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 The educational program enhances each child’s learning and development. Approved learning framework 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. Child-centred Element 1.1.2 Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. Program learning opportunities Element 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. Standard 1.2 Educators facilitate and extend each child’s learning and development. Intentional teaching Element 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. Responsive teaching and scaffolding Element 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback. Child directed learning Element 1.2.3 Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world. Standard 1.3 Educators and co-ordinators take a planned and reflective approach to implementing the program for each child. Assessment and planning cycle Element 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. Critical reflection Element 1.3.2 Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.
Information for families Element 1.3.3 Families are informed about the program and their child’s progress. Quality Area 1: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation) 1.1.1, 1.1.3, 1.2.1, 1.2.2, 1.2.3 section 51(1)(b) Conditions on service approval (educational and developmental needs of children) 1.1.1 section 168 (1)(a)-(b) Program designed for each child 1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2 section 168 (1)(c)-(d) Program designed for each child 1.1.1, 1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2 regulation 73 Educational program 1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3 regulation 74 Documenting of child assessments or evaluations for delivery of educational program 1.3.1, 1.3.3 regulation 75 Information about the educational program to be kept available 1.3.3 regulation 76 Information about educational program to be given to parents 1.3.3 regulation 111 Administrative Space 1.1.3, 1.2.1, 1.2.2, 1.2.3, 1.3.2 regulation 155 Interactions with children 1.1.3, 1.2.1, 1.2.2, 1.2.3, 1.3.2 regulation 156 Relationships in groups
Key improvements sought for Quality Area 4 Improvement plan Standard/ element Identified Issue What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? (Steps) Success measure By when? Progress notes 4.2.1 Jacqui and Bronny had long term established roles and responsibilities. They didn’t need a lot of time or conversation to clarify who would do what. They could read each others’ minds and they complimented each others’ strengths and weaknesses well Weekly planning time for educators when children are not present so Jacqui and Tammie have uninterrupted time to reflect and plan together, enabling them to build a close/positive working relationship This structure will allow for parent and Leadership involvement and input into decision making H Tammie will be paid an additional 2 hours to work every Friday morning for the purpose of reflection and planning with Jacqui Jacqui will have the whole day Friday Parent Governance meetings will be scheduled each term on a Friday Jacqui will meet with Leadership regularly on a Friday Educators will work collaboratively Children will benefit from deep reflection and programming conversations Structures will be in place to involve parents in decision making Pre-school staff will feel supported by Leadership and Leadership will be well informed and involved Ongoing Evidence will be kept via meeting minutes, program notes, children’s learning portfolios and educators Personal Development Plans.
Quality Area 6: Collaborative partnerships with families and communities This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are on active communication, consultation and collaboration. Quality Area 6: Standards and elements Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role. Engagement with the service Element 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions. Parent views are respected Element 6.1.2 The expertise, culture, values, beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing. Families are supported Element 6.1.3 Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing. Standard 6.2 Collaborative partnerships enhance children’s inclusion, learning and wellbeing. Transitions Element 6.2.1 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities. Access and participation Element 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program. Community engagement Element 6.2.3 The service builds relationships and engages with its community. Quality Area 6: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)
service close connection to our service, to feel they are valued as part of a team supporting their child’s development We want to see more parents volunteering in the Pre-school We want more parents giving us improvement feedback to stay See-saw app to share learning and get feedback in real time Extra staff supporting at the beginning and end of sessions freeing staff to talk to parents Parent Governance group to co-plan with staff regularly Good engagement data on see-saw Happy parents giving positive feedback Happy, connected kids At least 4 parents on Governance group increased participation Parent Governance notes will be taken and shared with whole parent group
Improvement plan Standard/ element Identified Issue 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 Service Philosophy needs updating to include site priorities of student voice and STEM We will review our Service Philosophy this year to ensure it reflects our site focus on STEM and Student Voice. M Parents, Pre-school educators and Leadership will meet and work through a review process. Service Philosophy will reflect site priorities of STEM and Student Voice End of Term 1 Service Philosophy