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Telarah Public School Preschool

Quality Improvement Plan 2018Aimee Vincent – Relieving Principal, Nominated Supervisor, Educational Leader and Responsible Person

Telarah Public School celebrated its 125th year supporting the Telarah community and their children in 2015. It has evolved over this time to be a strong example of all that Public Education in NSW can offer. The school mission statement is to provide students with a love of learning, pride in achievement and respect for themselves and others in a safe and happy environment. The school prides itself on building and maintaining a culture of acceptance and tolerance, working hard to do your best and being responsible for not only your safety but the safety of those around you. The school aims to cater effectively for all children and to support their families paying particular care to ensuring those students who require accommodations and adjustments to do their best. Our mantra is simple – Fair is when you get what you need, not the same as everyone else. This mission statement has served the school well for many years and was recently used to build some new positive school rules in the form of values. This has rebuilt the school welfare system and is the guide to both the social and academic development of the children of Telarah Public School in 2015 and beyond. Students are taught how to Be Safe, Positive, Learners in all school environments and are supported to do this by the adults within the school community. The school has used these new values to re–image the school and develop a supportive school culture that is based on teaching children what they need to learn both academically and socially in partnership with parents and community members. The school works hard to build and maintain positive working relationships between home and school and uses creative and innovative practices to achieve this engagement. We have high expectations of the relationships that we facilitate across the school community. The school is proud of the way it treats all families individually providing them with the support they need to help their children be successful at school.

Service number SE-00009210 Approved provider NSW Department of Education

Educators

Andrea Lundy (Teacher)Beth Cameron (Teacher)Michelle Woods (Teacher)Julie-Ann Greedy (SLSO)Natalie O’Donnell (SLSO)

Service approval number PR-00005345

Service contact (02) 49324475 Approved provider contact Early Learning, 02 9266 8165

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

Statement of Philosophy

Telarah Preschool - PhilosophyWe acknowledge the traditional custodians of this land and pay our respects to the elders both past, present and future for they hold the memories, the traditions, the culture and hopes of

Aboriginal Australia. We must always remember that under the concrete and asphalt this land is, was and always will be Aboriginal land.Telarah Public School is governed by the policies and procedures of the NSW Department of Education and Communities.We aim to work in partnership with our community to provide the best quality services we can.

Our BeliefsWe believe:

Children are capable learners who are active contributors to their own learning through choices and play based experiences. Children need to be valued as individuals through the context of their family and community. Children develop a sense of belonging through a supportive, adventurous and safe environment. Sharing knowledge, culture and insights of families is integral to the care and education of children. Each staff member brings fundamental personal qualities to the centre such as empathy, respect, warmth and a commitment for teaching and lifelong learning.

Our Commitments Our staff are committed to working in the best interests of families and school by using honest, professional, reflective practice and implementing our Quality Improvement Plan. We are committed to closing the gap for our Indigenous children by promoting Aboriginal and Torres Strait Islanders ways of knowing and being at our service.

Our Goals and AspirationsWe aim to promote:

Thriving and engaged children who are confident and positive about their learning and their future. An environment that encourages exploration, agency and independence through connection to the land and the natural environment, culture and the imagination. Engagement with our parent community at a more fundamental level about decisions that affect the service including using the technologies with which our parents already

engage.

Our Intentions for ActionWe will use our Quality Improvement Plan as a living, working document. As a team we use our considerable pooled knowledge and experience to constantly review and improve our service, aiming for best practice in all areas. We know the importance of preschool education on the future lives of our children and their communities and respect the right of each child to have the best education possible.

Belonging, Being and BecomingWe believe children will feel a sense of belonging at Telarah Public School Preschool. We understand that childhood is a time to be, to seek and make meaning of the world.

Telarah Public School Preschool provides all children with learning that is engaging and builds success for life.

TELARAH PUBLIC SCHOOL

Our mission is to provide children with…

• a love of learning• a pride in achievement• a respect for themselves and

others …in a safe and happy

Quality Area 1: Educational program and practiceThis quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning and development.

Step 1: Assess your compliance with the regulatory requirements Date of self-assessment:

Ref. to Law (S)/ Regulation (R) Does your service meet these requirements? Confirmed

S.323S.168R.254

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

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

R.74

Do you document:

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

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

R.75Is the information about the program displayed in a place at the service that is accessible to parents?Is evidence of the program available for inspection on request?

R.76

If requested, do you provide families with:

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

their children, including their participation?

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

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

Step 2: Identify and record your strengths. What are the practices that demonstrate quality in your preschool?Standard 1.1 The educational program enhances each child’s learning and development.

Approved learning

frameworkElement 1.1.1

Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners, and effectiveness as communicators.

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

Program learning

opportunitiesElement 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each

child’s learning.

Element 1.1.1

At Telarah Public School Preschool; Every child is acknowledged as competent, with a capacity to succeed, capable and resourceful. We as educators hold high expectations

for their achievement in learning and all children at our preschool are encouraged to attempt tasks independently as appropriate. Programs are maximised with interest driven learning experiences and steeped in scaffolded, intentional teaching and sustained shared thinking opportunities.

Collaborative planning occurs between the educators in both rooms, particularly for child initiated intentional learning experiences in the outdoor program.

Quality literature is sourced to deliver an engaging literacy program though choosing texts with repetitive, rhyming patterns and affective, quality vocabulary that encourages role play opportunities and quality conversation.

Our caregiver information nights are held early in Term 1, to inform families about our service and educational program. Information is regularly provided in accessible formats such as our Telarah Public School Preschool’s Facebook page, notes distributed in individual children’s note pockets and community notices and posters for families to access.

We are in partnership with our families and they are regularly encouraged to have input into the educational program through informal conversations at drop off and pick up, the parents and families suggestion box located in the foyer, comments on our Facebook page, and voting or polls that we display in our foyer when we require input to make decisions about our preschool for example, keeping the chickens from the Henny Penny hatching program. This facilitates the involvement of the children and families of our preschool in important decision making. Educators record conversations and feedback from families in the family and community input and feedback section of their programs.

We have embedded the Early Years Learning Framework (EYLF) principles, practices and learning outcomes throughout the program,

documentation and in all aspects of our practice, to assist in maximising each child’s involvement and engagement in learning. Documentation of the children engaging in learning outcome experiences is displayed in our foyer for Murrin room and in the Becan room. Educators consistently add photos and learning experiences linked to outcomes. This display provides opportunities for discussion with families.

Every day in week 4 and 8 of each term, we complete a daily reflection record that ensures we are implementing and documenting the 5 principals, 7 practices and 5 learning outcomes in the Early Years Learning Framework. Educators also reflect on the program at the end of each day and record reflections on the program. This assists in actively driving all aspects of the program to maximise each child’s learning and development opportunities.

Educators consistently provide learning experiences based on each child’s knowledge, ideas, culture, abilities and interest, which develops complex understandings and thinking about the world around them e.g. science, technology, engineering, mathematical (STEM)

and inquiry based provocations. Educators are embracing local Aboriginal languages by learning songs in the local Kattang language and exposing children to creative

arts from neighbouring Aboriginal countries to actively promote inclusion, culture, relevance and engagement in learning.Element 1.1.2

At Telarah Public School Preschool; Educators programming is grounded in the EYLF and guided by individual and group interests, strengths and needs. Our play-based program is greatly enhanced by contributions made by the children and their families. All daily conversations with parents

are seen as opportunities to understand more about the children and their background and culture as well as how and what they learn. We use a Reggio Emilia inspired approach to child self-paced learning and investigation with ongoing play experiences for children to

continue learning over a sustained period of time e.g. animal life cycles; where food comes from; engineering projects; safety programs including Living Safely with Dogs and Road Safety.

We effectively and consistently engage children in sustained shared thinking through conversations and spontaneous intentional teaching opportunities by scaffolding experiences, brainstorming and engaging in children’s play in a variety of roles.

Educators intuitively adapt program delivery to reflect capabilities, interests and appropriateness for each child in real time. This differentiation is a result of the respectful and knowledgeable relationships that educators nurture with each child.

Element 1.1.3

At Telarah Public School Preschool; We consistently apply daily rhythms to facilitate effective transitions across indoor and outdoor play, progressive fruit break, lunch and

other learning experiences, through the use of visual timetables, collaborative discussions about the daily routine, Acknowledgement of Country, rhymes and songs and individual visuals for children who may require additional support or assistance.

Daily routines are displayed using visuals both inside and outside the rooms. Spontaneous experiences are added to our daily programs according to children’s interests and immediately extended upon and used in

subsequent programming. The daily timetables are displayed in each room for families, visitors and all staff to access in each room.

Children are empowered to make decisions about the resources they use, the games they play and spaces they occupy.

Standard 1.2 Educators facilitate and extend each child’s learning and development.Intentional teaching Element 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

Responsive teaching and scaffolding

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

Child directed learning Element 1.2.3 Each child’s agency is promoted, enabling them to make choices and decisions that influence events and

their world.

Element 1.2.1

At Telarah Public School Preschool;

Element 1.2.2

At Telarah Public School Preschool; Reflections inform the intentional teaching of all the preschool educators. Our daily timetables set aside fifteen minutes at the end of each

day to critically reflect on our own and each other’s delivery of the program. We discuss what worked well, what needs improvement and personal reflection on the day as a whole. This is done with the educators in both rooms and then as a whole. Reflections are recorded on the daily program after discussion as a team.

Our preschool reflection Facebook group is used by our team to discuss reflections, share meeting minutes for those unable to attend the reflection and housekeeping meetings, and to share intentional teaching ideas.

Each child’s interests are extended on through intentional teaching and responding to children’s play and ideas. Our educators enthusiastically join in children’s play when warranted and extend vocabulary, as well as science and mathematical concepts by scaffolding and modelling when applicable.

Each room’s program has collaboratively planned intentional teaching learning experiences that are relevant to all children. Examples include everyday safety routines such as sun safety, hygiene, sustainability, healthy lifestyles and the rule of 3. Examples of recent cultural experiences include embedding Aboriginal perspectives into the daily program, celebrating different cultural events that our families celebrate like Easter, Diwali and the local River lights festival. Together we research these with the children and create different projects over time to extend on these learnings. They may be cooking, designing and making a floating lantern etc.

Element 1.2.3

At Telarah Public School Preschool; Children’s agency is supported by opportunities to engage in extended periods of play and investigation, through an interest driven

curriculum, that is mostly child motivated and collaborative between educators, children and classes. Our routines are flexible and occasionally play times will be extended to allow for uninterrupted learning, whilst creating a positive environment where children can continue their activities, when appropriate.

The Rule of 3 is practised daily by the children and the educators, developing each child’s agency, reasoning and emotional intelligence. We remind the children daily to ask the questions “Will it hurt me? Will it hurt someone else? Will it break?” and to make their own informed choices after asking these 3 questions of themselves.

Children have free access to materials, resources, toys and equipment, both indoors and outdoors at our preschool. Children can ask to access the shed to acquire different resources, or in turn ask the educators for a particular learning experience to be set up for them. We encourage the children to make active decisions in what they would like to learn about or play with each day.

We present learning experiences based on interests or activities that individual or groups of children were participating in previously and invite all children to participate in the extended learning experience. It is the child’s choice whether they participate or not. There are many other choices available for those children that do not wish to participate in certain experiences.

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

cycleElement 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation,

analysing learning, documentation, planning, implementation and reflection.

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

planning and implementation.Information for

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

Element 1.3.1

At Telarah Public School Preschool; Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. Some means of

assessment include formal and informal recording of conversations, written or typed observations, photo documentation and checklists located in the program folders, on the accessible daily program above sign on sheets, on a visual outcome learning experience poster in each room, and in individual children’s reflection folders for families to access and discuss freely.

The program is organised in ways to maximise opportunities for each child’s learning, with participation in activities tailored to meet individual needs and interests. Spontaneous experiences recorded on the daily program.

Educators reflect daily on the learning that has taken place and develop new learning experiences that will deepen, enrich and extend the children’s learning. Educators use the various interests and strengths of the preschool team, resources and personnel from the Primary school. We also source people and programs from our local community, such as a dental hygiene program and a local beekeeper, to support and extend learning. We plan follow up learning experiences instantaneously if possible, or for the following day or week, depending on resources and research required.

Element 1.3.2

At Telarah Public School Preschool; Educators reflect on children’s learning experiences and analyse the learning to provide enhanced and enriched learning experiences.

These valuable reflections are recorded in the educator’s programs and shared during combined planning. They are also displayed in individual children’s reflection folders for educators and families to reflect upon at their own discretion or at the end of the preschool year.

We hold a monthly reflection meeting recorded in our preschool meeting minutes book, where our supervisor provides us with a relevant topic to research and critically reflect upon. For example, the collaborative daily reflection recording, was it truly collaborative? Was it creating less or more work? Our conclusion led us to the decision we would complete it in week 4 and 8 of each term to refresh us and provide evidence of meeting all principles, practices and learning outcomes. These meeting minutes are also posted on our preschool reflection Facebook page for all team members to access and revise. Completed collaborative daily reflection recordings can be found on the magnetic board located in the preschool office.

Element 1.3.3

At Telarah Public School Preschool; During the year educators have family meetings, both formal and informal, to discuss learning goals inclusive of interests, strengths and

needs for each individual child. Educators programs display individual children’s and group’s learning experiences, along with follow up experiences and extensions on a

daily basis. This is located on the accessible daily program above sign on sheets in both rooms and on a visual outcome learning experience poster in each room, for families to access and discuss freely.

Reflection folders are available for parents to peruse at their own discretion and located in each room. These folders display documentation and photographs of a wide range of learning experiences, children’s work samples, incursions and excursions and other undertakings that the children have been actively engaged in throughout the year. They are given to families as a parting gift at the end of each year.

Spontaneous and intentional learning experiences are also posted on our preschool Facebook page. Families have been actively using the page to like and comment on these happenings.

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

1.3.1

Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection:Review our current assessment regimes for the children’s progress at Preschool. Investigate current best practice in Preschool assessment. Implement changes according to our interest-driven program.

M

What goal or outcome do we seek to

achieve?Steps or strategies to achieve

goal When? Who? Progress notes and reflection

Identify current assessment tools, evaluate effectiveness, evolve assessment strategies to incorporate current practice.

Trial implementation of new assessment strategies.

Professional development offered to ECTs in the Newcastle area.

Beth & Michelle

Feb 2018 – Beth is currently researching assessment practices with the EYLF PLP eNewsletters

Trail use of new observation templates in Term 1 “Snapshot of Learning and Development”

Self-directed professional development and sharing in reflection meetings.

Whole team.

Introduce new practice to our program and ensure all staff are aware of changes.

Beth & Michelle

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



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

R.92-96R.161

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

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

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

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

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

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

R.77 Is food stored, handled and served safely?S165 Have you ensured that educators are supervising children effectively?

R.82-83R.97

R.103S.167

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

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


Step 2: Identify and record your strengthsWhat are the practices that demonstrate quality in your preschool?Standard 2.1 Each child’s health and physical activity is supported and promoted.Wellbeing and

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

Health practices and procedures

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

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

Element 2.1.1

At Telarah Public School Preschool; All staff are aware of individual children’s needs in regard to rest, sleep and relaxation. Staff provide quiet areas where children are able

to rest throughout the day if required. Beds are provided and safe hygienic practices are followed. The daily timetable includes a designated rest and relaxation time where a range of appropriate creative, quiet time activities are available

enabling children to exercise their agency.Element 2.1.2

At Telarah Public School Preschool; Families are notified of outbreaks of infectious disease. Major outbreaks of infectious diseases are reported to governing bodies.

Exclusion periods displayed and provided to parents. We are compliant with Immunisation Regulations.Element 2.1.3

At Telarah Public School Preschool; Staff use mealtimes as an opportunity to model, discuss and promote healthy eating and nutrition practices. Cooking activities within the educational program are usually based around picking some fresh food and herbs from the garden and

preparing and eating that. Recipes for these cooking sessions are available for the children to take home. Up to date information is given to families such as Health Department pamphlets and newsletters and regular discussions take place with

children and families about healthy foods and the importance of good nutrition. Opportunities to engage outside agencies to support parents regarding good eating are taken.

The children have access to their own water bottles at all times. Children are able to refill drink bottles from the large drink dispenser

provided and children without drink bottles are provided with clean cups. We encourage children to drink often throughout the day.

Standard 2.2 Each child is protected.

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

Incident and emergency

managementElement 2.2.2 Plans to effectively manage incidents and emergencies are developed in consultation with relevant

authorities, practised and implemented.

Child protection Element 2.2.3 Management, educators and staff are aware of their roles and responsibilities to identify and respond to

every child at risk of abuse or neglect.

Element 2.2.1

At Telarah Public School Preschool; The physical arrangement of the spaces at the preschool allows educators to work with small groups of children or one child while

maintaining supervision of remaining children. All staff are aware of where each other is and communicate with each other as they move around the centre so that each child’s safety and well being is ensured.

Procedures for arrival and departure at Telarah Public School Preschool are communicated at enrolment via our comprehensive information pack and verbally as well as printed in the Preschool Handbook and available to view in the foyer.

Element 2.2.2

At Telarah Public School Preschool; All staff keep their child protection training and mandatory workplace, health and safety requirements (anaphylaxis training, e-Emergency

care training and WHS Induction for Employees) up to date. Support is available from our Assistant Principal, which is above establishment staffing. In 2016 and 2017 we had above establishment

staffing for much of the year to support children needing extra social support. The extensive Learning Support Team at our primary school provide additional support based on individual children’s needs, including

observations and advice from Learning support staff, access to the school counsellor, access to parent support courses such as PPP, extra transition support for children with special needs as they prepare for big school.

We have procedures in place to monitor and minimise hazards and safety risks:- We complete daily safety checklists- We identify, document and remove or report potential hazards- We complete risk assessments for potential hazards- We ensure children cannot access kitchen, staff toilet or cleaning storage areas.- We ensure all dangerous substances are stored in locked rooms/cupboards- We added a review of minor incidents at meetings to see if there any patterns that may alert us to WHS issues.

At the preschool procedures for evacuation and lockdown are in place and are displayed throughout the Preschool. At the preschool we:

- Practise lockdown and evacuation drills each term- Discuss our procedures for lockdowns and evacuations with the children regularly and reflect on and refine practices- Complete an emergency evacuation form- Reflect on our drills and discuss any issues/concerns- Ensure our emergency backpack is fully stocked

In the case of an emergency, staff from the primary school can be contacted to assist. Plans at Telarah Public School Preschool are developed in consultation with documents from Family and Community Services, the Early

Learning Directorate and NSW Health. Records relating to court orders, custody arrangements, OOHC and FACS are communicated to all relevant staff and stored

confidentially.Element 2.2.3

At Telarah Public School Preschool; Telarah Public School Preschool staff are trained annually in Child Protection and are fully aware of their responsibility to respond for all

children at risk of harm. Support from the school LST team allows us to be confident in this area. Staff at our preschool familiar with the Mandatory Reporters Guide and discuss any issues with the preschool supervisor or Principal, who

make Child Wellbeing Unit notifications or reports to the Department of Community Services notifications as necessary.


2.2.1 At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard: Revise supervision practices, accident reports and hand-over to relief staff. M




Reflect on supervision practices to ensure that all areas are being observed and that staff are scanning when educator-initiated learning experiences are in progress.

Reflect on Accident/Illness Reports from 2017 to assess areas to be improved.

Ensure documented observation times are communicated to all staff.

When in-depth observations impair your supervision ratio, alert nearby staff for supervision support.

Daily

Beth & Michelle

Whole Team

08/02/18 - Discussion about trial of photo/jottings method for observations/noting spontaneous learning experiences.15/02/18 – Moved the painting easel to the opposite side of the entrance to increase supervision visibility.

08/02/18 – Discussion around incidents occurring throughout lunchtimes and steps we can employ to minimise.

15/02/18 – Began reviewing incident reports at staff meeting today under WHS agenda.

Address incidents during our fortnightly staff meetings under WHS.

F’nightly Whole Team

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



R.104-115

Have you ensured the services premises meet all regulatory requirements? For example:

● There is the required amount of unencumbered space for the number of children in attendance at the service

● Arrangements for dealing with soiled clothes, linen and nappies

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

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

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

● Is there adequate light, ventilation and shade?

● Are all areas of the premises easily supervised?

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

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


Step 2: Identify and record your strengthsWhat are the practices that demonstrate quality in your preschool?Standard 3.1 The design of the facilities is appropriate for the operation of a service.

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

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

Element 3.1.1

At Telarah Public School Preschool; In the environment, materials and toys are accessible to children to ensure they can independently choose and use what they need.

Element 3.1.2

At Telarah Public School Preschool; All staff at the preschool work to keep the environment safe by conducting checks daily to identify any hazards or potential risks to

children’s safety. Children can access toilets from both indoor and outdoor areas. The preschool is cleaned on a daily basis by a contracted cleaning

service (Transfield). Preschool staff monitor cleanliness and attend to incidental cleaning as required throughout the day. A general assistant is accessible five days a week to complete minor repairs and maintenance.

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

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

Resources support play-

based learning

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

Environment-ally

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

Element 3.2.1

At Telarah Public School Preschool; We provide children with a safe and well maintained environment that encourages adventurous play. Staff, children and families are

involved in the upkeep of the gardens and preserving the quality of a stimulating and engaging environment. Our program allows for large blocks of uninterrupted creative indoor and outdoor play where children are free to self-select activities and

are provided with open-ended materials, resources and equipment. At Telarah Public School Preschool the children are encouraged to make use of the natural materials available in the preschool grounds

such as leaves, bark, stones and flowers. Staff at the preschool engage with children to create environments, investigate provocations and construct play settings that stimulate and

reflect children interests. Learning environments are created with appropriate levels of challenge where children are encouraged to explore and experiment.

Element 3.2.2

At Telarah Public School Preschool; Our equipment is regularly moved from the inside environment to the outside according to the interests of the children and the challenges

they need to experience to continue to grow in their learning. Appropriate resources and safe experiences for children are provided in the outdoors environment to cater for individual ages, interests

and abilities. Quiet activities are also provided in the outdoor area for those children who wish to engage in relaxed activities.Element 3.2.3

At Telarah Public School Preschool; Intentional teaching practices are imbedded into the program to promote sustainability and environmental awareness. Our work in

embedding Aboriginal perspectives is teaching us all about respect and care for the land and sustainable practices that have been carried

out for 40 000 years by the traditional owners of the land. Our daily acknowledgement of the traditional owners reminds us every day to take care of the earth.

The outside environment at Telarah Public School Preschool is home to a large range of bird species that feed in our large trees and often roost during the day, including a range of parrots and a resident family of tawny frogmouths. A number of reptiles live in the grounds and there are places where mini-beasts are easy to find. Our children have many opportunities to discover and observe the animal world in our grounds.

The children are often engaged in real work: gardening, sweeping, watering, organising and sorting equipment. Our vegetable garden is used by the children and staff to build a sense of responsibility in caring for the environment. When the gardens

were established preschool school children assisted with planting and they now continue to maintain the gardens through planting, watering, mulching, weeding and collecting produce.

The children’s understanding of sustainability is enhanced through activities around the preschool worm farm, the compost bin, recycling and collecting wastes for appropriate uses, looking after the chickens and discussions about conserving water at preschool.

Families have donated plants and cuttings to the preschool including native foods for our gardens. We make worm juice available for families to take home to fertilise their gardens.

At our preschool we regularly plan cooking experiences at preschool using the produce from our preschool garden, such as, pumpkin soup, zucchini fritters, salad wraps and we have had fresh produce for families to take home when there has been a surplus - zucchinis and snake beans.

Examples of recycling and upcycling are evident such as the outside furniture and gardens such as our pallet furniture, tyre sculpture and chicken shade.


3.1.2 Premises, furniture and equipment are safe, clean and well maintained: Rubble from the original building has come to the surface of the hill area due to erosion. M



goalBy

When? Who? Progress notes and reflection

Restore our lower outdoor play environment and improve usability and aesthetics.

Hill to be rehabilitated. Now Aimee/Anne

Bottom of the slide to be rectified. Now Aimee/Anne

Stairs next to slide are too high/long. Change to standard building regulation.

Supervisor

Quality Area 4: Staffing ArrangementsThis 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.



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

R.135R.152

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

R.120R126

R.129-135R.136

Have you ensured that School Learning Support Officers hold, or are actively working towards, an ACECQA approved certificate III level qualification?Have you ensured that at all times children are in attendance at the service there is at least one person with an ACECQA approved first aid qualification available, and at least one person who has completed training in the management of asthma and anaphylaxis?


Step 2: Identify and record your strengthsWhat are the practices that demonstrate quality in your preschool?Standard 4.1 Staffing arrangements enhance children's learning and development.Organisation of educators Element 4.1.1 The organisation of educators across the service supports children’s learning and development.

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

Element 4.1.1

At Telarah Public School Preschool; Staff to children ratios are maintained throughout the day by utilising school staff to relieve for breaks and programming time. Currently

we have four fulltime educators which provides great continuity for both children and parents.Element 4.1.2

At Telarah Public School Preschool; We manage staff to have maximum continuity. Release and lunch relief staff are consistently the same personnel. This builds strong

relationships with children and means that relief staff get to know the children too and can contribute valuable observations about the children. Links are created with these relief staff who the children will then meet again when they move into the primary school.

When there are onsite planning days and training the regular educators are at the preschool to greet families and ensure that the day gets off to a smooth start.

The AP ES1 (preschool) visits the preschool, if possible, on days when regular staff are absent to support relief staff. The AP ES1 (Kindergarten) also works with the preschool when required.

The AP supports educators in their practice by encouraging, enabling and often attending any professional learning that educators would like to engage in and which aligns with their Performance and Development Plan and QIP goals.

Standard 4.2 Management, educators and staff are collaborative, respectful and ethical.Professional collaboration Element 4.2.1 Management, educators and staff work with mutual respect and collaboratively, and challenge and learn

from each other, recognising each other’s strengths and skills.Professional

standards Element 4.2.2 Professional standards guide practice, interactions and relationships.

Element 4.2.1

At Telarah Public School Preschool; Children of returning families are allocated to the teacher who taught the older siblings. This maintains family links and culture, with old

relationships rekindled and previous knowledge accessed. Many warm and authentic relationships are based on this practice. Preschool duties are included in the whole school playground duty roster to enable a consistent rotating lunch/RFF roster that ensures

familiar staff members are available to provide continuity of care for the children. All release from face to face teaching is done by a qualified member of our team within the preschool and whenever possible the same

casual teacher or School Learning Support Officer (SLSO) is used to cover for absent staff to ensure the children have existing relationships with the person relieving.

Relieving staff are given the casual folder that contains class profiles, and analysis, class routines and other relevant information. They have access to the Preschool Information booklet.

The Assistant Principal visits the preschool regularly to observe practice, support staff with constructive, positive feedback and accept feedback, provide administrative support and engage in learning with the children.

Support for the process of quality improvement has been provided by way of additional planning time including termly planning days, discussions, suggestions, written and verbal input, liaison between staff members, a QIP budget, and visits by the P- 2 Initiatives Officer Dianne Butler, Sharon Buck in Sydney, access to training and attendance at regional Network meetings.

Staff members at Telarah Public School Preschool have positive and respectful relationships and support each other throughout the day, working collaboratively to complete designated responsibilities throughout the Preschool.

Staff members attend fortnightly whole school staff meetings and fortnightly Stage meetings where we engage in professional learning and dialogue. Our meetings encourage honest, rigorous discussion, respectful and engaged listening and an acceptance of what we all bring to the jobs in terms of life experiences as well as skills. We have used the Circle of Change Revisited Model of Critical Thinking to reflect on issues.

Element 4.2.2

At Telarah Public School Preschool; Being a service for the year prior to school, our children are all around the same age. The children are free to join in with activities and

play that interest them at most times while in the outside environment and there is some freedom to move between spaces inside. Movement between indoor and outdoor spaces also occurs at times, usually during the morning. Often educators plan provocations in

areas of their own strengths and interests. This conveys the individual passion and enthusiasm of educators to the children, providing high quality experiences and discussion as well as a love of learning.

We use the Professional Teaching Standards NSW and Quality Teaching Framework to guide and reflect on our practice. We are actively engaging in grounding our practice in the Principles, which reflect the evidence behind why we do what we do, by linking reflection to the Principles.

The performance of the teachers at Telarah Public School Preschool is monitored, appraised and feedback provided via the Annual Professional Development Plan. This plan is supervised regularly by the Assistant Principal and reviewed by the Principal (Educational Leader).

The Telarah Public School Principal is the Educational Leader, and is a highly trained and experienced leader. Consistent and regular communications occurs between all staff members at Telarah Public School Preschool with an acceptance of

each staff member’s individuality and respect for the very different skills and experience that each team member brings to the job.


4.2.1

Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills: To support relief staff for the continuation of quality supervision by developing systems and practices to improve communications relating to the childrens care, wellbeing and learning.

M




Communicate any concerns with the lunch relief staff at changeover.

Allow time to address any concerns with relieving staff at changeover.

Outline relief staff expectations, specific tasks and supervision zones as required.

Daily

Daily

Whole Team

Whole Team

08/02/2018 – Discussion around making ‘supervision zones’ for relieving staff.

15/02/18 – Handover from educator to relief staff regarding any concerns.

15/02/18 – Laminated class list to be made for lunchtime relief staff to communicate any concerns/comments to class educators.

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



R.155

Have you ensured that educators interact with children in a way that

● Encourages children to express themselves and their opinions?

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

● Maintains the dignity and rights of each child?

● Provides positive guidance and encourages acceptable behaviour?

● Reflects each child’s family and cultural values?

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

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


Step 2: Identify and record your strengthsWhat are the practices that demonstrate quality in your preschool?Standard 5.1 Respectful and equitable relationships are maintained with each child.

Positive educator to

child interactions

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

Dignity and rights of the

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

Element 5.1.1

At Telarah Public School Preschool; Staff strongly believe that establishing and maintaining quality relationships with children and between children is fundamental. Families

are greeted individually on arrival and all educators are available at the beginning of the day, including on days when staff may be on the premises but on release.

Educators believe a feeling of security, inclusion and belonging are essential and at the foundation of our preschool. At our preschool around 20% of our children are Aboriginal or Torres Strait Islander. Our physical entry are promotes this fact and provides a welcoming and inclusive to all our families with hello greetings in a number of languages being displayed.

Element 5.1.2

At Telarah Public School Preschool; Children are given agency to make choices about the experiences they participate in and with whom they will interact. Children are

supported to be involved in decisions about the daily program. Provocations are set up for play in different areas and there are always a number available play spaces such as the sand pit and fort areas. Play is child directed and opting out of play is always an option.

Staff assist and support children to regulate their emotions, manage their own behaviour, effectively deal with the behaviour of others, and reflect on their own behaviour and how their behaviour can impact others at an age appropriate level. Staff have regular conversations with the children about respect, equity and fairness. Children are guided through a problem solving process to find resolutions that work.

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

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

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

Element 5.2.1

At Telarah Public School Preschool; Staff have sustained conversations with individual children about the things that interest them, ensuring all children have equal

opportunities for one-to-one and small group conversations. These conversations are shared between educators and are the key to providing engaging and challenging experiences for the children, to move them along in their learning by accessing the strengths of team.

Our educators model reasoning, predicting, reflective processes and language, and encourage children to articulate their thoughts. Key aspects of conversations, observations and interactions are documented in the program in order to inform intentional teaching and planned experiences.

The dignity and rights of every child are consistently supported and promoted at all times. Staff strive to understand the family background of each child, be aware of their health needs and treat every child as an individual with in that context. All information is shared amongst educators and educators check each other’s interactions with children in order to maintain dignity, integrity and rights of the children. Children are given quiet spaces, individual support and privacy when needed.

Element 5.2.2

At Telarah Public School Preschool; Educators monitor play in order to pre-empt unsafe physical conflict or to intervene in a timely manner to help children resolve potential

conflict. Time is given for the children to try and practise those resolution skills themselves, which are the basis of successful social interactions throughout life. Support and modelling is always at hand.

We operate under the framework of the whole school PBL program, adapted to be appropriate for pre-schoolers and the Early Years Learning Framework. It provides a consistent language about behaviour and the overall expectations of becoming safe, positive learners.

Collaborative learning opportunities are effectively facilitated and every child is consistently supported to work with, learn from and help others. Staff model and assist the children to initiate play, join the play of others and accept others into their own play.


5.1.15.1.2

Positive educator to child interactions: Building successful relationships with children.The dignity and rights of every child are maintained: Toilet renovation to add partitions and reposition toilet roll holders.

HM




Trialling and refining new initiatives to collect valuable information from children and families.

Engage more wholistically with families to develop a sense of belonging.

Week 1 & 2 Term 1: Meetings undertaken. Survey developed to provide feedback. Additional meeting scheduled to accommodate all families.

One on one meetings with all families enrolled for 201 8.

Beginning Term 1

Whole Team

Open communication with families to create consistency between our Preschool and home.

Ongoing Whole Team

Toileting privacy Investigate options to install partitions between toilets and relocate toilet roll holders.

Now Anne

Quality Area 6: Collaborative partnerships with families and communitiesThis quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are based on active communication, consultation and collaboration.



R.157

Do you respect the right of parents to enter the service when their child is in attendance unless

● Allowing the parent to come into the service poses a risk to the safety of children or staff?

● Allowing the parent to come into the service would prevent you or educators and staff from carrying out your normal duties, such as supervising children, delivering the program or meeting health and safety needs? or

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


Step 2: Identify and record your strengthsWhat are the practices that demonstrate quality in your preschool?Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting

role.Engagement

with the service

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

Parent views are respected Element 6.1.2 The expertise, culture, values, beliefs of families are respected and families share in decision-making about

their child’s learning and wellbeing.Families are supported Element 6.1.3 Current information is available to families about the service and relevant community services and resources

to support parenting and family wellbeing.

Element 6.1.1

At Telarah Public School Preschool; There is an effective and comprehensive enrolment and orientation process based on active communication, consultation and

collaboration with families. During our extended orientation process the initial expression of interest form is used to identify families who may need extra support or access any of the support services with which we work. First contact is made and plans put in place to facilitate the best transition we can offer. Children are allocated to a room so that early contact is made by the child’s educators from the very beginning. Links with previous siblings are identified and re-established, and connections strengthened. A welcome evening BBQ for all new pre-schoolers and their families is held in our beautiful grounds in mid-November. In the weeks following, a play morning is offered to all families, with children invited in their preschool cohorts to begin the building of relationships with the children and their families. These mornings are flexible to suit family commitments.

In 2018 our families will have a 40 minute allocation in the first fortnight for information exchange, sharing of family aspirations and goal setting for our new children. Personal Learning Plans will be written for our Aboriginal and Torres Strait Islander children. Parents are also encouraged to leave a word or thought about what sort of place they would like our preschool to be.

Children who enrol with us during the year are also contacted in the first instance by their allocated educators to ensure a smooth, consistent and deep relationship between the preschool and the families.

Element 6.1.2

At Telarah Public School Preschool; Our initial family meeting in the first fortnight of the year includes gathering information about goals and interests, family background and

culture, health and wellbeing. Personal Learning Plans are written for all Aboriginal and Torres Strait children at this first meeting and contact is made with the Telarah

Public School Aboriginal Support Learning Officer. Our preschool has a culture of open communication with friendly conversations between staff and families about their children’s learning

and social development throughout the year. All families across the school are encouraged to contact the school to discuss any issue at a convenient time. We are currently looking at refining our midyear interview system, having evaluated past practices.

Staff and families share information about children's progress, relationships, interests and experiences that occur both in and outside preschool. Our teaching staff use this drive and inform the program for each individual child.

Each family's culture is valued and incorporated into the program and is visible through learning stories, room displays, resources used in play and routines and language spoken by children and staff. In recognition of our local Indigenous community through the AECG we have given our playrooms Aboriginal names.

Element 6.1.3

At Telarah Public School Preschool; Communication with our families occurs in many ways including in person at arrival and departure times, by phone, in preschool

newsletters, access to the child's reflection folders, sharing envelopes, photographs displayed and on the electronic slide show display, learning stories posted around the playroom, program documentation on display in the foyer and whole school and Preschool community/family events.

Information and pamphlets are available about community agencies such as the local community health centre, Early Links, mental health services, financial support services and local refuges in entry our foyer. Information about community services.

Families have access to all parent courses such and Triple P and 1, 2, 3 magic if they are available.

.

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

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

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

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

Element 6.2.1

At Telarah Public School Preschool; When necessary Telarah Public Schools’ learning support team will facilitate meetings with parents and caregivers to develop plans to

support individual children to access the activities at the preschool effectively. This team is also available to provide support for transition to school. Extra visits to the big school have been organised, social stories with photos have been written, and visits to the preschool by kindergarten staff are also arranged. Kindergarten classes for the following year at Telarah Public School are organised and assigned teachers in late term 3 so that child teacher relationships of all children going onto our big school are firmly established in the term before Kindergarten.

Telarah Public School Preschool Transition to School program begins in Term 4. A comprehensive program of information sessions and workshops are provided for families attending our school. Our preschool children going onto to Telarah Public School have three formal orientation visits. Children going to other primary schools are able to attend their orientation programs and staff are aware of these programs, planning activities with all orientation programs in mind. We maintain good relations with all other schools that draw children from our service. They are welcome to visit and gather information for us with the permission of the parents.

Strategies that support transition to school are consistently employed throughout the year at Telarah Public School Preschool. For example, children frequently use areas of the school, including the hall, the vegetable garden and kitchen and library and are involved in many whole school events such as Easter Hat Parades, Harmony Day activities, Science Week and NAIDOC celebrations. These transition visits and the involvement with the school support children to be very familiar with the formal schooling routines and facilities for all our children, regardless of the primary school that they will be attending.

Risk assessment and management plans and individual education plans are developed in consultation with Learning Support Team and parent/ caregivers to assist children with significant individual issues.

Our recent PLP meetings with our Indigenous families which were all about sharing family culture has come directly from our philosophy which highlights the relationship and trust we are aiming to builds in preschool community.

Element 6.2.2

At Telarah Public School Preschool; Children with additional needs are supported through the skills and strategies employed by staff. Recent professional learning includes:

Supporting Mental Health and Wellbeing in Early Childhood Education which addressed the effects of early trauma in children’s lives,

recognising the signs of mental health issues displayed by caregivers and also staff, and working with children on the Autism spectrum. We are fortunate to have access to the Assistant Principal Behaviour Support who is attached to Telarah PS and is often able to visit,

observe and advise at short notice. Amanda has provided training and support for our educators to systematically observe and record behaviours and develop and implement effective intervention strategies.

We work closely with Early Links. Our Early Links team often comment about how proactive we are in being advocates for getting the earliest support we can for our children.

We are able to support applications to our onsite Early Intervention Unit through our exemplary whole school Learning Support Team. Our inclusivity extends to the children in this unit. They make weekly visits to our preschool to play and interact with our children and environment.

Our educators regularly use supports such as social stories, visuals symbols and timetables and wait time to enable each child to fully participate in the program. Educators support each other when working with children who have high needs.

Extra Support Learning Officer time has been allocated to the preschool to support students with support needs. This time has been formally timetabled and is responsive to our needs.

Element 6.2.3

At Telarah Public School Preschool; We welcome visitors into the service to share their passions and interests. Recently we had a bird watcher enthusiast share his passion,

a bee keeper to show their beekeeping techniques, a dental nurse from Pacific Smiles, the Living Safely with Dogs program and Bunnings to support and enrich the gardening program.

Families often bring in new pets for the children to pet and learn about, for example chicks, ducklings and puppies. We engage with our local community in a number of ways. We visit the local shops, library and other local spots for our excursions and

we demonstrated our Acknowledgement to Country at a national conference in August. We are currently being supported by the local Kiwanis Club who are planning to carry out some work in our preschool grounds.

We have been involved with the local council planting for Tree Day and will take part in Riverlights in 2018, building a floating lantern of the festival.

We held our first Working Bee for a number of years in Term 3 2017 and made a new Mud Kitchen and cleaned up the grounds. Families of our staff as well as our children worked together.

Our immediate neighbours have always kept an eye on our preschool during weekends and breaks.

Step 3: Improvement Plan

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




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




Quality Area 7: Governance and LeadershipThis quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, an ongoing cycle of planning and review, including engagement with families, create the climate for continuous improvement.



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

R55-56R31

Have you ensured that your Quality Improvement Plan

● Contains a statement of the service philosophy?

● Is reviewed and revised at least annually?

R.145-154

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

● Working with Children Checks

● Educational qualifications

● ACECQA approved training, including first aidHave you ensured information is displayed that notes the principal as the nominated supervisor, educational leader and responsible person in charge?Have you ensured a record is maintained of all educators working directly with children in the preschool?

R.87R.158-162

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

R.92, 99, R.177

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

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

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

R.168-169 Do you ensure that all policies and procedures required by R.168, are in place, regularly reviewed, and available at the service?

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

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

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


Step 2: Identify and record your strengthsWhat are the practices that demonstrate quality in your preschool?Standard 7.1 Governance supports the operation of a quality service.

Service philosophy

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

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

service.Roles and

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

Element 7.1.1

At Telarah Public School Preschool; Our philosophy is reviewed regularly and our new staff were recently asked to review the philosophy and have input after considered

collaborative discussion with all staff. The learning provocations that we present for the children are always a result of the children’s interests and choices, in line with our

philosophy. Major themes such as Fire have been safely and adventurously explored by way of campfires at preschool and a range of related activities including safety. Intentional teaching opportunities present themselves inside of these child driven interests. In this way the children’s agency, embedded in our philosophy drives both process and practice.

Element 7.1.2

At Telarah Public School Preschool; Telarah Public School Preschool confidential records are stored appropriately at the service, including current records of children and

families as well as archived records needing to be kept for a period of time as indicated in the regulations. We dispose of any confidential records that are no longer required or records not needing to be archived, by shredding.

Information pertaining to children and to children and families, including emergency contact details and children’s learning and development are located on site at the preschool in a locked cabinet. The records are backed up on the NSW DoE database known as ERN which accessible only by staff with official permissions and protocols.

Element 7.1.3

At Telarah Public School Preschool; New and returning staff are inducted by our educators and provided with an induction booklet to support smooth transition. Parents are

made aware of staff changes as children are received at preschool in the morning and given earlier notice if planned leave is taken. Any children who have special needs regarding changes of staff or routine are supported with as much prior information as possible. Educators programs are always on site. All educators are available at the beginning of the day for parent communication. All educators are expert in being warm, welcoming and receptive as families arrive and leave.

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

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

Educational leadership Element 7.2.2 The educational leader is supported and leads the development and implementation of the educational

program and assessment and planning cycle.Development

of professionals

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

Element 7.2.1

At Telarah Public School Preschool; At Telarah Public School Preschool our commitment to closing the gap for our Indigenous students as well as our students from

disadvantaged backgrounds stated in our philosophy is evident in the high quality interactions we have with our parents, supporting them particularly through the enrolment process and in any other areas where they are looking for support.

The preschool has a separate dissection in the School Plan Timelines document. Focuses are QIP management and Professional Reflection in Teaching Practice.

Professional development opportunities are followed by a sharing session at the following staff meeting (discussion is often vigorous but respectful) and ‘What Next’ ideas are minuted and acted upon.

Feedback and reflection about practice is embedded in staff meetings and is an ongoing area for development. At Telarah Public School Preschool the educators dedicate a day a term to formally reviewing QIP progress, reflecting on the goals,

recording reflections and making plans to act on collaborative reflection. All staff are enabled to attend these days whether it is a teaching day for them or not.

At staff meetings QIP goals which are being actively worked on are evaluated for progress against the goal set as well as the regular reflection on the general practice against the National Quality Standards. Adjustments are noted and acted upon to improve practice. For example, reflection on a recent local excursion resulted in more information being given to parents about a playground area when the excursion took place for the second group of children. The educators observed that this improved supervision.

Children’s input to the QIP has come about through staff reflection during scheduled fortnightly meetings of repeated incidents in the playground that may cause children harm, or in daily staff reflection time in the afternoon as a priority/urgency basis.

We regularly use our QIP checklist to ensure that all laws and regulations are complied with. A number of policies have detailed procedures tailored to our particular service written, and these are reviewed annually.

Element 7.2.2

At Telarah Public School Preschool; The AP ES1 (Preschool) works closely with the preschool educators and communicates weekly with the Educational Leader, the

Principal. The AP has allocated two hours each week to support and assist educators in the preschool and makes a number of other visits to the preschool each week as well as attending all meetings.

Educators engage in a monthly reflection on practice meeting. This year we have reflected on how we are embedding Aboriginal perspectives (preschool staff are currently leading initiatives at the school ATSI level and the AECG level), intentional teaching, identifying influential theories in Early Childhood Education and sustained shared thinking. This is lead by the AP (Preschool).

Element 7.2.3

At Telarah Public School Preschool; Educators programs and collection of evidence are reviewed by the AP and collaborative, constructive and positive feedback is provided.

Educators observe and comment on each others teaching, supported by the AP and in line with PDP and school protocols. Shortly our SLSO educators will also work through PDP’s aligned with the school plan, supported by the AP(Preschool)

At Telarah Public School Preschool the strengths and interests of our individual educators are acknowledged and fostered in line with our philosophy, to provide children with the most exp, expertise and energy that our five educators can provide. For example one of our educators is interested in acting on Claire Warden’s educational philosophy and work and has been provided with some Claire Warden resources to support her practice.

We subscribe to all ECA publications and have used these as a point of reference for professional discussion and reflection. At Telarah Public School Preschool DoE processes are adhered to in terms of formal feedback regarding programs and observations of

staff at this point in time. All preschool staff are included in meetings, and information sharing such as emails, minutes and a private educator’s facebook

discussion page are used. Access to professional development is linked to the educators Personal Development Plans as well as the team goals of this QIP. Recent professional development on Aboriginal Education and working with children who have experienced trauma was attended by all preschool staff on a Saturday in March this year is an example of PD done to meet our needs for an element in this QIP.

The PDP process involves discussion between the educators and the supervisor on setting and supporting professional development goals.


7.2.3 -New team – professional learning is required to revisit this service self- assessment and to ensure it is best practice High




Deeper level of understanding of the importance of planning within the QIP

Support professional learning for all staff

Request additional professional support from P-2 Officer DoE Tony

Documents

telarah-p.schools.nsw.gov.au file · Web viewtelarah-p.schools.nsw.gov.au