National Quality Standard for Early Childhood … 2014.docx · Web viewThis Portfolio also consists of a report and learning stories. Recently we have introduced work sample books

Service details Service name Service approval number

Fraser Park Preschool to 7 School

Primary contact at serviceBrad Hill

Physical location of service Physical location contact detailsStreet: 25/27 Burdekin Ave

Suburb: Murray Bridge

State/territory: SA

Postcode: 5253

Telephone: 0885313090

Mobile:

Fax:

Email: [email protected]

Approved Provider Nominated SupervisorPrimary contact: Department for Education and Child Development

Telephone:

Mobile:

Fax:

Email:

Name: Michelle Kamma

Telephone: 0885313090

Mobile:

Fax:

Email:

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

Suburb:

State/territory:

Postcode:

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

Operating hours

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

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

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

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

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time08:50 08:50 08:50 08:50 Closed Closed Closed

Closing time15:00 15:00 15:00 15:00 Closed Closed Closed


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

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

We are a preschool on a school site. Administration is a separate building to the preschool.

How are the children grouped at your service?

We are a preschool service

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

Certified Supervisor, Brad Hill

For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their addresses.

No. of educators:_________


Service statement of philosophyPlease insert your service’s statement of philosophy here.

Fraser Park Preschool provides a safe, secure and supportive environment for children and families where Respect, Care, Enthusiasm and Fun are valued.

We believe children learn best through play which engages them in concrete, active experiences.

We believe in strong family partnerships and working with the community.


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.

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

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 QA1Summary of strengths for QA1

Strengths At our site we use the current, approved Curriculum framework (EYLF) as a basis of our planning. We currently provide a Personalised Learning Plan for each Aboriginal child, and each special needs child. We are making efforts to expand this to each child in the preschool. Aboriginal perspectives are incorporated across the curriculum, efforts are also made to reflect some home cultures in our programming. Play is at the centre of our curriculum, literacy has a major focus- via the use of Accelerated Literacy, and we are making moves to expand our Numeracy focus.

Keeping open lines of communication with families is very important to us. We maintain this through informal/formal conversations, personally and on the telephone, letters/notices, Newsletters, Governing council reports and by using our ACEO to catch up with families via home visits. Upon enrolment families are given a questionnaire regarding their child. We also have a Family Map that provides us with a picture of the people in the lives of our children’s families. At the end of a child’s time at preschool we hold a graduation party that is open for families to attend. At these events the children are presented with a portfolio of their work and photos of their time with us, as a keepsake for their family. This Portfolio also consists of a report and learning stories. Recently we have introduced work sample books that the children can access and show to family members. We also produce photo and work sample displays of different activities the children have done at preschool. Each of these methods of correspondence regarding the children’s work is linked to the EYLF curriculum outcomes.

We also hold Family Days, where all families are welcome to look at the work their children have been doing and to talk with preschool staff.It is an expectation that all staff be non-judgmental when communicating with families. Staff are required to assist families and provide a service to them that is helpful and supportive. We provide children with Well-being lunches and transport to and from preschool when needed.


Key improvements sought for QA1

Standard/element [1.1.1]

Identified issue EYLF training for staffStaff to understand EYLF

Staff and volunteersExtending children’s learning via scaffolding Levels of questioning


Identified issue Need more labelling/print displayed incorporating Ngarrindjeri, EnglishIncrease Literacy displayed around the preschool room


Identified issue Incorporate more Numeracy during mat times



Identified issue ICT needs revamp


Identified issue Have displays of children’s experiences with links to EYLFMore evidence of children working towards EYLF learning outcomes


Identified issue Strengthen links with local community


Identified issue Formalise NEP and Bilingual Programs



Identified issue Develop PLP/ILP


Identified issue Have opportunities for staff, children and families to contribute to the preschool program – develop systems to do this


Identified issue Make programming evident for families including links to EYLF outcomes and indicators


Identified issue Increase sharing what is happening at kindy with familiesMore opportunities to share what the kindy does with families


Identified issue Family questionnaire information is not being used effectively

Standard/element


[1.1.3]

Identified issue Relaxation time needs to be reintroduced


Identified issue Term dates and activities for familiesKeep families informed of what is planned at kindy


Identified issue Portfolios to be made more accessible for families


Identified issue More effective record keeping of tracking progress – to share with families

Standard/element [1.1.]

Identified issue Providing opportunities for sharing children’s progress with families and giving opportunities for feedback



Identified issue Incorporate Phillipino cultural perspectives in the program


Identified issue Tracking children’s progress – Assessment tools need to be used more effectively to do thisNeeds to introduce an assessment cycle – for programming


Identified issue Planning needs to reflect children’s tracked progress – either planned or spontaneouslyNeeds to introduce an assessment cycle – for programming


Identified issue Need evidence of child initiated programming



Identified issue Set up system to facilitate consistent and effective observations


Identified issue NEP Programs to meet targets - Formalised


Identified issue Evidence is needed of spontaneous activities being consistently recorded and linking


Extending children’s critical thinking via levels of questioningStaff modelling language and encouraging children to wonderings


Identified issue Portfolios – too time consuming, not available to families, photos on the computer are not organised for efficiency, learning stories are not getting done – Work load is too big



Identified issue Photo displays and work samples need to be maintained with EYLF connections and purpose/explanations


Identified issue Evidence of assessment tools informing program including learning stories


Identified issue Establish assessment cycle


Identified issue Evidence of environmental changes – eg new furniture, rearrangement materials, decluttering, removal of rubbish from shed and store room - labelling

Standard/element 1.2.3]


Identified issue Effective use of RRR to inform staff development and practise


Identified issue Need opportunities for staff to reflect on curriculum – more frequently and consistentlyEg use parking lot reflection tool (Daily)


Identified issue Need a system of recording children’s opinions of activities to inform programming


Identified issue Evidence of assessment tools informing program including learning stories

Standard/element [number]

Identified issue



Improvement Plan



Standard/element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

1.1.1 Staff to understand EYLF Run EYLF training

Staff and volunteers to extend Children’s Learning via scaffolding

Scaffolding ideas displayedDisplay ‘blank’s levels of questioning’Instruct staff of their use

Staff using the levels of questioning where talking with chlldren.Staff assisting children to extend their play with literacy and numeracy concepts making shop sign

Increase literacy displayed around the kindy room

Make labels in English & Ngarrindjeri of key words. Extend to Philippino and Maori

Labels are displayed and children start referring to them

Incorporate numeracy and math times

. Start with songs and rhymes

. Review mat time program either cross curriculum or specific time allocated

Children becoming more numerate in

PLP for each child Use existing proformasIdentify Wegs and sit down and do them

Completion of PLP,s

Develop NEP & Bilingual Programs

Revamp ITC’s . Fix microscope computer

Get IPads

Children using ICT;s in kindy Obtained IPads June 2013

Standard/element


Priority (L/M/H)


Success measure

1.1.2 Evidence of children working towards EYLF Learning Outcomes

Displays of photos and children’s work with links to EYLF

System established where Displays are rotated and keep informing and grabbing families attention

Strengthen links with local community

Excursions and special guests

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


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 procedurescomplying 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 41/2 year old health checks are carried out on a regular basis, Conversations regarding children’s health are held privately and kept confidential, Health support needs are made available for staff, Quiet areas are available in the preschool, quiet times are programmed for, changes of clothes are available, Nappy changing facilities are available, washing hands after toilet and before eating is promoted, posters informing about hand washing are displayed in the 1st aid room, bathroom and kitchen, Regular cleaning is carried out daily, 1st aid kits and Asthma kits are readily available, 1st aid logs are used regularly, all staff are trained in DECD approved first aid, staff are trained in Responding to abuse and neglect, teaching staff are trained in Child Protection Curriculum, Healthy eating is promoted via fruit program, cooking activities, and providing healthy options during celebrations. Children are expected to sit down whilst eating and we have regular eating times, filtered water is available for children to drink, physical activity and healthy eating are programmed for, play spaces are organised with visibility in mind, staffing ratios are accurately maintained, Visitors are expected to sign in at the front office, Children are signed in and out of the preschool, Attendance is taken each day, Absences are followed up, Emergency procedures are displayed and equipment readily available in the Preschool, and whole site emergency drills are practiced each term.


Key improvements sought for QA2Standard/element

[2.1.1]

Identified issue Health Support Policy to be produced and to include Care Plans re; medical conditions.Show links to DECD Care Plans and management of medication

Standard/element

Identified issue Health Support Plans and Medication Authority fom to be included in Enrolment packsEach family needs to receive a copy of HS Plan and Medication Authority

Standard/element

Identified issue Need a medication log and administration procedure for staff

Standard/element

Identified issue Quick reference folder of health Support is needed

Standard/element


[2.1.1]

Identified issue Arrangements to consult with relevant authorities re Health information being up to date – Will GP’s give out information?How is this possible?

Standard/element

Identified issue

Standard/element

Identified issue

Standard/element

Identified issue

Standard/element[2.1.2]

Identified issue Re-establish a quiet time that meets the needs of all children



Identified issue Toilet training procedures need to be revised and formalised

Standard/elemen[2.1.2]t

Identified issue Quiet areas are not clearly identified


Identified issue Kindy’s sleep and rest approach – information given to families

Standard/element[2.2.1[

Identified issue Need list of special dietary requirements


Standard/element

Identified issue Healthy snack ideas handout needs to be updated and families made aware

Standard/element

Identified issue Need a Nutritian Policy

Standard/element

Identified issue Need Health Care Policy to include Food Allergies


Identified issue Determine procedures around safe storage of food


Standard/element

Identified issue Find and make resources available to familes about healthy eating

Standard/element

Identified issue Nutella and white bread – are they healthy?


Identified issue Communicating with families about importance of physical activity

Standard/element

Identified issue Re-establish quiet/rest time


Identified issue Supervision schedule including Areas and Rotines


Standard/element

Identified issue Restrict accessibility to store room and kitchen and shed

Standard/element

Identified issue Establish and Excursion Planning Folder

Standard/element

Identified issue Erect corner mirrors to eliminate Blind Spots


Identified issue Policies and procedures – medical conditions, water safety, sun protection, delivery and collection of children, excursions

Standard/element


Identified issue New rabbit enclosure

Standard/element

Identified issue Establish Maintenance Log and morning Yard and Building Check sign off

Standard/element

Identified issue Identify current Hazzards that need attention – broken locks, electrical cables, power boards and bare plugs

Standard/element

Identified issue Sign in/out sheet

Standard/element

Identified issue Chemical/Hazard sticker for cupboards


Standard/element

Identified issue Car seats – staff training and evidenceAppropriate seats used on bus and in cars


Identified issue Emergency Procedures need to be available to all staff and families


Identified issue Fire extinquisher training


Identified issue Make sure Child Protection Procedure is in the Info Book and Staff Hand Book


Standard/element

Identified issue Supply a list of local community support services for families and staff

Standard/element

Identified issue Display”Responding to Abuse and neglect Certificates


ImImprovement Plan

Standard/element


Priority (L/M/H)


Success measure By when?

2.1.1 ProduceHealth and Support policy . Download DECD Template. Edit to Suit needs. Get Michelle to check it. Take it to Gov Council

If passed by Gov Coucil Term 2 Week 10

Health Support plans and Medication Authorities received by families

. Put CP Logo on HS plan template. Print out many copies of both forms. Put forms in enrolment packs. Write a not to families explaining the purpose. Give forms and notes out to families. Have extra copies available in parent area

Term 3, Week 5

Medication log with Administration procedure . Source template and get Kiah to print and bind together‘. Type up procedure, print and commence. put a front cover

Term 3 Week 5

Make Health Support folder . Label folder. Child photo on documents. Copy Health Support plans and HC plans. Copy Medical Authorities

Arrangements to consult re current children’s health information


Standard/element


Priority (L/M/H)


Success measure

2.1.2 Flexible quiet time that meets standards/ejxpectations

. Adjust program

. Offer a number of choices for children during this time. Staff to be with the children, NOT cleaning. Ease into it – start with inside quiet activities. Then establish more structured time

. Children get into routine

.80% joining in rest time

Toilet Training Procedures . Source recommended procedures. Make Toiletting Logo. Determine who will be focused on

Each staff member being able to explain our toilet training process

Clearly identifiable Quiet Areas . Make big colourful signs When signs erected

Sleep and rest approach information for parents

. Write up a paragraph based on current research about how we approach sleep and rest at kindy

Kindy information book updated

Standard/element


Priority (L/M/H)


Success measure


2.2.1 Children’s dietry requirements quick reference guide

. Set up child information folder with special requirements including foods

Update Healthy Snacks handout . Use existing list and type onto computer and add colourful pictures of healthy foods

Make Nutrition policy and get it approved by Gov Council

. Use Right Bite and DECD template to formulate. Get Michelle to read/edit. Take to Gov Council

Gov Council approved

Health Care policy to include food allergies.Determine safe find storage of childrens lunches

. Use DECD template

. Take to michelle

. Take to Gov Council

. Find regulations regarding this

. Check what we do is IK

. If not - adapt

Gov Council approved

Find and make available healthy eating resources

. DECD Website

. Health Federation Australia

. Google

. Print and display

. Display links/sources

. Resources are displayed

. Sources/links are made available

Standard/element


Priority (L/M/H)


Success measure

2.2.2 Communicating with families the importance of physical activities

. Displays about physical activity in kindy room. use newsletter. use ‘Get up and Grow’. Document to make flyers and other media for families. Establish a routine/schedule of making the information available


2.3.1 Supervision schedule . Make up a timetable of routines and who is responsible of what area

Restrict accessibility to out of bounds area . Kitchen – get a fence. Store Room – Ask Helen Barney what to do?. Shed – repaint stop sign

Excursion Planning folder . look at Excursions Policy. Print out checklists. Risk assessments needed. Put into folder

Corner mirrors . Source and price. Determine where and how many. Get approval to purchase. Purchase order. Get groundsman to erect

Standard/element


Priority (L/M/H)


Success measure

2.3.2 Policies and procedures . find via DECD Policies link NQS. Affix legislation NQS and Fraser Park Logo. Use templates to make – ~ Health Support Policy ~ Sun Protection Policy

New rabbit enclosure . Commission Alan Lloyd to erect Completion of structure


Maintenance Log . Make proforma. Print out. Make folder for old ones

When used effectively

Yard and building check . Make proforma. Print out. Make folder

Deal with current Hazards . identify Ongoing process

Standard/element


Priority (L/M/H)


Success measure

2.3.2 Chemical/hazard sticker for cupboards . Source. Purchase. Affis to Cleaning and Tool cupboards

When stickers are affixed

Correct car seats used and installed appropriately

. purchase age appropriate seats

. Train staff in installation. Children in age appropriated carseats on bus and in cars

2.3.3 Emergency Procedures . Locate. Check Staff book. Check Info book. Check TRT book. Put into books that are missing them. Establish folder


Fire extinguisher trainng . Talk to Michelle. have staff do training. Record in folder

Evidence and Evaluations . Ask Michelle. Write the location in Emergency Procedure folder

Standard/element


Priority (L/M/H)


Success measure

2.3.4 Child Protection Procedure . Locate procedure. Check Information Book. Check Staff Handbook. Add to document that is missing it

Staff and families informed about local support services re: abuse and neglect

. Locate a current list

. Print and distribute

. Add to family area

Display ‘Responding to Abuse and Neglect’ Certificates

. Copy each staff member’s certificate. Put in frame. Erect



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


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.




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 3Summary of strengths for QA3

Strengths Our outdoor and indoor spaces offer a safe environment for children to take risks. We have a large amount of space to accommodate our number of children. Our space utilises natural products and it has large shaded areas, soft fall areas and sand and mud pits. We have adequate fencing with working gates. The equipment used in the preschool is age/skill appropriate and regularly maintained and updated. We ensure an adequate number of equipment and furniture is available for the children to use. Quiet areas are made available for children to use. The facilities utilise natural light and ventilation. Shelving is accessible for children to retrieve a plethora of activities. Children have opportunities to play with and on natural elements within the preschool. Open ended and closed ended activities are made available for children. Personalised Learning Plans (PLPs) are developed for indigenous, GOM and special needs children. Recycling cardboard/paper, putting rubbish in the bin, feeding the animals and cleaning their enclosures, and looking after plants and gardens are promoted at our preschool. Using the chicken’s eggs and vegetables from the garden in cooking is also focussed on.


Key improvements sought for QA3Standard/element

[3.1.1]

Identified issue Fence is too low, need new fence that is taller

Standard/element

Identified issue Bathroom – need another toilet

Standard/element

Identified issue Kitchen needs remodelling

Standard/element

Identified issue Rocks needed to add to outside enrironment

Standard/element

Identified issue Visibility inside needs to be increased


Standard/element

Identified issue Update equipment – puzzles, bikes, microscope, quiet area tent, scarves, dressups

Standard/element

Identified issue Update nappy change table

Standard/element

Identified issue Update furniture – need new shelves, cupboards, children lounges, quiet area lounge adult sized chairs, mats, cushions, painting easel, home area furniture


Identified issue Lack of schedules for cleaning, toys and equipment, furniture, play areas, safety checks, animals

Standard/element


Identified issue Lack of risk assessments of the environment

Standard/element

Identified issue Need to declutter everywhere

Standard/element

Identified issue Need to establish a maintenance log

Standard/element

Identified issue Lack of Australian Standards documentation for equipment


Identified issue Not wheelchair accessible

Standard/element


Identified issue Outside environment needs to be inviting

Standard/element

Identified issue Statement of Philosophy to include approach to participation and access


Identified issue More natural features needed outside

Standard/element

Identified issue New animal enclosure needed outside

Standard/element

Identified issue Safe accessible shelving needed in main room

Standard/element


Identified issue Need more plants inside

Standard/element

Identified issue Need to formally plan outdoor environment


Identified issue Re-establish quiet time and put onto timetable

Standard/element

Identified issue Include creative opportunities in outside activities and quiet area outside


Identified issue Need a strategy to consider families’ views re equipment

Standard/element


Identified issue Clearer links to EYLF in program


Identified issue Need to establish bottle recycling and food recycling

Standard/element

Identified issue Environmental and sustainability strategy Have we got one Share with families

Standard/element

Identified issue Need information and ideas re sustainable practices for families


Identified issue Increase Resources on the environment and human impact, recycling and other sustainable practices.


Standard/element

Identified issue Plan a unit of work around sustainability – Include making recycled paper


Improvement plan

Standard/element


Priority (L/M/H)



3.1.1 New Fence H . Talk to Michell. Get grant. source fence and contractor

When fence is erected Term 1, 2012 Completed

New Toilet M . Talk to Michelle. Govt grant

. Grant gained ($10.000). Issues about money And Asbestos. Not enough money.

New Kitchen M . Michelle to organise New cupboardsNew floorHot water service functioning

2013 New cupboards installed

Rocks in yard L . Talk to Michelle and Rita. Rita’s husband to deliver rocks

When rocks delivered 2012 Completed

Increase visibility inside L . Source, purchase and erect corner mirrors

When mirrors erected 2014

Update Equipment M . View catalogues. Place orders

When new equipment purchased 2013 . Bikes purchased. Dressups “. Puzzles “. Microscope “. Tee pees “. Scarves “. Dolls clothes “

Standard/element


Priority (L/M/H)




3.1.1 Installation of new Nappy Change Table M . Michelle to source and purchase When it is installed Term 3, 2013 Completed

Update furniture L/M/H . Write list of needed furniture. Source. Purchase. Install

When installed Term 3, 2013

3.1.2 Establish cleaning schedules M . Determine what needs to be cleaned. Type up jobs. Make signs for each area

Upon completion of schedules Term 1, 2013 Completed

Safety Checks Log M . Produce log on computer. Print out and use daily

When in use Term 3, 2012

Risk assessment of environments M . Download. Print


Maintenance Log M . Produce. Print out. Make folder


Standard/element


Priority (L/M/H)



3.1.2 Find documents for Equipment meeting Australian Standards

. Ask Helen


DeclutteringH . Remove rubbish from Store room

and Shed. Allocate spots for equipment.sort through equipment get rid of broken or superfluous stuff.Deal with cupboard usage.Put new cupboards in.remove superfluous furniture.Organise resources in office.keep surfaces clean and clear

3.1.3 Wheelchair accessability M Need a grant to fund the manufacture of a ramp

Upon completion of ramp a front door 2015

Inviting out door environment H .Purchase aesthetically pleasing materials.Install large rocks.Top up sand pit. Top up mud patch.Establish schedule of hangings for outside

When having stuff outside is habitual 2013

Statement of Philosophy incudesPartition and access

M . Review philosophy.Use DECD templates to guide update.Pass through Governing Council

When participation and access included in philosophy

2014

Standard/element


Priority (L/M/H)



3.2.1 Increase Natural Features ouside and inside

L .Order big rocks from Julie.Determine where to have them laid..Plants inside

Once delivered 2013 Done


Install new animal enclosure for the rabbits and chooks

H .Get Allen Lloyd to purchase materials from Bunnings and install

2013 Done

Re-establish quiet time in program L .Slot it into time table after lunch.Maintain Routine

When children get into routine T4 2013 Routines established T3

Establish a formal outdoor program inc arts and rest areas

M .revisit program.Purchase Radio.Purchase tent and cushions

When outdoor program is running as written

T3 2013 Done

Install children accessible shelving for activities

H .Purchase from Ikea shelves and baskets.Assemble and install

Once installed T2 2012 Done

Standard/element


Priority (L/M/H)



3.2.2 Considering Families Points of ViewRe: Equipment

M .Establish suggestion box.Make proforma specifically about equipment and material

When established and used by families

T4 2013

Clearer links to EYLF in program H .revisit program and EYLF.Indicate links for different activities

Upon completion 2013 DoneNeeds maintaining

3.3.1 Establish bottle recycling M .Purchase a bin for bottles only.explicitly teach about putting bottles in the bin for recycling.routinely empty in recycle shed

When children put bottled in correct bin with few reminders

T4 2013


Establish Food Recycling M .set up a scrap bucket.set up compost and worm bins.empty scraps into compost bin or chook shed or worm farm.explicit teaching

When it becomes habit for most children and adults

T4 2013

Environmental and sustainability strategy

.Ask Michelle if Fraser Park has one.if no, create one and a template.If yes, locate and print.Make available for families

Standard/element


Priority (L/M/H)



3.3.1 Increase Resources on sustainable practices for families

.Research online

.Print out fact sheet

.make available to families

When families have access to the information

T4 2013

3.3.2 Increase resources RE Environmental issues and human impact

M Research- MTA, Edex, Windmill, EcoArt

When we have resources that help the children learn about the importance of sustainable practices

2014

Plan unit around sustainability M ResearchPlanTalk to staffPlan more

Upon completion of unit 2014

Improvement plan


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 elementsStandard 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 All teaching staff in the preschool are Early Years trained. All ancillary staff working with the preschool children have obtained or are enrolled in courses to obtain a minimum qualification of Certificate 3 in children’s Services. The Staffing ratios are maintained at all times. All staff are trained in DECD approved 1st aid training and Responding to abuse and Neglect training. Each staff member participates in Performance Management meetings. Training and Development is promoted to staff members and encouraged. Staff members are expected to adhere to the Code of Ethics for the South Australian Public Sector which they are made aware of upon their induction. Staff members are encouraged to share ideas and voice concerns in appropriate forums.


Key improvements sought for QA4Standard/element 4.1.1

Identified issue Staffing ratios during staff meal breaks

Standard/element

Identified issue Staffing ratios when a staff member is talking to a parent in the office/ on the phone

Standard/element

Identified issue Need a copy of staffing qualifications including certified supervisor certificates

Standard/element

Identified issue Roster of nominated supervisors

Standard/element4.2.1

Identified issue Staff handbook needs to be updated to include: Statement of philosophy Code of ethics Position description Professional standards that apply to educators

Standard/element

Identified issue Set up policies folder- hard and soft copies- available to staff and families

Standard/element


Identified issue Make EYLF available on computer


Identified issue Need regular staff meetings

Standard/element

Identified issue Need opportunities for staff to reflect in practice


Identified issue Formalise induction process

Standard/element

Identified issue Code of Ethics- hard and soft copies


Improvement planStandard/element


Priority (L/M/H)



4.1.1 Staffing ratios during staff meal breaks

H Need more money to pay for another teacher or ECWSet up roster

ASAP

Staffing ratios when a staff member is otherwise engaged

L Ask Helen if this is an issueDevise a plan to deal with if it is

Staff records up to date H Copy relevant certificates from staffPut into filing cabinet

When I have a copy of all relevant info

ASAP

Roster of nominated supervisors

M Talk to MichelleWhen meal breaks is sorted out determine roster

Completion of roster

4.2.1 Update staff handbook H Obtain current versionEdit/ changeGive to Michelle to editEnsure all requirement are in the book

Set up policies folder hard and soft copies

H Go to NQS link on DECD websiteDownload all relevant changesUse template for site specific policiesTake policies to Michelle to proof readTake to Governing Council for endorsement

T3 2013 Done

Make EYLF and NQS available on computer

Put a copy of PDF on my desktopJ:commom/ adminS:common/ preschool

T3 2013 Done

Standard/element


Priority (L/M/H)




4.2.2 Regular staff meetings H Talk to Michelle to set up When it is set up and attended regularly

T3 2013 Done

Opportunities for staff to reflect on practice

M Make a proformaStick it up in officeTalk to staff about it

When it is used and informs our practice

T3 2013 Done

4.2.3 Formal induction process Find policyFollow recommendationsPut together packs with lists of process

When packs and process completed

2014 Police done

Coe of ethics DownloadPrint out and put in folderCopy to S Drive

When jobs done T4 2013 Done


Quality Area 5: Relationships with childrenThis quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning


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.



Standard/element

National Law (section) and National Regulations (regulation)

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 Staff are welcoming, caring and friendly. Staff respect the opinions of children. Clear and consistent boundaries and expectations are set early. Restorative Justice is the foundation of conflict resolution at our preschool. Children identified with attachment issues are identified and targeted upon their arrival to help them through their angst. Co-operative play is encouraged and developed. Programming considers each child’s cultural background. Photo displays, newsletters, and work sample displays and books are used to value children’s work, and develop relationships with them. Identity webs, Family maps and family questionnaires are used by staff to learn more about children.


Key improvements sought for QA5Standard/element5.1.1

Identified issue Philosophy must guide interactions with children

Standard/element

Identified issue Establish policy on interaction with children

Standard/element

Identified issue Documentation linking experiences with meaningful conversations

Standard/element

Identified issue Establish strategies to make sure all children engage in 1:1 and small group conversations


Identified issue Educator roles in play

Standard/element

Identified issue Strategies for non-verbal communication

Standard/element

Identified issue Using levels of questioning


Standard/element

Identified issue Planning tool that considers children’s interests

Standard/element

Identified issue Activity proformas re child/ adult initiated and spontaneous

Standard/element

Identified issue Staying on top of education plans


Identified issue Books of: Past displaysNewsletters -> to be established term 2, 2014Notices

Standard/element

Identified issue Communication book to be used regularly term 3, 2013

Standard/element

Identified issue w/s books to be established (achieved t3 2013)need teacher comment (t2 2014)


Standard/element

Identified issue Use simple phrases in Filipino and ChineseFormalise bilingual program

Standard/element

Identified issue Use information gathered from children and families in the program Develop simple info gathering tools for children and families

Standard/element

Identified issue Get family input and signatures on PLPs more efficiently

Standard/element

Identified issue Statement of philosophy to include equity and inclusion

Standard/element

Identified issue Have regular staff meetings

Standard/element

Identified issue Staff meetings to include reflection/ review opportunity

Standard/element


Identified issue Parent/ family day to be established (t3 2013)


Identified issue Active promotion of positive relationshipsNeed to use circle time

Standard/element

Identified issue Policy development – interactions with children (done 2013)

Standard/element

Identified issue Establish a regular process to identify children’s common interests and use this to program collaborative activities


Identified issue Consistently use spontaneous activities sheet

Standard/element

Identified issue Add social skills and friends onto family questionnaires



Identified issue Policy- interactions with children- clear process outlining best practice

Standard/element

Identified issue Establish explicit values teaching during circle time

Standard/element

Identified issue Reflection of info receivedfamilies, other professional/ agencies


Improvement plan

Standard/element


Priority (L/M/H)



5.1.1 Philosophy includes interactions with children

M Find and read philosophyAmend if needed

Establish interactions with children policy

M Look up policy in DECD websiteChange if needed

When soft and hard copies are available

Done

Establish strategies for adults and documentation that promotes meaningful conversations during activities

m Print and display blanks levels of questioningTalk to staff about the levelsTalk to families about them

When adults are using questions to extend children play

T4 2013 Printed and displayedTalked to staff

Establish strategies to ensure all children engage in 1:1 and small group conversations

Establish art activity checklistUse reflection tool to set up staff opinion

T1 2014 Art checklists being usedMinor modifications being made

5.1.2 All staff to understand the different roles educators have during play

T&D using Van Horne etal as a guide

T3 2014

Establish strategies for nonverbal communication

Re-establish comm-picsStart learning and using sign language

T3 2014

Establish planning tool that considers children interests

H Make proformas on computerAlter and review

T4 2013

Establish activity proformas inc child/ adult initiated and spontaneous

Make proformas on computerAlter and review

When workable model established T4 2013

Standard/element


Priority (L/M/H)



5.1.2 Stay on top of education plans

H Sit down and complete themSet diary dates and do themGet family input and signatures (Trish and me)

T4 2013


5.1.3 Establish Books that contain evidence of community involvement/inclusion

H Buy Big Art Books to stick past displays, newsletter and notices in

When practice of using the Books is embedded in our practice

Term 4 2014 Leeann buying books Week 11 Term 1 2014

Communication Book to be used regularly

H Buy Diary and put out in Parent area

Using the book consistently 2103 Established 20132014 – need a new book

Establish Work Sample Books H Buy nice scrap booksUse work samples, photos and blurbs

When established and families are accessing them

Intro Term 3 2013 Term 3 2013 introducedTerm 4 2013/Term 1 2014 used effectively

Work Sample Books to include teacher comments re skills used

M Write notes on work sample pages of what children did

When I do it Term 2 2014

Support home language M Learn simple bilingual phrases When we use the terms effortlessly in conversation

Term 3 2014

Formalise Bilingual program H Embedded it in programming When we can articulate how Bilingual Support is achieved in our program

Term 3 2014

Use child and family information in programming

H . Use initial family questionnaire from enrolment

Standard/element


Priority (L/M/H)



5.1.3 Develop simple information gathering Tool/Process for children and families

H Design single questions that answering can be easily jotted down to.

When established Term 2 2014 Questions have been formulated and taken to staff Term 1 2014

PLP’s efficiency improved M Set week per term to get PLP’s signatures by.

When established Term 2 2014 PLP’s are being comleted, but family bits are not Term 1 2014

Statement of Philosophy to include equity and inclusion

H Review statement of Philosphy When michelle and Helen say it is good

Term 2 2014


Regular staff meetings H Establish suitable day and time and stick to it

When meetings are conducted regularly

Term 3 2014 Term 3 and Term 4 2013 going well. Term 1 2014 – regularity slipped

Staff meetings to include reflection/review opportunity

H Put reflection into agendaUse reflection proforma

When established Term 2 2014 Made Reflection Proforma Term 4 2013

Parent/Family Day to be established

H Set dateAdvertiseSupply food

Families turning up Term 3 2013 Established

5.2.1 Active promotion of positive relationships between children

M Establish Circle Time in program When children use language such as ‘care’ in their interactions

Start Term 2 2014

Policy development – Interactions with children

H Find policy on DECD Website When in Policy Folder Term 4 2013 Done 2013

Standard/element


Priority (L/M/H)



5.2.1 Establish process to indentify children’s common interests for programming

Develop proforma re – what children like and what they want to learn at kindy their implement

When established Term 3 2014 Started developing proforma Term 1 2014

5.2.2 Consistently use spontaneous activities sheet

H . Put 3 sheets out on main floor. Collect for review each week

When established and all staff filling in

Start Term 2 2014

Add social skills and friends onto Family Questionaires

H Make part of weekly questions to family

If families jot down information we ask for

Start Term 2 2014 Weekly questions folder is made. Term 1 2012

5.2.3 Policy – Interactions with children.clear process outlining best practice

H Review Policy When implemented Term 2 2014

Establish explicit values teaching in Circle time

H Introduce Circle Time using book “Circle Time for the very young”

When implemented Term 2 2014


Reflection of information receivedFamilies, other professionals/agiencies

H Do as part of reflective practice in staff meetings

When implemented Term 2 2014

Improvement plan


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 elementsStandard 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 Upon enrolment each family is given an enrolment pack that consists of an information booklet, enrolment form, family map, family questionnaire, immunisation schedule, Fraser Park’s Grievance policy, medication authority form and a Health support plan. Families are offered the opportunity to fill the form in on site and they are given a tour of the preschool.At the beginning of each year families are encouraged to be a part of the Fraser Park Governing Council. The minutes and reports from these meetings are available upon request. Families have opportunities to read about what we are doing in the preschool via newsletters, the day book, the preschool program boards and by looking at the displays of work and photos around the preschool. Staff also talk to families about what their children are doing.Information regarding Community agencies and events are available to families in the front office. We maintain an ongoing relationship with Murray Mallee Community Health, CAHMS, Learning Together and Families SA. We also follow the current pre-referral, referral and NEP processes with DECD agencies to get extra support for children with additional needs.Our Transition program includes weekly visits to the school library, joining in with the Fraser Park school in special events, having a joint singing time with the R/1 class, and a 5 week visiting program in the R/1 class for children who will be attending Fraser Park School in the next term. If a child is to


attend a different school than Fraser Park then we slot into the transition program run by that particular school.Other Community connections made include participation in the Murray Bridge Pageant and visits from prominent people from our community.


Key improvements sought for QA6Standard/element[6.1.1]

Identified issue Develop an enrolment procedure checklist


Identified issue Provide easy access to policies and procedures for families


Identified issue ESL and Literacy support for families


Identified issue Develop PLP for each child


Identified issue Evidence of family input re programming, reflections, policies, procedures, philosophy and issues


Identified issue Evidence of responding to families’ input



Identified issue Gain Information re children from families more frequently


Identified issue Need evidence of notices and newsletters in a book for families to see


Identified issue Policy folder to be displayed in Parent area


Identified issue Governing Council minutes to reflect full explanations of policy changes


Identified issue Need a way to stay current with children’s backgrounds, experiences, home routines


Identified issue Family Feedback needs formalising



Identified issue Need documentation of community services for families in Preschool room


Identified issue Sign in/out sheet needed


Identified issue Excursion policy and risk assessments needed


Identified issue Transition programs from other schools in Murray Bridge needed


Identified issue Philosophy needs reviewing—Include: Inclusion/All Children


Identified issue Need to update puzzles with a better balanced view of Australia


Identified issue Need to involve more local visitors



Identified issue Opportunities to contribute to the local community

Standard/element

Identified issue

Standard/element

Identified issue

Standard/element

Identified issue

Standard/element

Identified issue


Improvement plan

Standard/element


Priority (L/M/H)



6.1.1 Enrolment Process-procedure/checklist M

Type one up T3 2014

Easy access to policies and procedures M

Create a Policies folder for the Parent Area

T2/3 2014

Evidence of ESL and Literacy support for families M

Find a translator

6.1.2 Develop a PLP for each child

HUse common proforma for NEP and ILP add in other children

When all children have PLP signed

T2 2014 Doing ILPs and NEPs successfully (T1 2013)

6.1.2 Evidence of family input

HMake proformas, Identify key questions, put out for families to answer

When info is gained and used in programming with a paper trail

T3 2014 Started devising questions and making proforma (T1 2014)

6.1.2 Evidence of responding to family input H

Use information in planning with reflection tool

When info is gained and used in programming with a paper trail

Working towards using reflection tool consistently (T1 2014)

6.1.2 Gain information from families regarding children more often H

Use family questionnaire at end of term 2Get staff to follow up

T2 2014


6.1.3 Notices and Newsletters displayed in a book H

Use A3 Art BookStick documents in

When it is embedded in practice

T1 2015 Bought book T2 2014

6.1.3 Policy folder to include Preschool philosophy

H

Print out document : Fraser Park quality improvement plan 2012-2014Stick in policy folder

T2 2014 Done T1 2014

6.1.3 Philosophy to be displayed in Parent Area H

Make a laminated sign of the Philosophy

T2 2014

6.1.3 Governing Council minuted to reflect full explanation of policy changes L

Write up explanations to be tables and read

T3 2015 Current policies passed through Gov Council 2/7/2013

6.2.1 Stay Current with children’s backgrounds, experiences and home routines H

PLP to include a new section Family Background or similar

T3 2014

6.2.1 Formalisation of family feedback H

T3 2014

6.2.2 Need documentation of community services in the Preschool room M

Research, make list and plan which services would be helpful, get brochures

T3 2014


6.3.1 Make more links to community agencies L

T4 2014

6.3.1 Get referral forms for community agencies L

T4 2014

6.3.2 Sign in/out sheets to be introduced H

Make proforma, put into parent area, remind parents to sign

When established T1 2013 Completed T1 2013

6.3.2 Excursion policy and risk assessments M

Find policy and make sure it is relevant to our site

Get endorsed by governing Council

2/7/2013 Completed 2/7/2013

6.3.2 Transition programs to other sites in Murray Bridge

M

Ring schools to send us a copy of their program

T3 2014 Progress on hold (T1 2014), DECD Partnership are developing a new policy around this

6.3.3 Philosophy to include Inclusion/All children M

Review process of Philosophy

T3 2014 2016 Philosophy review is due in 2015

6.3.4 Update puzzles with better balanced view of Australia

Unknown-they don’t existMaybe get them made for us

2015 T2 2014-Trish said she know a local person who makes puzzles

6.3.4 More local visitorsL

Source local Artists to visitArrange other local people

2015


to visit

6.3.4 Opportunities to contribute to the local community L

Gardening


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 elementsStandard 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 QA7Summary of Strengths

Strengths Our site is governed by a Governing Council, consisting of Fraser Park community and wider community members. We also hold regular staff meetings-ensuring all preschool staff are informed and have opportunities to air opinions. Continuity of staff, be it regular or relieving is considered to be essential for the smooth running of the preschool. The preschool program is facilitated by a qualified Early Years Teacher. All adults working in our site have a current Criminal History Check, a copy of these are kept in staff records in the front office.Our site has developed a statement of Philosophy that has been passed by the Governing Council.Staff performances is evaluated and facilitated by attending regular performance management meetings with the site leader. Preschool teaching staff have undergone training in RRR. All confidential records are stored in a locked filing cabinet.Grievances and critical incidences are dealt with according to DECD regulations.


Key improvements sought for QA7Standard/element [7.1.1]

[Include the element number (left) and description from QA7 table]

Identified issue Update policy on . ~ Governance and Management ~ Code of practice for Governing Council


Identified issue Make sure all required information to be displayed is displayed ~ Grievance policy ~ Preschool adults photos


Identified issue Develop Preschool Constitution


Induction information and process needs reviewing

Identified issue Induction information and process needs reviewing


Identified issue Evidence of staffing rosters promoting continuity – Folder for SSO rosters



Identified issue Exit Date


Identified issue Formalise child instru ????? and spontaneous activites in programming


Identified issue Develop PLP’s for each child


Identified issue Consistently use learning goals at Mat Time


Identified issue Develop statement of Philosophy – Done 2012

Standard/element Make statement of philosophy available for families and staff


[7.2.1]

Identified issue Display statement of philosophy in Preschool


Identified issue Put statement of philosophy on Staff handbook


Identified issue Put statement of philosophy on Family Information Book


Identified issue Need Job & Person specificatins available


Identified issue Complete Qip


Identified issue Collecting feedback re perceptions of the service


Standard/element

Identified issue Showing evidence of reviewing Qip


Identified issue Keep Qip on hand


Identified issue Keep assessment folder on hand


Identified issue Confidentiality of records


Identified issue Record of compliance history


Identified issue Daily record of responsible person in charge


Standard/element 7.3.2

Identified issue Need new communication book (2014)


Identified issue Display grievance procedure in parent area


Identified issue Find out about evidence required for dealing with grievances


Identified issue Develop and/ or locate all necessary policies and procedures as sripulated on p.193- 4


Improvement plan

Standard/element


Priority (L/M/H)



7.1.1 Update policiesGovernance and management Code of pratice for council

M Michelle to review When updated Term 1 2015

Display all required information

H Grievance procedure:~ make flow chart~ take photos of all staff

When done Term 2 2014

Develop Preschool Constitution

H Michelle in consultation with Helen Barney to do this

When completed Term 3 2014

7.1.2 Induction information and process review

M Update Staff handbookClearly stipulate Induction ProcessUpdate TRT Book

Upon completion 2015

7.1.3 Evidence of staffing rosters Make SSO timetable folder Term 2 2014

Exit Data Michelle needs to do TBA

7.1.4 Formalise child initiated and spontaneous activities in program

H . Make Proformas. Use Proformers consistently. Use information in planning. Use PLP’s to program. Ask children what they like/want to do. Use L/S anecdotals to record children interested activites???

When the process becomes used ASAP . spontaneous activities proforma make “Term 3 2012.. Need to be consistent with its use. PLP’s are being used for Indigenous and Special Ed children need to incorporate all. Os are increasing Term 1 2014 Need to maintain consistency

Develop PLP’s for each child M . Set time each night to work on PLP’s. Catch parents to get input and signatures. Use Trish to catch hard to get parents

When all parents sign Term 2 2014 . PLP’s done for Indigenous and Special Ed (2011). Still working towards all children Term 1 2014

Standard/element


Priority (L/M/H)




7.1.4 Consistently us learning goals at Mat Time

H Stick up a new goal each day and talk about it at the beginning of Mat Time

When embedded in practice Term 2 2014 Resources are made just got to use them in teaching Term 4 2013

7.2.1 Develop statement of Philosophy

H Work together with staff and families to develop

When done 2012 Completed 201

Make statement of Philosophy available for families and staff

H Display in parent areaPut on Staff HandbookPut on Family Information Book

When done and referred to Term 3 2014

7.2.2 Have Job & Persons specifications available

M . Get from DECD Website. Store in filing cabinet

Term 2 2014

7.2.3 Complete QIP Work through document When submitted to DECD office Term 2 2014

Collect feedback re perceptions of the service

Make suggestion boxMake proformas

Term 3 2014 Tried suggestion box Term 3 & 4 2013Developed family ideas folder to be implemented Term 2 2014

Show evidence of reviewing QIP

Do in staff meeting therefore put on agenda

When being done Staff meeting minutes 2014 show thisStill need documentation from families

Standard/element


Priority (L/M/H)



7.3.1 Qip to be on hand M Store in on disk Term 2 2014 Still being completed (Term 1 2014)

Assessment folder to be on hand

M Store it in the filing cabinet When kept at preschool Term 2 2014 Done Term 1 2014

Confidentiality of records H Need a lock put on office cupboards

Term 2 2014


Daily record of responsible person in charge

M Make proforma Term 2 2014

Record of compliance history Find out what it is (p188)

7.3.2 Buy new Communication Book

H Term 2 2014

Display Grievance Procedure in parent area

H Make Grievance Procedure Flow Chart and laminate

When done Term 2 2014

Find out about evidence required for dealing with grievances

M Ask Michelle Term 2 2014

Develop and/or locate all necessary policies and procedures as stipulated

H . use list on website and list Helen gave me to access policies and information. Discuss with staff.. Get families input

When passed by Gov Council 2/7/13 Passed by Gov Council 2/7/13



Documents

National Quality Standard for Early Childhood … 2014.docx · Web viewThis Portfolio also consists of a report and learning stories. Recently we have introduced work sample books