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1 C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan 2017

C.a.F.E. Enfield Children’s Centre Quality Improvement Plan 2017



Service details

Service name Service approval number C.a.F.E. Enfield Children’s Centre SE 00010208

Primary contact at service

Joan Gilbert – Director, Education and Care

Physical location of service Physical location contact details Street: 17a Wilkins Street

Suburb: Enfield

State/territory: South Australia

Postcode: 5085

Telephone: 8342 3329

Mobile:

Fax: 8342 3309

Email: [email protected]

Approved Provider Nominated Supervisor Primary contact:

Telephone:

Mobile:

Fax:

Email:

Name: Joan Gilbert

Telephone: 8342 3329

Mobile:

Fax: 8342 3309

Email: joan/[email protected]

Postal address (if different to physical location of service)

Street:

Suburb:

State/territory:

Postcode:



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

07:30

07:30

07:30

07:30

07:30

Closing time

18:00

18:00

18:00

18:00

18:00



Additional information about your service

The following information will assist the Regulatory Authority to plan the assessment visit.

Additional Information about our Service

C.a.F.E. Enfield is an integrated site that comprises of a number of services including Community managed Long Day Care, Department of Education

and Child Development (DECD) funded Preschool, Child and Family Health Services, Learning Together, a range of Parenting Support Programs,

and Adult Education and Training. We are situated on Enfield Primary School grounds.

The Preschool sessions are aligned to SA State School terms; Dates for 2017 are Term 1: 30/01/2017 -13/04/2017; Term 2: 01/05/2017 – 07/07/2017; Term 3: 24/07/2017 - 29/09/2017; Term 4: 16/10/2017 – 15/12/2017. And operates between 8:30-15:00 Monday, Tuesday, Thursday and Friday and 8:30 – 12:30 on Wednesday. We request our validation visit is during these dates.

Parking is available in the Carpark at the end of Pateela Street, Enfield – the Children’s Centre is situated on the Eastern side.

How are the children grouped at your service?

Yitpi Room - Mixed age group, supporting parent education programs on site

Yitpi Tarnanthi Room (Under 2’s)

Karra Room (Over 2’s)

Kangkulya Room (4 year old Room and DECD Preschool)

Site Improvement Team: Joan Gilbert Director Education and Care and Nominated Supervisor; Lee Jones Assistant Director



Service statement of philosophy

C.a.F.E. Enfield Children’s Centre is an integrated site with many components including Community managed Long Day Care, Department of Education and Care (DECD) funded Preschool, Child and Family Health Services, Learning Together, a range of Parenting Support Programs, and Adult Education and Training. These services work together towards a shared commitment to supporting health, social, emotional and educational outcomes for children and their families.

Our practices reflect the belief that children are competent learners from birth and unique in their own individual way. Educators support children to have a chance to try things for themselves, to build a sense of optimism and positive well-being.

We believe that our family friendly environment provides opportunities for children and their families to visit and participate in activities and/or network with others from the community. We believe families have a critical role in early development of their children’s learning. We believe young children are happier and achieve more when early year’s educators work together with families to share insights, aspirations and documentation to support and extend children’s learning and development. Primary care giving practices provide the framework for Educators to work with families, where all interactions will be caring and affirming and reflect a shared understanding of each child’s strength and abilities.

Play is fundamental to young children’s learning as they engage in exploration, imagination and investigation, while socialising and communicating with children and adults around them. Our environments both indoors and outdoors are valued equally as important learning spaces. We believe the role of the learning environment is to provide flexible, ever-evolving materials and spaces to enable children to participate uninterrupted, to work alone, or in small intimate groups or as a member of a large group.

As educators of young children we have an active and significant role in ensuring children experience wonder in their world. Educating for sustainability is a strength in our curriculum. The children have many opportunities to engage in gardening, recycling and connecting with nature. Educators work with children to develop skills, knowledge and dispositions to connect them to their environment and their community.

Children need healthy food, quality sleep and lots of exercise to assist with brain and body development. Our routines and programs encourage children to eat a wide variety of nutritious foods every day.

The quality of Educators is the key to the provision of high quality care and education of young children. This notion is supported through an environment of trust and respect with the community and in a culture of continual reflection and renewal of ideas and understandings. Educators are actively encouraged to access and continue training and professional development. We are all lifelong learners.

Reviewed: February 2017



Quality Improvement Plan for QA1 Summary of strengths for QA1

Strengths

Programming for individual children, rooms and whole of site is of a high standard that utilizes current research and support documents such as Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Reflect, Respect, Relate, Early Childhood Australia’s Code of Ethics and the UN Rights of the Child. Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with Community,

wellbeing, and confidence as learners and effectiveness as communicators. o Children’s individual learning dispositions are embraced and acted upon

Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. o Information is sought from families on a regular basis, both formally and informally

questionnaires conversations

o Observations Formal Conversations

o Relaxed meaningful conversations are facilitated throughout the day between children and with Educators during play and routine times such as at meal times. Differing points of view are shared and discussed.

o Children’s experiences are a balance of child initiated and intentional teaching o A range of documents such as Learning Portfolios, Daily routine books, Workbooks and/or Curriculum recordings are located in such a way that parents are

able to continuously access them o Use of technology such as Tablets to capture child’s engagement during the sessions to share in a timely manner with families at pick up/departure times.

The program, including routines, is organised in ways that maximise opportunities for each child’s learning. o Regular reviews are conducted to ensure routines and environments are maximising opportunities for learning and development.

Every child is encouraged and supported to participate in the program. o Primary Care Groups come together at regular intervals throughout the day o Floor-books are used capture a rounded view of the whole group and the individual child during the day – spontaneous experience during the day are extended,

and individual stories are written up o Learning Stories recognise the child’s uniqueness in a strength base approach o Educators work in a multi-disciplinary team that address and identifies each child’s learning and development in a holistic manner.

Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Educators use a Marte Meo approach to support language and relationship development through everyday communication.

o Children are supported to direct their learning environments o Children are comfortable about trying out new ideas and sharing these with others.

Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. o A variety of methods are used to ensure a holistic picture is recorded

Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning o Materials are provided in a way that supports a multitude of ideas and flexibility – These ideas initiate from children and educators



Key improvements sought for QA1

Standard/element 1.1.6

Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world

Identified issue Building on from Educators following the child’s lead during play situations lead to the enquiry question of; How do we go deeper and continue to challenge the Educator’s thinking to ensure our children are valued as thinking citizens?


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

1.2.2 Educators engage in professional dialogue across the Centre to challenge their own thinking and actions to work towards providing environments for children where the child’s thoughts are valued, respected and acted upon.

M Application for a place in the South Australian Collaborative Childhood Project. Re-imagining Childhood: The rights of children Birth-3years. Budget and plan for additional release time to be allocated for teams to get together to share their understandings, and to attend professional development sessions, discussions with the project. Director and Educational leader to actively work with Educators The Centres 2 teams will work with a team from Learning Together – to share processes and understandings Regular discussion at Team/centre Educator Meetings Sharing work with Families Displays, presentations, reports, and articles for newsletters on a regular basis to facilitate and encourage collaboration

Educators will engage in professional dialogue across the site

Educators and Families

will work collaboratively to raise the communities understanding of the rights of the Child

Children will be valued

and respected collaborators in everyday routines, events and experiences.

End 2016 14th Feb 2017 Accepted to participate in the SA Collaborative Project 6th Mar 2017 Leaders Meeting Overview of the project, and planning 5th April 2017 Educators attend Professional Development session with Megan Mitchell Australian Commissioner for Children.


Quality Improvement Plan for Q2 Summary of strengths for QA2

Strengths

Each Child’s health is promoted o Centre has participated in site projects to critically reflect on practices in the areas of Healthy Eating and Physical Activity. We continue

to implement the principles from the Enfield Port Adelaide Council funded OPAL project. Information is provided to our community on an ongoing manner on topics such as, suitable drinks (water), healthy foods and snacks and physical activity. Posters and flyers are displayed and distributed around the Centre.

o All Community events are planned to incorporate family engagement, physical activity and healthy eating. For example Box Car Rallies, Kite Flying days, and obstacle-a-thon.

o Vegetable gardens have been created at the entrance to the centre via the Kangkulya (Kindy) room; the gardens are highly visible to promote conversation with families, children and educators.

o Produce from the garden is used in programme curriculum cooking and families. o Safe Sleep Policy developed based on SIDS and Kids program guides good practice. Supports families in consistency of messages

received from other agencies such as CaFHS o Supervision of children sleeping in Yipti (under 2’s) room is monitored with cameras and sound monitors o Educators engage in critical reflection of current research on topics that promote children’s good health.

Healthy Eating and physical activity are embedded in the program for children o The Centre uses Get up and Grow as an underpinning document incorporating these principles in our daily practices. o Outdoor Programming ensures there is a high level of age appropriate activity and exploration occurring on a daily basis and all educators

are invited to be a part of the evaluation process. o The school facilities such as oval, playground and gym are wonderful resources to use with groups of children for developing a range of

fundamental movement skills. A joining gate at the end of the yard allows direct for access for regular planned and spontaneous visits. o Centre funds a weekly Speech and Occupational Therapy Educational playgroup (SPOTed) in collaboration with Enfield Primary School

and Learning together. o Occupational Therapy principles and knowledge is used to support physical activity in everyday play situations. o Healthy Eating program ‘Eat a Rainbow’ is integrated across the Centre in all programmes, playgroups, childcare and preschool. o Local parks and playgrounds are promoted regularly in family newsletters and a take home flyer is available.

Each child is protected

o Regular environment risk assessment of both physical and emotional environments are conducted o Incidents are recorded and mapped to highlight areas of concern o A register is maintained to ensure all staff have up to date relevant training requirements. Training for all staff occurs on a regular basis o “Keeping Safe” Child Protection curriculum documents inform practice and supports planning for and with children.



Standard/element

Identified issue

Standard/element

Identified issue

Standard/element .

Identified issue


Improvement Plan

Standard/ element


Priority (L/M/H)


Success measure By when? Progress notes


Quality Improvement Plan for QA 3 Summary of strengths for QA3

Strengths

The design and location of the premises is appropriate for the operation of a services o Educators continuously review and evaluate the indoor and outdoor environment o Consideration is given to the impact of the layout and use of space on children (sensory impact) o All children of all ages have access to the wide scope of the outdoor environment

The environment is inclusive, promotes competence, independent exploration and learning through play o The use of natural materials is highest consideration o Children take an active role in planning the environment

The service takes an active role in caring for its environment and contributes to a sustainable future o The Centre continues to work with Natural Resource Management Education to ensure education for sustainability remains

embedded in our day to day curriculum o Children are involved in the management of separating o Numerous vegetable and flower garden beds are located around the site

- Children, Parents and Educators engage in gardening projects that focus on growing food at home - Harvesting seeds from vegetable gardens and distributing them to families and community

o Food scraps are recycled through worm farms; excess food to the compost bins. o Centre won a KESAB award for recycling food scraps (2014) o Soiled hay bedding from the animal yards is mixed with compost bin material, composted further and placed on vegetable gardens o Produce from the gardens is used in curriculum cooking experiences and shared with families – mostly through the collection of seeds o Waste paper is recycled




Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments

Identified issue Through discussions with other services on site a decision was made to improve/extend an area at the end of the oval to establish a nature play area that could be used by children from all programs and community.

Standard/element

Identified issue

Standard/element

Identified issue

Quality Area


Improvement Plan

Standard/ element


Priority (L/M/H)


Success measure By when?

Progress notes

3.2.1 To plan a natural play space for children from birth to year 7, to support their well-being and learning. Collaborative planning with a number of services on the site eg; Learning Together C.a.F.E. Enfield Child

Care and Preschool Enfield Primary

School

M Conduct an audit with Educators to gather views as to how the space could be used - identify areas that may present particular risks and/or difficult to maintain Eg water course Fire pit

Regular meetings with stakeholders, families, educators and children. Document, plan, implement and review recommendations

Changes are planned thoughtfully -implemented -evaluated -reviewed -further planning The voices of many are sought and included. A workable safe space for children to withdraw to engage in Nature play that offers different experiences increased challenge

Sept 2016 Extended to the end 2017

Successful grant application from Australian Government, Stronger Communities Program $10,000 February 2016 Ongoing meetings to discuss Mud-map and plans. Work started on site – however contractor was unable to continue. New Contractor has been appointed and plans to begin end of February 2017 Children from Kangkulya (kindy) room have continued visits to the area. Educators and Children working together to document ideas for the development.



Strengths

Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing o Careful monitoring of the rostering system is conducted to ensure qualifications of staff, regular continuity of staff, and educator to child ratios

is maintained in accordance with regulations at all times throughout the day. o Educator rostering supports primary care-giving o Non-contact time is arranged to accommodate the ability of educators to attend meetings with a range of professionals, families and colleagues

and programme o Centre aims to roster higher than the minimum Educator-to-child ratios and qualification requirements for the majority of the day

Educators, co-ordinators and staff members are respectful and ethical.

o Educators use documents such as the Early Childhood Australia, Code of Ethics, United Nations, The Rights of the Child to guide practices o Programming is organised to facilitate time each week for Educator teams to meet for discussion with the Educational Leader o Educators are rostered on a weekly basis for non-contact time for reflection, review and planning o Educators engage in

a range of site projects professional development formal study

o The Governing Council supports regular closure days (1 to 4 days) per year for whole team professional development. This gives opportunity to deepen understanding and sharing by all Educators their ideas and aspirations To explore issues in greater depth through bigger picture thinking around ethical considerations and children’s rights and then work in

teams to explore ways that this information impacts on our service, how we will use the information in everyday situations and links with Early Years Learning framework and National Quality Standards

o The centre has a comprehensive induction procedure. There is an induction checklist to ensure all areas are covered. Regular informal and formal conversations are conducted to support the transition into the team; This is a two way exchange of information and is conducted with the team leader, and/or the assistant Director or Director.




Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills and to improve practice and relationships.

Identified issue What opportunities do we provide for educators, leaders and staff members to have conversations and discussions to further develop their skills, or to improve practice and relationships? How do we ensure that everyone’s voice is heard and considered?


Improvement plan

Standard/ element


Priority (L/M/H)



4.2.2 Our site is a safe place to share ideas, aspirations and thoughts with colleagues in a way that is open and honest.

M Conduct review of Induction process Establish a buddy system for new employees Establish learning groups - needs -interests Utilise ECA learning modules/webinars for group discussion and debate Document process conversations critical pedagogical

discussion Actions Reflection and

evaluation Links strongly with key improvements for 2017 1.1.6 3.2 6.3

Educators engage in structured Learning conversations across the site - Guiding (what and how re

wonderings) - Clarifying - And probing questions Educators are open in their conversations with others and feel their voice has been valued. Deepening collaboration between Educators as practices, ideas and learnings are shared Community Learning Groups are formed around common interests/topics Build into the year a number of social events for staff team

End of 2017



Strengths

Respectful and equitable relationships are developed and maintained with each child. o Educators continue to develop Primary caregiving relationships with children and families – we value the role of the family. o Information is shared through conversations and written communication. This sharing of information facilitates smooth transitions between

centre and home; home and centre. o We work from a strengths based perspective.

Each child is supported to build and maintain sensitive and responsive relationships with other children and adults. o The Management of the Site has actively supported higher than mandated educator/child staff ratios to ensure high quality relationships with

children and their families. o Adequate staffing enables scaffolding of social relationships, play and learning through intentional teaching in small groups. o Educators come together in a range of ways to learn and share knowledge with each other. o Programs such as Marte Meo and Circle of Security give common language, pedagogical framework and consistency for every child across the

service o Learning opportunities are maximised through unhurried relaxed routines and transitions o Educators have regular opportunities to discuss children’s behaviours within the team, with families and multi-disciplinary staff eg

Occupational and Speech Therapists. o On-going access to professional development is promoted and encouraged – Australian Government funded Long Day Care Professional

Development Program (LDCPDP) is offered and utilised by educators of all levels o Children are treated equitably and assistance is given to children to resolve conflict in a positive and patient manner, with understanding that

children are in the process of learning and the educator’s role is to support this learning in consultation with families. o Children are supported to resolve conflicts through effective communication o Children are supported to develop language and communication skills.

- Educators respond sensitively to all children using appropriate verbal, non-verbal cues, and augmentative communication systems such as Compics, Boardmaker and sign language.

o Several primary care educators are bi-lingual, and additional Bi-lingual Educators are sourced through external agencies such as DECD Bi-lingual Program and Inclusive Directions.

The dignity and rights of every child are maintained at all times. o Reference documents such as the Early Childhood Australia, Code of Ethics, and the United Nations Conventions on the Rights of the Child are

used to guide and support daily practice and educator’s continual reflection on own practices. o Children are viewed as capable and competent

21 C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan, 2017

Improvement plan

Standard/ element


Priority (L/M/H)





Strengths

Respectful supportive relationships with families are developed and maintained On commencement at the centre Families and/or Carers are given a comprehensive folder of information about the centre; this is in

conjunction with an information session and/or a personalised tour of the centre and its facilities. o Regular newsletters o Daily diaries for recording day to day information (including personalise daily diaries in the Yitpi Tarnanthi (under 2 year olds) Room o Daily information charts are written up with current details about the day o Programs for learning are displayed o Displays of Children’s Learning o Posters about guidelines and regulations are displayed o Surveys are conducted to gather comments about the services eg feedback about the orientation process

Many avenues are taken to encourage the participation of families at the centre. o Parent contributions to service decisions are actively sought through representation on the Centre Management Committee o A roster of Parents/carers to come and cook with the children in the Kindy room o Celebrations and Family nights; for example Box Car Event, parents and staff come together to facilitate and organise the event o Saturday morning playgroups for Dads. o Community playgroups o Planning Groups

Current Centre information is available via Leaflets, Newsletters, Displays, Parent Meetings, and one to one conversations with families and on centre the website – www.cafeenfieldcc.sa.edu.au

Families are supported in their parent role and their values and beliefs about child rearing are respected. o Transitions are tailored to each child and their family

- This applies to both initial transition to the centre, transitions between rooms, and when starting school - Questionnaires are distributed to families to gather information for improvement

o Families and Community Members are encouraged to share aspects of their home cultures through cooking, dance, stories, music and language. o Playgroups, Parenting programs, English conversation group o Community Services and Family Services Coordinators along with Educators provide information about community resources and provide referrals

to support services Centre educators work closely with external agencies to gain additional information and resources to support children with additional needs Professionals across the service work with agencies such as Inclusive Directions, Uniting Care Wesley Brompton, Occupational Therapy, Speech Therapist,

Act for Kids, Psychology SA, Relationships Australia. We work closely with Child and Family Health Services, Learning Together who are co-located on site. Centre has an inclusion improvement plan in place as checklist to assist the inclusion of all children within environment



Standard/element 6.3

The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing

Identified issue The Australian Early Development Census (AEDC) is a population based measure of how children have developed by the time they start school. It looks at five areas of early childhood development domains:

physical health and wellbeing, social competence, emotional maturity, language and cognitive skills, and communication skills and general knowledge.

The AEDC data identifies children in our local area as being vulnerable in all areas.


Improvement plan

Standard/ element


Priority (L/M/H)



6.3 To support social and emotional wellbeing for all children in programs across the site. For the C.a.F.E. Enfield Children’s Centre to work with Learning Together and Enfield Primary School to collaboratively participate in the Kids Matter Program. The Australian funded program KidsMatter sets out a framework for community, families, children and educators to work collaboratively to promote positive mental health and wellbeing.

M Gain a commitment from Site Leaders to the program Plan together how the Kids Matter Early Years and Kids Matter Primary can be integrated to provide consistency across the programs Form a working group to inform the goals and processes Steadily work through the 4 modules set out in the KidsMatter Program over a 2-year period – taking a minimum of 2 terms per module.

Consistency of support across the programs and site. Collaboration of support and ideas Improved sense of belonging and wellbeing for children and their families Stronger Partnerships with Families and Community Educators listening for tends across the site and linking up thinking with other professionals Use Surveys to guide planning and monitor progress as part of continuous improvement plan.

Ongoing > 2+ years

2016 Services worked together to set up the kidsMatter program across the campus. Beginning Module 1, Term 1 2017 Feb 2017 shared beginning information with Families and Staff at AGM and Staff meeting April 2017 Survey of Staff and Families May 2017 Action team to met

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C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan 2017

Quality Improvement Plan for QA7 Summary of Strengths

Strengths

Effective leadership promotes a positive organisational culture and builds a professional learning community Governing Council and Leaders have worked together to explore ways to maximise retention of staff

- Each year the Management Committee approves centre closure days for the purpose of whole of staff Professional Development. Evaluation data from these days is collected to check the suitability of topics and content, and at the same time collect ideas for future professional development days. The main benefit of these days is that the staff team come together to jointly engage in the uptake of information and the discussion about how this can be incorporated into our daily practices.

- All staff are encouraged to continue their formal education; during 2016 we have staff studying o Cert III Early Childhood Education and Care (1) o Diploma of Early Childhood Education and Care (5) o Bachelor of Early Childhood Education (1) o Bachelor Disabilities Studies (1) o Masters of Education (Early Childhood) (1)

- Numerous Avenues for Professional Development are offered to the staff team - Marte Meo Practitioner training 6 days (4) - Mater Meo Reflective Practice group- (9 educators) - Orientation to Marte Meo -2 hours (7 educators) - First Aid Training- 1 day (4 educators) - CPR update training- 3 hours (19 educators) - Keyword Signing- 1 day (2 educators) - Traffic Jam in the Brain (Sensory & Emotional Regulation)- 10 hours (5 educators) - Inclusion Matters conference- 1 day (2 educators) - Children’s Centre Leaders day – (5 educators) - Modern Award Training –4 hours (2 educators) - Goodstart Thinkers Leaders Group – 2 hours (3 educators) - Primary Maths Association- 1 day (3 educators) - Flourishing Babies seminar- 3 hours (5 educators) - Literacy and Numeracy- 1 day (2 educators) - KESAB Sustainability Expo – 3 hours (2 educators) - Challenging Conversations HR Training- 3 hours (3 educators) Staff are encouraged to attend networks to support their own professional growth. For example;

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- Early Years collaboration with local primary school - Australian Community Children’s Services SA Branch (ACCS) - Preschool Teachers Hub - Early Childhood Australia (ECA) - OMEP

Each staff member receives a comprehensive induction pack; there is an induction checklist to ensure all areas are covered. Regular informal and formal conversations are conducted to support the transition into the team; this is a two-way exchange of information is conducted with the team leader, and/or the assistant Director or Director. There is a commitment to continuous improvement

- Regular surveys are conducted to gather information and feedback to inform the soul of the program. Many voices are valued as a collective to truly represent our community.

- Each Educator is encouraged and supported to maintain a personal Reflective Diary, through Staff development sessions, small team discussions, leadership team posing critical questions for reflection, distribution of current articles, centre membership with several Early Childhood organisations, eg Early Childhood Organisation (ECHO), Early Childhood Australia (ECA), Nature Play SA and the International Association of Nature Pedagogy.

- Monthly report of recent activity is provided to Management Committee for discussion and comment Administrative systems enable the effective management of a quality service

- Grievances and complaints are actively addressed, investigated fairly, resolved and documented in a timely manner. - Policies and procedures are readily available to families and educators at all time. Every effort is given to gather many voices in formulation of these documents.

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