Service details Service name Service approval number Modbury Kindergarten 4634 Primary contact at service Director: Nicole Otto Teacher: Tess Hancock Early Childhood Worker: Jenni King Educator: Renee Bowman Educator: Linda Fiorillo Educator: Elizabeth Creager Physical location of service Physical location contact details Street: 32 Jaycee St. Suburb: Modbury North State/territory: South Australia Postcode: 5092 Telephone: 8264 5933 Mobile: Fax: 8395 3594 Email: nicole.otto173@schools.sa.edu.au Approved Provider Nominated Supervisor Primary contact: Department for Education and Child Development – Trish Strachan – Head of Child Development Telephone: Mobile: Fax: Email: Name: Nicole Otto Telephone:8264 5933 Mobile: Fax: 8395 3594 Email:Nicole.otto173@schools.sa.edu.au Postal address (if different to physical location of service) Street: GPO box 1152 ADELAIDE, SA 5001 Suburb: State/territory: Postcode:
MODBURY KINDERGARTEN - QUALITY IMPROVEMENT PLAN 2018 QUALITY AREA 1: EDUCATIONAL PROGRAM AND PRACTICE STRENGTHS: Noticing children’s learning and taking this further. Families are informed and involved in the program. Actively undertaking and building educator capacity around dispositions for learning in particular purposefulness and persistence. AREAS IDENTIFIED FOR IMPROVEMENT: Allowing for more unstructured play tine and less transitions throughout the day. Continuing to build educator capacity around dispositions for learning to improve learning outcomes for children. ‘Being Reflective Teachers.’ Modbury Kindergarten to continue to be seen as an Educating Community. Undertaking authentic assessment – not just ‘noticing,’ but how can we take children’s learning further? Standard/ Element Priority- Goal Or Outcome L, M, H How Will We Get There? Strategies and Actions Success Measure Our evidence and data Responsible persons and By When? 1.2.1 Educators are deliberate, purposeful and thoughtful in their decisions and actions. L Undertake RRR scales each term with all staff-inform Kindy community. Develop Inquiry question each term based on information gathered. Data gathered describes growth in reflective practice and capacity of all educators. All Educators – each term review and undertake inquiry question accordingly. 1.3.1 Each Childs learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. M Discuss development of learning stories, snapshots, reflective practice and cycle of improvement with regards to authentic assessment. Learning visible in assessment. Each Educator to reflect on each child’s learning during staff meetings – Analyse during 2 closures to occur in term 1 and term 3. 1.2.2 Educator’s respond to children’s ideas and play and extend children’s learning through questions, interactions and feedback. M Undertaking training around STEM – discussing within Educating Community about what constitutes STEM. Article by Lillian Katz, discuss academic learning as opposed to intellectual learning. Purchase children’s story books and attend DECD STEM Workshop. Share with Marnie (Highbury Preschool) about taking part in STEM project. Children are able to follow their interests, be researchers and ask questions. Kindy community and educators reflecting on the Kindy day – review during staff meetings and moderation/ assessment closure days. PROGRESS NOTES: QUALITY AREA 2: CHILDREN’S HEALTH AND SAFETY
Nature Play focus and use of loose parts Outdoor Learning Environment classed as ‘third teacher.’ Educating Community – children classed as ‘active protagonists,’ within their community to make change and develop policies. Recently had Messenger Newspaper come and take photos of the children and discuss the development of a ‘Nature Play Space,’ on the Council Reserve across the road. AREAS IDENTIFIED FOR IMPROVEMENT: Have recently developed a Kitchen Garden Area that we have just started to explore STEM and in developing dispositions for learning. Asking questions, witnessing changes and displaying respect for the environment and sustainability are big components of our philosophy. Expanding on this further not just within our Kindy but within the community is important. Standard/ Element Priority - Goal Or Outcome L, M, H How Will We Get There? Strategies and Actions Success Measure Our evidence and data Responsible persons and By When? 3.2.3 Modbury Kindergarten cares for the environment and supports children to become environmentally responsible. M Networking with businesses and TTG Council about services provided within the Kindy and local community. Workshops around sustainability. Children making decisions about their own community. Involvement of children and families in our Community Kitchen Garden. Help water, plant and harvest. Looking after Kindy pets, resources – Kindy environment. Children, Families, Educators – each term continually undertaking walks around local community and lots of opportunities to participate in Kitchen Garden. PROGRESS NOTES: