investigate solar panels to reduce

electricity costs (dependent on the re-development of the site)

• Growing vegetables and plants with the children in our vegetable garden.

• Increasing the awareness of water consumption by developing a succulent garden with the children, families and educators. We will do this by researching, designing, constructing and maintaining a succulent garden (having water wise plants.)

Our centre will have environmental practices that will support a sustainable centre and children will build on their current knowledge and skills of the environment

End of term 4

Completed… • We have reduced

our paper use through emailing newsletter and invoices to families.

• We use recycled paper to reduce purchasing paper.

• We grow vegetables and herbs in our vegetable garden

• We have timer taps and a water tank to reduce our use of water.


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 Area 4: Standards and elements 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.

Standard 4.2 Educators, co-ordinators and staff members are respectful and ethical.

Element 4.2.1 Professional standards guide practice, interactions and relationships.

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.

Element 4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.



4.1 regulation 169 Offence relating to staffing arrangements

4.1 regulation 118 Educational leader

4.1 regulations 119–120 Age and supervision requirements

4.1 regulations 121–124 Minimum number of educators required



4.1 regulations 125–128 Educational qualifications for educators

4.1 regulations 129–135 Requirements for educators who are early childhood teachers

4.1 regulation 136 First aid qualifications

4.1 regulations 137–143 Approval and determination of qualifications

4.1 regulation 144 Family day care educator assistant

4.1 regulations 145–15 Staff and educator records—centre-based services

4.1 regulation 153 Register of family day care educators

4.1 regulation 154 Record of staff, family day care coordinators and family day care educator assistants


4.1 section 161 Offence to operate education and care service without nominated supervisor

4.1 section 162 Offence to operate education and care service unless responsible person is present

4.1 section 163 Offence relating to appointment or engagement of family day care coordinators

4.1 regulations 46–54 Supervisor certificates

4.2 regulation 55 Quality improvement plans

4.1 regulation 168(2)(i) Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the responsible person present at the service and the participation of volunteers and students on practicum placements.



Strengths

4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times. • To meet the DECD and NQS requirements we will ensure that there are 1:11 (1 qualified staff member to 11 children) at all times.

Educator- to -child ratios are maintained at all times (See staff sign –in and sign out book and roster in the office), • We do this through ensuring we have a maximum of 55 children enrolled at our centre to match with the necessary DECD staffing

levels at each session. • Staff are provided with non- contact time to meet programming needs, meet with parents, meet with inclusion support staff, • Staff sign in/out for Work Health and Safety requirements • We have a staff roster which shows which staff are on each day. This is located with the staff sign on/off pages and in the Staffing

Folder • A First Aid qualified person is on duty at all times. At WLK all of our staff are first aid trained with Applied First Aid and will be

updating their qualifications in Oct/Nov 2015 . See Staff folders for qualification certificates.

4.2.1 Educators, co-ordinators and staff members are respectful and ethical. • Professional standards guide our practice, interactions and relationships and they are interwoven though out our curriculum,

practises and reporting requirements – see examples of the Annual Report, Communication’s Books, Reflection Sheets, NQS Quality areas on procedures.

• All staff work together and use the National Quality Standards and the Early Years Learning Framework. • We have a Statement of Philosophy, policies and procedures • We use the Code of Ethics for the South Australian Public Sector and as a staff team we value democratic values, service,

respect and courtesy, honesty and integrity, accountability, and professional conduct standards. This document is located on the information board in the office and in the staff induction folder

• Updated Staff Induction Information for new and existing staff • Written procedures for nominated supervisors and staff member to resolve differences • professional standards guide practice, interactions and relationships - All staff are aware of relevant professional standards

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 hold regular staff meetings, fortnightly on a Tuesday afternoon where we record information discussed, shared and planned for. We discuss information that has come from Director’s Day and Leader’s Days, DECD and the ACECQA are relayed through, the Diary, conversation, staff communication newsletter, at staff meetings or through Closure Day professional development and


training • We have an agenda for Staff meetings and record decisions and actions and these are located in the folder in the office titled

Staff meetings

• Staff Interactions convey mutual respect, equity and recognition of each other’s strengths and skills. • We have ‘Lead’ teachers and educators each day to ensure that all staff are able to share their expertise and develop their skills

and pedagogies. • We use the strengths of our staff team to develop our program including having 2 teachers who speak Italian, staff who have a

strong focus with technology, staff who have a focus for the outdoor area and staff with musical skills. • To ensure child safety and for staff to work as a team, we have WLK Child Supervision- Procedures which displayed and followed

by the staff team

4.2.3 Our centre has a grievance procedure and our staff covey mutual respect, equity and recognition of each other’s strengths and skills.

• Staff follow the DECD Code of Ethic values and beliefs and it is displayed in the office. • We have WLK Staff Grievances – Procedures that are in our Policy folder, induction folder and given to staff on induction. • We have our Philosophy that is reviewed with the staff team, each year, to ensure it reflects the current staff we have and our

beliefs and practices. • At staff meetings, we follow an agenda plan to ensure everyone has a chance to make comments and suggestions and we

recognise each staff member’s strengths. These strengths are woven into our curriculum plan e.g. playing the piano accordion, gardening, information technology, sensory skills, relaxation poses etc.

Key improvements sought for QA4 Standard/element 4.1.1 4.1.1 Educators-to-child ratios and qualifications requirements are maintained at all times

Improvement goal To meet the DECD and NQS requirements we will ensure meet the child staff ratios to meet the DECD staffing requirements. (1:11) with a maximum of 55 children.


Improvement plan


Quality Area 4 Staffing Arrangements

Standard/element Identified Target - what outcome or goal do we seek?

Priority (LMH)



4.1.1 Educators to child ratios and qualification requirements are maintained at all times.

To meet the DECD and NQS requirements we will we ensure meet the child staff ratios to meet the DECD staffing requirements. (1:11) with a maximum of 55 children.

We will do this through ensuring we have a maximum of 55 children enrolled at our centre with the necessary staffing levels at each session.

We will have the necessary staff to child ratios to meet the DECD and NQS requirements.

By the start of 2017

Completed… • We have

adjusted our staffing to ensure we have a maximum of 55 enrolments and our staff (1:11) staffing ratio requirements.


Quality Area 5: Relationships with children This 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


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.

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.

Element 5.1.3 Each child is supported to feel secure, confident and included.

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.

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.

Element 5.2.3 The dignity and the rights of every child are maintained at all times.



5.2 section 166 Offence to use inappropriate discipline

5.1, 5.2 regulation 155 Interactions with children

5.2 regulation 156 Relationships in groups


5.1, 5.2 regulation 73 Educational program

5.1, 5.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

5.1, 5.2 regulation 162(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156


Strengths

5.1.1 Interactions with each child are warm, responsive and build trusting relationships. • Having positive interactions with children builds trusting relationships and at WLK we ensure we provide this by:

o We have a Statement of Philosophy that is written by the staff team and guides interactions with children, o We provide a relaxed and happy environment. We respond sensitively and engage with children in play and

conversation. We listen and respond to children’s needs. We provide time for morning snack (brain food), lunch and afternoon snack times where educators and children are able to sit and talk with children.

o We focus on building relationships with children by having interactions with each child that are safe, responsive and nurturing to build trusting relationships.

o As a staff team we believe : All children have the right to feel secure and to learn and develop in a psychological and physically safe,

environment All Children have a right to express their feelings and to be supported to develop positive behaviours that


underpin the development of relationships with peers and adults Effective communication and learning occurs when families and educators work together to develop common

goals for a child’s well-being, learning and development. That the consideration of children’s individual, and contextual needs are crucial to successful learning and the

development of positive behaviours That family consultation is valued and their individual perspectives respected Children have the right to be supported by educators who model appropriate behaviours and ensure consistent

limits are set No child should be made to feel rejected, insecure, embarrassed or ashamed

o We do this by: Planning for and providing an environment that promotes a sense of belonging, being and becoming and

provides enhanced opportunities for learning through play Ensuring that limits set are reasonable and understood by all children and adults (as seen in our Kindy rules that is

determined by the children and the staff) Providing an enriching and engaging program that enables each child to experience success, a sense of well

being and gives opportunities to express feelings through sensory and other forms of play (as seen in our program plan on the office window)

Using positive verbal and nonverbal guidance Demonstrating empathy and sensitivity to each child being mindful of the variety of factors that influence

behaviour Planning opportunities for the development of skills including resilience, agency, entry and exit skills when playing,

appropriate risk taking, conflict resolution, independence, leadership, respect for others and communication.(as seen in our program plans )

Interacting positively, using positive language and acknowledging and modelling respectful behaviour Valuing children as individuals within their family and cultural context (as seen in the Children’s Family Posters

displayed around the centre.) Involving children in goal setting, developing group norms and the development of behavioural expectations

and consequences (as seen in our Wonder wall and grouping of children) Intentional teaching of appropriate behaviours and play skills, building on each child’s strengths and

achievements and providing choices when possible. (as seen in our program and Reflection Sheets) Encouraging open two way communication with families to ensure that each child’s rights are met (as seen in

Parent/Teacher chats and the development of the ILP) o Our program plan shows planned experiences and opportunities for spontaneous experiences and routines of children

engaging in conversations with adults. o Children are included in planning (Children’s voice on the Wonder Wall), surveys questions (Annual Report) and collection


of information. (Communication Books)

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.

• We include all children and cater for children with additional needs. Each child has is observed and these observations are documented in the Observation folders including ILP, NEP, and in Child Folders, Communication Book, minutes of meetings with other support agencies, weekly planning sheet, Pre- School Support (PSS), Referral to Support Services

• We have documentation of children’s learning that shows evidence that educator’s support children’s ideas, skills and relationships including PSS Report, Communication Book, Photos, ILP, Statement of Learning and Reflection Sheets.

5.1.3 Each child is supported to feel secure, confident and included. • Each child is supported to feel safe, secure, confident and included. We do this by:

o Providing an environment that is comfortable, welcoming and engaging. Our staff take time to build relationships with children through helping them to settle in, listen, support their needs, make time to meet with their families and support their needs and include culturally and linguist backgrounds.

o Our environment reflects the culture of our centre by having signs and words in home languages eg Spanish, Italian, Japanese. Displays of cultures within the centre such as our Chinese Dragon and Asian dinner set in the home space.

o All children are included in the program of the day, and their individual needs are supported. We do this through small group times, large group time, spending time with individuals- including their families.

o We encourage children with positives to build their self-esteem and confidence as seen in the children’s Communication Book .

5.2.1 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

Each child is supported to work with, learn from and help others through collaborative learning opportunities. • At our centre, we offer a play-based curriculum with intentional teaching times. • We will provide the ‘You Can do it program’ to build the children’s skills in learning in a collaborative through building learning

dispositions such as persistence, co-operation, problem solving, • We will work collaboratively with the Western Adelaide Shore’s to extend children as powerful and engaged learners. • At our site we will focus on developing children in the areas of creativity and complexity through investigating best practice and

integrating this into our centre. • We provide times where children can work collaboratively together such as small group times, mat time, Show and Tell, plus other


activities that support children working collaboratively together such as the Making Table, construction activities, sand play, and group games, inside and outside. We also provide Numeracy and Literacy Treasure hunts where children works together to find numbers or words. Children are able to suggest a topic or interest and work together with another child/ren

• Our environment is set up to support children to play and learn individually, in small or large groups. • We have a written guidelines on the service’s policy on the Interaction with Children

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.

• We have a policy Interacting with Children and includes Behaviour Guidance Code (located in the Policy Folder) that outlines that we promote positive behaviour. It outlines minimising challenging behaviour.

• In our planned program we provide intentional teaching and learning on Protective Behaviours and intentionally teach children and provide activities about keeping safe, being confident to say ‘STOP, I don’t like it”.

• We use the Keeping Safe Child Protection Curriculum to support children to learn about the right to be safe, relationships, recognising and reporting abuse and protective strategies.

• We use the newsletter and display to share this information with parents, and we collect children’s work and display it in the children’s Communication Book.

• We use Visual Stories and Compics to support children’s behaviour and transitioning to activities • We work in collaboration with schools and other professionals, to work with children with additional needs or social difficulties such

as NEP meeting, NEP, term meeting with school, Transition meetings, meeting with other agencies – minutes • We gather information from families about children’s social skills and relationship preferences through Star Sheet, Pre-School

Screening tool, Summary Testing Sheet, Parent Chats. Plans for children who have diagnosed behavioural or social difficulties include ILP, NEP, meeting minutes, Children Folder, PSS, Communication Book

5.2.3 The dignity and the rights of every child are maintained at all times. • We respect all children’s dignity and worth of each individual regardless of race, colour, gender, language religion, opinions, origins,

wealth, birth status and ability. • We have WLK Cultural Competence Guidelines, so we ensure that all children’s cultures are represented and respected. • We have a Policy on guiding children’s behaviour – Interactions with children that staff have reviewed and approved. • We ensure we support access of all children and to ensure fairness we operate WLK Priority of Access procedures for enrolment and

take into account our capacity. • We also have a Toileting and Nappy Change Procedures that outlines that children’s privacy are to be respected and for staff

members to ask permission for educators to support them with toileting.


Key improvements sought for QA5 Standard/element 5.2.1 5.2.1 Each child is supported to work with learn from and help others through collaborative learning opportunities.

Improvement goal

To support children’s participation and learning in a collaborative environments and to build and extend their skills, we will work collaboratively with local high schools and primary schools.


Improvement plan


Quality Area 5 Collaborative Partnerships with Families and Communities


Priority (LMH)


Success measure By when?

Completed

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

To support children’s participation and learning in collaborative environments and to build and extend their skills, we will work collaboratively with local high schools and primary schools and Kindergartens.

L • We will work collaboratively with the Western Adelaide Shore’s Partnership to extend children as powerful and engaged learners.

• Our centre will work and learn together with local high schools to develop learning in groups of different age groups, problem solving, co-operation and positive role modelling. We will design learning with Woodville High School Year 10 Woodwork students, to design and make toys suitable for Kindergarten children.

• All children will have built on their learning dispositions in the areas of co-operation, problem solving, resilience, and persistence.

• We will be working collaboratively with the Western Adelaide Shores Partnership and local schools to build powerful and engaged learners in our community and extend on creativity and complexity experiences.

Term 1 and Term 2 2017

Completed… • We attend

meetings and collaborate with the Western Adelaide Shores Partnership, Early Years Networks and portfolio groups.

• During term 1 2017, the Year 10 students of Woodville High School came to our centre, to support children to learn about design, problem solving and making toys.


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 Area 6: Standards and elements Standard 6.1 Respectful supportive relationships are developed and maintained.

Element 6.1.1 There is an effective enrolment and orientation process for families.

Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.

Element 6.1.3 Current information about the service is available to 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.

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

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.

Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

Element 6.3.3 Access to inclusion and support assistance is facilitated.

Element 6.3.4 The service builds relationships and engages with their local community.




6.1, 6.2, 6.3 regulation 157 Access for parents


6.1, 6.2 section 172 Offence to fail to display prescribed information

6.1, 6.2, 6.3 section 175 Offence relating to requirement to keep enrolment and other documents

6.1, 6.2, 6.3 regulation 73 Educational programs

6.1, 6.2, 6.3 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

6.1, 6.2, 6.3 regulation 75 Information about the educational program to be kept available

6.1, 6.2, 6.3 regulation 76 Information about educational program to be given to parents

6.1, 6.2, 6.3 regulation 80 Weekly menu

6., 6.2, 6.3 regulation 86 Notification to parents of incident, injury, trauma and illness

6.3 regulation 99 Children leaving the education and care service premises

6.3 regulation 102 Authorisation for excursions

6.1, 6.2,6.3 regulation 111 Administrative space (centre-based services)

6.1 regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation

6.1, 6.2, 6.3 regulation 171 Policies and procedures to be kept available



6.1, 6.2, 6.3 regulation 172 Notification of change to policies or procedures

6.1, 6.2, 6.3 regulation 173 Prescribed information is to be displayed

6.1 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

6.1 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

6.1, 6.2, 6.3 regulation 181 Confidentiality of records kept by approved provider

6.1, 6.2, 6.3 regulation 182 Confidentiality of records kept by family day care educator

6.1, 6.2, 6.3 regulation 183 Storage of records and other documents


Strengths

6.1.1 There is an effective enrolment and orientation process for families. • Our centre has an effective enrolment and orientation process ( see Enrolment and Orientation Procedures) • We have a Centre Information and enrolment package that we give to enrolling parents and at our Parent Information Sessions. • We hold regular Information sessions for new families and children and offer Stay and Play for the parent and the child to

experience Kindergarten together. • Parents are able to ring, send an email, letter or use our suggestion box to ask a question or find out information. We use email

and Kindy pockets to keep families of up-to-date information. • Families able to share their understanding of their child’s strengths, interests, abilities and needs through Star Sheet, Parent Chats

and ILP, Enrolment chat and enrolment form, conversations, family posters • We have a DECD West Lakes Kindergarten website that has information about our centre, policies and links.


6.1.2 Families have the opportunity to be involved in the service and contribute to the service decisions through: At WLK we believe it is important that families are involved and we make opportunities for parents to be involved in a range of ways including being part of service decisions. These include:

• Parent Volunteer Management Committee, (with approved DCSI screening clearance) • as a general committee helper, (with approved DCSI screening clearance) • contribute to curriculum through emails, conversations, suggestions box, through the Quality Improvement Plan and review

process, • being part of centre decisions and completing surveys and questionnaires

They can also be part of being • being a volunteer in the centre (with approved DCSI screening clearance) • as a fundraiser, • Providing a skill such as gardening • coming on parent days and centre events, • excursions (with approved DCSI screening clearance) • being part of writing their child’s ILP and Statement of Learning • Parent/teacher chats • Information sessions • Taking home activities and resources to make

6.1.3 Current information is available to families through:

• Current information is available to families in a range of ways including : • Our updated West Lakes Kindergarten and DECD website that have links such as to policies, centre information etc • Conversations with staff • Displays and noticeboards, • information sheets about programs and practices, • Centre Information Enrolment Pack • information of NQS and other information in newsletters, • Communication Books between families and staff and information about the service and some policies available on the

Kindergarten’s website • Policies and procedures – Display Stand • Centre tours • Service Philosophy • Regular contact with families via email to improve communication and make it current and efficient • Access to translation of our centres information via DECD or online Google translation.

Families are supported in their parenting role and their values and beliefs about child rearing are respected.


6.2.1. The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing. We value that families are the children’s first teachers. We welcome parent’s expertise and invite them to share these expertise through:

• Parent management committee - to help be part of making decision’s for the Kindergarten’s community and curriulum • Being an office bearer on the committee • general committee members, • fundraising, • helping in the kindergarten environment, • coming on excursions, • cooking, working bees, • suggestion box, • emails, • written letters, • Child’s Communication Book

6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing. • We display information about Community Services on the front window of the centre and handouts are available on the

Community Information Stand. (in the main Kindy room) • We have a community information displays to refer parents to access community information or agencies. • Parents are able to have a conversation with the Director of with a staff member and guide them to community or support

services. We have business/agency cards and brochures to hand out for private matters and behaviour guidance. • We make referrals to DECD Social Worker for further support or to contact the DECD Special Educator. • We guide parents to the DECD website for information on policies, parenting information and schooling. • We assist families to locate and access local community services and we provide information sessions to families to support

education and care. • We will work with other agencies to support the children’s family education and care.

6.3.1 Links with relevant community and support agencies are established and maintained. • To develop links within the community, we meet with support services and follow confidentially and protocols to ensure

professional relationships are established and maintained • We make and accept referrals from other agencies such as child protection, family support agencies, health professionals, • We support families to make contact with other agencies if need be and with the family’s consent (and when required) share

information about child’s experiences and achievements are shared with other support services and agencies. • We ensure we have consent from parents to share information with other agencies. (DECD consent information)


6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities. We ensure we provide positive transitions for children within our centre and programs, to schools and other centres. We do this by:

• Meeting with local feeder schools to assist children making positive transitions from the centre to school. • To support accountability and transition from home to our centre, we use of the Early Years System (EYS) attendance page, to

records arrival and departure of children with parents/caregivers with signature, time, date. • Parents and Staff record in the sign in pages/diary if someone different is collecting their child (with the parent’s permission). • We do risk assessment when we go on excursions (See Excursion Folder in office) • We provide notes outlining excursions including destination, mode of transport, and get written permission for children to be

taken outside of the service. • We have a Transition Records that record information about children moving onto School (in Observation folder) • To support transition between activities at our centre, we give a verbal warning that we are going to change or pack up 10 mins

to that time and then we ring a bell to inform everyone of transition time.

6.3.3 Access to inclusion and support assistance is facilitated. We support children to be included and access support to ensure children are able to fully participate in the program. We do this by:

• Meet with the parents and child before enrolment as part of our orientation process. • We document children additional needs and support through the ILP and NEP documents. We write the Individual Learning Plan

(ILP) together with parents. • We access support services through referrals, and access support personnel and resources such as Speech Pathologist and SERU

(Special Educational Resource Unit) • We access support through the Pre-School Support Program • Staff access professional development to support children’s needs such as the whole staff team accessing the Speech and

Language Professional Training Day • We discuss children’s needs at staff meetings and document this (in the staff meetings folder and in children’s files) • We have a running record (in children’s files in the locked filing cabinet) for children with highlighted needs/or have been

referred children’s files, that need support, which keeps track of assessments, meetings, conversations with parents and follow-up/actions.

6.3.4 The service builds relationships and engages with their local community. • We work collaboratively with the local community to build relationships and a positive community spirit and atmosphere. We do

this by: o Working with children’s agencies, including schools, health departments and families,


o Developing links with the community through having visits from dentists, police, library, having excursions to the local playground. Doing this to strengthen children’s connections with and understanding of their community. This is displayed in the Children’s Communication Books

o Members of local community members are invited into the service to contribute to the program such as Grandparent’s day, visits from local services such as police, Safety Assist and workshops such as State Tennis and art and clay workshops.

o We support sustainable practices through recycling and children and their parents take our recycling to the local bottle depot. They take photos of the process and return with money from the recycling, so the children can save and purchase for something of their choice, as a group.

o For more information, please see our attached evidence

Key improvements sought for QA6 Standard/element 6.2.2 6.3.4 The service builds relationships and engages with their local community.

Improvement goal To build relationships and a positive community spirit, the Kindergarten, the families and the parent committee will support a local charity of children/people in need. (See West Lakes Kindergarten Working Document)


Improvement plan


Quality Area 6 Collaborative partnership with families and communities

Standard/element Identified Target - what outcome or goal do we

seek?

Priority (LMH)


Success measure By when

?

Completed

6.3.4 The service builds relationships and engages with their local community.

To build relationships and a positive community spirit, the Kindergarten, the families and the parent committee will support a local charity of children/people in need.

L • We will provide information about community services and resources.

• We will research a local community service that requires support from our centre either via fundraising, donation of goods or art work from the children.

• We will provide information sessions to families to support education and care.

• We will work with other agencies to support children’s families’ education and care.

The centre will support a local charity of people in need, to develop relationships and a positive community spirit.

By the end of term 4 2017

• Term 1 2017 – The parent Committee research community groups that our centre can support and have decided upon Backpacks for SA Kids.

• Our 10cent Refundable Program uses the money raised to donate to our charity.


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 Area 7: Standards and elements 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.

Element 7.1.2 The induction of educators, co-ordinators and staff members is comprehensive.

Element 7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.

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.

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.

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.

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.

Element 7.2.3 An effective self-assessment and quality improvement process is in place.

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.

Element 7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.

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.


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.

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


7.1.5 section 12 Applicant must be fit and proper person (provider approvals)

7.1.5 section 13 Matters to be taken into account in assessing whether a fit and proper person (provider approvals)

7.1.5 section 21 Reassessment of fitness and propriety (provider approvals)

7.1.5 section 109 Matters to be taken into account in assessing whether fit and proper person

7.3.1 regulations 158-162 Attendance and enrolment records

7.1.5 regulation 163 Residents at family day care residence and family day care educator assistants to be fit and proper persons

7.1.5 regulation 164 Requirement for notice of new persons at residence

7.3.1 regulation 167 Record of service’s compliance

7.1.1, 7.3.1, 7.3.4, 7.3.5

regulations 168-172 Policies and procedures

7.3.1 regulations 173-176 Information and record-keeping requirements

7.3.1 Regulations 177-180 Prescribed records

7.1.1 regulations 181–-184 Confidentiality and storage of records



7.1.5 regulation 14 Application for provider approval by individual

7.1.5 regulation 15 Application for provider approval by person other than an individual

7.1.5 regulation 16 Matters relating to criminal history

7.2.3 regulation 31 Condition on service approval - Quality improvement plan

7.1.5 regulation 46 Application for supervisor certificate

7.2.1, 7.2.3 regulations 55-56 Quality improvement plans

Quality Improvement Plan for QA7 Summary of Strengths

Strengths

7.1.1 Appropriate governance arrangements are in place to manage the service. • We are operated by the Department of Education and Child Development and have a parent management committee. We are

governed by DECD Governance and Management Policy which includes Confidentiality of Records. • Implementation of appropriate governance arrangements at the service includes records of decision by governing authority.

Management Committee records meetings through agendas and minutes and meets to discuss management and policies. • We provide information about relevant governance structures, name of approved provider and contacts to make complaint

through the centres newsletters, centre’s information book, displays and on our website. • Professional discussion and interrogation of new ideas happen through Closure Days-Professional development and training, staff

meetings, fortnightly planning, conversations. • Appropriate governance arrangements are in place to manage the service- Our centre participates in the DECD Partnerships –

Western Adelaide Shores Partnership (WAS) • We work collaboratively with our local WAS partnership, networks and Early Years Network and attend meetings and contribute to

decisions and planning. • We will work closely with the Early Years Network and support the inquiry question of ‘What do powerful and engaged learners look

like in the early years?’


7.1.2 The induction of educators, co-ordinators and staff members is comprehensive. • We have an Induction Folder (in office) for new staff and it is comprehensive as it contains policies, procedures, induction checklist,

newsletters, etc. The new staff member is able to take this folder and become familiar with NQS, QIP, Early Years Framework, policies, routines, performance management etc

• All staff including permanent, casual and TRT Staff or relief staff are given a tour and time to read the induction folder. Regular TRT are emailed relevant information such as staff newsletters to keep them up-to-date of happenings and procedures, training at our centre and are invited to our staff meetings.

• Permanent staff are placed at our centre by DECD. We record permanent and casual staff - Authority to Work in a DECD site letter and that they have a DECD ID number, permission to work in the Early Years and have the necessary qualifications and training. We document and keep records of these documents in the office.

• We give new staff a tour of where resources are kept and where to find information such as Code of Ethics, NQS, Our Philosophy, first aid, toilets etc

• We complete Work, Health and Safety requirements such as the induction checklist and ensuring staff are aware of our policies and the DECD policies and templates including Injury Management Checklist.

• We ensure staff are aware of WHS - DECDAlert – Hazard information to ensure a safe environment for children and staff. • We have a staff room that is available for staff breaks and it has information about upcoming events, WHS and policies.

7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.

• We understand the importance of the continuity of educators for children’s learning and development and we do this by providing quality regular permanent, contract and relief staff.

• We encourage staff in with positive feedback and have a workplace that has trust and support • We have regular relief staff when the core staff are sick, doing administration or at professional development • We have a Performance Management Policy and staff together with the Director write their Performance Development Plan and it is

reviewed during term 4 of the year. (These are located in the office in the folder -Performance Development Plans) • The Director completes a Performance Development Plan with the Educational Director (line manager)

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.

• We have educational Leader (Director) – In each of the children’s group eg – Blue, Yellow and Green- (Speech and Language)

Group, we have a ‘lead teacher’ to guide the curriculum and teaching. • We meet regularly (at the beginning of each day for an overview of the day ‘Morning Staff Talks’, once a fortnight for planning and


at training sessions and pupil free days) ,and each program has a planning and evaluation cycle (displayed in the office) • Our program is written with the staff team using the Early Years Learning Framework as our curriculum guide and the National Quality

Standards.. • We meet to discuss new ideas and information at staff meeting and professional training days, teacher meetings and ECW meeting

etc

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, committee members and volunteers have a DCSI (Department of Communities and Social Inclusion) Screening Clearance to

enable them to work with children in the centre. • All staff understand their responsibilities as mandated notifiers and the Child Protection curriculum. • Staff are aware of the Code of Ethics. (displayed in the office and in the Induction Folder – located in the office) • Staff are aware of safeguarding children against risks to their safety and wellbeing through regular audits such as DECD Inside,

Playground and Garage Audits, WLK Daily Safety Checks, WHS Hazards and Action Plans, at staff meeting and at Morning Staff Talks. • Adults working with children and those engaged in management of the service or residing on the premises are fit and proper. All

adult working with children and supporting them will have the relevant criminal screening clearance and an understanding of Protective Practices.

There is a commitment to continuous improvement.

7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations. • We have a Statement of Philosophy that is developed as a team and guides our service operations and is given to families in their

enrolment package and it is displayed around the centre. It is reviewed by staff to ensure it follows our current values, beliefs and practices.

Evidence attached – WLK Centre Overview and Statement of Philosophy

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.

• We are guided by the DECD Performance Management Policy and have West Lakes Kindergarten procedures so we ensure that we

have regular cycle of review and it is designed to monitor, plan for further training and development and support short and long term goals.

• Performance Management documentation is in the Performance Management Folder (in the Office) • Staff members have individual Development Plans that support the Quality Improvement Plans, our philosophy, National Quality

Standards and plan and develop their skills and professional training.


7.2.3 An effective self-assessment and quality improvement process is in place. • We have a documented cycle of planning and evaluation where we conduct a self-review process each year. We do this through

Parents and families, (via surveys, parent comments, suggestions), Children’s Voice (by asking them and recording their views. Staff (through surveys, DECD Psychological Health Checks), NQS, DECD, Partnership requirements and responsibilities, centre priorities (from information such as Audits, hazard identification)

• We implement the National Quality Standards and have a Quality Improvement Plan in place and is reviewed annually. This is displayed in the Office. We also have a West Lakes Kindergarten Working Document that is a user friendly document that shows our improvement areas, strategies, and tracks progress. This is available to staff , including at staff meetings and also displayed for parents (near the program plan).

• We have a service Philosophy that reflects our values and beliefs and how we will achieve them, • We have evidence of self-review processes that is located in the Self Review Folder (in the office) and this information informs our

Quality Improvement Plan. • We have DECD Performance Development Visits from the DECD Educational Director (Line Manager) and Performance and

Development Planning and Review – Site Leader Performance Planning. To highlight priorities, objectives and indicators.

Administrative systems enable the effective management of a quality service.

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 locked cupboards and locked rooms to ensure confidentiality. • The following records are stored and kept for the required length of time. –

o Quality Improvement Plan, o child assessments, o an incident, injury, trauma and illness record (children and staff) o administering medication records, o Record are stored appropriately o a child attendance record and enrolment record. o Certificate of Approval o Display of nominated supervisor, certified supervisors and educators o Health and safety – Anaphylaxis and infectious diseases are displayed

• We accessed the updated legislative requirements and DECD requirements in regards to storing records. We have allocated space for the storage of records and have completed the documentation and applied for the approval to destroy past records.


7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service. • We have well managed administrative systems including:

Early Years System, Minutes of staff meetings and parent committee meetings , Notices, Staff and family newsletters, Budgets and finances, Rosters including staff with first aid qualifications , Leave management, Access to Information Technology , Planning and evaluation processes, Communication Performance Management Facilities and resources for administration

These are located in the office in the relevant folders.

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.

N/a but we are aware we need to notify the Regulatory Authority of changes to the operation, serious incidents and complaints which allege a breach of legislation.

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

• We have a documented complaint and grievance management procedure for families and staff and are guided by the DECD Complaints policy and procedure. This information is given to families in their enrolment package and in the Centre’s Information Booklet. It is also displayed on the window near the office and on our website.

• Staff Grievance Procedures are in the Induction Folder in the office. • Any actions from complaints are recorded in the Diary and referred to further information.

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

• Our centre is governed by the DECD Policies and access is available on the DECD webpage. • In our centre our policies and procedures are reviewed annually with the staff team, the parent committee and displayed for

family consultation. When policies are approved, we provide updated policies to parents/families and staff via, displays, email


and in the centre’s handbook. We have a process for reviewing our policies and procedures and this is found at the front of the Policy Folder – In the Office and on the Parent’s Community Information Stand.

• We have polices from DECD, site specific policies and supporting guidelines, policies and procedures to ensure safety and guide staff and families at our centre.

• We have a review process that we follow to ensure that procedures and policies are reviewed, when and by whom. (see evidence attached)

DECD Policies The following policies have been developed by the Department for Education and Child Development in accordance with regulation 168 of the Education and Care Services National Regulations. Policies which have been modified in any way or developed by the site will be denoted by an *. A Quality Area 2 - Children's Health and Safety

• Administration of first aid - Regulation 168(2)(a) • Child Safe Environment - Regulation 168(2)(h) • Delivery and collection of children - Regulation 99,168(2)(f) • Dealing with an infectious disease - Regulations 88,168(2)(c) • Dealing with medical conditions - Regulations 90, 168(2)(d) • Emergency and evacuation - Regulations 97,168(2)(e) • Excursions - Regulations 100-102, 168(2)(g) • Incident, injury, trauma and illness - Regulations 85,168(2)(b) • Nutrition, Food and Beverages - Regulation 168(2)(a) • Nutrition Policy* - Regulation 168(2)(a) • Refusal of authorisations for a child to leave the service - Regulation 168(2)(m) • Sun Protection* - Regulation 168(2)(a) • Water Safety - Regulation 168(2)(a)

Risk Assessments and Emergency Management Plans (Quality Area 2) • Potential Emergencies Risk Assessment • Water Play Risk Assessment • Emergency Evacuation Procedure • Emergency Invacuation Procedure

Quality Area 4 - Staffing Arrangements

• Code of Conduct - Regulation 168(2)(i) • Determining the responsible person present - Regulation 168 (2)(i) • Participation of students and volunteers - Regulation 168 (2)(i)

Quality Area 5 - Relationships with Children

http://www.decd.sa.gov.au/childrensservices/pages/policies/NQFpolicies/















• Interactions with Children - Regulations 155-156, 168(2)(j) • Behaviour Management Code*

Quality Area 7 - Leadership and Service Management • Governance and management of the service, including confidentiality of records - Regulation 168(2)(l) • Enrolment and Orientation - Regulation 168(2)(k) • Payment of fees - Regulation 168(2)(n) • Dealing with Complaints - Regulation 168(2)(o) • Parent Complaint Policy - Regulation 168(2)(o)

To meet DECD and NQS requirements we have a site specific policies on:

• Nutrition and Food, Beverages and Dietary Requirements –West Lakes Kindergarten Healthy Food Policy - Regulation 168(2)(a) • West Lakes Kindergarten Sun Protection Policy and Procedures - Regulation 168(2)(a) • West Lakes Kindergarten –Parent Complaint Policy and Procedures - Regulation 168(2)(o) • West Lakes Kindergarten Child Interactions – Behaviour Management Code • West Lakes Kindergarten Fees

We have documented West Lakes Kindergarten procedures on :

• WLK Process for reviewing Policies and Procedures • WLK Dealing with Medical Conditions • WLK Administration of First Aid - Procedures • WLK Incident, Injury, Trauma and Illness (including Anaphylaxis) - Procedures • WLK Dealing with Infectious Diseases- Procedures • WLK Hygiene/Toileting/Nappy Change- Procedures • WLK Water Safety – Procedures • WLK Emergency Procedures – Evacuation and In-evacuation • WLK Excursions/Incursion – Procedures • WLK Delivery and Collection of Children – Procedures • WLK Child Protection and Child Supervision -Procedures • WLK Sleep and Rest Procedures • WLK Cleaning Guidelines • WLK Daily Safety Checks – Procedure including Sandpit- Procedures • WLK Volunteer Induction -Procedures • WLK Interactions with Children – Behaviour Guidance Code • WLK Children’s Learning • WLK Cultural Competence – values and practice • WLK Speech and Language Program- Guidelines • WLK Occasional Care Program – Guidelines







• WLK Priority of Access • WLK Fees • WLK Performance Development -Procedures • WLK Parent Concerns and Complaints – procedures • WLK Staff Grievance -Procedures

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 reviewed and are current. • We have an Index and Review of Policies process, that is in the front of the policy folder that lists the policies and procedures

under the National Quality Standards quality areas, the DECD policies, West Lakes Kindergarten policies and procedures, when they are to be re-viewed and the progress of these policies and procedures.

• The policies and procedures are available in a policy folder in the office and on the Parent Information Stand and selected ones on our centre website.

• We review policies and procedure so that they are current and reflect necessary and relevant regulations.

Key improvements sought for QA7 Standard/element 7.1.1 7. 1.1 Appropriate governance arrangements are in place to manage the service

Improvement goal Our centre will continue to participate in the DECD Partnership model with local sites.

Standard/element 7.3.1 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.

Improvement goal Records at the centre are stored appropriately as per DECD requirements.


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

Improvement goal Policies and procedures at our centre are reviewed for 2016


Improvement plan


Quality Area 7 Leadership and Service Management


Priority (LMH)



7. 1.1 Appropriate governance arrangements are in place to manage the service

Our centre will continue to participate in the DECD Partnership with local sites. (Western Adelaide Shores Partnership)

H • We will continue to attend the WAS partnership meetings and work collaboratively to contribute to decisions and planning.

• We will work closely with the Early Years Network and the Western Adelaide Partnership and network groups.

We will work collaboratively with the Western Adelaide Shores to support education and care across the Partnership area.

Continuing through the year.

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 at the centre are stored appropriately as per DECD requirements.

M • Past records are continued to be appropriately archived as per the DECD legislative requirements.

Our records will be stored as per DECD requirements.

End of 2017 Completed… • Term 1 2017

Records organised, stored in archiving area and documentation sent to DECD. (awaiting DECD approval)

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 at our centre are reviewed for 2017

M • Review policies and procedure so that they are current and reflect necessary regulations,

• Update and review annually

Policies and procedures are reviewed and are current.

End of term 3 2017

Documents

Department of Education and Child Development - DECD