Service details Service name Service approval number Ingle Farm Children’s Centre for Early Childhood Development and Parenting SE-00014328 Primary contact at service Director: Nadia Carruozzo Physical location of service Physical location contact details Street: Suburb: Ingle Farm State/territory: Postcode: 5098 Telephone: 08 8260 3511 : 0434 184 173 Fax: 08 8260 3533 Email: Approved Provider Nominated Supervisor Primary contact: Ann-Marie Hayes Executive Director, Statewide Services and Child Development Statewide Services and Child Development Division Office for Education and Early Childhood Department for Education and Child Development 31 Flinders Street, Adelaide SA 5000 Name: Nadia Carruozzo Telephone: 08 8260 3511 : 0434 184 173 Fax: 08 8260 3533 Email: Postal address (if different to physical location of service) Ingle Farm 5098
View themselves as lifelong learners and researchers and so will be involved in on-going professional development and reflection to benefit the children, families and their own continuing education. The Community Services within the Children’s Centre understands that when children and families feel included, connected and informed they have greater opportunities to thrive. To achieve this community services will; Support children and families to connect with one another, with services and with the wider community Ensure children and families have the opportunity to participate in the Children’s Centre and their community Support children and families to empower themselves and encourage them to have their voices heard Provide programs, services and activities that have been planned in partnership with families Work in collaboration with children, families, the community and service providers Listen to and advocate for children and families and the wider community regarding highlighted gaps and opportunities Work innovatively and passionately to enable children and families to thrive Walk together with the Aboriginal community in our work towards Reconciliation The Allied Health program provides occupational therapy and speech pathology, working in collaboration with the children centre staff, families and wider community to build their capacity to support optimal child development. The focus is on early intervention with a focus of supporting children aged 0 – 3 years of age. To achieve this allied health staff will: Provide centre staff with support and professional learning opportunities through formal and informal methods such as afterhour’s workshops and weekly debriefs and discussions. Support may be provided around areas including: self-regulation and sensory processing, speech and language strategies to assist with communication and behaviour, activities to develop foundation skills for motor skill development. Liaise with staff, family and community providers to develop community programs in partnership to ensure programs meet the needs of the wider community. Provide support to children and families through supported playgroups and/or parent/child programs which encourage families to be a part of the community. These groups also aim to provide a safe, fun and positive environment for children and families in order to promote children’s development. Complete screenings of children’s developmental needs and liaise with staff and families to support these needs. Where long term therapy would be beneficial, referral to appropriate services is supported by therapists. All children’s centre staff will be professional and approachable Families, educators, health professionals and community service providers will work together to support babies and children on their life journey.
Improvement Plan- ON GOING FROM 2017 Standard/ Element What outcome/goal do we seek? Priority (L/H/M) How will we get this outcome? (Steps) Success measure By when? Progress Notes 1.1.2 All Educators will increase their cultural competency, which will support the provision of a more culturally appropriate programme. The centre will visibly reflect the community within which it’s placed. An Aboriginal Reconciliation Action Plan will be developed to guide our practice. H Talk with families more about their culture and language. Work out ways families and children can share their culture and traditions Explicitly support families to maintain their culture and language Stronger inclusion of other languages in the programme by staff e.g. greetings, simple songs, numbers etc. Use checklists and other sources of information to assess the environment and how it reflects the culture of our community Updated child and family survey given to new 2017 families ensure they are returned and that content is used for planning/implementation Seek out Aboriginal Spaces look different and are more reflective of all cultures including ATSI Educators will be more knowledgeable about Aboriginal history and culture and will feel more confident about ensuring Aboriginal perspectives are a core aspect of the program A RAP will have begun to be documented. This will be the beginning of a long process Use of different languages on a M
embed strategies 1.2.1 ON- GOING DUE TO NEW STAFF AND LEARNING FROM 2016 The cycle of planning, documenting and evaluating is evident for every child A strong focus on literacy and numeracy will be evident through the DECD Literacy and Numeracy indicators and embedding the Growth Mindset approach to support children’s learning. This means: -Educators will ensure literacy and numeracy is evident in all areas of the curriculum -Educators will ensure planning for literacy and numeracy through provocations, posing questions and problems, building and extending H Systems and process are developed to support the gathering of information for each child/groups of children ALL staff- Teachers and ECWs contributing to collection of information; obs, learning stories, photo stories etc. Develop systems and processes which enable educators to track, monitor and evaluate children’s learning based on data to show progress and areas for further growth e.g. data wall. Improve ICT capabilities to support staff and children to use a range of technologies i.e. increase band width, wireless, Apple TV as option, purchase printer for ipads, children using technology for learning Explore pedagogical documentation- not just telling a story, but using documentation to assess .
Quality Area 2: Children’s health and safety Key improvements sought for QA2 Element (2.2.2) Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child. Identified issue During 2016 gaps were identified in the knowledge of the team in regards to ensuring that children were being identified when they had issues with fine motor and gross motor abilities. We need to ensure we know our children’s strengths and areas for growth well, so we can set goals and seek the advice and support of Daniela when appropriate. It is also critically important that families are supported with timely information (verbal and written) and referrals to support services as required. Other considerations: opportunities to use large muscle groups by using the oval , when planning the upgrade to the outdoor area, think about aspects which will support specific areas e.g. hanging opportunities incorporated to support upper body strength Improvement Plan Standard/ Element What outcome/goal do we seek? Priority (L/H/M) How will we get this outcome? (Steps) Success measure By when? Progress Notes 2.2.2 All staff feel confident to identify and support children’s physical development Processes for tracking and monitoring from QA1 will support staff to identify strengths as well as areas for growth Goals set early in the year for each child Communication with families Support from Daniela (OT) Professional development as a
constant part of curriculum planning and implementation, involving, children, families and staff. sustainability Strategy Collect information about parent understandings of sustainability and home practices- what they do currently? Ideas and information about sustainable practices are regularly shared with families Nude Food, Wipe Out Waste Excursions to support knowledge and understandings e.g. Kesab Increase opportunities for connection with the natural world and caring for it; e.g. Nature Education Resource Centre, visitors to the centre as well as excursions e.g. Botanic Gardens Increase opportunities to discuss and share information about the impact of human activity on the environment when staff aren’t using those spaces Children know why we are recycling, reusing and reducing Children spontaneously using various recycling bin options Families reporting conversations at home Increase understanding from children about looking after our world- children verbalising this
Quality Area 4: Staffing arrangements Key improvements sought for QA4 Element 4.2.2 Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills and improve practice and relationships... Identified issue In 2017, we welcome a large number of new staff to the centre. It will take time to get to know each other, our beliefs about how children learn, ways of working, strengths and interests both personally and professionally. The part-time nature of some work will also add to the complexity of getting to know each other and working collaboratively. Improvement Plan Standard/ element What outcome or goal do we seek? How will we get this outcome? (Steps) Success measure By Progress notes 4.2.2 For all staff to have respectful relationships with each person within the team and to feel comfortable working collaboratively is able to challenge and support each other to continue learning and to keep developing. Planned opportunities for staff to share their beliefs, experiences and strengths with each other e.g. staff meetings, closure days etc. Shared professional development Shared processes to support reflection Shared understanding of Code of Ethics and Statement of *staff involved in opportunities for discussion *staff able to articulate the Code *Staff understand the terminology *both documents are used to guide practice, to assist when faced with problems/dilemmas. Term 2 2017
Quality Area 7: Leadership and service management Standard/element (7.2.1) A statement of philosophy is developed and guides all aspects of the services operations Identified issue Our statement of philosophy was updated in 2015 and reviewed in 2016 prior to the NQS assessment. With a large number of staff having joined the tam it is important to review it again. We also need to develop processes to genuinely engage with families and children. What’s important to them? 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 (7.2.1) For the philosophy to be reflective of staff, families and children. That guide the practice of all educators M Review current philosophy statement Research how other sites ensure the voice of all Processes implemented to capture voice of all and tailored to each group All staff have had a voice in reviewing the philosophy and that they feel comfortable with the content That the philosophy articulates our beliefs and that it is viewed as a resource describing how we work with children, families and each other The voice of children and families is evident in the philosophy 2