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 1.2.1 Each learning and development is assessed as part of an ongoing cycle H Use planning graphic at programming meetings Focus on reflection and evaluation Documentation PLC – What is effective documentation? (teachers term 1) ‘Floor book’ PD for all teachers Documentation (portfolios, ILPs, floor books and whole/small group planning) shows evidence of observation, analysis, planning and evaluation Term 3, 2015 Term 1 PowerPoint presentation based upon planning cycle guides programming meetings Reflection including focus questions from RRR occurs regularly and informs program & practice – not all staff inputting regularly Two teachers have completed Floorbook PD Record program daily to reflect our emergent curriculum 1.1.1 Curriculum decision making contributes to development of children’s learning outcomes Literacy and Numeracy outcomes improved Educator role approached with consistency across the team M Become familiar with Literacy and Numeracy indicators for preschool. Intentional planning and teaching in literacy and numeracy through programming and play ‘Stay, engage, play’ – Yakka Trakka Improvement measured through numeracy and literacy data collection Increased engagement levels and understanding of educators’ roles during play. Increased intentionality in educator response during play. Term 3, 2015 Term 1 Lisa Burman PD is accessed by one teacher who will share and implement this methodology in term 2 Play Statement has been developed and is being explored by SSOs during PLC Long term play plans outline intentional focus Profiled centre using Yakka Trakka
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 2.1.4 Steps are taken to manage injuries and illness, in accordance with recognised guidelines. First Aid supplies are adequate M Compile list of first aid supplies Order supplies Determine person responsible for restock Check educators first aid qualifications are appropriate Check DECD medication and first aid procedures are being followed First aid responses are effective and seamless End of term 1 Tasha responsible for updating supplies – (T1, w6) Tasha collating qualifications of staff Medication documentation procedures have been checked 2.3.4 Child Protection curriculum is implemented consistently and purposefully H Develop resource kits Develop scope and sequence Program Educators plan, implement and document CPC Promote program with families Ensure all educators have up-to-date training. If not have a plan to ensure this happens. End of term 2 Rhianna assigned to work on developing scope and sequence Friday small groups are dedicated to CPC Resource kits developed (T1, W 6) Topics addressed in response to children and families provided
with information(T1, w 6) 2.1.3 Embedded hygiene practices H Hand-washing procedures displayed at all sinks Visuals for children – hand-washing, pouring a drink, blowing nose, coughing/sneezing, eating fruit with tongs, going to toilet Explicitly teach hygiene practices during ‘Kindy Warm-up’ Structure routine appropriately Cleaning schedule developed Practices shared with families Community supports hygiene practices. Children are able to follow hygiene practices automatically All resources, furniture is clean Routine allows for continual intentional teaching and scaffolding of hygiene practices End of term 2 Term 1: Hand-washing procedures displayed Visuals provided for children Explicit teaching occurring during group Cleaning schedule developed and implemented – volunteers being recruited to support this Practices being shared through displays and Facebook 2.1.2 Environment, routines and educators will respond to each child’s specific sleep, rest and relaxation requirements. M Observe children and learn what works best Reflect on routines and physical environment Engage with RRR Consult families Purchase resources required Indoor and outdoor spaces are provided. Children have a high level of well-being and are responded to immediately and appropriately when showing tired signals End of term 2 Families have provided individual information (T1, W 6) Guiding reflection question features in weekly reflection taken from wellbeing RRR (T1) Indoor and outdoor spaces intentionally
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 3.3.2 Children are supported to become environmentally responsible and show respect for the environment. Children to begin to understand waste generated and the options available to them to reduce waste. L Engage Spotless in process Gather bins for sorting waste Model and explicitly teach children how to use bins Engage children in discussions about waste and recycling Less waste generated, children choosing and using bins correctly Ongoing Buckets and tongs for picking up rubbish which blows into yard – cleaning coordinators appointed (child) T1 2015 Rhianna attending wipe out waste PD term 2 3.3.1 Sustainable practices are embedded and promoted through the everyday program L Introduce ‘produce to plate’ concept. Use garden beds to grow foods and incorporate cooking with this food in program. Introduce compost bin and buckets. Involve children in disposing of Cooking using own produce Composting and using on garden Children articulating how and why ongoing Compost buckets and bin now in use. Children actively involved T1 2015 Begun vegetable garden T1 Corn grown and cooked T1
appropriate food in buckets and bin. Use compost in gardens. 3.2.1 Indoor and outdoor environments provide opportunities for children to engage with a range of natural materials. L Collect natural materials and create resources such as curiosity boxes Include natural materials in planning for and designing indoor play spaces Purchase more resources to support environmental education e.g. gloves spades, watering, cans, rakes. Soften indoor space through the provision of indoor plants ongoing Art Studio has a large range of natural materials included T1 2015 Included indoor plants in art studio T1 3.2.1 Our environment is organised to engage all children in quality experiences which are flexible and promote self- initiated play and exploration L Gather a large collection of loose parts including natural and large items such as pvc pipe, bamboo, crates to promote Grant has been won in order to buy loose parts such as pipes, bamboo – T1 2015
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 4.2.3 Mutual respect between staff evident through all interactions Team members are seen as valuable with individual strengths and skills recognised H Social events – getting to know each other better Celebrations – achievements (through written feedback for one another), birthdays and other significant events in each other’s lives Fridge photos – enable to know more about each other Staff members taking on particular roles/initiatives based upon strengths Staff feel a sense of belonging in Centre Participation in initiatives Collaborative environment Ongoing Honoured people’s valuable assets on pupil free day – begun ‘everyone is a piece of the puzzle’ board Birthday buddies Fridge photos – 4 y.o. Moved toward children’s centre Sharing something special to learn more about each other – T2
Standard/ element What outcome or goal do we seek? How will we get this outcome? (Steps) Success measure By when? Progress 5.1.2 child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning. For children to engage in shared sustained conversations to deepen their understanding of learning For staff to actively listen and respond appropriately L Reggio Project- 2014 around children as component and capable learners Trakka Language PD - 2014 Track children using the Yakka Trakka - make decisions about environment and program based on this information Incorporate opportunities for conversation throughout daily routine Children and educators engage in shared sustained conversations Staff will actively listen and respond appropriately Term 3, 2015 PLC term 1 SSOs about shared sustained conversations Guiding questions placed in environment to support educators Yakka Trakka profiling – identifying children to target through conversation 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. Children with challenging behaviours supported by nurturing, L PD re the impact of trauma on and what we can do to minimise the impact SMART? All staff model desired behaviours, recognise these when mirrored and reinforce Term 4, 2015
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 7.1.3 Ensuring continuity of educators at service M Develop pool of staff (Teachers and SSOs) with relevant skills and experience Develop TRT folder Develop ways of sharing information with children and families about staff changes Children and families are familiar with regular relieving staff and vice versa Families know when their usual educator is absent and who is their replacement Term 2 2015 Same TRT used all term Michaela developed TRT folder 7.3.5 Service practices are based on policies Policies are regularly reviewed H Review policies- involve families Check DECD policies to ensure our procedures align Our practice matches our policies Term 3 2015 Policies reviewed T1, families surveyed for input 7.1.2 Comprehensive induction of educators M Teachers to develop a folder which includes important information about children, families, routines and procedures. Decide on who will keep folders and distribute. educators to take on role of ‘buddy’ when a reliever is in – explore what that means. Casual staff know Centre routines, procedures, policies and needs of children. Term 2 2015 Michaela developed TRT folder