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 1.1.4 1.2.1 Improved documentation showing each child’s learning and connections with EYLF. H Review practice. Implement a variety of documentation methods. Increased analysis of learning included in learning folders. Displays to show ‘essence’ of learning. End of 2017 1.2.3 Improved critical reflection practices. H Attendance, participation and contribution to focussed partnership professional development sessions. Use RRR to assess engagement levels of individual children. High quality learning design based on engagement and assessment against literacy and numeracy indicators. End of 2017 1.2.3 Improved transition processes that focus on continuity of learning with all schools, particularly those within our partnership. H We will work with primary schools in our partnership to improve continuity of learning outcomes for children by sharing practice. We will attend Holdfast Transition Group meetings in term 3 and 4. We will provide the children with a to Paringa Park Primary in term 4. We will develop practices and resources that will facilitate opportunities for continuity of learning across the preschool- reception transition. We will see more consistency in Transition/Orientation practices across the partnership. End 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 3:2:1 3:3:2 Continued upgrading of outdoor learning area to include more natural and indigenous elements. L Plan Indigenous art garden and bush tucker garden. Outdoor area will be upgraded and used purposefully by all children. End 2017 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 4.2.2 A folder is developed to record learning from professional development sessions that can be shared amongst staff members M Establish folder All staff to contribute to contents (as well as sharing learning through discussions at staff meetings) Folder is used by all staff to share learning from professional development opportunities End 2016 Ongoing goal for 2017. Staff to share printed information with team at staff meetings in term 3 and 4.
Related requirements 5.1, 5.2 regulation 73 Educational program 5.1, 5.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program 5.1, 5.2 regulation 162(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156 Quality Improvement Plan for QA5 Self-assessment of current situation and practices related to QA5 Standard/element [5.1.1] Interactions with each child are warm, responsive and build trusting relationships. We endeavour to maintain a relaxed and happy environment. Our daily program is flexible and is adapted to the needs of children. We encourage children and families to have a sense of ownership of the centre by involving them in planning and decision making. All staff interact with children in a respectful manner and create an atmosphere of fun and enjoyment through humour and relaxed conversations. Standard/element [5.1.2] Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning. Staff model problem solving and critical thinking processes and are active learners. We follow an inquiry approach to learning so we emphasise, and practise questioning, reasoning, predicting, and reflecting. Standard/element [5.1.3] Each child is supported to feel secure, confident and included.
Improvement plan Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? Success measure By when? Progress 5.1.3, 5.2.1 To include families in collaborative learning experiences for the children celebrate cultural diversity. M Invite parents to come in and aspects of their culture/language/traditions with the children. Parents come in and children enjoy collaborative experience which celebrates diversity. End of term 4. French language term 1 Indonesian drums term 2 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 based on active communication, consultation and collaboration. Quality Area 6: Standards and elements Standard 6.1 Respectful supportive relationships are developed and maintained. Element 6.1.1 There is an effective enrolment and orientation process for families. Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions. Element 6.1.3 Current information about the service is available to families Standard 6.2 Families are supported in their parenting role and their values and beliefs about child rearing are respected. Element 6.2.1 The expertise of families is recognised and they in decision making about their child’s learning and wellbeing.
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 Families of each group of children are given opportunities to meet together H Organise social for the families of each group of children in Term 4 Social events for families of each group are held and well-attended End Term 4 2017
Improvement plan Standard/ element What outcome or goal do we seek? Priority (L/M/H) How will we get this outcome? Success measure By when? Progress notes 7.1.2 To support new directors at site. H Share prior knowledge and experience. Update induction folder. Development of positive working relationships among the staff team. End of year and into 2018. Two acting directors, term 1 and 2.
BALLARA PARK KINDERGARTEN QUALITY IMPROVEMENT PLAN FOR 2017 (Outlines the site’s key priority for improvement in the current year and is informed by our NQS Self Review, identified DECD priorities, Results Plus Initiative, Partnership goals and 2017 Partnership Review recommendations.) 2017 Priorities (What do we want to do this year?) Key Strategies (What will it take to get there?) Evidence (How will we measure / evaluate learner progress?) Targets (Key indicators of learner success) Priority 1: To engage in critical reflection upon our pedagogy the Reflect, Respect, Relate resource and children’s progress against the Literacy and Numeracy Indicators. (QA 1: 1.1.1, 1.1.5, 1.2.1, 1.2.3) Attendance at partnership-wide leaders’ and teachers’ sessions. Contribution to development of shared understanding in learning & task design, assessment and moderation. Engagement levels will be measured using the RRR. Assessment of progress against Literacy and Numeracy Indicators. High quality design of literacy and numeracy learning programs. Practices at Ballara Park Kindergarten are more consistent and coherent with preschool sites within the partnership.
Priority 2: Improved documentation practices. (QA 1: 1.1.4, 1.1.5, 1.2.1) Review of current practice. Implementation of a variety of documentation methods. Staff to attend professional development and training. Documentation will include evidence of children’s progress in a variety of ways, including distance travelled, learning dispositions and understandings developed over time. Clear connections can be seen between documentation and children’s progress against Early Years Learning Framework outcomes. Priority 3: Improved transition/orientation processes. (QA 6: 6.1.1, 6.3.2) We are working with our main feeder schools to and improve transition and orientation processes through shared meetings. Paringa Park Primary students to visit in term 3. Preschool children to Paringa Park Primary in term 4. Teachers from feeder schools to children at preschool in term 4. We will revisit the Holdfast Transition Procedures and assess our practice against the DECD Transition to School Rubric. Feedback from parents, schools and other professionals working with the children reflects a positive experience for children starting school in 2018. Feedback from educators will reflect effective sharing of information around children’s learning dispositions.