Improvement Plan Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes 1.2 Educators are able to articulate the planning cycle of how they observe, assess, plan goals and actions, act and evaluate to support children’s learning. set up of the environment both indoors and outdoors and in provision of learning experiences. Clear documentation of children’s learning and planning cycle H Professional development learning about the planning cycle Educators to share documentation about their planning and intentions for children with peers Coaching and mentoring – talking with educators in performance development meetings about their professional goals regarding planning All educators can articulate the planning cycle and apply it to their program for children Educators sharing planning and seeking feedback from Educational Leaders during planning time Documentation of the learning program and individual planning shows evidence of the planning/learning cycle. April 2017 March 2017 May 2017 Documenting children’s learning through the planning cycle – professional development held with staff team 11/4/17 (Jen Bais DECD) Learning environment PD 9/1/17 (Jess Gowrie) Educators working with Educational Leaders to demonstrate understand of planning cycle and gain feedback Professional development reviews scheduled for May 2017
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 2.3 Child protection curriculum is used to support explicit teaching about personal safety, expression and regulation of feelings – assertiveness of personal rights and the development of networks to assist children’s safety H Teachers to complete Child protection curriculum update Teachers to share curriculum information with other educators Curriculum is used to plan for teaching of concepts – this will involve group teaching as well as individual interactions. Completion of curriculum/ updates Educators show evidence of using the child protection curriculum in their planning, teaching and interactions July 2017 2.3 Educators have effective means to provide supervision and assess risks in environments, practices, new equipment H Staff to be trained in risk assessments – embed in daily practise Training term 2 2017 Staff use risk assessments as part of normal practice i.e. when purchasing new equipment, excursions July 2017
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 3.2.2 Well organised and resourced learning spaces which can be used flexibly to allow for a variety of experiences, and needs of children. Educators can easily source materials they need to build on children’s ideas. Children can be independent and can take an active role in looking after the environment H Collaborate about the organisation of learning spaces and develop shared understandings about the use of the environment. Create a balance of child access and educator access storage in both indoor and outdoor areas Label storage and maintain good housekeeping processes. Build additional storage areas – 0-3 section Educators share commitment to the organisation and maintenance of the environment. The environment is aesthetically pleasing and well maintained. Children show an understanding and respect for the environment New, designated storage spaces built. April 2017 April - Storage has been designed and ordered. 3.2.1 Replacement of furniture and equipment to create workable and aesthetically pleasing environments M Staff to review and consider what is required to meet learning needs of groups – specific spaces for chn Order new and replacement equipment/furniture Term 1 2017
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 5.1.3 A strengthened practice of primary care across the service Staff are able to articulate the centre approach to primary care and what this means for parents and children H Professional development – primary caregiving and attachment All staff working in the under 3 section to do an infant mental health course Primary caregiving is embedded in philosophy and policies/practises of the Centre Increased staff confidence in the practice of caregiving and in the articulation of our primary caregiving philosophy Term1 2017 Infant mental health training over the next 3 years Staff attended full staff meeting re Primary caregiving 26/10/16 – followup required to answer questions and provide an opportunity to review changes Improvement plan
Identified issue Our service’s physical environment necessitates that the 0 – 3; the 3 – 5 programs and the community programs operate in ‘separate’ areas within the school. This creates challenges for communication and collaboration requiring more attention to meeting structures to assist communication and relationship building across the site. 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 6.2.2 Increase the participation of community programs by increasing effectiveness of communication and information H Regular meetings set for leadership team, staff teams including CDC, FCW and school staff Contributions from all groups in newsletters – build greater profile Bring FSC and CDC into 0-3 office and 3-5 office for greater presence Calendar of events for families Increase in parent participation in programs and staff awareness Feedback about programs – verbal and written Based in office Events planned for 2017 (draft) Yearly planner – organise meetings in advance Ongoing January 2017 Term 1 2017 Completed January 2017 6.1.2 Parents from community programs are included in ELC Advisory Committee H Personal approaches to parents to support involvement Newsletter invite Membership and participation in ELC Advisory Committee New committee appointed at the AGM January/Feb 2017 April 2017
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 7.1 Deeper sense of how we are a Children’s Centre. Each leader understands the diverse roles and facets of the service Build understanding of multi disciplinary practice H Regular structured meetings Team members work together and chart progress on QIP Meetings are well attended by full leadership team Meetings set for the year Jan 2017 7.2.1 Review centre philosophy with feedback from parents, educators, leaders and children M Parent consultation Staff consultation Observation and documentation of children’s interests and needs A philosophy is in place which is supported by leaders, educators and families Term 1 2017 – requires annual review Sent to families and staff April 2017 for review 7.3 Grievance procedures and processes are in place and understood Leaders respond consistently to staff concerns. M Build on Communication professional development - Complaints resolution and Grievance procedures Clear documented grievances and conflict resolution processes are known to staff Incident reports are written by staff Term 1 2017