Riverview Preschool 2017riverviewpre.sa.edu.au/wp-content/uploads/2017/03/2017... · o Educators work with children to document and reflect on learning experiences including scribing

Riverview Preschool 2017

1 Riverview Preschool Quality Improvement Plan 2017

Service details Service name Service approval number Riverview Preschool Centre

RSE-00014601

Primary contact at service Dawn Rayner

Physical location of service Physical location contact details Street: 44-48 Riverview Drive Suburb: Salisbury Downs

State/territory: SA

Postcode: 5108

Telephone: (08)8281-7330 Mobile: 0438738942

Fax: (08)8285-5154

Email: [email protected]

Approved Provider Nominated Supervisor Primary contact: Anne Marie Haynes

Department for Education and Child Development Telephone:08 82263463 Mobile: N/A

Fax: 08 82260159

Email: [email protected]

Name: Dawn Rayner Telephone: (08)8281-7330

Mobile: N/A

Fax: (08)8285-5154

Email [email protected]

Postal address (if different to physical location of service) N/A

mailto:[email protected]


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

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

clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour. If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

08:30 08:30 08:30 08:30 08:30 closed closed

Closing time

15:00 15:00 15:00 15:00 15:00 closed closed


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

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

• The preschool is a government preschool operated under the Department for Education and Child Development (DECD) in South Australia.

• The preschool adopts the school holiday vacations as set out by DECD

• The preschool is entitled to conduct four Pupil Free Days for 2017 year. The Governing Council must approve the closure and families accessing the centre must be provided with one month's notice. Dates for 2017 have been set as of 14th March and 13th June, 25th August and 1st September 2017.

How are the children grouped at your service?

• Children are grouped as Occasional Care or Preschool. All children are integrated for both indoor and outdoor free play and then separated at large and small group time for structured developmentally appropriate learning activities.

• The individual needs of children are considered as to the most appropriate group time setting dependent on additional needs, level of cognitive functioning, behavioural needs and the child's ability to settle. Siblings can be placed together when anxious or upset to support reassurance and comfort.

Nominated Supervisor- Dawn Rayner

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:_______0__


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

Philosophy Statement Our aim is to provide a safe, nurturing and stimulating environment that accommodates and embraces differences. Our goal is to promote the physical, social, emotional, and cognitive wellbeing of each child. We believe in the integration of learning and play, as children learn best by doing. We strive for a balance between teacher-directed and child-initiated activities, providing the foundation of a holistic early childhood program. Given opportunities to explore the world around them, young children become active, involved learners. Kindergarten becomes a place where they can be successful and children discover that learning is fun. Social responsibility is necessary for the growth of each child. This involves fairness, consistency, and respect for the child and an understanding of child development. Positive and consistent guidance will help a child to regulate their own behaviour in a responsible way. We believe every child is unique in terms of life experience, developmental readiness and cultural heritage, including our own Australian Aboriginal and Torres Strait Islander families. The child’s feeling of self-worth is crucial and must underlie every aspect of their first kindergarten experiences. We will work in partnership with families to develop children’s interest, skills and love of learning to become healthy global citizens. Together with our community, we will care for and respect ourselves, each other and the environment to contribute to sustainable lifestyles. Partnership between family and preschool is, therefore, essential for the optimal growth and development of young children.

5 Riverview Preschool 2017 Quality Improvement Plan

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, and confidence as learners and effectiveness as communicators.

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

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

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

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

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

Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.

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

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

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


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

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

1.1 section 168 Offence relating to required programs

1.1 section 323 Approved learning framework

1.1 regulation 73 Educational programs

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

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

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


Quality Improvement Plan for QA1 Summary of strengths for QA1

Strengths

o The Early years Learning Framework as well as the Numeracy / Literacy indicators informs curriculum development for educators to guide decision making and programming allowing educators to assess children’s needs to meet learning and developmental outcomes.(1.1.1 :1.1.2)

o All educators endeavour to build positive relationships with all children and families through acknowledging and supporting individual children’s social, emotional and cognitive needs (1.1.1), we support community participation in the learning program e.g. sharing information from home, cooking, activity presentation, assistance on excursions

o Information sessions are held each year for new families and continue throughout the year for new enrolments in both occasional care and preschool.. (1.1.2, 1.1.4).

o Positive interactions and modelling of appropriate language, (1.1.6). o Information collected from families at enrolment to begin to guide the child profiles. A learning portfolio is created for each child which contains

samples of work and annotated photographs. Information included in the portfolio is linked to the EYLF Learning Outcomes. The portfolios are kept in the activity area of the preschool and children are encouraged to take ownership of them, add work and to share them with their friends and family (1.1.4).

o Each child has an individual folder which is readily available at all times, informing parents on child’s progress and interests (1.1.4).Sample of work are regularly added from intentional teaching opportunities and child’s choice.

o Following learning needs and interests more closely, the daily routine has flexibility to meet children’s needs at group times and eating opportunities.(1.1.3)

o Children are actively involved in decision making and planning – for example, risk assessments before purchasing new equipment or before setting up new learning experiences. Brainstorming strategies for keeping safe, contributing ideas that influence their physical spaces and the learning environment (1.1.5, 1.1.6)

o Within the learning program there are opportunities for children to extend and modify learning experiences, follow their own interests and share events which are important to themselves and their family. (1.1.6)

o Regular reports – (e.g. improvement plans, term-by-term reports and annual reports) are presented to Governing Council and DECD and used to critically reflect and measure distance travelled by children in relation to our learning priorities. (1.1.4)

o Our student review meetings with Disability Support staff have been ongoing and invaluable, with all staff involved in our termly student review processes. Documentation on children with additional needs recorded on Individual Learning Plans which are updated each term.(1.1.2)

o All staff members have a genuine love of working with children and establishing high quality learning relationships are able to assist children to access all areas of the curriculum, providing assistance where needed (1.1.5.).

o Daily debriefing within our team is used to reflect and evaluate the effectiveness of learning experiences to allow for timely responses to children’s emerging interests or requests. Educators are flexible in their approach and will modify the curriculum to support children’s voice or their observations of learning. (1.2.1, 1.2.2, 1.2.3)

o Our program incorporates planned, intentional experiences to ensure all areas of the curriculum are supported. Small group allows educators to use intentional teaching strategies and to gauge each child’s level of understanding, knowledge and skills. Educators then use this information to plan further, in order to extend children’s knowledge and understanding. (1.2.1, 1.2.3)

o Educators scaffold and extend each child’s learning and development using intentional teaching strategies, open ended questions and ‘teachable moments’. (1.2.2)

o Educators work with children to document and reflect on learning experiences including scribing children’s thinking onto their creative work,


inquiry based projects, learning stories, photographs and the learning program. (1.2.2, 1.2.3) o All staff continues to develop agreed beliefs around pedagogy and curriculum development. Educators write observations about individual

children’s learning, development and interests; these are used to inform the program (1.2.1). o Curriculum focus is always fresh and relevant, and always keeps needs of learners and community at the foreground. Staff plan for children’s

ideas and extend their play through purposeful interactions, modelling, by providing experiences for development of, and extension of skills and for allowing time for spontaneous activities. (1.2.2).

o Feedback about learner achievement from parents both verbally, meetings and feedback sheets are collected to show consultation in the consultation process. (1.2.3)

o High levels of learner engagement. A Statement of Learning is given to all children in their last term of kindergarten (1.1.4). o Across the board competence of the staff in terms of pedagogical knowledge with staff attending Training and Development through the year to

support curriculum priorities (1.2.3). o Sustainable Education focus – some fantastic stories about learning and public commendations based on staff and site working alongside

community groups (1.1.1). o Using professional development learning opportunities to inform site directions (Natural play spaces) for redevelopment of Outdoor Learning

experiences (1.2.3). o A large display book called “What has been happening in our preschool?” is available for parents to view. It contains photographs of children’s

learning and engagement in daily activities, as well as special events. The book links the activities to the EYLF outcomes, literacy and numeracy indicators and learning areas. (1.1.4)

o Referrals to DECD special services are made as appropriate to support children with special rights. NEPs are formulated for children with high support needs. (1.1.2, 1.1.5)

o Referrals to DECD special services are made as appropriate to support children with special rights. NEPs are formulated for children with high Support needs. (1.1.2, 1.1.5)


Key improvements sought for QA1

Element 1.1.1 Curriculum decision making contributes to each child’s learning and development 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

Identified issue Increase partnerships with the wider community. Involvement in Preschool Outdoor Learning Area Project (POLA)

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

Identified issue Define a clear process for collection of evidence of learner achievement. Look at when this will be collected and why. Ensure a clear link to planning and how fed back to families.

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

Identified issue Restructuring of our daily timetable to allow for more uninterrupted time for provocations Which will enable children to go deeper into their learning. This will also provide educators with additional time to gather evidence of learner achievement. Educator awareness to implement STEM in our everyday practice. Mini Mark it is being trialled. All educators to use to upload children’s documentation of learning which will be transferred to relevant schools throughout 2017. All parents will be given with a USB with the children’s data.

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

Identified issue Reflective practices Early Learning Australia (ELLA) APP is used for children to engage with the Polly got APP for 30 minutes per week learning Japanese with teacher support with one teacher being the focus leader of this program. Educator awareness to implement STEM in our everyday practice. We are involved in the STEM scientific project with the Botanical Gardens which is linked to the POLA project


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

Element 1.1.1

Increased partnerships with parents and local schools to create more learning opportunities and connect curriculum to school and home.

M

o Providing parents with more opportunities to view and respond to our documentation of children’s learning. Meet and greet sessions Term 1 and followed by interviews for all by week 5.Mid-year interviews and portfolio days to be included in current practices.

o Connect with local

School Riverview to develop new transition program.

o Experience

‘Belonging, Being and Becoming’ in many different ways. Children bring diverse experiences, perspectives, expectations, knowledge and skills to their learning.

o Provide opportunities

between site in HLG Partnerships to discuss school transitions, and skill level of learners.

o PASM will be a focus to ensure continuity.

o Nature Play will be a

focus between the preschool and school.

o Provide increased

opportunities for parents to feedback on our curriculum.

o Verbal –interviews, Discussions at Governing Council Display Board to record ideas

Ongoing 2017

o Establishment of POLA display area.

o parents reading and adding

comments on clipboard

o Parent feedback commenced term one

o T &D opportunities for partnership

sharing modules for literacy &numeracy modules during term 1, 2 &3. Working with Learner Improvement unit and Primary Maths Association

o Staff attended session on Numeracy with Lisa Jane O ‘Connell with Partnership.

o Parents volunteering to help with

areas they are resourced in or feel confident.

o New program provides

experiences parents can do at home with their children.

o Visits from Salisbury library to share stories and experiences


Element 1.1.2

Define a clear process for collection of evidence of learner achievement. Look at when this will be collected and why. Ensure a clear link to planning and how fed back to families. Restructuring of our daily timetable to allow for more uninterrupted time for provocations Which will enable children to go deeper into their learning. This will also provide educators with additional time to gather evidence of learner achievement.

H

o All educators to become familiar with the Indicators for Numeracy and Literacy by:

o Attending relevant PD;

o Exploring opportunities to provide numeracy and literacy experiences through play based curriculum;

o Using indicators to inform statement of learning;

o Sharing information regarding the

o indicators with families via

o Newsletters, displays etc.

o folders on display with group projects for families to view

o Specific planning for

intentional teaching of phonological awareness skills, eg syllabification, rhyming, initial sound and letter identification through preschool funded language groups and daily

o Indicators of numeracy and literacy will be evident in planning and reporting.

o Learning stories /

annotated photos will include evidence of numeracy and literacy learning and development.

o Each Educator will work with a small group for a five week project , then group will move on to another Educator

o Introduction of Reggio Emelia influences- particularly shadow, light and reflection

o Greater participation of

children in the curriculum, and improved

o Learning outcomes for in each of the two assessments – 1st term/4th term in relation to phonological awareness (using PASM).

o children’s understanding of

Ongoing 2017

o Introducing PASM term one 2017. All children will be assessed by end of term one, grouped ready for term two small group work.

o Mini Markit developed in consultation with partnership to be implemented in term 1 2017

o STEM Project with the Adelaide Botanic Gardens(ABG) involving 20 children

o Rest of children involved in Marine Life Project

o Reggio influences introduced and information given to parents beginning term 1 2017


Element 1.1.3

Educator awareness to implement STEM in our everyday practice. We are involved in the STEM scientific project with the Botanical Gardens which is linked to the POLA project. Mini Mark it is being trialled. All educators to use to upload children’s documentation of learning which will be transferred to relevant schools throughout 2017. All parents will be given with a USB with the children’s data. Restructuring of our daily timetable to allow for more uninterrupted time for provocations Which will enable children to go deeper into their learning. This will also provide educators with additional time to gather evidence of learner achievement

H o Specific planning for intentional teaching of numeracy including

o introducing and o using mathematical

language during o planned and

spontaneous learning experiences

.

o Staff to familiarise themselves with the Implementation of Mini Markit and to program, collect data and report on children’s development accordingly.

o Staff to work

collaboratively with other Hollywood and Gardens Partnership sites to develop professional learning opportunities and support/networking groups.

o Educators working alongside a group of 6 children for indepth learning and reflection

o Children’s voice will be reflected in our program and group projects

Ongoing 2017

o Ongoing Stem project wit Little

Sprouts o Children as Citizens will develop

their own inquiry.

o Staff rep to attend meetings and update rest of staff on progress.

o All staff to have trialled by end term 1

o Projects completed from week 1-5 on display


1.2.1 Early Learning Australia (ELLA) APP is used for children to engage with the Polly got APP for 30 minutes per week learning Japanese with teacher support with one teacher being the focus leader of this program.

M o Educators will have effective and comprehensive ways of collecting information on children’s development.

o Ella to be used with IPad and tablets

o Child has exposure to 30 minutes per week, there are 5 Apps

o Statement sent out term four 2016 to families and relevant schools.

o Folders are readily available for all children and families to look through at all times.

o Parent / teacher interviews are

held at the end of term two for all children.

o PASM, Literacy, Numeracy

indicators, Numeracy plus.

o ELLA has begun for all enrolled children


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


Standard 2.1 Each child’s health is promoted.

Element 2.1.1 Each child’s health needs are supported.

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

Element 2.1.3 Effective hygiene practices are promoted and implemented.

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

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

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

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

Standard 2.3 Each child is protected.

Element 2.3.1 Children are adequately supervised at all times.

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

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

Element 2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.




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

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

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

2.2.1 regulation 78 Food and beverages

2.2.1 regulation 79 Service providing food and beverages

2.2.1 regulation 80 Weekly menu

2.1.2 regulation 81 Sleep and rest

2.3.2 regulation 82 Tobacco, drug and alcohol free environment

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

2.3.4 regulation 84 Awareness of child protection law

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

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

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

2.1.4 regulation 88 Infectious diseases

2.1.4 regulation 89 First aid kits



2.1.1, 2.1.4, 2.3.2 regulation 90 Medical conditions policy

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

2.1.1, 2.1.4 regulation 92 Medication record

2.1.1, 2.1.4 regulation 93 Administration of medication

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

2.1.1, 2.1.4 regulation 95 Procedure for administration of medication

2.1.1, 2.1.4 regulation 96 Self-administration of medication

2.3.3 regulation 97 Emergency and evacuation procedures

2.3.3 regulation 98 Telephone or other communication equipment

2.3.2 regulation 99 Children leaving the education and care premises

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

2.3.1, 2.3.2 regulation 101 Conduct of risk assessment for excursion

2.3.1, 2.3.2 regulation 102 Authorisation for excursions

Related requirements

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

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

2.1.1, 2.1.4, 2.3.2, 2.3.3

regulation 162 Health information to be kept in enrolment record


2.1.1, 2.1.3, 2.1.4, 2.2.1, 2.3

regulation 168 Education and care service must have policies and procedures

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

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

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

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

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

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

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

2.1.1, 2.1.4, 2.3.3, 2.3.4

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

2.1.1, 2.1.4, 2.3.3, 2.3.4

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


Quality Improvement Plan for Q2 Summary of strengths for QA2

Strengths

o Children’s wellbeing is paramount and the learning program is structured to include quiet activities and spaces where children can rest or relax. (2.2.1)

o Children’s health needs are identified through the enrolment process. Children with health needs have health care plans developed in partnership with parents and health professionals eg Asthma Care Plans, Anaphylaxis Care Plans, Continence Care Plans etc. The Health Support Planning resource is used to obtain supporting information and other planning formats (2.1.1)

o Children with medical, dietary, cultural or other needs have their information displayed prominently in the office for all educators and relief staff to see. This information is emphasized on induction and whenever changes occur. Meetings are organised as required with families, other agencies and care settings involved, to ensure consistency across settings (2.1.1)

o A designated “Medication” shelf in the kitchen is used to safely store children’s medication. Children’s medication is clearly labelled and a spare asthma medication set is kept “just in case”. Parents are asked to complete a Medication Administration Consent, should medication need to be provided. A recording sheet is then used to record the actual process, completed by a staff member (2.1.1)

o All educators have current First Aid, CPR refresher and Asthma and Anaphylaxis training. The director monitors educators’ expiry dates through the HR record training management webpage (2.1.1)

o Children are encouraged to wipe their own noses, to dispose of tissues appropriately and to wash their hands after. Tissue boxes are positioned within children’s easy reach both inside and outside. Staff educate and support children in the hygienic practice of nose blowing (2.1.3)

o A nappy changing area is available at all times. Items necessary for hygienic nappy changing practices such as gloves, wet wipes, nappy bin and soiled clothes bin are located in this area. The area also contains visual reminders for staff (2.1.3)

o Children who are either not toilet trained or in the process of toilet training have a Continence Plan developed in consultation with their parents or other support agencies (2.1.3)

o Parents are encouraged to keep sick children at home and staff will contact parents of unwell children to organise collection (2.1.4) o Families are notified of any infectious diseases that are identified at the preschool and are provided with information related to the disease

using the “You’ve got what” document, and /or the Child Health and Education Support Services- chess.sa.edu.au website (2.1.4) o Children’s accidents are recorded on an accident sheet, in line with relevant guidelines. Copies are given to parents, kept in a child’s file and

used for site’s WHS monitoring. Parents are informed of head injuries via a phone call at the time of the accident, asked to sign the accident form on collection and recommended to seek medical advice (2.1.4)

o The first aid box is audited annually and replenished termly or as required (2.1.4) o All tables are cleaned at the end of each session and children are encouraged to assist with the process. Two sinks and different colour

sponges are used in the kitchen for washing dishes and for washing paints/ glue. These are communicated with visual signs. The puzzles and book covers are wiped with a disinfectant, and play dough and home corner utensils are washed at the end of the week- on Fridays. Construction, washable toys, food mats and other laundry items are cleaned/disinfected on Fridays. The centre has a washing machine on site to assist with the process. Other equipment/tools such as furniture and blocks get cleaned once a term and parent volunteers are invited to help. Children are given an opportunity to also help with scrubbing tables and chairs at the end of each term (2.1.4)


o o Relaxation experiences including yoga are intentionally planned for and incorporated into the group time routine (2.1.2) o Toileting accidents are treated in a relaxed and positive manner. Children are supported to independently clean and change themselves, into

their own clothes if available, or the preschool has spare clothes if needed. Children are treated with dignity at all times and help is given with sensitivity and respect (2.1.2)

o Our centre has a strong focus on healthy eating. This has involved displaying and distributing promotional materials to families and cooking activities using healthy ingredients. Information on healthy food and drinking water information is shared on enrolment through the Parent Information Booklet and simple healthy recipes are shared as suggestions (2.2.1)

o Families are able to negotiate flexible pick up times for children who may find a full day too tiring or developmentally challenging. (2.1.2) o Fruit time is an opportunity for children to try different kinds of nutritious fruit and vegetables, and makes eating a social experience. Fun Fruit

Friday is held weekly which provides opportunities to try different fruits and vegetables. Healthy eating is modelled by staff, and children are taught how to dispose of food scraps in an environmentally conscious fashion (2.1.1, 2.1.3).

o If children are unwell parents / caregivers are encouraged to keep them at home. If a child become unwell at preschool, an educator will contact the parent / caregiver to organise them to be collected (2.1.4)

o We notify families if any food is brought to preschool outside the recommended guidelines. We also follow up individually with families as required. Gross motor physical activity is programmed for and concerns of passive children are shared during programming discussions. (2.1.1, 2.2.1)

o Children’s snacks and lunch boxes are kept inside within an air-conditioned environment and stored in the fridge. families are encouraged to use ice packs to keep lunch box items cold. Children bring in their own named water bottles which are stored in a drink container and placed by door inside/outside to ensure easy access.

o Families are asked to provide water only and educators refill children’s bottles with filtered water as necessary. “Forgotten” drink bottles at the end of the day are emptied, washed and left to drain (2.2.1)

o Staff encourage non-food items for Birthday celebrations such as stickers, balloons, party hats (2.2.1) o Centre policies are developed/reviewed on an as required basis or as they fall due for review. All policies can be found on the Department for

Education and Child Development (DECD) with a shortcut link located on the Directors and staff’s administrative computer. Site based guidelines or policies are developed as required by Education and Care Services National Regulations or through organisational or contextual needs(2.1.3, 2.2.1,2.3)

o Hygiene routines are implemented for changing soiled children, changing nappies, end of day, end of week and end of term. Families and children are encouraged to support these routines. The centre has a contract cleaner who manages end of day cleaning and major cleaning such as carpet, windows and stripping and resealing linoleum (2.1.4).

o Application of sunscreen and washing of hands is integrated into the daily routine of pre-lunch preparation (2.1.3). As per sun smart policy hats are mandatory term one and four (2.3.3)

o Families are notified on induction to inform the centre of illness or infectious conditions. On notification, centre signage is displayed to notify families of a health concern. In some instances children will be required to produce a medical clearance from a general practitioner clearing them for return to the centre. All staff have current or are booking for appropriate first aid training as per Education and Care Services National Regulations (2.1.4).

o All mandated notifications are filed confidentially and securely in the preschool office away from child enrolment forms as per DECD policy (2.3.4).

o All educators participate in three year training and ongoing updates to Child Protection Curriculum (CPC) training and Responding to abuse and Neglect (2.3.4).


o The centre implements Child Protection Curriculum content throughout the year under Outcome Three –Children have a strong sense of wellbeing. Information to assist educators to make a Mandated Notification is displayed in the office (2.3.2).

o The site has an elected Welfare Health and Safety Representative and Fire Warden. WHS is a included in all staff and governing council meetings (2.3.3)

o Hazard management is a responsibility of all centre educators. Hazards are reported and attended promptly using the risk assessment process.

o The site uses DECD Business Manager to update OHSW compliance in an ongoing manner. o Risk Assessments are conducted for all preschool outing such as library walks and excursions. They are filed in the preschool office shelving

(2.3.3). o Emergency drills are practiced each term. They are documented in the centre program and emergency drill log.. Evacuation Procedures are

displayed at each exit and Emergency Assembly Point signage is displayed.2.3.3). o All tables that are used for lunch are cleaned and sanitised beforehand. At the end of the day children and educators work together to tidy our

space including cleaning the tables. Sponges and other cleaning materials are replaced regularly. (2.1.4) o At the end of term educators, families and children help with routine cleaning, scrubbing the chairs, tables, easels and easel racks. (2.1.4). o Families provide all food for children while at preschool. Our preschool promotes fruit and vegetables for snack time. o The preschool has on hand fruit for children who do not have an appropriate snack. A note is sent home to families which explains our

procedure and includes suggestions for appropriate snacks. (2.2.1) o Routines for snack and lunch times are explicitly taught. Educators model appropriate hygiene practices with / for children including hand

washing and sanitising, sitting down to eat, packing away containers, putting rubbish in the bin (2.2.1) o The Preschool has established a kitchen garden to promote children’s awareness of how healthy food is grown, prepared and eaten. Children

are the managers of the process which includes choosing items to grow, planting, weeding, watering and harvesting (2.2.1) o Foods harvested from our preschool kitchen garden are used in cooking experiences at preschool reflecting our healthy eating focus and

cultural diversity, with recipes used at preschool being published and distributed to families for use at home (2.2.1) o Physical activity is an important component for our educational program and is intentionally planned as well as spontaneous. In addition to

the running, climbing, balancing, swinging and digging play opportunities we have a strong focus on loose parts and nature play. o Our educators work as a team and communicate with each other regularly throughout the day to inform each other about their whereabouts,

small group work or special projects. This means that some members of the team are able to work with children in targeted activities or small groups while other team members take on supervisory roles to ensure all children are safe (2.3.1)

o All children are signed in and out each day. Educators support children with separation difficulties and work with families to provide strategies that are sensitive and build resilience (2.3.1)

o Children are explicitly taught safety protocols including: not going outside unless an educator is present, wearing a hat outside (in line with sun smart policy), moving safely indoors and outdoors and looking after your partner when outside of the preschool (2.3.2)

o Visual inspection and spot checks of equipment occur daily and any unsafe items are removed and disposed of safely. Any hazards are reported to the WHS and director and a risk assessment is carried out if needed. Breakdown maintenance is used to action any urgent repairs and other items are reported to Governing council for action and funding (2.3.2)

o A risk assessment is completed for excursions and extra staff may be employed to help maximise child / staff ratios and ensure safety of all children.

o Emergency procedures – invacuation and evacuation procedures are explicitly taught and practiced with the children. Emergency plans and procedure are located in various parts of the preschool and also included in the staff induction book. Procedures and practices are reviewed six monthly by the staff team.

o WHS audits are completed within prescribed times lines. Items are actioner included on WHS action plan and timelines established for work


to progress in consultation with Governing council. o WHS included on the staff meeting agenda and also on the Governing Council meeting agenda (2.3.3) o We are staffed as only a three-staff centre (Director, Teacher and fulltime ECW), with two casual Early Childhood Workers employed via the

Universal Access funding to support sessions of higher attendance, and an additional casual Early Childhood Worker employed to provide Preschool Support for children with additional needs. To ensure adequate supervision and consistency within the routine offered throughout the week, the routine has been designed to be “all in” and “all out”, ensuring that the child: educator ratio is met and that a minimum of two educators are presents at any one time (2.3.1)

o An attendance sheet is completed as children arrive to sessions and parents/caregivers sign their child on arrival and departure. Educators support children who may require assistance during separation times and work with individual families on strategies that aid the process (2.3.2)

o The director works with the Facilities Manager to rectify hazards/issues that cannot be resolved “on site” (2.3.2) o All children are adequately supervised inside and outside. o Occasional care ratios are followed at all times for over twos and under twos. o Weekly outdoor environment checks are completed each term. o Under DECD policy we are a smoke free environment (2.3.2)

Key improvements sought for QA2 Standard 2.1 Each child’s health is promoted.

Element 2.1.1 Each child’s health needs are supported.

Identified issue Individual health plans need to be up to date. All families are required to provide proof of immunisation ensuring their immunisation is up to date. If child not immunised child unable to attend if an outbreak of infectious disease occurs as outlined by DECD policy and federal government. Blue book, Medicare statement or doctor’s note is acceptable forms of evidence. When going on a walk to the school or excursion, the first aid kit with any children’s medication and mobile phone is taken.


Element 2.1.1 Individual health plans need to

be up to date. All families are required to provide proof of immunisation ensuring their immunisation is up to date. If child not immunised child unable to attend if an outbreak of infectious disease occurs as outlined by DECD policy and federal government. Blue book, Medicare statement or doctor’s note is acceptable forms of evidence. When going on a walk to the school or excursion, the first aid kit with any children’s medication and mobile phone is taken. Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.

H o Educators to liaise with parents each other regarding children’s health needs.

o Include

information about allergies / medical conditions in our newsletters.

o Provide

specialised workshops if needed.

o Staff to gather Immunization data and record on EYS

o Health care plans are up to date and relevant.

o All families are supportive of our healthy food procedure and not sending unsafe food items.

o All families have knowledge of specific medical conditions and how they are managed in our preschool.

Ongoing o Induction folder to include individual health plans. Updated regularly as needed.

o Plans with photo displayed in Kitchen area.

o Data entered on EYS for Immunization

o o Backpack taken on

all excursions


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


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

Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.

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

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

Standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.

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

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

Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.

Element 3.3.1 Sustainable practices are embedded in service operations.

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


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

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

3.1.1 regulation 104 Fencing and security

3.2.2 regulation 105 Furniture, materials and equipment

3.1.1 regulation 106 Laundry and hygiene facilities

3.1.1 regulation 107 Space requirements—indoor

3.1.1 regulation 108 Space requirements—outdoor space

3.1.1 regulation 109 Toilet and hygiene facilities

3.1.1 regulation 110 Ventilation and natural light

3.1.1 regulation 111 Administrative space

3.1.1 regulation 112 Nappy change facilities

3.2.1 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade

3.1.3 regulation 115 Premises designed to facilitate supervision

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

3.1.1 regulation 117 Glass (additional requirement for family day care



Part 3 of the National Law: Service Approval

regulation 25 Additional information about proposed education and care service premises

Regulations 41-45 Service waiver and temporary waiver

Quality Improvement Plan for QA 3 Summary of strengths for QA3

Strengths

o Sustainable education focus, new policy has been developed in consultation with families to embed sustainability in everyday practise. o Partnerships with local community in achieving site environmental priorities (3.3.1). o Targeting resources for improvement, such as council business grants, fundraising for improvements. Both staff and Governing Council are

involved in application writing and making community liaisons, trees from Salisbury Council, Stratco, Bunnings and a parent information session on Natural Play from Nature Play SA.(3.2.2).

o Educators inspect the outdoor area each morning as they set up the learning areas. Any damaged equipment is removed from play areas for repair or disposal and playground inspections are conducted as per our Business Manager schedule (3.1.2).

o Children are supported to extend their own play episodes by requesting resources or equipment. Educators encourage children’s choices by providing supervised access to storage areas so that children can freely choose from the range of materials available (3.2.2).

o Resources are topped up daily or as necessary to ensure all children have access to learning experiences in order to participate (3.2.2) o Partnerships with families, sharing information about goals, how parents can help, and continual review improvement processes in place to

reassess practices to maintain safe structures (3.1.2, 3.2.2). o Outdoor learning environment – creating natural play spaces to respond to children’s needs and interest with both built and natural resources

(3.2.1). o Celebrating and valuing children’s art work, and displaying in areas including indoor/ outdoors. Evidence indicators display links to EYLF

(3.3.1). o We use loose parts as part of our outdoor play experience. o We successfully applied and achieved a grant for the Preschool Outdoor learning grant that will enhance our outdoor environment to a natural

play space. o Environment as another “teacher”, making the physical environment a curriculum focus (3.3.2). o We have a long term vision for our outdoor learning environment. We recognise that the learning environment has the potential to provide

many more high quality learning opportunities for children. We have noticed a shift in the frequency of behavioural issues as a result of both


changing the social context of the preschool but also as a result of the learning environment(3.2.1). o Children are encouraged to put their food and vegetable scraps in the bins at the snack table and all scraps are put into the green recucling

bin and chicken food container which is given to the chickens and worm farm (3.3.2) o The preschool uses a range of natural and consumable items in out learning program. Families are encouraged to bring in their recycling

materials for use at our preschool. (3.3.2) o We are in the process of developing an Indigenous ‘Bush Tucker’ Garden. o Children are encouraged to care for living thing’s by looking after our vegetable patches, flowers beds, chickens, hermit crabs, frogs and

worm farms. The children are actively involved in choosing, planting, weeding and watering (3.3.2). o As part of our curriculum program we use our incubator to hatch chickens on a yearly basis. Children can observe chickens hatching from

eggs and many of the chickens are kept at the preschool. We also have look at other lifecycles such as frogs, seedlings, silk worms, praying mantis and caterpillars (3.3.2)

o We are working towards a 50 / 50 inside outside daily routine all year round. o We have outdoor learning environment spot checks, which occur every day and are recorded on sign in sheet. A weekly outdoor

environment checklist and is passed to the WHS representative for follow up actions (3.1.2). o Facilities and equipment are well maintained and age appropriate Staff conduct daily and weekly hazard inspections and complete form,

rectify when needed and act upon. (3.1.2). o Indoor facilities consist of large open spaces for group activities and areas are also divided into areas for small group collaborative

experiences (3.2.2). o After redevelopment the outdoor environment will consists of; large sandpit with water course, wooden bridge, grassed area and soft fall area

for climbing equipment, garden beds that the children can grow plants in, large shaded veranda area and cubby house/ dramatic play platform area (3.1.3).

o Indoor and outdoor spaces provide flexibility to respond to each child’s individual needs and interest with both built and natural resources (3.1.1).

o Resources, materials and equipment are organised in a way which is presentable and appropriate for the age and developmental level of the children (3.2.1).

o Recycling is embedded in our practise with children daily sorting waste into bins for –waste (Red), paper (yellow), garden (green), and for chickens (3.3.2).

o All equipment is stored in an organised and safe manner. Equipment is clearly labelled and heavier items are stored at waist height to minimise manual handling injuries. Resources are regularly audited – inspected for wear and tear and either repaired or thrown away (3.1.2)

o Building and preventative maintenance is managed through Spotless Facility Management. At the end of the term schedules are checked to ensure all work has been completed. Items not completed are followed up with our preschool facility manager. Regular maintenance and upgrade work is funded through our preschool budget. The preschool also uses the Business Manager web portal for the management of WHS. (3.1.2)

o The preschool has a wide range of resources to cater for different interests and developmental stages. Educators plan the program to allow for multiple entry points and learning experiences are often repeated in different contexts over an extended period of time to allow children to become competent and independent in their learning choices (3.2.2)

o The routine of the day has been established to encourage long periods of uninterrupted play time with educators offering appropriate support to extend play episodes or encourage independent exploration of learning experiences (3.2.2)


o Heating and cooling is efficient in the main play areas and are checked regularly as per maintenance schedules (3.1.1) o The premises are cleaned daily after hours by a contracted cleaner, and a detailed clean is scheduled in every termly holiday break. Twice a

year the windows are cleaned, along with the floor buffing and carpet cleaning (3.1.2) o Resources, equipment and supplies are well stocked and sufficient in number. Educators ensure equipment is of good quality and reflects

early childhood philosophy. Consumables are regularly topped up, developmentally appropriate and allow for flexible use. When possible, educators introduce natural or organic materials (3.1.2)

o The site is secure with window locks and self-closing gates. Fences are of adequate height and some have now been replaced. The front door has a safety fence around it to create a second catchment area. Although some door handles have been positioned quite low, extra slide bolts have been installed on those doors that can be opened by children- none of these are entrance doors (3.1.3)

o The indoor spaces are relatively open, with portable furniture being used to divide learning areas as required. The site has 5 children’s toilets and sinks and when utilising the Eastern half, can accommodate the attendance of the whole Kindergarten group in the one day. This has enabled opportunities for excursions, kindy photograph sessions, visitors, incursions or entertainers to cater to all of the children at one time. A withdrawal room is also available to separate children into smaller groups or to provide a quiet story or relaxation area. All children have a named bag storage area that remains their own, to assist with a sense of belonging (3.1.1)

o The service has adequate kitchen, office and storage rooms, along with an entrance foyer and front veranda which are utilised for parent noticeboards, sign in sheets and other parent information and support. Benches have been installed at the front of the building for families who are waiting and a trolley with books has been supplied for families to read with their children while they wait. This fenced off area has often been used by parents for networking, with many arriving quite early in order to meet up with other parents. Literacy and Healthy Lifestyle packs are also available in this area for families to borrow (3.1.1)

o The outdoor learning environment has many mature trees which get checked and maintained regularly. The area is well shaded and provides a balance of lawn, bark chip soft fall, paved areas and artificial soft fall areas. Two large shade structures have been erected over the sand pit and swing areas, and the outdoor veranda can be utilised in wet weather. The rock garden, planting boxes and digging patch allow for exploration of the natural environments. The sand pit has a water course available and a small decking.

o Children are encouraged to separate rubbish into 3 colour coded bins at a “recycling station” located in a prominent place within the Kindergarten. The bin colours correspond with the council bins in the area. Visual aids support children in selecting the correct bin, and educators are available to assist children in high use times. Food scraps are taken to the compost bins to create fertiliser for the garden (3.3.2)

o With the addition of the bush kitchen, a staff member is in the main outdoor environment as well as the bush kitchen.



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.

Identified issue Redesigning of outdoor area. Working with Architects, families ,staff and community liaison’s, NRM in Preschool Outdoor Learning Area Project (POLA) Removal of rubber path, currently becoming unsafe due to tree roots Acquirement of land from school to further extend our outdoor learning environment. Currently liaising with school and governing council. Replace garden shed, possible removal to new area away from tree roots. Currently unsafe to open side door due to moving of pavers.


Improvement plan Standard/ element


Priority (L/M/H)



Standard 3.2.1

Consultation with community, governing council, children and staff regarding the needs and wants in our natural play space . Redesigning of outdoor area. Removal of rubber path, currently becoming unsafe due to tree roots Replace garden shed, possible removal to new area away from tree roots. Currently unsafe to open side door due to moving of pavers.

H o Use of Relate,

Respect, Reflect Active Learning Environments observation scales as a self-assessment tool to reflect and evaluate the effectiveness of our practices

o Enhancement of

furniture and resources that are in keeping with the ‘natural environments’ ethos.

o Working with Architects, families ,staff and community liaison’s, NRM in Preschool Outdoor Learning Area Project (POLA)

o Tracking of the work in progress.

o Incorporate redevelopment in the curriculum. Acquirement of land from school to further extend our outdoor learning environment. Currently liaising with school and governing council.

o Removal of rubber path, currently becoming unsafe due to tree roots Replace garden shed, possible removal to new area away from tree roots. Currently unsafe to open side door due to moving of pavers.

o 2016 - 2018

o Preschool Outdoor Learning Project has been granted for 2017.

o Educators attended PD

sessions

o Vegie patch, chickens, dry creek, bamboo, fruits trees, sandpit.

o RRR inquiry project – participating in inquiry project for RRR with POLA

o STEM Project with ABG


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 elements Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.

Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times.

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

Element 4.2.1 Professional standards guide practice, interactions and relationships.

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

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



4.1 regulation 169 Offence relating to staffing arrangements

4.1 regulation 118 Educational leader

4.1 regulations 119–120 Age and supervision requirements

4.1 regulations 121–124 Minimum number of educators required



4.1 regulations 125–128 Educational qualifications for educators

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

4.1 regulation 136 First aid qualifications

4.1 regulations 137–143 Approval and determination of qualifications

4.1 regulation 144 Family day care educator assistant

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

4.1 regulation 153 Register of family day care educators

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


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

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

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

4.1 regulations 46–54 Supervisor certificates

4.2 regulation 55 Quality improvement plans

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



Strengths

o Funding support for children with additional needs who have not been covered, or have received reduced funding though the preschool support budget (4.1).

o Human resources are well managed, all TRT and contract staff paperwork always progress timely (4.1). o Always have ongoing discussions about our progress towards site goals, and identifying what needs to be changed / modified using a site

improvement cycle (4.2.1). o The teaching staff at the centre (i.e. director and teacher) , have Bachelor of Early Childhood degrees and are registered with the Teachers

Registration board (TRB). (4.1.1) o ECW’s have all completed their Certificate III in Children’s Services (4.1). o Educators at the site have the required first aid qualifications, Responding to Abuse and Neglect training updates and relevant clearances

including police clearance to work with children. (4.1.1) o We can articulate our vision of the site and working collaboratively to ensuring that this happens, including doing work ourselves, targeting

resources, engaging in professional development and community involvement (4.2.2). o All staff have a voice in setting organisational directions. o Staff are professional, and provide a strong work environment building high levels of morale and job satisfaction. Information is provided on

Employee Assistance to all staff (4.2.3). o We acknowledge of the children, their strengths and interests (4.2.2). o We have a ‘true’ shared leadership model and work together well. Staffs have worked extensively on our Philosophy statement to include

shared values ((4.2.3). o All staff have an implicit knowledge of what needs to be done, an Induction Folder for new , temporary staff are discussed before working

begins, this incudes timetables, info on individual children, policies etc. (4.1). o Educators are all approachable, and have respect for all staff and their abilities as early childhood professionals (4.1). o All staff has a variety of roles and responsibilities to work as a team. (4.2.2) o Staff training and professional development is relevant to staff member needs and personal interests, these includes Asthma. We have also

had our teaching team go on visits to other Early Childhood settings. We also engage in pedagogical professional development (4.1). o We have higher than required educator – to – child ratios. Extra staff are employed to provide specific programs (4.1) o New staffs, including relief staff are inducted into the centre, with particular attention given to identifying children’s needs, policies, routines

and emergency processes and other WHS procedures. (4.2.1) o An induction process is completed with all staff including TRT, permanent staff and volunteers. (4.2.2) o The centre utilises and encourages staff to develop their ‘expertise’ based on interest areas, skills and affiliations. Other workloads are

distributed collaboratively, but are also based on fractions of time, non-contact times and job responsibilities (4.2.2) o A Policy and Procedures Folder is on display for all to access (4.2.1). o We have an elected WHS Rep to provide information to staff and Governing Council, at both staff meetings and GC as agenda items (4.2.1). o Emergency and Evacuation procedures are practiced regularly each term and documented in programming. Diary and staff meeting minuets

(4.2.1). o The staff team has a culture of quality, high expectation and ongoing improvement. The team develops shared, transparent values and


directions and sets goals and targets for the year based on self-reflection, which then formulates the Quality Improvement Plan. Staff use RRR data, parent opinion surveys, governing council reports and partnership data to guide the improvement goals (4.2.1)

o The director utilises a HR Maintaining training certificates web application to monitor expiry dates. o A staff roster is displayed in the foyer to inform parents of the educators who are present on the day. The display also includes photographs

of the staff and identifies the Certified Supervisor. Parents are also informed of when a staff member is absent and who is replacing him/her. The service has 4 regular relief teacher (4.1.1)

o A more detailed staff roster is displayed in the office, identifying staff roles. The lunch break roster and routine are also displayed in the office (4.1.1)

o The service practice is guided by the Riverview Preschool philosophy, policies, code of conduct, DECD code of ethics, Governing Council Constitution, National Regulations and National Quality Standards (4.2.1)

o The service develops monitors and updates its Dealing with Concerns and Grievances policy which is made available to all employees on induction. Employees are also made aware of the Employee Assistance Program, with information displayed on the WHS noticeboard in the office. The DECD Parent guide to raising a concern or complaint is made available to families via the parent information board and Kindergarten website (4.2.1)

o The centre utilises and encourages staff to develop their “expertise” based on interest areas, skills and affiliations. Other workloads are distributed collaboratively, but are also based on fractions of time, non- contact times and job responsibilities (4.2.2)

o Training opportunities are available in the office for staff to consider and the director highlights training and development that supports the centre’s priorities. The centre utilises its closure days for whole staff professional development. Peer support, modelling and expertise sharing is highly valued and implemented, example- the teacher employed at the centre has previously worked extensively for Autism SA and is able to share professional expertise of this field with our support and teaching staff (4.2.2)

o Educators acknowledge and celebrate each other’s Birthdays, achievements and family or cultural events. (4.2.2) o Educators qualifications kept in a folder in the office securely. o Staff sign in sheet – nominated supervisor identified each day. When director is absent, another nominated supervisor is identified. (4.2.2)



Standard 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 practices and relationships.

Identified issue Monitoring of staff due to change in workload. Parents are active in our preschool community by attending events and support the child’s learning.


Improvement plan Standard/ element


Priority (L/M/H)



Standard 4.2.2

Parents are active in our preschool community by attending events and support the child’s learning Monitoring of staff due to change in workload.

M M

o Families to share in STEM projects with ABG

o Meet and Greet events to get to know each other

o Educators to

model, mentor and share skills and knowledge.

o Engage in

conversations at staff meetings regarding the curriculum and planning cycle.

o All educators at the service are confident in their abilities to support children’s learning and development in the areas of Literacy and Numeracy.

o Professional release time provided for all educators to keep up to date with data collection..

Ongoing Ongoing

o All staff have participated in professional development term 4 for numeracy.

o Primary maths association

term one and two 2016.

o Cycle of learning – All staff.

o Curriculum format updated term one 2017 based on new inquiry project each five weeks led by children’s interest

o Reggio influences introduced.


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


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

Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.

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

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

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

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

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



5.2 section 166 Offence to use inappropriate discipline

5.1, 5.2 regulation 155 Interactions with children

5.2 regulation 156 Relationships in groups


5.1, 5.2 regulation 73 Educational program

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

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



Strengths

o Knowledge of the children, their strengths and interests. Educators acknowledge the uniqueness of each child and make curriculum decisions that support children’s different capacities and abilities (5.2.1, 5.2).

o Tailoring learning experiences based on individual needs. Staff engages with children to develop positive, caring relationships for the child to feel secure (5.2).

o High levels of engagement in the curriculum (RRR). Each year an Inquiry question is explored to investigate an area in the RRR, informed changes to programming are then made as a follow up (5.1.3, 5.2.3).

o Clear behaviour management processes are in place which all staff follows. ABC Assessments (Antecedent/Behaviour/Consequence) are used to gather data about significant behaviour and Individual ‘Behaviour Plans’ are developed to support children with significant behaviour. (5.2.1, 5.1.2).

o We provide opportunities for children to learn in small and large groups. Occasional Care is fully integrated. (5.2 .1). o Focus on wellbeing and supporting transition to kindergarten / schools with regular visits to school library and reception classes (5.1, 5.2). o Use of several individual sensory tables to encourage children to better connect to their world without any intervention. (5.2.3) o A sense of belonging is promoted through staff interactions and via the physical environment. Throughout the centre there are references to

individual children. Each child has their photo displayed, profile folder and name card. Care is taken to ensure each child has work displayed in the centre and is featured in the “What has been happening in our preschool?” book (5.1.3)

o Staff get the centre ready prior to children’s arrival to maximise their availability to support children and their families through separation needs and to be available for exchange of information. (5.1.3)

o Educators at the site build secure, respectful and reciprocal relationships with children. Educators listen to children and also take cues from their non-verbal behaviours. Educators support children in a way that develops their sense of security, whilst also developing their independence and self-confidence. Educators are aware of the balance of knowing when to step in and when to stand back and observe (5.1.2)

o The curriculum is rich in cultural diversity and the service has a growing number of children from multicultural back grounds. Children are taught to respect and positively respond to difference, individuality and uniqueness, (5.2.3)

o When engaging with children, educators get down to their level to foster connection and enable eye contact. Further to this, educators acknowledge and respond respectfully to children’s attempts to initiate interactions, support children in times of change, are emotionally available, support children’s expressions of the their thoughts and feeling, support children in times of distress, fear or discomfort and provide on going support if these take time to resolve (5.1.3)

o Educators are sensitive and responsive to children’s individual, family and cultural needs, and help children celebrate and acknowledge special events in their lives. They reflect and respond to information shared by children and their families and when relevant utilise this in curriculum planning (5.1.3)

o Educators support children to enter play situations and be part of the group. Educators observe children’s interactions with each other and develop strategies to support children’s development of friendships. Educators model inclusive and cooperative language and assist children in developing these skills (5.2.1)

o Younger siblings are always welcome to join in the play at the beginning and end of each session, with open timelines to stay and play. This


allows for building early staff- child relationships, as well as familiarity with the centre and routines (5.2.1) o Educators are observant and take notice of children’s moods and emotions and provide sensitive support when required. Opportunities within

the environment exist for children to engage in small group activities, individual play episodes, or engagement with an educator (5.2.1) o Educators teach children about appropriate and not appropriate behaviours and refer to the conduct when supporting children’s behaviour or

conflict (5.2.2) o Educators focus on positive choices and help children celebrate achievement and success. The “You can do it” program is implemented in

the centre to support the development of children’s social-emotional wellbeing and learning dispositions (5.2.2) o Children are taught to respect other other’s needs, emotions, skills and abilities. Educators support and promote children’s dignity and rights.

Sensitive explanations are provided to support or explain the actions of children with additional needs (5.2.3) o The curriculum is rich in cultural diversity and the service has a growing number of children from multicultural backgrounds. Children are

taught to respect and positively respond to difference, individuality and uniqueness. Educators observe and monitor children’s attitudes and behaviours, and provide sensitive intervention if needed (5.2.3)

o Educators are sensitive and discreet in their support of children who require toileting assistance. Toileting accidents are handled discreetly and when possible children are guided through the process of changing themselves. The changing table is positioned in a private location, away from the busy traffic of the centre (5.2.3)

o o

Key improvements sought for QA5 Standard 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning

Identified issue Extended explicit teaching time allowing for deeper learning opportunities. Also extends connections with children Introduction of Reggio influences following Director and Teacher participating in DECD Study Tour to Reggio January 2017


Standard/ element


Priority (L/M/H)



Element 5.1.2

Extended explicit teaching time allowing for deeper learning opportunities. Also extends connections with children Introduction of Reggio influences following Director and Teacher participating in DECD Study Tour to Reggio January 2017 Indigenous educator work with children on a daily basis through Ninna Marni, acknowledgment of country in Kaurna in the morning group time. Five week cycle of children learning about the Kaurna language and culture with Indigenous educator

H o Children’s interests leading learning.

o Change in practice and pedagogy of staff

o Deper learning and reflection with children and their families

o Children able to

independently recall Nina Marni and acknowledgement to country

o Parents active members of Governing council

o Children happy to come

o Children feel happy and secure.

o Parent feedback concerning our curriculum.

Ongoing 2017 o Sharing of knowledge on Reggio influences

o Mentoring of staff o Changing of

environment

o Beginning of each session Nina Marni and Acknowledgement led by children


Quality Area 6: Collaborative partnerships with families and communities

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

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

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

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

Element 6.1.3 Current information about the service is available to families

Standard 6.2 Families are supported in their parenting role and their values and beliefs about child rearing are respected.

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

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

Standard 6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.

Element 6.3.1 Links with relevant community and support agencies are established and maintained.

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

Element 6.3.3 Access to inclusion and support assistance is facilitated.

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




6.1, 6.2, 6.3 regulation 157 Access for parents


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

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

6.1, 6.2, 6.3 regulation 73 Educational programs

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

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

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

6.1, 6.2, 6.3 regulation 80 Weekly menu

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

6.3 regulation 99 Children leaving the education and care service premises

6.3 regulation 102 Authorisation for excursions

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

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

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


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


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

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

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

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

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

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


Strengths

o The preschool has a reciprocal relationship with its neighbouring preschools and schools. It has strong involvement at Hollywood Lakes and Gardens Partnership level (6.2.2, 6.3.4).

o Excellent outcomes and feedback about learner achievement form parents (6.2.2). o Our partnerships with the local community in achieving site priorities (Bunnings, NAWMA, KESAB, Salisbury Council (6.1.2). o Providing opportunities for parents to be involved and provide feedback .Community events, movie night and art show are very successful

and engage the majority of the community (6.1.2). o Individual ‘Behaviour Plans’ are developed to support children with significant behaviour. These are done in conjunction with families support

services and staff (6.2.1). o Partnerships with parents – offering opportunities for feedback and ensuring that such feedback is addressed effectively. Parents are always

involved and included in decision making (6.2.2). o Feedback around parent interviews had been very positive, and a valuable experience both teachers and parents. Informed decisions are

made as a result to ILP in mid-year (6.2.1). o Approachable and non-judgemental attitudes to parent queries and concerns. Effective management. (6.3.2). o Engaging the community and other stake holders to build towards the vision of the centre. Involving parents in the improvement process

through Governing Council and parent consultation. (6.3.3). o When issues or complaints have been raised by parents they have been dealt with in a timely and effective manner (6.3.3). o Our profile has been raised within our community and strengthens our success as parents sharing their perceptions of our site with open

honestly have been a valuable experience (6.2.2). o Information about services in the broader community is provided to parents via our notice board, children’s pockets and newsletter. (6.2.2) o The preschool has a small parent library which has resources on a number of topics as well as a child’s library which parent and children can

access at all times(6.2.2) o The service has developed an enrolment process that is informative, flexible and supportive of the parent community. Following an initial

contact, families are invited to meet the staff and to be shown through the centre. (6.1.1)


o Literacy and numeracy packs are available for families to utilise. o In line with the Preschool Enrolment policy, early entry to preschool is available to Aboriginal and Torres Strait Islander children from the time

of their third birthday. o Disabled toilet is available for use by families and visitors. Wheelchair access is available through front door for easy access. (6.3.3) o Educators are available at the beginning and end of each session to meet with families and discuss children’s wellbeing and progress. (6.2.1) o Upon completion of their time at preschool all children will receive a Statement of Learning. With parental consent, a copy of the statement is

forwarded to the child’s intended school (6.3.2) o As part of the Keep Safe Child Protection Curriculum regular visits from the Local education officers from the South Australian Police and the

Fire Department, to talk to children about keeping safe and the ways in which they support the local community. o The service has a number of effective processes in place to facilitate inclusion and support assistance. The director in collaboration with

families and support agencies organises preschool support for children with significant special needs. Children who present with less significant needs, but are still at risk of falling behind are supported internally via the early intervention program. Indigenous children are supported with early entry and individualised learning programs. Children from non-English speaking backgrounds are also supported through early entry and when possible the Bilingual Preschool Program. Specialised support equipment to aid the development and inclusion of children with special needs is borrowed from SERU (6.3.3)

o All volunteers that attend excursion, governing council have current SA Government police clearances (6.3.3) o In the case when preschool support hours are extended, the service ensures that when practicable, these are added to the Early Childhood

Workers already employed at the site, as they have an already established relationship with the children and their families (6.3.2 and 6.3.4) o The service promotes and celebrates community events and cultural celebrations such as Chinese New Year, Harmony Day, Clean up

Australia, the Biggest Morning Tea and Salvation Army food collection run (6.3.4) o The service also supports local businesses whenever possible, to purchase assorted items such as children’s fruit, supplies for Governing

Council morning tea or End of Year Celebration sausage sizzle. The locally based indigenous art service (6.3.4) o Children with individual needs are further supported by transition meetings during which additional transition visits can be negotiated. If

agreed, the preschool support worker accompanies children with additional needs on their school visits to provide additional support (6.3.2 and 6.3.3)

o As the service receives a high enrolment of children with additional needs, strong professional relationships have been established with a number of outside agencies such as Autism SA, Novita, Community Health, The service also works closely with DECD special educators, psychologists and speech pathologists. Further to this, the site is regularly visited by the Child and Family Health nurses to support families and conduct preschool health checks (6.3.1 and 6.3.2)

o The service is part of the Hollywood Lakes and Gardens partnership of schools and preschools, consisting of 1 secondary school, 6 primary schools and 5 preschools, who meet to work in collaboration to improve children’s learning outcomes and arrange group support and training opportunities (6.3.4)

o The service has a very strong working relationship with the neighbouring OSHC that transports children to the Kindergarten program. The relationship between the two sites extends over many years and the two services work together to ensure continuity of learning and care and to provide flexible family arrangements. The services exchange information of significance and work in collaboration with each other and families, to develop learning goals and strategies for children (6.3.1, 6.3.2 and 6.3.4)

o Information packs from neighbouring schools are also available at the service for parents to take. The service is part of the Hollywood Lakes and Gardens Partnership of schools and preschools and through its involvement in the partnership has developed a reciprocal relationship


with these sites. The schools and preschools work collaboratively to develop transition processes that best support children and their families (6.2.2)

o Parents unable to come to the centre are encouraged to call the centre or to organise an appropriate time to meet with the educators. Parent feedback sheet and the Parent Opinion Surveys are also used to gauge parents’ comments and feedback (6.2.1)

o The service has a general emphasis on parents being the first and most important educators in their child’s lives. Educators respect and support the values, opinions and beliefs of parents and support them in decision making processes. The service is flexible and accommodating, with patience being awarded to families who may need time to make decisions. An example of this is particularly pertinent when supporting families of children with significant special needs through the process of school option selection. This process can be emotionally taxing and confronting for families who are not ready, and may need time and adequate support to move through the stages of the process (6.2.1)

o Having a high representation of children with additional needs, the service works closely with support services and outside agencies. Negotiated Education Plans are developed in collaboration with families and relevant organizations, and agreements are made with parental consents. The service encouraged parents to have an input into the curriculum, organisation and management, via the Governing Council, Parent Opinion Surveys, speaking with Director or staff. Parents are also invited to make comments on children’s Statements of Learning (6.1.2)

o The services promotes the engagement of working families by organising evening family events such as the End of Year Celebration, Graduation, Children’s Concert or Family Disco (6.1.2)

o The centre provides information to families in varied ways. Displays within the kindergarten provide information on curriculum direction. A summary of the program is on display for parents to view. Displays around the centre provide information relating to the Early Childhood Framework, Child Protection Curriculum and centre priorities, such as Healthy Eating. Other displays within the centre alert parents to the benefits of certain activities or the learning outcomes they help to develop (6.1.3)

o Newsletters and notes inform families of important diary dates, upcoming events, curriculum direction, staffing updates, and reminders. The newsletters are also utilised for parent development and support and may contain educational resources or articles. Important notes are also prominently displayed on the front gates. Notices are given to families to inform of special events and excursions. Educators relay information personally to families who may have difficulties understanding the information, or on occasions when information needs to be communicated effectively (6.1.3)

o The Annual Report, Quality Improvement Plan, policies, information book and general information are published on the Riverview Preschool website. In 2016, the website will also include the site’s newsletters and notes (6.1.3)

o review meetings ensure changes and modifications are documented and transition meetings with the school ensure effective handing over of information (6.2.1)

o All Indigenous children have an Individualised Learning Plan developed and copies of these are provided to families for information and to collect their feedback (6.2.1)

o Educators are sensitive and respectful to cultural and family practices and seek information from families to investigate ways of bringing children’s cultures into the curriculum. At the beginning of the year, educators invite families to complete a parent questionnaire referred to as ‘Getting to know your child’. In the questionnaire parents are asked to provide information about their child, including abilities, interests, any concerns, and information relating to the child’s family and culture. Further to this, the survey asks if and how parents would like to be


involved in the centre. This information is then collated and used to invite parents to participate in the nominated areas (1.1.2 and 6.2.1) o The service provides information to families about community services in the Northern suburbs and resources that support parenting and

family wellbeing. Information is provided via newsletters and noticeboards about dental programs, Salisbury Council Lifestyle programs, parent education courses, sporting organisations, Child and Family Health Checks, community events and any other relevant activities (6.2.2)

o Information provided to families is current and promotes services in the Northern areas. Bilingual assistants are utilised to assist families with translations or organising service appointments (6.2.2)

o Families of children due to commence are informed of this in writing and the children are invited to attend four orientation sessions. At this time, parents have an opportunity to attend one of two information sessions (a day session or an evening session), where the director and teacher provide families with more detailed information regarding the service eg management, staffing, curriculum, policies, session times and other relevant facts (6.1.1)

o The service uses the DECD preschool and Occasional Care enrolment form to gather information relating to the child’s health, individual needs, cultural background and language. On completion of the enrolment form, the director ensures that all necessary fields have been completed and sights a proof of age document. Staff is available for families who require support in completing the forms. Bilingual support workers or the telephone translating service may be used to assist the process (6.1.1)

o The enrolment details are entered on the DECD generated Early Years System, which creates an identification number for the child, enables the service to book children into sessions, produces the roll book, daily attendance sheets, medical lists and other specific reports, and assists with DECD reporting requirements. Family and cultural information is noted into the children’s learning plans (6.1.1)

o Individual times are arranged to effectively manage the enrolment of children with significant special needs. In this instance, the director collects reports, completes Preschool Access Profiles, seeks information from support agencies and makes contact with the Special Educator to negotiate preschool support (6.1.1)



Element 6.3.4 The service builds relationships and engages with the local community

Identified issue Developing relationships with the wider community. Greater engagement with parents in terms of curriculum. Provide more information, discussions and displays Parent provided with more information regarding high quality early childhood teaching and learning to clarify expectations.


Improvement plan

Standard/ element


Priority (L/M/H)



6.3.4 To be involved in the wider community in education and non-education agencies. Greater engagement with parents in terms of curriculum. Provide more information, discussions and displays Parent provided with more information regarding high quality early childhood teaching and learning to clarify expectations.

M o Evaluation of current methods of communicating with parents. Making use of IT especially the mobile phone to assist community engagement and involvement.

o Updated website is now updated and relevant. Will be used to provide parents with information e.g. newsletters, relevant photos

o Facebook page is used to provide information about children’s learning and involvement in the learning environment with children’s faces blurred

o Liaising with the Japanese teacher at Riverdale Primary school.

o The library visits will continue by visiting once per fortnight at the school.

o Salisbury library will continue to visit our service.

Ongoing

o Visits to preschool from:

• Salisbury Library • NAWMA • Police visits • Fire Brigade • RSL

o Facebook page

continually updated detailing events, curriculum.

o Occasional care

information sheet updated.


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

Quality Area 7: Standards and elements Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.

Element 7.1.1 Appropriate governance arrangements are in place to manage the service.

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

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

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

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

Standard 7.2 There is a commitment to continuous improvement.

Element 7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

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

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

Standard 7.3 Administrative systems enable the effective management of a quality service.

Element 7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements.

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

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


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

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


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

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

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

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

7.3.1 regulations 158-162 Attendance and enrolment records

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

7.1.5 regulation 164 Requirement for notice of new persons at residence

7.3.1 regulation 167 Record of service’s compliance

7.1.1, 7.3.1, 7.3.4, 7.3.5

regulations 168-172 Policies and procedures

7.3.1 regulations 173-176 Information and record-keeping requirements

7.3.1 Regulations 177-180 Prescribed records

7.1.1 regulations 181–-184 Confidentiality and storage of records



7.1.5 regulation 14 Application for provider approval by individual

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

7.1.5 regulation 16 Matters relating to criminal history

7.2.3 regulation 31 Condition on service approval - Quality improvement plan

7.1.5 regulation 46 Application for supervisor certificate

7.2.1, 7.2.3 regulations 55-56 Quality improvement plans

Quality Improvement Plan for QA7 Summary of Strengths

Strengths

Key improvements sought for QA7 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.

Identified issue Continuity of staff which limits followup.


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

Identified issue Review of self-review process. Are there sets of data we could use to gain a more overall picture of the site? Teacher and Director attended Reggio Emilia study group in 2017.

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.

Identified issue Continuity of staff – same staff as 2016. First for a long time Management of high numbers of children attending – 60 children attending in 2017.


Improvement plan

Standard/ element


Priority (L/M/H)



Element 7.2.3

Our quality improvement plan is current and reflects the needs of children and families in our community. Review of self-review process. Are there sets of data we could use to gain a more overall picture of the site? Teacher and Director attended Reggio Emilia study group in 2017.

H o Consultation process involving families, governing council an educators to review current QIP.

o Self-reflection on new practices

o Mentoring of other Educators

o PLC established

for professional networking.

o Use as a working document

o QIP endorsed by our Governing Council.

o Staff PM Review

and goal setting

o Feedback from

families and community

Ongoing Review annually Ongoing

o Still in progress, reviewing several options. Implement term 1 2017.

o Dawn has joined Reggio group from Prospect and PLC from Reggio tour


Element 7.1.5

To ensure that all adults working with children and those engaged in management of the service or residing on the premises are fit and proper. To enable families to have opportunities to be involved in the service and contribute to service decisions

H o The director will ensure that the following have an appropriate Criminal History clearance: Permanent staff Contract staff Autism SA staff Relief Staff Visiting professionals Governing council members Volunteers Tertiary students Secondary students

o The director will ensure that only the Department for Communities and Social Inclusion Child-Related Employment Screening is accepted.

o The director will

keep copies of the clearances on site, available for reference or auditing requirements

o Children’s safety and wellbeing is supported.

o The service

complies with mandated DECD requirements.

o Active Governing Council

o POLA project – Consultation with families and community for development of outdoor area

o STEM project – working with and consulting with Botanical Gardens regarding an inquiry project.

Ongoing o The site has developed a system for managing criminal history clearance supported by an audit in 2014.

o Folder system

developed to store staff, TRT universal access and governing council documentation.

o Consent received from

parents and children to have photos taken for STEM project exhibition.


o

Documents

Riverview Preschool 2017riverviewpre.sa.edu.au/wp-content/uploads/2017/03/2017... · o Educators work with children to document and reflect on learning experiences including scribing