Operating hours For each day of the week this service is open, indicate the times of the day when education and care is provided. For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using 24 hour clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour. If the service is open for two sessions per day, please indicate the opening and closing times for both sessions. For family day care services or multi-site services, please provide the operating hours of the service office. Monday Tuesday Wednesday Thursday Friday Saturday Sunday Opening time 08:50 08:50 08:50 08:50 Closed Closed Closed Closing time 15:00 15:00 15:00 15:00 Closed Closed Closed
Quality Area 1: Educational program and practice This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community. Quality Area 1: Standards and elements Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development. Element 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators. Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning. Element 1.1.4 The documentation about each child’s program and progress is available to families. Element 1.1.5 Every child is supported to participate in the program. Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child. Element 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning. Element 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.
Identified issue More effective record keeping of tracking progress – to share with families Standard/element [1.1.] Identified issue Providing opportunities for sharing children’s progress with families and giving opportunities for feedback Standard/element [1.1.5] Identified issue Incorporate Phillipino cultural perspectives in the program Standard/element [1.2.1] Identified issue Tracking children’s progress – Assessment tools need to be used more effectively to do this Needs to introduce an assessment cycle – for programming Standard/element [1.2.1]
Identified issue Need opportunities for staff to reflect on curriculum – more frequently and consistently Eg use parking lot reflection tool (Daily) Standard/element [1.2.3] Identified issue Need a system of recording children’s opinions of activities to inform programming Standard/element [1.1.3] Identified issue Evidence of assessment tools informing program including learning stories Standard/element [number] Identified issue
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 1.1.1 Staff to understand EYLF Run EYLF training Staff and volunteers to extend Children’s Learning via scaffolding Scaffolding ideas displayed Display ‘blank’s levels of questioning’ Instruct staff of their use Staff using the levels of questioning where talking with chlldren. Staff assisting children to extend their play with literacy and numeracy concepts making shop sign Increase literacy displayed around the kindy room Make labels in English & Ngarrindjeri of key words . Extend to Philippino and Maori Labels are displayed and children start referring to them Incorporate numeracy and math times . Start with songs and rhymes . Review mat time program either cross curriculum or specific time allocated Children becoming more numerate in PLP for each child Use existing proformas Identify Wegs and sit down and do them Completion of PLP,s Develop NEP & Bilingual Programs Revamp ITC’s . Fix microscope computer Get IPads Children using ICT;s in kindy Obtained IPads June 2013
Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure 1.1.2 Evidence of children working towards EYLF Learning Outcomes Displays of photos and children’s work with links to EYLF System established where Displays are rotated and keep informing and grabbing families attention Strengthen links with local community Excursions and special guests Opportunities for families and staff to contribute to the program Families – suggestions box Staff – Reflective tool eg; Parking Lot TBA at Staff Meeting ` Increase sharing what is happening with families Collate information and us it as a guide when programming 1.1.3 Providing set opportunities for rest Reintroduce relaxation time after linch When children get into the habbit of doing it 1.1.4 Keep families informed of what is planned and kindy Supply a term calendar with special date and activities for families
Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure 1.1.4 Portfolios to be more accessible for families . Reduce the amount of work put into them . Have in a set place that is accessible Children showing family members their portfolio Effectively track children’s progress . Introduce Assessment cycle . Consistently assess with …assessment tools . Record results . Use this information in PLD’s Opportunities to share children’s progress with families with opportunities for feedback . Develop PLP in consultation with families . Share portfolios more . hold Family Sharing Day . makefeedback/suggestion box 1.1.5 Widen cultural diversity to include Philipinno and Maori . research the different cultures . Tie in aspects of these cultures to the curriculum . Program activities that incorporate Philipinno and Maori perspectives
Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure 1.2.1 Tracking progress to inform program . Make usable proforma of incidentally observed needs . Use assessment tools to identify needs . Have planning staff meeting where the current needs of children are discussed . Devise system where immediate needs are identifies and activities determined to meet the need and recorded 1.2.1 Evidence of child initiated programming . Devise proforma of child initiated activities . Have opportunities for children to talk about what they are interested in finding out about . Staff using the proforma consistently . Brainstorming mindmap visible in kindy room Program reflects this Consistent Observations . Establish observation folders . Allocate children to staff who are to be observed . Start with 4 year old girls . Once established extend to 3 year old girls . Purchase another camera Formalisation of NEP and Bilingual Programs . Use PLP plus DECD reports to identify needs and interests . Set new targets . Plan activites to meet targets
Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure 2.2.1 Children’s dietry requirements quick reference guide . Set up child information folder with special requirements including foods Update Healthy Snacks handout . Use existing list and type onto computer and add colourful pictures of healthy foods Make Nutrition policy and get it approved by Gov Council . Use Right Bite and DECD template to formulate . Get Michelle to read/edit . Take to Gov Council Gov Council approved Health Care policy to include food allergies. Determine safe find storage of childrens lunches . Use DECD template . Take to michelle . Take to Gov Council . Find regulations regarding this . Check what we do is IK . If not - adapt Gov Council approved Find and make available healthy eating resources . DECD Website . Health Federation Australia . Google . Print and display . Display links/sources . Resources are displayed . Sources/links are made available
Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure 2.2.2 Communicating with families the importance of physical activities . Displays about physical activity in kindy room . use newsletter . use ‘Get up and Grow’ . Document to make flyers and other media for families . Establish a routine/schedule of making the information available 2.3.1 Supervision schedule . Make up a timetable of routines and who is responsible of what area Restrict accessibility to out of bounds area . Kitchen – get a fence . Store Room – Ask Helen Barney what to do? . Shed – repaint stop sign Excursion Planning folder . look at Excursions Policy . Print out checklists . Risk assessments needed . Put into folder Corner mirrors . Source and price . Determine where and how many . Get approval to purchase . Purchase order . Get groundsman to erect
Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure 2.3.2 Chemical/hazard sticker for cupboards . Source . Purchase . Affis to Cleaning and Tool cupboards When stickers are affixed Correct car seats used and installed appropriately . purchase age appropriate seats . Train staff in installation . Children in age appropriated carseats on bus and in cars 2.3.3 Emergency Procedures . Locate . Check Staff book . Check Info book . Check TRT book . Put into books that are missing them . Establish folder Fire extinguisher trainng . Talk to Michelle . have staff do training . Record in folder Evidence and Evaluations . Ask Michelle . Write the location in Emergency Procedure folder
Standard/element Identified issue Bathroom – need another toilet Standard/element Identified issue Kitchen needs remodelling Standard/element Identified issue Rocks needed to add to outside enrironment Standard/element Identified issue Visibility inside needs to be increased Standard/element Identified issue Update equipment – puzzles, bikes, microscope, quiet area tent, scarves, dressups
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 3.1.1 Installation of new Nappy Change Table M . Michelle to source and purchase When it is installed Term 3, 2013 Completed Update furniture L/M/H . Write list of needed furniture . Source . Purchase . Install When installed Term 3, 2013 3.1.2 Establish cleaning schedules M . Determine what needs to be cleaned . Type up jobs . Make signs for each area Upon completion of schedules Term 1, 2013 Completed Safety Checks Log M . Produce log on computer . Print out and use daily When in use Term 3, 2012 Risk assessment of environments M . Download . Print When in use Term 4, 2013 Maintenance Log M . Produce . Print out . Make folder When in use Term 3, 2013
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 3.2.1 Increase Natural Features ouside and inside L .Order big rocks from Julie .Determine where to have them laid. .Plants inside Once delivered 2013 Done Install new animal enclosure for the rabbits and chooks H .Get Allen Lloyd to purchase materials from Bunnings and install 2013 Done Re-establish quiet time in program L .Slot it into time table after lunch .Maintain Routine When children get into routine T4 2013 Routines established T3 Establish a formal outdoor program inc arts and rest areas M .revisit program .Purchase Radio .Purchase tent and cushions When outdoor program is running as written T3 2013 Done Install children accessible shelving for activities H .Purchase from Ikea shelves and baskets .Assemble and install Once installed T2 2012 Done
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 Considering Families Points of View Re: Equipment M .Establish suggestion box .Make proforma specifically about equipment and material When established and used by families T4 2013 Clearer links to EYLF in program H .revisit program and EYLF .Indicate links for different activities Upon completion 2013 Done Needs maintaining 3.3.1 Establish bottle recycling M .Purchase a bin for bottles only .explicitly teach about putting bottles in the bin for recycling .routinely empty in recycle shed When children put bottled in correct bin with few reminders T4 2013 Establish Food Recycling M .set up a scrap bucket .set up compost and worm bins .empty scraps into compost bin or chook shed or worm farm .explicit teaching When it becomes habit for most children and adults T4 2013 Environmental and sustainability strategy .Ask Michelle if Fraser Park has one .if no, create one and a template .If yes, locate and print .Make available for families
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 3.3.1 Increase Resources on sustainable practices for families .Research online .Print out fact sheet .make available to families When families have access to the information T4 2013 3.3.2 Increase resources RE Environmental issues and human impact M Research- MTA, Edex, Windmill, EcoArt When we have resources that help the children learn about the importance of sustainable practices 2014 Plan unit around sustainability M Research Plan Talk to staff Plan more Upon completion of unit 2014 Improvement plan
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 4.1.1 Staffing ratios during staff meal breaks H Need more money to pay for another teacher or ECW Set up roster ASAP Staffing ratios when a staff member is otherwise engaged L Ask Helen if this is an issue Devise a plan to deal with if it is Staff records up to date H Copy relevant certificates from staff Put into filing cabinet When I have a copy of all relevant info ASAP Roster of nominated supervisors M Talk to Michelle When meal breaks is sorted out determine roster Completion of roster 4.2.1 Update staff handbook H Obtain current version Edit/ change Give to Michelle to edit Ensure all requirement are in the book Set up policies folder hard and soft copies H Go to NQS link on DECD website Download all relevant changes Use template for site specific policies Take policies to Michelle to proof read Take to Governing Council for endorsement T3 2013 Done Make EYLF and NQS available on computer Put a copy of PDF on my desktop J:commom/ admin S:common/ preschool T3 2013 Done
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 4.2.2 Regular staff meetings H Talk to Michelle to set up When it is set up and attended regularly T3 2013 Done Opportunities for staff to reflect on practice M Make a proforma Stick it up in office Talk to staff about it When it is used and informs our practice T3 2013 Done 4.2.3 Formal induction process Find policy Follow recommendations Put together packs with lists of process When packs and process completed 2014 Police done Coe of ethics Download Print out and put in folder Copy to S Drive When jobs done T4 2013 Done
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 5.1.1 Philosophy includes interactions with children M Find and read philosophy Amend if needed Establish interactions with children policy M Look up policy in DECD website Change if needed When soft and hard copies are available Done Establish strategies for adults and documentation that promotes meaningful conversations during activities m Print and display blanks levels of questioning Talk to staff about the levels Talk to families about them When adults are using questions to extend children play T4 2013 Printed and displayed Talked to staff Establish strategies to ensure all children engage in 1:1 and small group conversations Establish art activity checklist Use reflection tool to set up staff opinion T1 2014 Art checklists being used Minor modifications being made 5.1.2 All staff to understand the different roles educators have during play T&D using Van Horne etal as a guide T3 2014 Establish strategies for nonverbal communication Re-establish comm-pics Start learning and using sign language T3 2014 Establish planning tool that considers children interests H Make proformas on computer Alter and review T4 2013
Use child and family information in programming H . Use initial family questionnaire from enrolment 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 Develop simple information gathering Tool/Process for children and families H Design single questions that answering can be easily jotted down to. When established Term 2 2014 Questions have been formulated and taken to staff Term 1 2014 PLP’s efficiency improved M Set week per term to get PLP’s signatures by. When established Term 2 2014 PLP’s are being comleted, but family bits are not Term 1 2014 Statement of Philosophy to include equity and inclusion H Review statement of Philosphy When michelle and Helen say it is good Term 2 2014 Regular staff meetings H Establish suitable day and time and stick to it When meetings are conducted regularly Term 3 2014 Term 3 and Term 4 2013 going well. Term 1 2014 – regularity slipped Staff meetings to include reflection/review opportunity H Put reflection into agenda Use reflection proforma When established Term 2 2014 Made Reflection Proforma Term 4 2013 Parent/Family Day to be established H Set date Advertise Supply food Families turning up Term 3 2013 Established 5.2.1 Active promotion of positive relationships between children M Establish Circle Time in program When children use language such as ‘care’ in their interactions Start Term 2 2014
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 6.1.1 Enrolment M Type one up T3 2014 Easy access to policies and procedures M Create a Policies folder for the Parent Area T2/3 2014 Evidence of ESL and Literacy support for families M Find a translator 6.1.2 Develop a PLP for each child H Use common proforma for NEP and ILP add in other children When all children have PLP signed T2 2014 Doing ILPs and NEPs successfully (T1 2013) 6.1.2 Evidence of family input H Make proformas, Identify key questions, put out for families to answer When info is gained and used in programming with a paper trail T3 2014 Started devising questions and making proforma (T1 2014) 6.1.2 Evidence of responding to family input H Use information in planning with reflection tool When info is gained and used in programming with a paper trail Working towards using reflection tool consistently (T1 2014)
6.2.1 Formalisation of family feedback H T3 2014 6.2.2 Need documentation of community services in the Preschool room M Research, make list and plan which services would be helpful, get brochures T3 2014 6.3.1 Make more links to community agencies L T4 2014 6.3.1 Get referral forms for community agencies L T4 2014 6.3.2 Sign in/out sheets to be introduced H Make proforma, put into parent area, remind parents to sign When established T1 2013 Completed T1 2013 6.3.2 Excursion policy and risk assessments M Find policy and make sure it is relevant to our site Get endorsed by governing Council 2/7/2013 Completed 2/7/2013
6.3.2 Transition programs to other sites in Murray Bridge M Ring schools to send us a copy of their program T3 2014 Progress on hold (T1 2014), DECD Partnership are developing a new policy around this 6.3.3 Philosophy to include Inclusion/All children M Review process of Philosophy T3 2014 2016 Philosophy review is due in 2015 6.3.4 Update puzzles with better balanced view of Australia Unknown-they don’t exist Maybe get them made for us 2015 T2 2014-Trish said she know a local person who makes puzzles 6.3.4 More local visitors L Source local Artists to visit Arrange other local people to visit 2015 6.3.4 Opportunities to contribute to the local community L Gardening
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 7.1.1 Update policies Governance and management Code of pratice for council M Michelle to review When updated Term 1 2015 Display all required information H Grievance procedure: ~ make flow chart ~ take photos of all staff When done Term 2 2014 Develop Preschool Constitution H Michelle in consultation with Helen Barney to do this When completed Term 3 2014 7.1.2 Induction information and process review M Update Staff handbook Clearly stipulate Induction Process Update TRT Book Upon completion 2015 7.1.3 Evidence of staffing rosters Make SSO timetable folder Term 2 2014 Exit Data Michelle needs to do TBA 7.1.4 Formalise child initiated and spontaneous activities in program H . Make Proformas . Use Proformers consistently . Use information in planning . Use PLP’s to program . Ask children what they like/want to do . Use L/S anecdotals to record children interested activites??? When the process becomes used ASAP . spontaneous activities proforma make “Term 3 2012. . Need to be consistent with its use . PLP’s are being used for Indigenous and Special Ed children need to incorporate all . Os are increasing Term 1 2014 Need to maintain consistency Develop PLP’s for each child M . Set time each night to work on PLP’s . Catch parents to get input and signatures . Use Trish to catch hard to get When all parents sign Term 2 2014 . PLP’s done for Indigenous and Special Ed (2011) . Still working towards all children Term 1 2014