Quality Improvement Plan · 2019-10-11 · Element 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions

ORANGE GROVE PUBLIC SCHOOL

PRESCHOOL

Quality Improvement Plan

2

Orange Grove Public School Preschool

Kasey Henness – Principal, Nominated Supervisor, Educational Leader and Responsible Person

Address: Perry Street, Lilyfield

Phone Number: 02 9810 1378

Email Address: orangegrov-p.schools.nsw.edu.au

Educators Lauren Tinslay (LT) Service number PROOOO5345

Service contact Kasey Henness (KH) Approved provider NSW Department of Education

Assistant Principal Kate Jones (KJ) Service approval number SE-00008636

School Learning

Support Officers Kylie Pearse (KP) Approved provider contact Early Learning, 02 9266 8165

2018

3

NSW Department of Education, Early Learning and Primary Education, November 2017

Statement of Philosophy

Orange Grove Public School Preschool - Philosophy

At Orange Grove Public School Preschool (OGPS PS), an integral part of Orange Grove Public School (OGPS), we endeavour to implement

a child-centred program that is centred around play based learning and reflects the fundamental principles outlined in the Early Years

Learning Framework, “Belonging, Being and Becoming”.

We strive for children, families, educators and the local community to feel a sense of Belonging within our preschool setting and as part of

the school as a whole. We are committed to building respectful, reciprocal and genuine relationships and partnerships with families based

on our belief that families are children's first and most influential teachers. In addition, we value the partnerships we continue to build with

preschools in our community of schools network and local services, these assist us and provide resources to our families. We work with all

children, families and the community to ensure ongoing, open and honest communication and offer opportunities for shared decision

making. The valuable knowledge and skills from these partnerships are used to enhance our preschool program.

Our preschool recognises, respects and promotes the importance of Australia’s Aboriginal and Torres Strait Islander cultures and all of the

cultures, languages and values which families bring to our centre. We honour the histories, child rearing practices and lifestyle choices of

families, ensuring all feel welcome and included.

At OGPS PS we recognise the significance of the here and now in children's lives. Our program is flexible, balanced and geared to minimise

interruption so that everyday experiences allow children to enjoy Being. Children are given opportunities to get to know themselves, build

and maintain relationships with others and make meaning of the world around them. We recognise the individuality and uniqueness of each

child and our experiences at OGPS PS reflect this. Our social and emotional learning programs support and promote the development of

strong social skills, whilst the initiatives we engage through various programs enhance children's physical and emotional health and

wellbeing.

While the children are actively engaging in meaningful learning experiences at OGPS PS, the children are Becoming more capable,

competent and confident learners. Their time at preschool offers extensive opportunities and challenges for children to explore, learn and

develop relationships. We believe that preschool should be an enjoyable and fun place for children to be. We see children as active

participants in their own learning and aim to provide environments and experiences that facilitate and support this. Through observations of

children’s needs and interests and by using their thoughts and ideas, we are able to provide a rich and nurturing program, which stimulates

imagination and creativity, develops physical skills and creates a positive environment, where social and communication skills flourish.

Current interests, strengths and abilities are celebrated, challenged and built upon. We provide resources, which support children to form

connections, to explore, create, construct and solve problems.

Children feel their highest potential when they, their families and educators hold high expectations. We believe that all children are capable

and resourceful when provided with a child-directed, play-based learning environment, which celebrates their discoveries, creativity and

problem-solving skills. Children are able to develop confidence and positive self-esteem when they know their contributions are valued.

At OGPS PS we engage in ongoing learning and reflective practices. Ongoing observation, documentation and reflection, provide

information to assist staff in developing programs for individuals and the whole group. Educators continually seek ways to build their

professional knowledge. We strive to implement contemporary beliefs alongside research based early childhood pedagogy. Educators aim

to achieve the best possible outcomes for our children. By effectively utilising space and resources, we support the development of children who can make choices, think independently, explore

ideas, appreciate beauty, respect diversity, ask questions and feel nurtured and safe. The rich natural environment, which surrounds our

whole school community, is an asset, providing us with an integral learning element of the children’s lives, with opportunities to develop a

positive respectful attitude towards our sustainable future.

Our statement of philosophy is seen as a living document, continually evolving in the light of new research, the ideas of team members

along with input from children and their families.

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.

Step 1: Assess your compliance with the regulatory requirements

Date of self-assessment: 24/09/2019

Ref. to Law (S)

/Regulation (R)

Does your service meet these requirements? Confirmed

S.323

S.168

R.254

Is the Early Years Learning Framework used to guide the development of the program?

Yes

R.73 Have you developed a program that contributes to each child’s learning and development outcomes, as

outlined by the learning framework?

Yes

R.74 Do you document:

● An assessment of each child’s development, interests and participation in the program?

● An assessment of each child’s progress towards the program outcomes?

Yes

Yes

R.75 Is the information about the program displayed in a place at the service that is accessible to parents?

Is evidence of the program available for inspection on request?

Yes

Yes

R.76 If requested, do you provide families with:

● Information about the content of the program and service routines and how they operate in relation to

their children, including their participation?

● A copy of their children’s assessment/evaluation documentation?

Yes

Yes

If any of these regulations are not implemented in your preschool, take immediate action to rectify this non-compliance.

Step 2: Identify and record your strengths.

What are the practices that demonstrate quality in your preschool?

Standard 1.1 The educational program enhances each child’s learning and development.

Approved learning framework

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.

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

Program learning opportunities

Element 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

At Orange Grove Public School Preschool (OGPS PS) we use the Early Years Learning Framework (EYLF) to guide the development of

programs and practices and support the decision-making in an ongoing cycle of observation, analysing learning, documentation, planning,

implementation and reflection.

Our educators have a strong understanding of the approved learning framework, consistently using and referring to it. Relieving/support

educators are inducted at the commencement of each year ensuring a clear understanding of the EYLF and associated information important

to the preschool educational programs and practices.

Our educators develop and improve their pedagogical practices through ongoing Professional Learning, Early Childhood Department of

Education (DoE) consultant support and reading of current research.

The Preschool Supervisor, an Assistant Principal, uses the EYLF and the service philosophy to oversee the service’s approach to learning,

development and wellbeing, and consults with the educators ensuring the planning, delivery and evaluation of quality programs.

Our programming draws on an integrated approach where the five outcomes are embedded in a range of play based activities. Extensive

resources and equipment are included in programs and there is a strong balance between outdoor and indoor activities, as well as planned

and spontaneous learning experiences.

Our children have access to a range of digital resources such as iPads, Ozobots and the Interactive White Board in order to further develop

skills in using various technologies and the ability to problem solve and work collaboratively. These resources enable our children and

educators to demonstrate their learning experiences.

Our classroom displays link to EYLF outcomes and our educators’ programs contain documentation of each child’s learning journey.

We have progressive morning tea times and flexible routines to allow for longer periods of uninterrupted play time.

Our educators interact with children in meaningful ways through individual, small group and whole class discussions. They promote children’s

capacity to make choices for themselves and engage in decision making through opportunities for self-directed activities during the day. They

readily provide children with positive feedback further enhancing the child’s learning experience.

Our educators develop thorough knowledge of each child through an ongoing process of observation, reflection and interactions with children

and families. Each child’s individual way of learning, strengths, capabilities and pace of learning is considered. Our educators support and

facilitate children’s learning through highly engaging play based learning activities that aim to support, extend and enrich children. Our children

enthusiastically participate in rich, intentionally planned activities related to their social, emotional, and cognitive needs, including early literacy

and numeracy, as well as the social and emotional program ‘PALS’.

Any child identified with special needs or a disability is supported to participate in all aspects of the program through intentional planning with

consideration for their strengths and needs. Our educators are supported in this process by the school’s Learning Support Team and additional

School Learning Support Officers (SLSOs), where funding has been allocated.

Our programs are holistic and responsive to children, taking into account the children’s physical, personal, social, emotional and spiritual

wellbeing as well as the cognitive aspects of learning. This information is gathered through interactions and observations with children, and

from the child’s family. Educators endeavour to promote agency for each child, extend learning, introduce new knowledge and build on a

child’s prior knowledge and interests through providing self-directed play based learning, intentional teaching and engaging physical

environments..

Families are asked to provide OGPS PS with information about their children, through a variety of methods. When children enrol, families are

asked to complete a survey related to their child's interests, strengths and abilities. Throughout the year this information is kept current through

informal discussion educators may have with families and an online survey completed at the end of each term. The importance and value of

this information is discussed with families at the Preschool Information Night and parents are regularly encouraged through the preschool

fortnightly newsletter to provide educators with information that could guide programming. In addition, families complete a highly valuable

feedback survey at the beginning of Semester 2 that is used to inform decision making related to overall preschool programming and practices.

Standard 1.2 Educators facilitate and extend each child’s learning and development.

Intentional teaching

Element 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

Responsive teaching and scaffolding

Element 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.

Child directed learning

Element 1.2.3 Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world.

The deliberate, purposeful and thoughtful inclusion of intentional teaching in programs actively promotes children’s learning through

challenging experiences and interactions that foster high-level critical thinking skills.

Spontaneous ‘teachable moments’ and incidental opportunities are used to effectively enhance children’s play and scaffold their learning.

Our educators use a variety of intentional teaching strategies such as modelling and demonstrating, open-ended questioning, speculating,

explaining and engaging in conversations, to extend children’s thinking and learning as well as following up children’s ideas and interests.

Our educators effectively promote child directed learning, recognising that children have a right to make choices and decisions. In turn this

enhances children’s sense of agency. The key concepts of belonging, being and becoming are promoted through the program, developing

the child’s strong sense of identity. An example of this is visible in the preschool’s indoor learning space with resources clearly labelled with

pictures and children having easy access to the resources of their choice.

Children are supported with their development of decision making skills so they make appropriate choices for their own wellbeing and to

realise that the choices they make may impact on others. The preschool’s focus on social skills and promoting interactions between the

children allows them to understand the connection between actions and consequences. The preschool takes part in the whole school initiative

Positive Behaviour for Learning (PBL) and implements the social emotional program PALS.

Various factors are considered in programs, such how children are grouped for play, inclusion of experiences that support peer scaffolding or

extending children’s learning through engagement with other children. All experiences are implemented within a social context where peer

interactions are encouraged and supported, building a sense of belonging for all children.

Standard 1.3 Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

Assessment and planning cycle

Element 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.

Critical reflection

Element 1.3.2 Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.

Information for families

Element 1.3.3 Families are informed about the program and their child’s progress.

The assessment and planning cycle is an ongoing process used by our educators at OGPS PS to develop rich, quality programs. Our

preschool teacher is currently undertaking a two year professional learning program as part of the whole school focus on formative

assessment. The program includes ongoing professional learning, collegial observation and feedback as well as critical reflection on own

practice.

Our educators continuously assess children, gathering information and analysing children’s knowledge, ability and understanding. This

information is used to enhance future programming and inform parents and educators of children’s progress.

Reflection is very important at each step of the planning cycle and is a consistent way that educators at OGPS PS ensure children’s

participation in the program is monitored. It allows educators to determine the extent to which each child is progressing towards the learning

outcomes, if they need particular support or identify what might be impeding their progress. Reflection is undertaken formally and informally

each day through the daily program reflection and educator discussions, as well as fortnightly during team meetings. Critical reflection is

undertaken by the educators individually and as a team, using a list of questions as provocations.

Our educators regularly reflect on the effectiveness of learning experiences, environments and approaches used to support children’s learning.

The overall preschool programming and practices are reflected on and reviewed each fortnight through collegial discussion guided by the

preschool supervisor at team meetings. This ensures our educators’ pedagogical practices are appropriate for the service context, the

philosophy of the service and the children with whom they are working.

In light of quality teaching, educators use critical reflection to improve, plan new, and follow-up experiences that are relevant to each child.

Documentation of children’s experiences and their responses to the environment makes learning visible to children, educators and families

and promotes shared learning and collaboration. The assessment and planning cycle is made visible to all through a fortnightly newsletter

sent to families, preschool room displays, parent teacher interviews, informal discussion with families, children learning stories, transition to

school statement and end of year child progress reports.

Families are informed about the program and their child’s progress using the Seesaw app. Each week, families are provided with an outline

of the intentional teaching and resources that are provided for the week. Each element of the program is linked to an observation, child or

family input, element of the QIP, term goal or community event. This is shown through a code written under each. The weekly program is also

displayed in a prominent location in the preschool room. Fortnightly newsletters, group and individual learning stories are also shared through

Seesaw. Permission is sought from each family to share information and photos of their child through the Seesaw app. Each child’s first name

and the first letter of their surname are used on Seesaw to promote privacy. Any family who does not wish to have information or photos of

their children shared through Seesaw is consulted individually to discuss alternative options for sharing, such as private email or hard copy.

Step 3: Improvement Plan

Standard /Element Rationale for goal or identified issue Priority L/M/H

1.3.2 Critical reflection Methods and schedule of communication has been ineffective. H

What goal or outcome

do we seek to

achieve?

Steps or strategies to achieve

goal

When? Who? Progress notes and reflection

All educators develop

deeper understanding

of critical reflection and

apply it practice.

Use of reflective diary for SLSO

daily program reflection.

Embed Critical Reflection into

fortnightly meetings by using the

prompts, modelling this as a

group and recording this in

meeting minutes.

Have a template that is used to

show evidence of critical

reflection taking place

T1 W2

T3 W1

T4 W5

KP LG LT KP KJ LT KP KJ

27.02 KP and LG using the diary for observations.

Will work towards using reflection and critical

reflection over the next 2 terms.

29.03- LT and KP attending network meeting about

program cycle

27.06- LT and KP participated in planning cycle

webinar through ‘Empowered Ed’. Critical reflection

to take place during fortnightly educator meetings as

a team.

24/09 - LT, KP and KJ have Critical Reflection as

part of the preschool fortnightly meeting. Up on the

wall in the preschool is a list of prompts to guide

critical reflection.


1.2.3 Child directed learning

Each child’s agency can be further improved. M


do we seek to

achieve?


goal


Children having a

formal say in decisions

that influence their

learning and their

environment.

1. Trial indoor/outdoor play in Term

2. Install shade cloth to provide sun

protection during Summer

3. Evaluate and receive feedback

from children about the

indoor/outdoor play

Term 2

Term 3

Term 4

LT KP LT KP

27/06- To be trialled in T3 as we were practising

Assessment for Learning Strategies this term.

24.09 Trailed indoor/outdoor play identified need for

extra sun protections. Shade cloth installed in Term

3

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.



Ref. to Law (S) /Regulation (R)


R.90 – 91R.162 Have you ensured that a copy of the preschool’s medical conditions policy/procedures document has been provided to a parent of a child enrolled who has a specific health care need, allergy or medical condition?

YES

R.92-96 R.161

Have you ensured that all educators, families and, where applicable, children are aware of the procedure for administering medication and always follow it?

YES

R.81 Have you ensured that you meet each child’s need for sleep and/or rest? YES

R.88 Have you ensured that all educators and families follow the service’s policies and procedures around preventing and dealing with the outbreak of infectious diseases?

YES

R.85-87 Have you ensured that all educators follow service procedures in the event of an accident, injury or illness? YES

R.89 Do you have sufficient first aid kits? Have you checked that they are fully stocked and removed all out-of-date items?

YES

R.78-79 Do you ensure that food and drinks served to children are consistent with your nutrition policy and that children can access water at any time?

YES

R.77 Is food stored, handled and served safely? YES

S165 Have you ensured that educators are supervising children effectively? YES

R.82-83 R.97 R.103 S.167

Have you ensured that all educators follow service procedures designed to ensure the environment is safe and that children cannot access dangerous items?

YES

R.99 Have you ensured that all educators follow service procedures about the delivery and collection of children from the service?

YES


Step 2: Identify and record your strengths


Standard 2.1 Each child’s health and physical activity is supported and promoted.

Wellbeing and comfort

Element 2.1.1 Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Health practices and procedures

Element 2.1.2 Effective illness and injury management and hygiene practices are promoted and implemented.

Healthy lifestyle

Element 2.1.3 Healthy eating and physical activity is promoted and is appropriate for each child.

OGPS Preschool practices are underpinned by DoE policies and procedures, as per the Education and Care Services Regulation (2011).

The Departmental policies guide the development and review of practices and procedures within the preschool in relation to children’s health

and safety. The preschool’s child health related policies and procedures are reviewed and updated regularly.

Each child’s psychological and physical wellbeing is supported, promoted and underpins the everyday activities that occur in the preschool.

The approach is fluid parallel to the children’s needs, which change over time as they grow and develop.

Learning about healthy lifestyles, including nutrition, personal hygiene (hand washing, dental hygiene and ear care), physical fitness, emotions

and social relationships are an integral part of the preschool program, with the aim of making children more independent and responsible for

their own health, hygiene and personal care.

Children’s need for privacy during toileting and dressing/undressing is supported through a designated children’s bathroom with a dividing

wall to separate it from the main room.

OGPS Preschool works closely with families and relevant health care professionals. During enrolment families provide information regarding

their child’s sleeping/rest needs and any other information that may be relevant to the child’s health and wellbeing. This information is collated

and made available to staff associated with the preschool in a confidential and respectful manner. At the end of each term families are

reminded to update this information.

Based on information gathered from families the preschool makes available physical spaces for sleep, rest and relaxation, to meet each

child’s needs.

Rest and relaxation is offered throughout the day during both indoor and outdoor activities with a quiet space provided.

The priority at OGPS is to protect children at all times from foreseeable risk of harm, injury and infection.

Staff always follow the Infectious Diseases Policy and the current NSW Health guidelines on exclusion and follow standard infection control

procedures. The preschool’s policies and procedures are made available to all families on request and a brief summary of these documents

is provided and explained to families at enrolment. Families are notified of any outbreaks of infectious diseases through School E-News. A

sign is also placed on the preschool sign-on table.

OGPS preschool maintains an immunisation record with children’s birthdays so parent reminder letters are sent out when a child turns 4 and

immunisation needs updating. The record documents when the parent has updated their child’s immunisation.

Children will not be enrolled in preschool unless the parent/guardian has provided an approved immunisation certificate that shows the child

is fully immunised for their age, or has a medical reason not to be vaccinated, or is on a recognised catch-up schedule if their child has fallen

behind with their vaccinations.

The preschool follows the Food Handling and Hygiene policies and practices so that effective procedures and preventative measures are in

place to prevent and control the spread of infectious disease. Information about ‘Lunch Box Safety’ is displayed in the preschool and explained

and provided to parent at enrolment. Spare icepacks are available for those children that should need one.

Correct hand washing procedures are displayed in appropriate places and discussed with children, with reminders given on a daily basis.

Children are trained in nose blowing and toileting procedures. Visuals are provided is appropriate areas to remind children to flush the toilet,

wash their hands and follow set procedures for coughing and blowing their nose.

Outside providers visit the preschool to support students with hygiene procedures such as nose blowing, dental hygiene and ear care.

Contract cleaning is monitored and any shortcomings addressed by the Principal with the contractor’s representative. A cleaning schedule is

kept and maintained at the preschool to maintain acceptable levels of hygiene whilst at the same time minimising the use of toxic products.

Specific colour coded cloths are located in the preschool bathroom and kitchen. Cloths are in clearly labelled containers and colour coded

according to different purposes.

Staff are up to date with anaphylaxis, first aid and CPR training.

The main First Aid Kit is kept in the preschool children’s bathroom with a smaller First Aid Kit placed near the playground door available for

outdoor usage. Information about the first aid qualified staff member is available if an emergency should occur.

A thermometer is used by our educators when a child appears unwell to assist in determining if a child needs to go home. As per the Staying

Healthy in Childcare document (2013), if the child is over 38 degrees upon several checks across a 30 minute period, their parents will be

contacted and next steps determined.

Comprehensive records documenting medication, health care plans, and accidents are kept. Details of children with allergies and asthma are

discussed at staff meetings, and Learning Support Team meetings are minuted to ensure all staff are aware.

Health Care Plans and Management plans relating to allergies, anaphylaxis, asthma and any other medical needs are displayed in the school

staffroom, preschool office, near the first aid in the preschool bathroom and on an outside window, as well as in the casual folder.

The preschool follows the OGPS Sun Safety Policy and keeps children safe when playing outdoors.

The Munch and Move program is one of many ways the preschool promotes healthy eating and positive physical activity. Posters are hung

to inform families of the program and regular information is provided in the preschool newsletter. Children are exposed to

incidental opportunities such as discussion during recess and lunchtime or when outdoor activities occur. Explicit teaching activities are also

delivered ensuring healthy eating and physical activity are covered thoroughly.

The daily timetable reflects a balance between indoor play and outdoor play.

The large outdoor grassed area and having access to the school K-6 playground allows for extensive promotion of physical activity.

A variety of resources and equipment are used to support children’s interest and participation in various types of physical activity. They provide

a stimulating play environment that meets each child’s individual needs.

In addition, when either indoors or outdoors, children are given the opportunity to engage in yoga, music and movement.

Standard 2.2 Each child is protected.

Supervision Element 2.2.1 At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.

Incident and emergency management

Element 2.2.2 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

Child protection

Element 2.2.3 Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.

Supervision ratios as specified by Department of Education and National Quality Standards are maintained at all times, both in inside and

outside areas.

Supervision is effectively managed with 1:10 in any given area including when children need to be in a different space from the main group.

Equipment, furniture and activities are flexible and/or adjusted so they accommodate this requirement.

During recess, lunch and relief from face to face, qualified teachers who engage in all set activities relieve staff.

A safety check in order to reduce risk is carried out daily before the preschool opens.

Staff regularly discuss safety with children especially ensuring children are aware of correct use of equipment and the environment, for

example going down the slippery dip and not up whilst other children are coming down. Children are involved in the setting of safety

expectations as part of the Positive Behaviour for Learning initiative.

Risk assessments are written for any offsite activities including evacuations.

Incident and emergency management Plans to effectively manage incidents and emergencies are developed in consultation with relevant

authorities.

The preschool facilitates and documents regular practice evacuation and lockdown drills for both groups. The DoE has a register to document

these drills and sends out periodic reminders when they are due to be scheduled. Clear emergency and lockdown procedures are displayed

at all exits.

To ensure practices are improved and/or maintained reflection and consultation between the staff, preschool supervisor and school principal

is carried out on completion of each practice evacuation and lockdown drill.

All staff are involved in mandatory child protection updates through professional learning sessions where procedures about reporting concerns

are thoroughly explained. Staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.

Families are provided with information about the preschool’s practices and mandatory reporting requirements in relation to child protection.

Information is displayed in the preschool foyer.

Families are able to access information about local community resources that can provide support in relation to children at risk of abuse and/or

neglect through brochures available in the preschool foyer.

Step 3: Improvement Plan Standard /Element Rationale for goal or identified issue Priority

L/M/H

2.1.2 Health practices

and procedures

Reflection about lunchbox safety- it is impractical to check every child’s lunch box and morning

tea for an ice pack each morning.

M


do we seek to

achieve?


goal


Children’s food is stored

safely throughout the

day

1. Look into getting a fridge for

storage of lunchboxes and

morning tea in the preschool.

Week 10

Term 1

KJ, KH

15.05 - KJ to discuss with KH and look into getting

a fridge. Fridge purchased – Term 3 Week 8

2. Support children to get into

the routine of using the fridge

After

fridge

purchase

LT, KP 03.06 - Fridge arrived and routine established and

followed quickly

3. Monitor fridge temperature at

regular intervals.

- purchase fridge

thermometer

- check temperatures at

start of day and at meal

times.

After

fridge

purchase

LT, KP 24.09 - thermometer is on the outside of the fridge

as a fixture and has a beep alert when the

temperature drops. Will add to the daily safety

check sheet to check once daily.

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.





R.104-115 Have you ensured the services premises meet all regulatory requirements? For example: ● There is the required amount of unencumbered space for the number of children in attendance at the

service ● Arrangements for dealing with soiled clothes, linen and nappies

YES YES

● Do your premises have fencing that prevents children going over, under or through it? YES

● Are there appropriate toilet, hand washing and nappy change facilities? YES

● Is there space for administrative functions and consultation with families? YES

● Is there adequate light, ventilation and shade? YES

● Are all areas of the premises easily supervised? YES

R.103 Have you ensured that the service premises and all equipment and furniture are safe, clean and in good repair?

YES

R.113 Have you ensured that children are able to explore and experience the natural environment? For example, are there trees, plants and sand?

YES




Standard 3.1 The design of the facilities is appropriate for the operation of a service.

Fit for purpose Element 3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.

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

OGPS Preschool prides itself on well-designed indoor and outdoor spaces that are welcoming, accessible by all children and their families,

and reflect the diversity and celebration of local and broader communities.

Spaces are set up for individual, small group and large group activities. The variety of spaces used, such as the floor, the tables, multi-

level corner, standing at the painting easel, allows for a range of activities. Both indoor and outdoor areas have designated quiet zones.

The outdoor space provides shaded areas for children to play.

The indoor space has a balance of natural and artificial lighting, as well as adequate ventilation.

The indoor space was evaluated, furniture purchased and changes to the placement of furniture equipment made at the beginning of 2017.

The large COLA area enables children to engage in outdoor play in all weather and is used as a transition area between indoor and outdoor

activities. It is also used as a morning tea and lunch space.

The large outdoor area which includes the play equipment with soft fall, cubby house, sand pit, grassed area and garden allow for

a substantial number and assortment of activities to be implemented.

OGPS preschool has an administrative area for educators to work and have their breaks. This area is also used when private conversations

and consultations with families arises especially when confidential matters need to be discussed.

The preschool has a washing machine and dryer so soiled items can be disinfected and laundered appropriately. There is a serviced nappy

bin in the children’s bathroom which is managed and cleaned by an external service weekly.

Children’s health and safety are paramount importance. As per regulation, rostered cleaning and maintenance of toys and equipment ensures

that everything is clean and safe to use. A safety check is carried out daily before the preschool opens.

OGPS preschool has access to the school’s full time General Assistant who is able to assist with the effective maintenance, cleaning and

appropriate safety precautions in the preschool.

Standard 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

Inclusive environment

Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.

Resources support play-based learning

Element 3.2.2 Resources, materials and equipment allow for multiple uses, are sufficient in number, enable every child to engage in play-based learning.

Environment-ally responsible

Element 3.2.3 The service cares for the environment and supports children to become environmentally responsible.

The environments both indoor and outdoor are set up to promote self-selection and maximise access to a range of resources. All activities are

selected on the basis that they contribute to children’s learning and support their developing agency and independence. The range of

activities available in both environments offer challenges and experiences that meet all children’s interests and abilities.

Resources provided support play based learning and encourage children to explore, solve problems, create and construct. They reflect the

breadth of interests and capabilities of the children sharing the environment.

The indoor learning environment includes consistent and provocative learning areas which cater for a range of natural and preferred learning

styles. A range of materials and resources are accessible to children so that self-regulation and agency is learned.

The environment is arranged purposefully to maximise children’s learning experiences and is regularly changed to reflect the learning interests

of the children. The range of spaces enables dynamic, rich and diverse activities to be offered. Many spaces are flexible, for example, shelving

that can be moved, and painting easel can be placed in an alternate area. This flexibility promotes and accommodates the variation of social

interactions and makes spaces continuously engaging and interesting. Nature and science features in the indoor program through the use of

natural resources e.g. science table, posters, and natural resources such as pebbles, sticks and gumnuts.

The outdoor environment offers experiences unique to nature through access to a sensory garden, an Australian native garden, a sloping hill

and natural features such as grass, shrubs and trees. The many trees attract native Australian birds and the children have the opportunity to

observe the life cycle of birds and the various habits of the different varieties.

The three fruit trees within the garden allow children the opportunity to observe the seasonal changes throughout the year. Fruit is harvested

and eaten by everyone. Children are also involved with the planting and harvesting of vegetables in our multiple vegetable gardens as well

as accessing the large vegetable garden situated in the school grounds.

Storage boxes outdoors in the various playing areas have been used to further encourage children to access equipment themselves e.g.

sandpit boxes with trucks, etc.

An outdoor stage area has been created for children to engage in music and dance activities both planned and spontaneous.

A cubby house has been added to the outdoor area and has provided many opportunities for children to engage in creative role-play.

Sustainable practices are embedded in daily routines. Children are actively involved in composting foodstuffs, recycling paper and turning

lights off when rooms are not being used. They are explicitly taught and hence understand that the water from the rainwater tank is used for

the toilets and watering the gardens.

OGPS has a garden facilitator available to give specialised lessons to all students including children in the preschool.

The herb and vegetable garden in the outdoor area aids the promotion of sustainability and respect for the natural environment. Children help

tend to the garden by planting, weeding, pruning, watering and harvesting. The garden allows for many teaching opportunities and also

creatively stimulates children’s interests and curiosity. The children’s active involvement is part of the educational program in place that

encourages children to become environmentally responsible.

OGPS has sustainable practices at a whole school level, including the preschool environment. This includes water and power efficiency

measures, teaching sustainable habits such as recycling, and celebrating special events such as Earth Hour, Clean Up Australia Day and

Walk Safely to School Day.

.Step 3: Improvement Plan


3.1.2 Upkeep Improve aesthetics and function of outdoor spaces, especially in relation to weeding, drainage

and gardens.

M

What goal or outcome do we seek to

achieve?

Steps or strategies to achieve goal

By When?

Who? Progress notes and reflection

Improve drainage of soft

fall area and

maintenance of weeds

in preschool outdoor

space.

1. Use outdoor grant from 2018 to

purchase new garden beds, soil,

plants and outdoor equipment, in

consultation with Adrian.

T3 KH, KJ,

GA

27.02 Environments grant received. Additions

to outdoor environment made and will be

ongoing throughout 2019.

27.06 New garden beds installed in Week 7

T2. Family donated plants to be added after

working bee.

24.06 - more plants were donated and the

garden as aesthetically pleasing.

2. Series of working bees with

parent community- 1 per term

Term 2 All 25.02 Speak to KJ about organising this

23.03 Discussed with KJ to go ahead in T2

27.06 T2 Working Bee held 15.06. Over 10

families participated. The outcome was great

so we will continue this

24.09 - We were not able to do one this term

due to many extra curricular activities on the

weekend that were school related. Tentative

date for term 4 – 3rd of November? Week 3

Term 4

Improvements to

physical environment

both indoor and outdoor

1. Repair of brick pathway/bike

path where tree roots have

shifted or warped them.

2. Shade cloth to be installed

over the grass area for

additional shade.

3. Removal of shelves in the

storage room to fit larger

items on shelves.

4. Renovation of staff kitchen

Wk1 T2- Consultation with Infrastructure and

P-2 officer regarding works to be done and

grant.

15.06 Grant for environments granted. Work

to be planned by KH and AH.

24.06 - Brick pathways not repaired yet.

Shade cloths installed. Shelving not installed

yet however they have been looked at by

installers. Kitchen upgrade imminent.

11.09 - Shade structure installed


3.2.2 Resources

support play-based

learning

Resources in storage may be old, irrelevant and not used frequently. Not organised in a manner

that can allow for easy access and usage.

H

What goal or outcome do we seek to

achieve?

Steps or strategies to achieve goal

By When?

Who? Progress notes and reflection

An organised resource

storeroom where

resources are easily

accessible allowing

greater flexibility for

resources in the

preschool environment

to be changed or

rotated.

1. Resource storeroom

audit

keep, chuck, repair

T3 LT

KP

25.02 Process to begin in T2

27.06 To begin on T2 Cleaning Day

24.09 KP and LT came in during the holidays

to go over the books and various object

removed. KP and LT to continue during

Cleaning Day T3

2. Resources placed in plastic clear

containers, labelled and organised

in categories.

T2 LT

KP

25.02 Plastic containers given to preschool by

office. KP started to transfer resources to

containers.

27.06 Large boxes to be ordered once the

shelving has been replaced through

environments grant.

24.09 - containers purchased and more to be

purchased once the shelving goes in

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.


Date of self-assessment: 24.09.2019



R122-124 Have you ensured that the educator to child ratio is maintained and that only educators working directly with children are included in ratio?

YES

R.135 R.152

Have you ensured that a suitably qualified and experienced individual has been appointed as the preschool teacher?

YES

R.120 R126 R.129-135 R.136

Have you ensured that School Learning Support Officers hold, or are actively working towards, an ACECQA approved certificate III level qualification?

YES

Have you ensured that at all times children are in attendance at the service there is at least one person with an ACECQA approved first aid qualification available, and at least one person who has completed training in the management of asthma and anaphylaxis?

YES



Standard 4.1 Staffing arrangements enhance children's learning and development.

Organisation of educators

Element 4.1.1 The organisation of educators across the service supports children’s learning and development.

Continuity of staff

Element 4.1.2 Every effort is made for children to experience continuity of educators at the service.

OGPS Preschool maintains staff child ratios in accordance with the National Quality Standards and Department of Education guidelines to

ensure a quality educational program is provided for all children. Staff adhere to the Department of Education code of conduct and the ECEC

code of ethics.

Our experienced, university qualified early childhood teacher is an active participant in local professional learning networks facilitated by the

Department of Education. In accordance with current regulations, the preschool School Learning Support Officer (SLSO) has at least

completed the Certificate 3 in Children’s Services. All team members work collaboratively and respectfully in providing an engaging program

for all children.

Qualified teachers who regularly attend the preschool to provide for morning tea, lunch and relief from face to face are familiar with preschool

routines and are aware of the Early Years Learning Framework. Where possible teachers with an Early Childhood qualification are placed in

the preschool during these times.

Before and after school meetings, as well as rostered relief from face to face provide time for educators to reflect on and develop the program.

Continuity for those children and their families who have two educators at the service is achieved by a communication book, group emails,

shared observation notes and a common supervisor and SLSO. Established routines and processes are consistent amongst both educators.

Standard 4.2 Management, educators and staff are collaborative, respectful and ethical.

Professional collaboration

Element 4.2.1 Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

Professional standards

Element 4.2.2 Professional standards guide practice, interactions and relationships.

All staff have a Performance and Development Plan developed from self-reflection and identification of areas each staff member feels they

need to develop. These individual performance and learning goals are overseen by the Preschool Supervisor and the School Principal.

A focused and explicit quality improvement plan, developed on all stakeholders’ views, suggestions and feedback, is in place and is updated

regularly. All staff members are familiar with the goals established within this document and professionally collaborate to support each other

in achieving these common goals. The preschool team is committed towards continuous improvement and passionate about promoting best

outcomes for all children. The team ensures all children are engaged in a quality program through continual reflection and evaluation.

Educators share resources, provide feedback to each other and assist each other professionally.

One day at the end of each term the teacher is provided with a day to engage in structured professional discussion and collaboratively plan

for the following term. Each educator’s diverse perspectives, skills, experiences and background enhance the team discussion and provide

extensive opportunity for programs, practices to be evaluated and improvement measures implemented.

Educators also meet with the preschool supervisor in timetabled meetings fortnightly.

As a mandatory whole school policy and Department of Education requirement, all documents such as learning frameworks the service

philosophy, code of conduct and the Law and Regulations are used to guide educators’ practice.

Team members have various strengths and experience in early childhood. Efficient and effective communication systems between team

members are established so consistent and quality program for all children can be maintained. They support and mentor each other through

collegial discussion facilitated by the preschool supervisor who supports and mentors teachers. Educators also have the opportunity to attend

early childhood network meetings and are fortunate enough to have strong links to the school where some staff have early childhood training

and are available for support and mentoring.

Educators, the supervisor and the SLSOs at the preschool possess a large variety of strengths, talents and interests. The diverse spread of

expertise and talents are a rich resource that allows for programs to be enhanced. These include the ability to integrate technology into the

programs, engaging the children in creative experiences and supporting children with special needs.

Information is shared amongst educators through a reflection diary and shared observations. In addition, the team including the supervisor

and the principal uses email and Microsoft 365 to communicate and share documents.

Everyone’s voices, ideas and opinions are respected and considered. The supervisor is present at all meetings and guides discussion and

negotiation. Decisions are made in a democratic manner after all staff have had an input. Staff treat each other with utmost respect and

adhere to the Code of Conduct at all times.

The calm, organised and friendly environment of the preschool make educators feel welcome in their work place. The large spaces and rich,

natural environment make it a pleasant place to work. There is a positive collegial atmosphere with a strong support network, especially

through its link to the school.


Standard /Element Rationale for goal or identified issue Priority

L/M/H

4.2.1 Professional

Collaboration

All educators plan and implement the program consistently, challenge and learn from each other,

recognising each other’s strengths and skills.

L


do we seek to

achieve?


goal


Fortnightly team

meetings provide

opportunities for

communication,

collaboration, sharing of

strengths and improving

practice.

1. Fortnightly team meetings

implemented with all

educators and supervisor

Even

weeks

from

T1W2

LT

KP

KJ

27.06 Fortnightly team meetings have been regular

since T1Wk2. Minutes for each meeting recorded in

Sentral. Topics covered include procedures and

QIP review, shared reflection and collaboration.

24.09 - upon critical reflection we will now move to

weekly meetings especially in preparation for

assessment.

2. Alternating team member to

provide material for the

meeting, to promote sharing

of their strengths and learn

from each other.

Ongoing LT

KP

KJ

27.02- LT to lead meetings in T1, look to changing

each month in T2.

27.06 In T3 a rotating roster has been created for

leading critical reflection between team.

24.09 - Team meetings written up in Sentral and

chairing person allocated for term 4

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.





R.155 Have you ensured that educators interact with children in a way that ● Encourages children to express themselves and their opinions?

YES

● Supports children to develop self-reliance and self-esteem? YES

● Maintains the dignity and rights of each child? YES

● Provides positive guidance and encourages acceptable behaviour? YES

● Reflects each child’s family and cultural values? YES

● Is appropriate for the physical and intellectual development and abilities of each child? YES

R.156 Have you ensured that the size and composition of each group of children provides them with the opportunity to interact and develop respectful and positive relationships with each other and with educators?

YES



Standard 5.1 Respectful and equitable relationships are maintained with each child.

Positive educator to child interactions

Element 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

Dignity and rights of the child

Element 5.1.2 The dignity and the rights of every child are maintained.

All staff members value the importance of relationships as the foundation for qualitative life and learning experiences. The respect for the

dignity and worth of each child that attends OGPS Preschool stems from staff agreement and adherence to the United Nations Convention

on the Rights of the Child. In all situations fairness, respect and cultural needs are considered so that children’s dignity and rights are supported

and promoted.

Educators are responsive to children’s thoughts and feelings through both verbal and non-verbal interactions, contributing towards the relaxed

atmosphere across each day. They interact positively and meaningfully with children and are respectful so that children feel accepted,

confident and welcomed, as well as building a relationship of trust.

Staff are warm and welcoming when greeting the child and families every day in all settings. They respect the diverse range of cultures and

the different ways of communicating. Each child and their family are invited to make a pictorial contribution about their family and their interests

in the Belonging Book sent home which then is displayed and shared with their teacher and their peers.

Staff share meal times, model respectful behaviour, respond with a sense of humour and celebrate major events in the children ’s lives e.g.

birthdays or a new baby arriving in the family.

Children display happiness in being at preschool, building friendships and know that they are able to display feelings freely, and seek help

when they need it.

Home languages are supported through the use of songs, stories, parent visits and contribution of their talents. The staff encourage and offer

opportunities for families to share their culture in many ways, especially with major celebrations such as Harmony Day. Children are also

exposed to cultures that may not necessarily be related to their peers but related to the community. For example, Chinese New Year, St

Patrick’s Day, etc.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships.

Collaborative learning

Element 5.2.1 Children are supported to collaborate, learn from and help each other.

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

Children continually share their ideas and experiences in interactions with children and educators. This also exposes children to formalised

speaking and listening aspects. Children are given the opportunity throughout the year to share their home life and interests with their peers

whether through ‘news time’ or impromptu sharing of exciting events or adventures that have happened. These opportunities are great

discussion starters.

Activities both whole group and small group are arranged to promote cooperation and social skills enabling children to learn to work together.

These groups also allow children to practise showing respect, equity and fairness. Staff continuously model and guide students to show

respect and fairness through the behaviours they display.

Children are involved in discussion early in the year about expectations of behaviour based on the P4BL Framework. These are reinforced

throughout the child’s attendance at the preschool. Positive reinforcement is a common tool used to reward positive behaviours and PB4L, at

a whole school level, is used as the main strategy of behaviour management.

All staff strive to support children to regulate their own behaviour and respond to children when conflict arises in a fair and consistent based

on Positive Behaviour for Learning (PB4L) and Restorative Practices.

Children are taught appropriate social skills through the weekly PALS program.

For those children who are identified as having additional needs, personalised learning plans (IEPs) are put into place as soon as possible

with parent input and with support from the school’s Learning and Support teacher when required.

Staff respond and listen to children’s interests and concerns identifying their strengths and areas of development. Preventative measures are

put in place to avoid children becoming distressed due to adapting to a new place, new people and unfamiliar routines. Children are orientated

to structured routines and organisation necessary for smooth running and safety in the environment. This is communicated with clear

explanations, modelled and practised. For example, where to hang their bags, toileting procedures, etc.

When a child continues to display distress staff direct children to supportive activities and expose them to small social experiences and

encourage friendships. There is regular consultation with parents so interests and needs are determined. School resources such as Learning

and Support teacher, pastoral carer and school counsellor are accessed if the circumstances warrant such support.



L/M/H

5.1.2 Dignity and rights

of the child

Educators develop a deeper understanding of the ECA Code of Ethics and the UN Rights of the

Child

M


do we seek to

achieve?


goal


Educators use more varied resources in the program in relation to rights of the child.

1. Display UN rights of the child

and ECA Code of Ethics in office

and main room.

2. Reflect on one aspect of this

during fortnightly team meetings.

Term 1 Wk 10

All 27.06 Code of ethics and Rights of the child

displayed in Preschool Office. Reflected on

‘Rights of the Child” document as a team in T2

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.





R.157 Do you respect the right of parents to enter the service when their child is in attendance unless ● Allowing the parent to come into the service poses a risk to the safety of children or staff? ● Allowing the parent to come into the service would prevent you or educators and staff from carrying

out your normal duties, such as supervising children, delivering the program or meeting health and safety needs? or

● You reasonably believe that allowing them entry would contravene a court order?

YES



Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role.

Engagement with the service

Element 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions.

Parent views are respected

Element 6.1.2 The expertise, culture, values, beliefs of families are respected, and families share in decision-making about their child’s learning and wellbeing.

Families are supported

Element 6.1.3 Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.

The preschool enrolment process is based on a policy. A panel is formed and consists of the school principal, preschool educator and

supervisor, and a parent representative. This ensures the process is carefully and equitably managed. The school’s preschool enrolment

policy, formulated with parent input, outlines the process for placement selection.

A preschool prospective family information evening is held in Term 1 before expressions of interest open for the following year.

A preschool orientation information evening is held for families in October each year, before children commence at the preschool. Parents

are informed about the program and the daily routines and activities. They also have the opportunity to clarify any queries they have or ask

questions.

Preschool family members are encouraged to join and attend the P&C where they are given the opportunity to have input into preschool

decisions. Fund-raising activities are organised by the school community and support the resourcing of the preschool.

Families’ input is also sourced through school surveys and forums. The principal has an open-door policy that encourages parents to share

their ideas or express their concerns. More formally, the preschool gives families the opportunity to have their say on an annual basis through

a survey based on the quality areas that make up the National Standards Framework.

Family members are often included in the program when they are invited to share cultural activities, cooking and working bees. The preschool

encourages family members that have specific strengths or talents to contribute to the preschool program.

Family members provide feedback through a variety of conduits including QIP survey, satisfaction surveys, Tell Them from Me family surveys,

feedback forums, parent rep system and P&C meetings.

The information shared by families is reflected in the choices made within the educational program and in the general organisation and

processes within the preschool. Likewise, steps are taken to ensure that families feel welcomed and are kept informed about the preschool

and broader school events.

Communication with families is regular, current and informative. A fortnightly whole school newsletter is distributed via School E-news

(email/app) and a hardcopy is available from the school office for families that don’t have Internet access. The school website, more specifically

the preschool webpage, provides families with information.

A Preschool Newsletter for each preschool group is sent out fortnightly through Seesaw with a hardcopy made available to those families with

no Internet access. In addition, children’s learning stories are sent out regularly throughout the year via Seesaw or hard copy, with the aim of

one learning story having been sent for each child covering each EYLF outcome.

OGPS has a parent representative system of communication, a P&C initiative, which is used to distribute information to families via email.

From time to time, important messages are left near the sign in and out book for parents to view and the School E-news is used to push this

information out electronically to families.

Educators are available for informal discussions with families at mutually convenient times usually at drop off or pick up.

The educators use the school counsellor and pastoral carer for advice on community services and resources available so that they can then

pass onto parents. Support services, including access to the school’s Learning and Support Teacher are available for families.

Standard 6.2 Collaborative partnerships enhance children’s inclusion, learning and wellbeing.

Transitions Element 6.2.1 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

Access and participation

Element 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program.

Community engagement

Element 6.2.3 The service builds relationships and engages with its community.

OGPS Preschool educators develop strong working relationships with occupational therapists, speech therapist and other professionals to

ensure that children with additional needs are supported. The school’s Learning and Support Teacher facilitates communication between the

preschool and the therapists.

Children’s transition into the preschool is supported by an orientation morning held three months prior to the child commencing preschool.

Children are able to explore the preschool environment and engage in activities of their own choice during this time. In addition, families are

able to meet the educators one on one.

Preschool transition is also supported by a staggered attendance at the commencement of each year. Children commence preschool, 5

children per day, building up to 20, for the first 2 weeks of Term 1. This allows each child and family extra time and attention to help them

settle in on their first day.

The first term of preschool educators help children understand the expectations, routines and practices. Children become familiar with and

contribute to the PB4L expectations for the preschool. There is also a strong focus on important social skills such as ‘asking for help when

you need it’ and ‘sharing’ through implementation of the PALS program.

Later in their enrolled year the preschool children experience a transition to kindergarten program, in collaboration with staff from the primary

school.

The philosophy reflects a view of families as the child’s first and most influential teachers. Relationships with families are valued and

maintained through informal interactions at arrival and departure times.

Families are invited to supply as much information as possible about their child through a survey completed before their child commences

preschool in addition to a parent teacher interview early in the year. Parents are made to feel welcomed into the classroom and are encouraged

to stay during the morning routine.

OGPS Preschool use the local community, outside sources and services to help children form relationships with a board range of people

whilst learning more about various cultures and identities that exist in their world. For example, incursions such as visits from the fire brigade

and Army service person.



L/M/H

6.1.2 Parent views are

respected

Many families work full time with their children attending before/after school care or other carers

and do not engage with the preschool much. Therefore, it can be challenging to provide

opportunities for families to provide feedback about their experience of preschool

M


do we seek to

achieve?


goal


Families are given

opportunities to:

- provide feedback

about their child’s

experiences

- make suggestions

about service

routines, transitions

and activities

1. Meetings or phone calls with

different families arranged

fortnightly to provide opportunities

for them to give feedback in

relation to the 7 Quality Areas.

2. Information collected is recorded

using Microsoft forms and shared

with educators through fortnightly

team meeting.

From

Term 2,

Week 2

LT

LT

25.03 LT and KJ discussed implementation of

these meetings from W2 T2.

27.06 To be trialled in T4

Skype conference calls with parent offered to

discuss child’s needs and allow an alternative to

face to face meetings when the parents work full

time

- contribute to

curriculum decision-

making and the

documentation of

children’s learning

3. Information is then used to add to

the Quality Improvement Plan,

programs and preschool

procedures, where relevant.

LT, KP,

KJ, KH

17.09 Meeting with Early Learning team after a visit

to the Preschool on 16.09. Guidance given to LT,

KJ and KP about updating QIP to better show

strengths


L/M/H

6.2.1 Transitions Support transitions to and from preschool H


do we seek to

achieve?


goal


Foster relationships

between preschool

children, Kindergarten

students and teachers

to support their

transition to school.

Preschool visit to Kindy classrooms

as well as Kindy to visit preschool

for team teaching and shared

learning.

Term 2 LT

KP

KJ

25.02 LT and KJ discussed at ES1 meeting and will

plan further for Term 2.

27.06 KJ has visited preschool classroom with ES1

for initial play-based transition program. Program to

expand in T3 to visits to the Kindy rooms.

3.09 and 12.09 Preschool visits KJolly to introduce

the children to the Kindergarten setting. Kinder

children showed the Pre-schooler's around their

room. Enjoyed by all.

Transition procedures

will support all children

and families to transition

smoothly into the OGPS

community

LT, KJ and KP to plan for transition

procedures to be updated

Set aside time for Kylie and Lauren

to meet with families of incoming

families before T1 start to look at the

Term 4 LT

KP

KJ

24.09 - KJ discussed with KH about having a day

for Lauren and Kylie to interview parents for 2020 -

Date TBA

needs, goals and context for each

family.

Begin transition

procedures for

Preschool 2020

LT, KJ, KH, KC to hold transition

meetings with identified children for

2020

Term 3 LT KC

KJ

LT, KJ and school counsellor to meet and discuss

children enrolled for 2020 – 3.07

LT contacted Learning and Wellbeing and Early

Learning in regards to transition to preschool with

additional needs– 31.07

LT and KC – met regularly to discuss planning and

agenda for a meeting with parents. Developed an

agenda template

Held meeting with identified families 12.09 after an

initial meeting the week previous

Communicate to

parents and families via

the school web site

KJ to speak to web site developer to

get various documents up on the

web site and create tabs for

preschool

Term 3

and 4

KJ

LT

KH

24.09 - SM added to tabs on web site and KJ to

send blurbs after approval KH

Quality Area 7: Governance and Leadership

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, an ongoing cycle

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


Date of self-assessment: 24.09.2019



R.173 Have you ensured that all of the information included in R.173 is displayed so that it is clearly visible from the main entrance to your service?

YES

R55-56 R31

Have you ensured that your Quality Improvement Plan ● Contains a statement of the service philosophy?

YES

● Is reviewed and revised at least annually? YES

R.145-154 Have you ensured that records for staff including teachers, School Learning Support Officers, volunteers and students are maintained and kept on the preschool premises? These include:

● Working with Children Checks ● Educational qualifications ● ACECQA approved training, including first aid

YES

Have you ensured information is displayed that notes the principal as the nominated supervisor, educational leader and responsible person in charge?

YES

Have you ensured a record is maintained of all educators working directly with children in the preschool? YES

R.87 R.158-162

Have you ensured that all records relating to children at the service are maintained, including enrolment records, attendance records, health information, records of illness or accident?

YES

R.92, 99, R.177

Have you ensured that records related to children contain all the required information including authorisations for the administration of medication, medical treatment, the collection of children from the service and excursions?

YES

R.181-184 Have you ensured that records are stored appropriately to ensure confidentiality and are retained for the period indicated in R.183?

YES

R. 174-176 Do you ensure that changes to the operation of the service, serious incidents and complaints which allege a breach of Law or Regulations are reported to Early Learning within the required timeframes, who inform the Regulatory Authority?

YES

R.168-169

Do you ensure that all policies and procedures required by R.168, are in place, regularly reviewed, and available at the service?

YES

R. 170 Do you ensure that your departmental policies and local procedures are followed? YES

R.172 Have you ensured that families are informed at least 14 days before changes are made to service policies or procedures that might have a significant impact on them, including changes in fees and the way they are collected?

YES

R.185 Have you ensured that a copy of the Education and Care Services National Law and Regulations can be accessed by educators, staff, volunteers and families, including those seeking to enrol their child at the service?

YES




Standard 7.1 Governance supports the operation of a quality service.

Service philosophy and purpose

Element 7.1.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

Management systems

Element 7.1.2 Systems are in place to manage risk and enable the effective management and operation of a quality service.

Roles and responsibilities

Element 7.1.3 Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.

Orange Grove PS Preschool is strictly managed within the parameters of the Department of Education’s (DoE) policies and processes.

Teachers must hold current accreditation with the NSW Education Standards Authority (NESA) and must meet the required training and

professional learning requirements stipulated therein.

The OGPS Preschool philosophy outlines the purpose and principals under which the preschool operates. It reflects a shared understanding

of the role of the service among all stakeholders. The OGPS Preschool philosophy underpins the decision, policies and daily practices at the

service and guides educator’s pedagogy, planning and practice when delivering the educational program. The philosophy is reviewed regularly

and the input of all staff is sought to ensure it reflects their pedagogies and beliefs, as well as encouraging staff commitment and willingness

to put it into practice.

The staffing structure and responsibilities are in line with DoE recommendations and guidelines. The Principal of the school, Ms Kasey

Henness, is the Nominated Supervisor, Educational Leader and the responsible person in charge. She is actively involved with the program

and oversees all systems and processes. An Assistant Principal leads the preschool team and reports to the principal.

OGPS Preschool, as part of Orange Grove PS, abides by all DoE compliance requirements, following laws and regulations as required. All

records are kept, under the DoE guidelines, and secured in the school office or archived as required by legislation. School audit systems and

DoE audit systems are in place to provide quality control of these record and reporting systems. These are wide ranging, from enrolment

systems, health, child protection, WHS, Professional learning and student reporting.

OGPS preschool has efficient and effective management systems that are also guided by DoE policies and processes. The service is able to

effectively identify and manage organisational risks in a timely manner, and carry out risk assessments as required to manage foreseeable

risk to children’s safety and wellbeing. These are explained in more detail in Element 2.2.1.

The Principal with the assistance of the Preschool supervisor and the preschool educators ensure that systems in place are readily followed

and maintained resulting in effective, compliant operation with the National Law, the National Regulations and the National Quality Standard.

When necessary parties liaise with the regulatory authority.

Parent complaints are managed under the Department's Complaints Handling Policy, and in accordance with national regulations and laws

that provide a range of procedures to deal with complaints, according to the nature and seriousness of the complaint. These Guidelines

provide comprehensive support and advice about dealing with complaints.

These issues need to be dealt with in a timely, thorough and fair manner. While most complaints should be resolved informally with the

relevant employee or parent, there are provisions for the use of formal procedures depending on the nature and seriousness of the complaint.

The Principal will notify the Early Childhood Directorate at the DoE and the regulatory authority, ACECQA of certain circumstances and

information if there are significant changes to the operation of the service, complaints that may impact on the service’s approval, serious

incidents, complaints alleging serious incidents and any incident related to physical or sexual abuse of a child whilst in the care of the service.

Policies are regularly reviewed by DoE and the school according to a schedule or as required. Procedures are constantly monitored and

reviewed as necessary, reflecting best practice and drive for improvement. Policies and procedures are easily accessible and available on

request in the preschool, the Preschool supervisor’s office and in the Principal’s office.

All staff have a clear understanding of their role, responsibilities and the expectations of their performance. The daily roles and responsibilities

of the educator and SLSO can be found documented in the preschool office. Outside of this roles and responsibilities are shared during a

comprehensive induction of new staff and continuously touched upon during Preschool staff meetings.

Standard 7.2 Effective leadership build and promotes a positive organisational culture and professional learning community.

Continuous improvement

Element 7.2.1 There is an effective self-assessment and quality improvement process in place.

Educational leadership

Element 7.2.2 The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.

Development of professionals

Element 7.2.3 Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.

https://detwww.det.nsw.edu.au/lists/directoratesaz/legalservices/ls/dealing-complaints/

Service practice is evaluated on an ongoing basis, and takes a variety of forms. Some opportunities for parents to contribute are: satisfaction

surveys, Tell Them From Me parents in partnership surveys, forum reflection evenings, feedback at parent teacher meetings, P&C sessions

and parent email systems.

Once data is collected analysed meetings are held to outline changed processes and practices based on the feedback provided so parents

are aware of the power of their information to effect positive improvement.

Further more, a specific Preschool survey is conducted yearly, with questions directly reflecting the NQS. A response to this data collected is

then shared with families.

The OGPS Preschool Quality Improvement Plan is a “living document” in that it was constructed in consultation with all staff and is under

regular review. It is also available for parents to review and offer suggestions. The preschool staff and executive review and reflect on

processes, programs and environment in consultation with the National Quality Framework manual, Department of Education support

documents and National Childcare Laws and Regulations. These manuals are stored in the preschool office to ensure easy access when and

if required.

Employee performance is monitored using the Performance and Development Framework, and is supervised by executive staff. The

development of the staff member’s Performance Development Plan (PDP) is made in line with the employee’s personal and school focused

needs, with set goals being directly related to school and personal improvement. The PDP is visited regularly with a timeframe in place to

reflect and re-evaluate. This includes two formal observations of practice, based on goals, with feedback for improvement. Professional

learning is selected by mentor and employee to meet both school and personal goals.

The Educational leader at OGPS preschool is the Preschool Supervisor, an assistant principal. They have lead the preschool team by

collaboratively providing curriculum direction and guidance, supporting educators implement the cycle of planning, lead the development and

implementation of an effective educational program and ensure the children’s learning and development is guided by the EYLF. They also

review educator’s programs ensuring assessment and planning cycle is being followed through.

The Preschool supervisor also works closely with families to ensure they have a strong understanding of the preschool, its governance, EYLF,

programs and everyday running.

OGPS Preschool is also lucky enough to have the DoE Early Childhood Consultant on call, working closely with the preschool team.

Opportunities for specific Early Years professional development are offered to staff including relevant conferences and other meetings and

industry specific training that support the teachers to maintain an exemplary learning environment and at the same time follow their personal

learning journey. Regular Performance and Development discussions are held and documented to identify and source potential training and

professional opportunities.



7.2.2 Educational

leadership

The principal, who is the educational leader, does not work within the preschool on a regular

basis and is unfamiliar with the practices of the preschool.

H


do we seek to

achieve?


goal


The educational leader

can articulate the

development and

implementation of the

educational program

and assessment and

planning cycle.

1. Team meetings focus on one

quality area per term. The

information from these meetings is

passed on to the principal by the

preschool supervisor.

T2 W11 KJ

LT

KP

LG

27.02 KJ, LT, KP, LG decided in T1W2 meeting that

focus would be QA5- relationships with children.

Ongoing meetings in T1 involve reviewing procedures

and QIP in relation to this QA.

27.06 T2 focus was QA 3. Reviewed QIP aspects

including strengths and areas for improvement. KJ,

KP and LT involved. Record of meeting agendas

recorded on Sentral.

24.09 T3 focus QA6

2. Preschool supervisor to use

QTSS days (off class) to support

the development and

implementation of the educational

program and assessment and

planning cycle.

Term 2

Term 3

KJ

LT

KP

KJ

27.06 KJ visited preschool classroom with ES1 class

to look at program implementation.

24.09 - upon critical reflection a regular time needs to

be booked on KJ’s QTSS timetable to come to the

preschool and carry out admin or any other

compliance issues

3. Preschool teacher to send

fortnightly preschool family

newsletter for Principal to read

with information about the

program.

From

Term 1

Wk 4

LT

KH

25.03- KJ and LT discussed other ways to provide

information about the preschool.

27.06 Fortnightly newsletter sent to KJ & KH before

publishing.

24.09 - Family Survey completed – 10 our 14 said

they find it the most useful form of communication

with majority saying Seesaw. LT to continue next

term.

4. Beginning to review philosophy Term 4 LT

KP

KJ

KH

Documents

Quality Improvement Plan · 2019-10-11 · Element 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions