revised national quality standard commencing 1 february...

Quality Improvement Plan template Revised National Quality Standard commencing 1 February 2018

Updated September 2017

Quality Improvement Plan template 2

The National Quality Standard and Quality Improvement The National Quality Standard is the standard against which providers self-assess the performance of their service/s in delivering quality education and care, and plan future improvements to their service/s. One result of this process is a Quality Improvement Plan. The Education and Care Services National Regulations 2017 (the National Regulations) require approved providers to prepare a Quality Improvement Plan (r55) for each service that:

• includes an assessment by the provider of the quality of the practices of the service against the National Quality Standard and the National Regulations; and

• identifies any areas that the provider considers may require improvement; and • contains a statement of philosophy of the service.

The National Regulations do not prescribe a format for a Quality Improvement Plan. The purpose of this template is to offer a format that supports approved providers to meet their obligations under the National Regulations. Approved providers also have an obligation (r56) to review and revise the Quality Improvement Plan at least annually, having regard to the National Quality Standard. A Quality Improvement Plan must be reviewed and/or submitted to the Regulatory Authority on request.


Service details

Service name Service approval number

Riverview Preschool

SE- 00010853

Primary contacts at service

Dawn Rayner

Physical location of service Physical location contact details Street 44 Riverview Drive Telephone 82817330

Suburb Salisbury Downs Mobile 0438738942

State/territory South Australia Fax 82585154

Postcode 5108 Email [email protected]

Approved Provider Nominated Supervisor

Primary contact Anne Marie Haynes Department for Education and Child Development Name Dawn Rayner

Telephone 08 822663463 Telephone 82817330

Mobile N/A Mobile 0438738942

Fax 08 82260159 Fax 82585154

Email [email protected] Email [email protected]

Postal address (if different to physical location of service) Street State/territory

Suburb 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.

Describe the scheduled opening and closing times using 24 hour clock (e.g. 07:30 to 18:00) rather than ‘AM’ and ‘PM’.

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.

Family day care services or multi-site services should list the operating hours of the service office.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

8.45 8.45 8.45 8.45 8.45

Closing time

2.45 2.45 2.45 2.45 2.45


Additional information about your service The following information will assist the Regulatory Authority to plan the assessment visit.

Provide additional information about your service—parking, school holiday dates, pupil-free days etc.

School Holiday Term 1 -29/01/2018 -13/4/2018

Term 2- 30/4/2018 – 6/7/2018

Term 3- 23/7/2018 – 28/9/2018

Term 4- 15/10/2018 – 14/12/2018

How are the children grouped at your service?

Preschool children are grouped into two main groups Blue (Monday and Wednesday) and Red (Tuesday and Thursday) all children come together on a Friday fortnight.

Occasional Care sessions are Over 2 years- Monday, Tuesday, Wednesday and Friday 11.45-2.45 ,Tuesday, Wednesday morning 8.45-11.45.Under 2 years session 8.45-11.45 on a Friday.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Cheryl Smith, Nominated Supervisor)

Dawn Rayner


For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their addresses. No. of educators:______0___


Service statement of philosophy Please insert your service’s statement of philosophy here.

Our preschool philosophy has been designed to inspire conversations, underpin all decision making and is fundamental in guiding our interactions & relationships with children, their families and the local community.

The philosophy of Riverview Preschool is based on an image of the child as strong, capable and inquisitive. To realise the potential of all children we provide a nurturing, secure and stimulating learning environment, one that promotes happiness and a desire to learn. We believe in the integration of learning and play through stimulating and engaging children’s imagination and senses. We are committed to the idea that through the encouragement of self-expression and curiosity and through exploration of their own world (both at home and Preschool) children develop a self-image, a sense of responsibility, helpfulness and learn problem solving and decision-making skills. This involves fairness, consistency, and respect for the child and an understanding of child development. We embed a balance of teacher-directed and child-initiated activities, providing the foundation of a holistic early childhood program. Our environment gives each child a chance to play, discover and grow in an atmosphere of care and mutual respect. Children regardless of race, gender, age, ability, social-status, or family structure can participate in all aspects of a challenging and unique educational program. We embed the benefits of nature play spaces, materials are carefully selected to excite open-ended play, create opportunities for learning, exploration, investigation and develop real life skills. Real world preparation cultivates happiness and success, cooperative and individual problem solving, analytical thinking, empathy and cultural competence. Given opportunities to explore the world around them, young children become active, involved learners. Our site becomes a place where children can be successful and discover that learning is fun. Social responsibility is necessary for the growth of each child. Positive and consistent guidance will help a child to regulate their own behaviour in a responsible way. We are dedicated to embedding Science Technology Engineering Mathematics (STEM) into in depth inquiry learning. To further provoke children’s natural curiosity and investigative dispositions, we have incorporated Reggio Emilia influences. Small group projects initiated by the children are embedded in our practice, which stimulates problem solving, creative thinking and critical reflection. Collaborative partnerships with families will support children’s interest to become powerful global citizens. Together with our community, we will care for and respect ourselves, each other and the environment to contribute to sustainable lifestyles. Partnership between family and Preschool/Occasional Care is, therefore, essential for the optimal growth and development of young children.


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



1.3.1 regulation 177(1)(a) Prescribed enrolment and other documents to be kept by approved provider – the documentation of child assessments or evaluations for delivery of the educational program

1.3.1 regulation 178(1)(a) Prescribed enrolment and other documents to be kept by family day care educator – the documentation of child assessments or evaluations for delivery of the educational program

1.1.1 Regulation 254 Declared approved learning frameworks

1.3.1, 1.3.3 regulation 274A Programs for children over preschool age NSW

1.3.1, 1.3.3 regulation 289A Programs for children over preschool age NT

1.3.1, 1.3.3 regulation 298A Programs for children over preschool age Qld


Quality Improvement Plan for Quality Area 1 Summary of strengths for Quality Area 1

Strengths

• The Early Years Learning Framework (EYLF), Respect Reflect Relate (RRR), Numeracy / Literacy indicators, Early Language Learning Australia

(ELLA), Department Education Child Development (DECD) Science Technology Engineering Mathematics (STEM) informs curriculum development for educators to guide decision making and programming allowing educators to assess children’s needs to embed learning and developmental outcomes. (1.1.1)

• Our Educators’ embed and practice the Early Years Learning Framework, they also utilise the professional judgements, collaboration with families and amongst themselves, these strategies under-pin the planning of the learning that occurs in the service. This occurs in our daily conversations, communication books and stay & play. (1.1.1)

• Interactions with children and families support staff to have a strong personal connection and knowledge of children’s needs and interests and assists in the goal setting of learning outcomes. (1.2.2)

• Our service’s philosophy communicates the Educator’s pedagogy, personal beliefs and values about children’s development and learning. The philosophy is the foundation for the entire operation of the service and determines the directions and the decision making in our everyday practice. (1.2.1)

• Learning experiences are embedded in play and are a balance of child-initiated and teacher-led learning opportunities. Children’s curiosity about the world around them is at the forefront of curriculum decision making. Learning opportunities involve decision making, problem solving, inquiry and opportunities for children to develop their own risk assessments. (1.1.2)

• All educators strive to build positive relationships with all children and families through acknowledging and supporting individual children’s social, emotional, cognitive, cultural needs (1.1.2, 1.3.3),

• We encourage and support community participation in the learning program e.g. sharing information from home, activity presentation, assistance on excursions, and community voice in decision making in the Preschool Outdoor Learning Area project (POLA). ((1.1.3)

• A communication plan is distributed to parents/caregivers on enrolment to inform the community of key dates regarding their child’s progress/learning throughout the year. For example, information sessions, mid-year interviews, checking in phone call interviews and portfolios are available throughout the year to view. Our website, Facebook community page and communication book are utilised to correspond with children attending Out of School Hours Care (OSHC) and their families. (1.1.2, 1.3.3).


• Positive interactions and modelling of appropriate language. (1.2.1, 1.2.2).

• Information is collected from families at enrolment to begin to guide the child profiles. A learning portfolio is created for each child which contains

samples of work and annotated photographs and is readily available throughout the year. Information included in the portfolio is linked to the EYLF Learning Outcomes, Top 4 5, Phonological Awareness Skills Mapping (PASM), Literacy, Numeracy Indicators, STEM and ELLA. The portfolios are kept in the activity area of the preschool and children are encouraged to take ownership of them, add work and to share them with their friends and family (1.3.1).

• Portfolios inform parents/caregivers on their child’s progress, learning and interests (1.3.1, 1.3.3). Samples of children’s learning are added from intentional teaching opportunities and child’s choice. (1.2.1, 1.2.3).

• Following learning needs and interests more closely, the daily routine has flexibility to meet children’s needs at group times and eating opportunities. (1.1.3)

• Children’s voice and interests are embedded in the decision making and planning process and allows critical reflection for both children and educators – for example, setting up new learning experiences, small group projects, POLA project and ELLA. These are used to inform the program. (1.2.3)

• Within the learning program there are opportunities for children to extend and modify learning experiences, follow their own interests and share events which are important to themselves and their family. (1.2.3)

• Our student review meetings with Disability Support staff have been ongoing and invaluable, with all staff involved in our termly student review processes. Documentation on children with additional needs are recorded on Individual Learning Plans which are updated each term. (1.2.3)

• All staff members have a genuine love of working with children and establishing high quality learning relationships can assist children to access all areas of the curriculum, providing assistance where needed (1.1.2, 1.2.1, 1.2.2).

• Daily debriefing within our team is used to reflect and evaluate the effectiveness of learning experiences to allow for timely responses to children’s emerging interests and requests. Educators are flexible in their approach and will modify the curriculum to support children’s voice and will utilise a communication book for staff to share relevant information. (1.2.1, 1.2.2, 1.2.3)

• Our program incorporates planned, intentional experiences to ensure all areas of the curriculum are supported. Small group time allows educators to use intentional teaching strategies and to gauge each child’s level of understanding, knowledge and skills. Educators then use this information to plan further, to extend children’s knowledge and understanding. (1.2.1, 1.2.2, 1.2.3)


• Educators scaffold and extend each child’s learning and development using intentional teaching strategies, open ended questions and ‘teachable

moments’. (1.2.2)

• Educators work with children to document and reflect on learning experiences. For example scribing children’s thinking onto their creative work, inquiry-based projects, learning stories, photographs and the learning program. (1.2.2, 1.2.3)

• Curriculum focus is always fresh and relevant, and always keeps needs of learners and community at the foreground. Staff plan for children’s ideas and extend their play through purposeful interactions, modelling, by providing experiences for development of, and extension of skills and for allowing time for spontaneous activities. (1.2.2).

• Feedback about learner achievement from parents includes communication given verbally through meetings, face-to-face contact and phone calls, emails and written data is also collected from survey/feedback sheets to inform current practice (1.1.1, 1.1.2)

• A Statement of Learning is given to all children in their last term of kindergarten (1.3.1, 1.3.2, 1.3.3).

• Using professional development learning opportunities to inform site directions (Natural play spaces) for redevelopment of Outdoor Learning experiences (1.2.3).

• A group folder is available for parents/caregivers to view their child’s daily engagement in small groups. Occasional Care children have a sessional folder parents/caregiver can view of their child’s learning and engagement. These folders link the activities to the EYLF outcomes, literacy and numeracy indicators and learning areas. (1.2.2,1.3.3)

• Referrals to DECD special services are made as appropriate to support children with special rights. NEPs are formulated for children with high support needs. (1.1.2, 1.2.3)

• Regular formal (staff meetings) and informal opportunities for the team to work collaboratively are utilised, to accommodate for critical reflection and to inform curriculum decisions. These opportunities include discussions, debates and sharing of information. (1.3.1, 1.3.2)


Key improvements sought for Quality Area 1 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

1.1. POLA development impedes our nature play program and learning experiences in term 2. Updating parents on the progress.

New and developed nature play space which will increase learning opportunities and engagement.

H Term 2 reconstruction will start. Connecting with contractors and local community (council) to keep lines of communication open.

Utilisation. Completion 30th June 2018.

1.3.3 Giving parents timelines and making them aware of the progress of their child’s development and learning in their time in Preschool/Occasional Care.

Cooperation with parents and families.

H Communication plan; website, Facebook, newsletters, mobile phone, OSHC communication book, parent information/communication board.

All parents access all information

Ongoing

1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

Building on the cycle of planning, documenting and evaluating to ensure it is always evident. We are aiming to improve the success of offering opportunity for families and children to provide feedback about the sites programs.

M Educators to work on Cycle of Improvement

Parent involvement will increase across all areas

Ongoing

1.1.1 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.

Educators are continually building on their confidence regarding their knowledge of the learning outcomes and ways to embed and target these outcomes effectively across all learning activities.

H Involvement in “Playful Literacy Project “as part of Partnership Oral Language priority. Attendance at professional training days, Matt Glover and Simon Breakspear sessions.

Embed literacy practice in our planning, documentation and evaluation.

Ongoing


Quality Area 2: Children’s health and safety This quality area of the National Quality Standard focuses on safeguarding and promoting children’s health and safety.

Quality Area 2: Standards and elements Standard 2.1 Each child’s health and physical activity is supported and promoted.

Wellbeing and comfort

Element 2.1.1

Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Health practices and procedures

Element 2.1.2

Effective illness and injury management and hygiene practices are promoted and implemented.

Healthy lifestyle Element 2.1.3

Healthy eating and physical activity is promoted and is appropriate for each child.

Standard 2.2 Each child is protected.

Supervision Element 2.2.1

At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.

Incident and emergency management

Element 2.2.2

Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

Child protection Element 2.2.3

Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.



2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3

section 51(1)(a) Conditions on service approval (safety, health and wellbeing of children)

2.2.3 section 162A Persons in day-to-day charge and nominated supervisors to have child protection training

2.2.1 section 165 Offence to inadequately supervise children

2.1.1 section 166 Offence to use inappropriate discipline

2.2.1 section 167 Offence relating to protection of children from harm and hazards

2.2.1 section 169 Offence relating to staffing arrangements

2.2.1 section 170 Offence relating to unauthorised persons on education and care service premises

2.2.1 section 171 Offence relating to direction to exclude inappropriate persons from education and care premises

2.2.1 section 189 Emergency removal of children

2.1.2, 2.1.3, 2.2.1 regulation 77 Health, hygiene and safe food practices

2.1.3, 2.2.1 regulation 78 Food and beverages

2.1.3, 2.2.1 regulation 79 Service providing food and beverages

2.1.3, 2.2.1 regulation 80 Weekly menu

2.1.1 regulation 81 Sleep and rest

2.2.1 regulation 82 Tobacco, drug and alcohol free environment



2.2.1 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

2.2.3 regulation 84 Awareness of child protection law

2.1.2, 2.2.2, 2.2.3 regulation 85 Incident, injury, trauma and illness policies and procedures

2.1.2, 2.2.1, 2.2.2, 2.2.3 regulation 86 Notification to parents of incident, injury, trauma and illness

2.1.2, 2.2.1, 2.2.2, 2.2.3 regulation 87 Incident, injury, trauma and illness record

2.1.2 regulation 88 Infectious diseases

2.1.2 regulation 89 First aid kits

2.1.2, 2.2.1 regulation 90 Medical conditions policy

2.1.2, 2.2.1 regulation 91 Medical conditions policy to be provided to parents

2.1.2, 2.2.1 regulation 92 Medication record

2.1.2 regulation 93 Administration of medication

2.1.2 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency

2.1.2 regulation 95 Procedure for administration of medication

2.1.2 regulation 96 Self-administration of medication

2.2.2 regulation 97 Emergency and evacuation procedures

2.2.2 regulation 98 Telephone or other communication equipment



2.2.1 regulation 99 Children leaving the education and care premises

2.2.1 regulation 100 Risk assessment must be conducted before excursion

2.2.1 regulation 101 Conduct of risk assessment for excursion

2.2.1 regulation 102 Authorisation for excursions

2.1.2 regulation 136 First aid qualifications

2.2.1 regulation 161 Authorisations to be kept in enrolment record

2.1.2, 2.2.1 regulation 162 Health information to be kept in enrolment record, including the immunisation status of the child

2.2.2 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

2.2.2 regulation 161 Authorisations to be kept in enrolment record

2.2.2 regulation 162 health information to be kept in enrolment record

2.2.1 regulation 166 Children not to be alone with visitors

2.1.2, 2.1.3, 2.2.1, 2.2.2 regulation 168 Education and care service must have policies and procedures

2.1.1 regulation 168(2)(a)(v) Education and care service must have policies and procedures in relation to sleep and rest for children



2.1.2, 2.2.2, 2.2.3 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

2.1.2, 2.2.2, 2.2.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

2.2.1 regulation 274 Swimming pools NSW

2.2.1 regulation 344 Safety screening clearance – staff members Tasmania

2.2.1 regulation 345 Swimming pool prohibition Tasmania



Strengths

• Children’s health needs are identified through the enrolment process. Children with health needs have health care plans developed in

partnership with parents and health professionals e.g. Asthma Care Plans, Anaphylaxis Care Plans, Continence Care Plans etc. The Health Support Planning resource is used to obtain supporting information and other planning formats (2.1.2)

• Children with medical, dietary, cultural or other needs have their information displayed prominently in the office for all educators and relief staff to see. This information is emphasized on induction and whenever changes occur. Meetings are organised as required with families, other agencies and care settings involved, to ensure consistency across settings. (2.1.2)

• A designated “Medication” shelf in the kitchen is used to safely store children’s medication. Children’s medication is clearly labelled,

and a spare asthma medication set is kept “just in case”. Parents are asked to complete a Medication Administration Consent, should medication need to be provided. A recording sheet is then used to record the actual process, completed by a staff member (2.1.2)

• Educators have current First Aid, CPR refresher and Asthma and Anaphylaxis training. The Director monitors educators’ expiry dates

through the HR record training management webpage. (2.1.2)

• Children are encouraged to wipe their own noses, to dispose of tissues appropriately and to wash their hands after. Tissue boxes are positioned within children’s easy reach both inside and outside. Staff educate and support children in the hygienic practice of nose blowing (2.1.1)

• Individual health care plans are developed, discussed amongst all staff and regularly reviewed and displayed in locations in the

preschool that maintain the confidentiality of the child and family. We prioritise all staff knowing about all children in the service by having healthcare plans displayed in our staff Induction Book, office and kitchen. (2.1.2)

• A nappy changing area is available. Items necessary for hygienic nappy changing practices such as gloves, wet wipes, nappy bin and

soiled clothes bin are in this area. The area also contains visual reminders for staff (2.1.1)

• Infectious diseases are managed through consistent hygiene practices, social stories for children and families are alerted immediately if there is an infectious disease that may cause harm to their child. Families are notified of any infectious diseases that are identified at the site and are provided with information related to the disease using the “You’ve got what” document, and /or the Child Health and Education Support Services- chess.sa.edu.au website. (2.1.2)


• Children’s accidents are recorded on an accident sheet (located in nappy changing area), in line with relevant guidelines. Copies are

given to parents, kept in a child’s file and used for site’s WHS monitoring. Parents are informed of head injuries via a phone call at the time of the accident, asked to sign the accident form on collection and recommended to seek medical advice (2.2.3)

• The first aid box is audited annually and replenished termly or as required (2.2.2)

• All tables are cleaned throughout the day and children are encouraged to assist with the process. Two sinks and different colour sponges

are used in the kitchen for washing dishes and for washing paints/ glue. These are communicated with visual signs. The puzzles and book covers are wiped with a disinfectant and play dough and home corner utensils are washed at the end of the week- on Fridays. Construction, washable toys, food mats and other laundry items are cleaned/disinfected on Fridays. Other equipment/tools such as furniture and blocks get cleaned once a term and parent volunteers are invited to help. Children are given an opportunity to also help with scrubbing tables and chairs at the end of each term (2.1.2)

• Relaxation experiences including Cosmic Kids Yoga, Ten Gems of the Brain are intentionally planned for and incorporated into the

group time routine (2.1.1)

• Our centre has a strong focus on healthy eating. This has involved displaying and distributing promotional materials to families and cooking activities using healthy ingredients. Information on healthy food and drinking water information is shared on enrolment through the Parent Information Booklet and simple healthy recipes are shared as suggestions (2.1.3)

• Families are able to negotiate flexible pick up times for children who may find a full day too tiring or developmentally challenging. (2.1.1)

• Fruit time is an opportunity for children to try different kinds of nutritious fruit and vegetables and makes eating a social experience. Fun

Fruit Friday is held weekly which provides opportunities to try different fruits and vegetables. Healthy eating is modelled by staff, and children are taught how to dispose of food scraps in an environmentally conscious fashion (2.1.2, 2.1.3).

• We notify families if any food is brought to the site outside the recommended guidelines. We also follow up individually with families as

required. (2.1.2, 2.1.3)

• Children’s snacks and lunch boxes are kept inside within an air-conditioned environment and stored in the fridge. Families are encouraged to use ice packs to keep lunch box items cold. Children bring in their own named water bottles which are stored in a drink container and placed by door inside/outside to ensure easy access. (2.1.2)


• Hygiene routines are implemented for changing soiled children, changing nappies, end of day, end of week and end of term. Families and children are encouraged to support these routines. (2.1.2).

• The application of sunscreen and washing of hands is integrated into the daily routine. (2.1.2)

• As per sun smart policy hats are mandatory term one and four (2.1.2)

• Families are notified on induction to inform the centre of illness or infectious conditions. On notification, centre signage is displayed to

notify families of a health concern. In some instances, children will be required to produce a medical clearance from a general practitioner clearing them for return to the centre. (2.2.3)

• All mandated notifications are filed confidentially and securely in the preschool office away from child enrolment forms as per DECD

policy (2.2.3).

• All educators participate in training, this is updated every three years in the Child Protection Curriculum (CPC) training and Responding to Abuse and Neglect (2.2.3).

• The centre implements Child Protection Curriculum content throughout the year. Information to assist educators to make a Mandated

Notification is displayed in the office (2.2.3).

• The site has an elected Welfare Health and Safety Representative and Fire Warden. WHS is included in all staff and governing council meetings (2.2.2)

• Hazard management is a responsibility of all centre educators. Hazards are reported and attended promptly using the risk assessment

process. (2.2.2)

• The site uses DECD Business Manager to update OHSW compliance in an ongoing manner. (2.2.2)

• Risk Assessments are conducted for all preschool outing such as library walks and excursions. They are filed in the preschool office shelving (2.2.2).

• Routines for snack and lunch times are explicitly taught. Educators model appropriate hygiene practices with / for children including

hand washing and sanitising, sitting down to eat, packing away containers and putting rubbish in the bin (2.1.2, 2.1.3)


• Our site has established a kitchen garden to promote children’s awareness of how healthy food is grown, prepared and eaten. Children are the managers of the process which includes choosing items to grow, planting, weeding, watering and harvesting (2.1.3)

• Physical activity is an important component for our educational program and is intentionally planned as well as spontaneous. In addition

to the running, climbing, balancing, swinging and digging play opportunities we have a strong focus on loose parts and nature play. (2.1.3)

• Our educators work as a team and communicate with each other regularly throughout the day to inform each other about their

whereabouts, small group work or special projects. This means that some members of the team can work with children in targeted activities or small groups while other team members take on supervisory roles to ensure all children are safe (2.1.3)

• All children are signed in and out each day. Educators support children with separation difficulties and work with families to provide

strategies that are sensitive and build resilience (2.1.3)

• Children are explicitly taught safety protocols including: not going outside unless an educator is present, wearing a hat outside (in line with sun smart policy), moving safely indoors and outdoors and looking after your partner when outside of the site (2.2.1, 2.2.3)

• A risk assessment is completed for excursions and extra staff may be employed to help maximise child / staff ratios and ensure safety

of all children. (2.2.1)

• Risk assessments are untaken with the children about existing equipment such as ropes, rocks and sticks and there is a file to continue doing risk assessments on new items. (2.2.1)

• Children’s safety is ensured while our POLA is underway and risk assessment will be undertaken determining children’s safety (2.2.1)

• Emergency procedures – invacuation and evacuation procedures are explicitly taught and practiced with the children. Emergency plans

and procedure are displayed in various parts of the site and also included in the staff induction folder. Procedures and practices are reviewed six monthly by the staff team. We conduct regular and well documented fire and emergency procedure and all staff is aware of the appropriate actions and precautions to take during safety evacuations. (2.2.2)

• WHS audits are completed within prescribed time lines. Items included on WHS action plan and timelines established for work to

progress in consultation with Governing council. (2.2.2)

• WHS included on the staff meeting agenda and on the Governing Council meeting agenda (2.2.3)


• The director works with the Facilities Manager to rectify hazards/issues that cannot be resolved “on site” (2.2.2)

• All children are adequately supervised inside and outside. (2.2.1)

• Safe sleeping practices are embedded in accordance to SIDS and Kids Infant Safe Sleeping regulations. (2.1.1, 2.1.2) Centre policies are developed/reviewed on an as required basis or as they fall due for review. All policies can be found on the Department for Education and Child Development (DECD) with a shortcut link located on the Directors and staff’s administrative computer. Site based guidelines or policies are developed as required by Education and Care Services National Regulations or through organisational or contextual needs (2.1.3, 2.2.1,2.3)

• Supervision of children is of the utmost priority always both in the indoor and outdoor environment. (2.2.1)

• Prior to commencing Occasional Care, information is retrieved from families to provide insight about sleeping and toilet patterns. This

information and the same approaches carried out by families are supported the within the service.

Key improvements sought for Quality Area 2


Improvement Plan

Standard/ element


Priority (L/M/H)


Success measure By when?

Progress notes

2.2.3 Child protection and RAN training

All staff trained H CPC courses offered by SHINE SA RAN online by DECD plink

Certificates End of term 1

2.2 Effective hygiene practices are promoted and implemented.

To ensure families are more aware of our health and hygiene practices in our daily routine that educators discuss and promote with the children. For the preschool to become more sustainable with materials such as going from paper towel to materialised hand towels.

M

2.2.2 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.

Improving on our current process for obtaining current immunisation information from families.

L All staff working together to collect immunization information and entering data.

All immunization records up to date as children enrol in the preschool and occasional care programs.

Ongoing 2018


Quality Area 3: Physical environment

This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.

Quality Area 3: Standards and elements Standard 3.1 The design of the facilities is appropriate for the operation of a service.

Fir for purpose Element 3.1.1

Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.

Upkeep Element 3.1.2

Premises, furniture and equipment are safe, clean and well maintained.

Standard 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

Inclusive environment

Element 3.2.1

Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.

Resources support play-based learning

Element 3.2.2

Resources, materials and equipment allow for multiple uses, are sufficient in number, enable every child to engage in play-based learning.

Environmentally responsible

Element 3.2.3

The service cares for the environment and supports children to become environmentally responsible.


Quality Area 3: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

3.2.3 section 168 Offence relating to required programs

3.2.3 regulation 73(2)(b) Educational program is to contribute to the outcome that each child will be connected with and contribute to his or her world

3.1.1, 3.1.2 regulation 103 Premises, furniture and equipment to be safe, clean and in good repair

3.1.1 regulation 104 Fencing and security

3.2.1, 3.2.2 regulation 105 Furniture, materials and equipment

3.1.1, 3.1.2 regulation 106 Laundry and hygiene facilities

3.1.1 regulation 107 Space requirements—indoor

3.1.1 regulation 108 Space requirements—outdoor space

3.1.1,3.1.2, 3.2.1 regulation 109 Toilet and hygiene facilities

3.1.1 regulation 110 Ventilation and natural light

3.1.1 regulation 111 Administrative space

3.1.1, 3.1.2 regulation 112 Nappy change facilities

3.1.1, 3.2.1, 3.2.2 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade

3.1.1 regulation 115 Premises designed to facilitate supervision



3.1.1, 3.1.2 regulation 116 Assessments of family day care residences and approved family day care venues

3.1.1 regulation 117 Glass (additional requirement for family day care

3.1.1, 3.1.2 regulation 274 Swimming pools NSW

3.1.1, 3.1.2 regulation 345 Swimming pool prohibition Tasmania



Strengths

• Sustainable education focus and policy reflection in its continuing in consultation with families to embed sustainability in everyday practise.

(3.2.3)

• Partnerships with local community in achieving site environmental priorities (3.2.3).

• Resources are maintained in a safety management system folder, these include maintenance routine inspections, inspection checklists, risk assessment management, documentation and certification, records of incidents and injuries and inventory. (3.1.2)

• We meet Australian standard, AS 4685;2014/part 0 playground equipment and surfacing AS 4422;2016 playground surfacing. (3.1.2)

• Consideration should be given to the application of the requirements of other parts of AS 4685 to nature play elements incorporated in the

playground. E.g. it may not be practical or desirable to place barriers or hand rails on logs or boulders. (3.2.2).

• Educators carry out a daily visual inspection each morning prior to children arriving. (3.1.2).

• Children are supported to extend their own play episodes by requesting resources or equipment. Educators encourage children’s choices by providing supervised access to storage areas so that children can freely choose from the range of materials available (3.2.2).

• Our learning environments promote opportunity for the preschool and occasional care children to integrate during the day. (3.2.1)

• Our environment is dynamic, that adapts to suit the needs and curiosity of the children. We make increasing attempts to create an environment to explore and challenge. (3.2.1)

• Materials and resources are made accessible to children to support their growing autonomy. (3.2.1)

• Our learning environments are specifically planned to provide children with quiet and active learning opportunities, with spaces that suggest individual, small group and large group experiences. And with provisions that reflect children’s growing interest and arouse children’s curiosity and innate creativity. (3.2.2)

• There are opportunities for children to be active, messy and noisy both indoors and out. (3.2.2)


• Open-ended materials are increasingly introduced into children’s play which opens up a world of learning opportunities, limited only to their skills, experiences and imagination. (3.2.2)

• Resources are topped up daily or as necessary to ensure all children participate in learning experiences (3.2.1, 3.2.2)

• Partnerships with families, sharing information about goals, how parents can help, and continual review improvement processes are in place to reassess practices to maintain safe structures (3.1.2, 3.2.2).

• Outdoor learning environment in 2018 POLA redevelopment will commence term 2 (all information regarding POLA project in folder in office)–

creating natural play spaces to respond to children’s needs and interest with both built and natural resources (3.2.1), (3.1.1) (3.1.2) (3.2.3)

• We have a long-term vision for our outdoor learning environment. We recognise that the learning environment to provide many more high-quality learning opportunities for children. We have noticed a shift in the frequency of behavioural issues because of both changing the social context of the Preschool/Occasional Care but also because of the learning environment. (3.2.1).

• Children’s practice is to put their food and vegetable scraps in the bins at the snack table and all scraps are put into the green recycling bin and chicken food container which is given to the chickens and worm farm. Recycling is embedded in our practise with children daily sorting waste into bins for –waste (Red), paper (yellow), garden (green), and for chickens (3.3.2).

• The preschool uses a range of natural and consumable items in our learning program. Families are encouraged to bring in their recycling materials for use at our Preschool/Occasional Care. A list goes to all families requesting recyclable materials the site can utilise. (3.2.2, 3.2.3)

• Children are encouraged to care for living thing’s by looking after our vegetable patches, flowers beds, chickens, silk worms, hermit crabs, stick insects, frogs and worm farms. (3.2.3).

• As part of our curriculum program we use our incubator to hatch chickens on a yearly basis. Children can observe chickens hatching from eggs

and many of the chickens are kept at the preschool. We also have look at other lifecycles such as frogs, seedlings, silk worms, praying mantis and caterpillars (3.1.2, 3.2.2)

• Indoor facilities consist of large open spaces for group activities and areas are also divided into areas for small group collaborative experiences (3.2.2).

• Indoor and outdoor spaces provide flexibility to respond to each child’s individual needs and interest with both built and natural resources

(3.2.1).

• Resources, materials and equipment are organised in a way which is presentable and appropriate for the age and developmental level of the children (3.2.1).


• All equipment is stored in an organised and safe manner. Equipment is clearly labelled, and heavier items are stored at waist height to minimise manual handling injuries. Resources are regularly audited – inspected for wear and tear and either repaired or thrown away (3.1.2)

• Building and preventative maintenance is managed through Spotless Facility Management. At the end of the term schedules are checked to ensure all work has been completed. Items not completed are followed up with our Preschool facility manager. Regular maintenance and upgrade work is funded through our Preschool budget. The Preschool also uses the Business Manager web portal for the management of WHS. (3.1.2)

• The site has a wide range of resources to cater for different interests and developmental stages. Educators plan the program to allow for multiple entry points and learning experiences are often repeated in different contexts over an extended period of time to allow children to become competent and independent in their learning choices (3.2.2)

• Heating and cooling is efficient in the main play areas and are checked regularly as per maintenance schedules (3.1.1)

• The premises are cleaned daily after hours by a contracted cleaner, and a detailed clean is scheduled in the termly holiday breaks. Twice a

year the external windows are cleaned, along with the floor buffing and carpet cleaning (3.1.2)

• Resources, equipment and supplies are well stocked and sufficient in number. Educators ensure equipment is of good quality and reflects Early Childhood philosophy. Consumables are regularly topped up, developmentally appropriate and allow for flexible use. Natural and organic materials are embedded within our practice. (3.1.2, 3.2.2)

• The site is secure with window locks and self-closing gates. Security fences of 1.8m height have been installed around perimeter. The front

door has a safety fence around it to create a second catchment area. (3.1.1, 3.2.1)

• The indoor spaces are relatively open, with portable furniture being used to divide learning areas as required. A withdrawal room is also available to separate children into smaller groups or to provide a quiet story or relaxation area. All children have a named bag storage area that remains their own, to assist with a sense of belonging (3.1.1)

• The service has a kitchen, office and storage rooms, along with an entrance foyer and front veranda which are utilised for parent noticeboards, sign in sheets and other parent information and support. Seating at the entrance of the building is available for families who are waiting. This fenced off area has often been used by parents for networking. (3.1.1)

• The site has 4 toilets and sinks plus a nappy changing area to meet toileting needs. (3.1.1)


• To facilitate supervision in the outdoor area when the bush kitchen is used a staff member is present as well at least one staff member in the main outdoor area when children present (3.1.1)

• Our environment is dynamic, that adapts to suit the needs and curiosity of the children. We make increasing attempts to create an environment to explore and challenge. (3.2.1)

• Materials and resources are made accessible to children to support their growing autonomy. (3.2.2)

• There are opportunities for children to be active, messy and noisy both indoors and out. (3.2.1)

• Open-ended materials are being increasingly introduced into children’s play which opens a world of learning opportunities, limited only to their skills, experiences and imagination. (3.2.2)

• Facilities are designed to ensure access and inclusivity of all participants and every child, including children with additional needs and cultural and specific needs. (3.1.1) (3.2.1)

• Learning environments are regularly organised to maintain optimal engagement of every child, and children’s ideas, initiatives and voices are encouraged in the decision-making process during the changes of the physical environment.



Improvement plan

Standard/ element


Priority (L/M/H)


Success measure By when? Progress notes

3.1.1

Nappy changing access

Safe access and visibility into the nappy changing area.

H Application to DECD Corporate. To comply with safety regulations

Safe visible change area which is also private and meets regulations.

End of 2018

3.1.1

Toilets New doors installed for privacy

H Application to DECD Corporate. To comply with safety regulations

Toilet doors End of 2018

3.2.1 Building on providing more sustainable and environmentally appropriate Nature Play experiences and resources in the outdoor play spaces.

Completion of our new Preschool Outdoor Learning Area, to provide a challenging, inviting playground for the children and their families.

H Completion of redevelopment by end of term 2 2018.

Enjoyment of new area Term 3 2018


Quality Area 4: Staffing arrangements

This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.

Quality Area 4: Standards and elements Standard 4.1 Staffing arrangements enhance children's learning and development.

Organisation of educators

Element 4.1.1 The organisation of educators across the service supports children’s learning and development.

Continuity of staff

Element 4.1.2 Every effort is made for children to experience continuity of educators at the service.

Standard 4.2 Management, educators and staff are collaborative, respectful and ethical.

Professional collaboration

Element 4.2.1 Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

Professional standards

Element 4.2.2 Professional standards guide practice, interactions and relationships.




4.1.1 section 161 Offence to operate education and care service without nominated supervisor

4.1.1 section 162 Offence to operate education and care service unless responsible person is present

4.1.1 section 163 Offence relating to appointment or engagement of family day care coordinators

4.1.1 section 164A Offence relating to the education and care of children by family day care service

4.1.1 section 169 Offence relating to staffing arrangements

4.1.1 regulations 119–120 Age and supervision requirements

4.2.2 regulation 117A-117C Minimum requirements for a person in day-to-day charge, nominated supervisor and family day care educator

4.1.1, 4.1.2 regulations 121–124 Minimum number of educators required

4.1.1 regulations 125–128 Educational qualifications for educators

4.1.1, 4.1.2 regulations 129–135 Requirements for educators who are early childhood teachers

4.1 regulation 136 First aid qualifications

4.1.1 regulations 137–143 Approval and determination of qualifications

4.1.1, 4.1.2 regulation 144 Family day care educator assistant

4.1.1 regulations 145–152 Staff and educator records—centre-based services



4.1.1 regulation 153 Register of family day care educators

4.1.1 regulation 154 Record of staff, family day care coordinators and family day care educator assistants

4.1.1, 4.1.2, 4.2.1, 4.2.2

regulation 168(2)(i) Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the responsible person present at the service and the participation of volunteers and students on practicum placements.

4.2.1 regulation 169(2)(d) Additional policies and procedures in relation to monitoring, support and supervision of family day care educators (family day care service)

4.2.1 regulation 169(2)(g) Additional policies and procedures in relation to the provision of information, assistance and training to family day care educators (family day care service)

4.1.1 regulation 239 Centre-based service offering a preschool program in a composite class in a school

4.1.1 regulation 239A Centre-based services in remote and very remote areas—attendance of early childhood teachers

4.1.1 regulation 240 Qualifications for educators (centre-based service)

4.1.1 regulation 241 Persons taken to hold an approved early childhood teaching qualification

4.1.1 regulation 242 Persons taken to be early childhood teachers

4.1.1 regulation 243 Persons taken to hold an approved diploma level education and care qualification

4.1.1 regulation 243A Persons taken to hold an approved diploma level education and care qualification for regulation 128 in Queensland

4.1.1 regulation 244 Persons taken to hold an approved certificate III level education and care qualification

4.1.1 regulations 260-262 Children over preschool age – minimum number of educators and qualifications required ACT



4.1.1 regulations 266-267 Transitional provisions – staffing arrangements (centre-based services) ACT

4.1.1 regulations 271-272 Minimum number of educators and qualifications and training required NSW

4.1.1 regulation 278 Qualifications for primary contact staff members-saving NSW

4.1.1 regulation 290 General qualification requirements for educators – children over preschool age NT

4.1.1 Regulation 294 Early childhood teacher – 60 or more children NT

4.1.1 regulation 385 Resignation of early childhood teacher ACT


Quality Improvement Plan for Quality Area 4

Summary of strengths for Quality Area 4 Strengths

• The staff in our service meet the minimum qualifications that are required in the National Regulations. (4.1.1)

• The teaching staff at the centre (i.e. Director and Teacher), have Bachelor of Early Childhood degrees and are registered with the Teachers Registration Board of South Australia (TRB). (4.1.1)

• ECW 1 staff have all completed their Certificate III in Children’s Services, ECW 2 have completed Diploma in Early Childhood (or equivalent)

(4.1.1).

• Educators at the site have the required first aid qualifications, Responding to Abuse and Neglect (RAN) training updates and relevant clearances including police clearance to work with children. (4.1.1)

• All staff have an implicit knowledge of their role. Information for new and temporary staff is provided in our sites’ “Induction Folder”. Completion

is required before work begins. Information on timetables, information regarding individual children’s health care plans and needs, policies, routines, emergency processes and other WHS procedures are included. (4.1.1).

• We articulate our vision of the site and work collaboratively to promote cohesiveness. To ensure that this happens we complete assignments individually, targeting resources, engaging in professional development and community involvement (4.2.1).

• All staff have a voice in setting organisational directions. (4.2.1)

• Staff members at the site have positive and respectful relationships and support each other throughout the day, working collaboratively to complete responsibilities throughout the site. They challenge and extend one another and value each other’s skills and attributes. (4.2.2).

• We have a ‘true’ shared leadership model and work together well. Staffs have worked extensively on our Philosophy statement to include shared values (4.2.1, 4.2.2).

• Educators are approachable and have respect for all staff and their abilities as Early Childhood professionals (4.1.1).


• Adult to child ratios are maintained throughout the day. Extra staff are employed to provide specific programs (4.1.1)

• The staff team has a culture of quality, high expectation and ongoing improvement. The team develops shared, transparent values and directions and sets goals and targets for the year based on self-reflection, which then formulates the Quality Improvement Plan. Staff use RRR data, parent opinion surveys, governing council reports and partnership data to guide the improvement goals (4.2.1)

• Staff photos are on display near indoor entrance. (4.1.1)

• The service practice is guided by our site’s philosophy, policies, code of conduct, DECD code of ethics, Governing Council Constitution, National Regulations and National Quality Standards, Early Childhood Code of Ethics. (4.2.2)

• The service develops monitors and updates its Dealing with Concerns and Grievances policy which is made available to all employees on induction. Employees are also made aware of the Employee Assistance Program, with information displayed on the WHS noticeboard in the staff room. The DECD Parent guide to raising a concern or complaint is made available to families via the parent information board and Preschool website (4.2.1)

• Educators take their approved twenty-minute lunch breaks away from the children one at a time to ensure that there is always one Teacher and

ECWs with the children during these times. (4.1.1)

• Whenever possible we attempt to utilise familiar relieving teachers and ECWs to cover for absent staff. This ensures the children’s prior relationships are recognised. Familiarity with regular relief staff ensures that children continue to feel safe and secure, particularly in the first few months of their preschool experience. (4.1.2)

• Consistent and regular communications occur between all staff members. Staff members attend fortnightly whole site staff meetings. (4.2.1)

• The preschool teachers are provided with the approved number of hours per week for non-contact time (NIT) to engage in preparation, planning and communication with families. (4.2.2)

• A Teacher Professional Learning allocation is given by the Site to support educators to undertake professional learning as targeted within the QIP. Educators have access to a range of professional development opportunities, including conferences, staff development days and internal courses and information sessions. (4.2.1)



Improvement plan Standard/ element


Priority (L/M/H)



4.2.1 Sharing of knowledge gained from Professional Development. Playful literacy, Autism, ELLA, MiniMarkit, LDAR, PASM, Top 45. Sharing ideas, resources etc.

Collaboration between st Building on systems so ECW s is more actively providing input into the daily program and intentional teaching. Implications and extension of learnings such as PASM, ELLA

M Open communication, informal conversations in week 5 ready for handover. ‘Warm fuzzies’ Sharing something special in staff meeting (week 7).

Greater collaboration, openness, sharing, comradely of staff.

Ongoing 2018

(4.2.2) Educators work collaboratively to affirm, challenge, support and learn from each other to further develop their skills and to improve practice and relationships

Educators reflect on practice, explore new possibilities and plan for children’s experiences. For all staff to be involved in ILP for any child in all developmental areas.

M Sharing of information in anon evasive environment. Aiding at level required, new staff orientation to specific programmes’ PASM, Anne Baker.

All staff confident users of these programs, success for children to be powerful learners.

Ongoing 2018


Quality Area 5: Relationships with children This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.

Quality Area 5: Standards and elements Standard 5.1 Respectful and equitable relationships are maintained with each child.

Positive educator to child interactions

Element 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

Dignity and rights of the child

Element 5.1.2 The dignity and the rights of every child are maintained.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships.

Collaborative learning

Element 5.2.1 Children are supported to collaborate, learn from and help each other.

Self-regulation Element 5.2.2 Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.


Quality Area 5: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

5.1.2, 5.2.2 section 166 Offence to use inappropriate discipline

5.1.1, 5.2.1, 5.2.2 regulation 73 Educational program

5.2.1, 5.2.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

5.1.1, 5.1.2, 5.2.1, 5.2.2

regulation 155 Interactions with children

5.1.1, 5.1.2, 5.2.1. 5.2.2

regulation 156 Relationships in groups

5.1.1, 5.1.2, 5.2.1, 5.2.2

regulation 168(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156



Summary of strengths for Quality Area 5 Strengths

• We build relationships with children through our transition process which starts with individual interviews with parents/carers and the child and

follow this with transition sessions in Term 4 (the year before beginning at the preschool). We have committed to make time for each family to share their stories and for us to build a relationship based on genuine trust and rapport. (5.1.1)

• We promote warm and nurturing relationships between educators and children by greeting each child and family upon arrival and departure of the site. Ensuring we are always being available and approachable to all families. We also share our own stories with the families and children to strengthen relationships (5.1.1)

• Educators at the site build secure, respectful and reciprocal relationships with children. Educators listen to children and take cues from their

non-verbal behaviours. Educators support children in a way that develops their sense of security, whilst also developing their independence and self-confidence. Educators are aware of the balance of knowing when to step in and when to stand back and observe (5.1.1)

• Clear behaviour management processes are in place which all staff follows. ABC Assessments (Antecedent/Behaviour/Consequence) are used to gather data about significant behaviour and Individual ‘Behaviour Plans’ are developed to support children with significant behaviour. (5.2.2).

• We provide opportunities for children to learn in small and large groups. Occasional Care is fully integrated. (5.2.1).

• Focus on wellbeing and supporting children’s transition to school including regular visits to the reception classes and opportunities to meet the teachers (5.2.1).

• A sense of belonging is promoted through staff interactions. Throughout the centre there are references to individual children, e.g. family packs, children’s photo displayed, profile folder and name card. Care is taken to ensure each child has work displayed in the centre and all children are featured in the daily reflection folder. (5.1.2)

• Children are to respect differences, individuality and uniqueness through modelling, reciprocal positive behaviours, shared experiences and values. (5.2.1)

• Educators support children to enter play situations and to become part of our learning community. Educators observe children’s interactions with each other and develop strategies to support children’s development of friendships. Educators model inclusive and cooperative language and assist children in developing these skills (5.1.2, 5.2.1, 5.2.2)


• Educators focus on positive choices and help children celebrate achievement and success. (5.2.1)

• Keeping Safe: The Child Protection Curriculum is implemented in the centre to support the development of children’s. The right to feel safe,

Relationships, Recognising and Reporting Abuse and Protective Strategies. (5.2.1)

• Trusting relationships are built through a two-way process of our site getting to know families and thus the families getting to know the values and beliefs of the educators in return. (5.1.2)

• Staff members are responsive to children’s interests and curiosity and it is these interests that form the foundation for our interactions, our conversation and our planning for each child’s unique learning pathways. (5.2.1)

• Routines are planned to accommodate children’s differing learning styles, their levels of autonomy, independence and interdependence. All of these are observed through our daily conversations, our interactions with children and during play opportunities. (5.2.2)

• Pride in children’s achievements is demonstrated through daily conversation with families and through the documentation of children’s learning.

(5.1.1) • The conversations and interactions with families affect and inform ongoing daily teaching practice. (5.1.2)



Improvement plan

Standard/ element


Priority (L/M/H)



5.2.2 .

Sensory issues, overload, self-regulation skills immature/immerging. Minimal social skills and ability to enter group play.

Children participating collaboratively, positive behaviours

M Methods to self-regulate e.g. large box, sensory chair, sensory objects. Interception space

Children engaged Calmer environment Self-regulation Children assisting each other

ongoing

5.1.1 Every child can engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.

Improving on the Educators questioning strategies that are currently being used with children to extend and challenge children’s learning.

Identify resources that will build on the current support strategies being used and include every child with additional needs

H Learning outcomes for all children will extend powerful learning.

Greater involvement for all children in the daily program. Entry points at all levels.

ongoing


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 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.




6.1.3 section 172 Offence to fail to display prescribed information

6.1.3, 6.2.1 section 175 Offence relating to requirement to keep enrolment and other documents

6.1.1, 6.1.3 regulation 31 Condition on service approval – quality improvement plan

6.1.1, 6.1.2, 6.2.2, 6.2.3 regulation 73 Educational programs

6.1.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

6.1.3 regulation 75 Information about the educational program to be kept available

6.1.3, 6.2.2 regulation 76 Information about educational program to be given to parents

6.1.3 regulation 80 Weekly menu

6.1.1, 6.1.2, 6.1.3, 6.2.1 regulation 111 Administrative space (centre-based services)

6.1.2 regulation 155(e) Interactions with children have regard to the family and cultural values, age, and physical and intellectual development and abilities of each child

6.1.1 regulation 157 Access for parents

6.1.1, 6.1.2 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

6.2.1 regulation 168(2)(j) Education and care service must have policies and procedures in relation to interactions with children

6.1.1 regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation


6.1.3 regulation 171 Policies and procedures to be kept available

6.1.1, 6.1.3, 6.2.2 regulation 172 Notification of change to policies or procedures



6.1.3 regulation 173 Prescribed information is to be displayed

6.1.3 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

6.1.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

6.1.3 regulation 181 Confidentiality of records kept by approved provider

6.1.3 regulation 182 Confidentiality of records kept by family day care educator

6.1.3 regulation 183 Storage of records and other documents

6.1.2 regulation 274A Programs for children over preschool age NSW

6.1.2 regulation 289A Programs for children over preschool age NT

6.1.2 regulation 298A Programs for children over preschool age Qld



Strengths

• When partnerships with families are embedded in our practice, families will have a desire to invest in the preschool curriculum. We promote this by inviting family engagement into preschool experiences, for example we utilise family packs that promote home/school continuity which informs daily decision making. (6.1.1)

• Communication is the key to building trusting relationships with families. We do this through our daily conversations with families, our communication books, newsletters, parent/teacher interviews and our face-to-face availability to families if they have a concern. (6.1.1)

• We have developed a Family folder which demonstrates a shared understanding of the site’s philosophy of the preschool and informs families of the daily operations of the service. The handbook aims to access feedback from families regarding their individual needs and how our service can address the needs. (6.1.3)

• We make every effort to meet families’ requests and make adaptions wherever possible. (6.1.2)

• We recognise the expertise of families and invite their feedback by sharing children’s work samples for families to comment on and provide insight into further directions. We provide families with children’s portfolios to share children’s successes and achievements. (6.1.2)

• Community partnerships enhance the richness and diversity of our service. Partnerships with other regional Departmental sites have broadened our perspectives. We provide access to our site for local work experience students as well as TAFE and University students studying Early Childhood Education. (6.2.3)

• Families receive the school newsletter which gives them information about community events, including parent information sessions run by various outside agencies as well as whole school and preschool events. (6.23)

• The children at our service have frequent visits to Riverdale Primary School, and participate in school events; this includes sports day, book week celebrations and ongoing access for transition to school opportunities. (6.1.3)

• Our site is part of Hollywood Lakes and Gardens partnership. The preschool has a reciprocal relationship with its neighbouring Preschools

and Schools. The service is part of the Hollywood Lakes and Gardens Partnership of schools and preschools, consisting of 1 secondary school, 6 primary schools and 5 preschools, who meet to work in collaboration to improve children’s learning outcomes and arrange group support and training opportunities. (6.2.2, 6.2.3)


• DECD parent surveys are provided to families and data collected, this is included in the annual report. (6.1.2)

• We work in partnership with our local community e.g. Salisbury Council, Salisbury Library and Child Youth and Health to assist family wellbeing. (6.1.3)

• Providing opportunities for parents to be involved in the planning and implementation of community events e.g. movie night and art show. Parents are requested to complete feedback form to assist with our planning and decision making. (6.1.2).

• Individual Negotiated Education Plans are developed to support children with significant behaviour. These are done in conjunction with families support services and staff (6.1.2).

• Staff dispositions are approachable and non-judgemental to parent queries and concerns within a timely and effective manner. (6.1.2).

• Engaging the community and other stake holders to build towards the vision of the site. Involving parents in the improvement process through GC, POLA, The Nature Play Project and parent consultation. (6.2.3).

• Our profile has been elevated within our community through parents sharing their valuable experiences of our site. (6.1.2).

• Information about services in the broader community is provided to parents via our notice board, community display area, Facebook page, website, children’s pockets and newsletter. (6.1.3, 6.2.3)

• The service has developed an enrolment process that is informative, flexible and supportive of the parent community. Following an initial contact, families are invited to meet the staff and to be shown through the site. (6.1.1)

• In line with the Preschool Enrolment policy, early entry to preschool is available to Aboriginal and Torres Strait Islander and defence force children from the time of their third birthday. (6.2.2)

• Educators are available to meet with families and discuss their child’s wellbeing and progress. (6.1.2, 6.1.3)

• Upon completion of their time at Preschool all children will receive a Statement of Learning. With parental consent, a copy of the statement is forwarded to the child’s intended school. (6.2.1, 6.2.2)


• As part of the CPC regular visits from South Australian Police and the Fire Department inform children about keeping safe and in emergency situations. (6.2.2, 6.2.3)

• The service has several effective processes in place to facilitate inclusion and support assistance. The Director in collaboration with families and support agencies organises Preschool Support for children with significant special needs. Children who present with less significant needs but are still at risk are supported internally via the Early Intervention Program (ELP). Indigenous children are supported with early entry and Individualised Learning Programs (ILP). Children from non-English speaking backgrounds are also supported through early entry and when possible the Bilingual Preschool Program. Specialised support equipment to aid the development and inclusion of children with special needs is borrowed from SERU. (6.2.2)

• Children with individual needs are further supported by transition meetings during which additional transition visits can be negotiated. If agreed, the Preschool Support worker accompanies children with additional needs on their school visits to provide more support. (6.1.3).

• In the case when Preschool Support hours are extended, the service ensures that when practicable, these hours are added to the existing Early Childhood Workers employed at the site, as they have an established relationship with the children and their families (6.2.2)

• As the service receives a high enrolment of children with additional needs, strong professional relationships have been established with a number of outside agencies such as Autism SA, Novita, Community Health and SERU. The service also works closely with DECD special educators, psychologists and speech pathologists. (6.2.2, 6.2.3)

• Our site has a very strong working relationship with the neighbouring OSHC that transports children to the site. The relationship between the two sites extends over many years and the two services work together to ensure continuity of learning and care. Whilst also providing flexible family arrangements. The services exchange information of significance and work in collaboration with each other and families, to develop learning goals and strategies for children. (6.2.1)

• The service has a general emphasis on parents being the first and most important educators in their child’s lives. Educators respect and support the values, opinions and beliefs of parents and support them in decision making processes. The service is flexible and accommodating to families who may need time to make decisions. An example of this is particularly pertinent when supporting families of children with significant special needs through the process of school option selection. This process can be emotionally taxing and confronting for families who are not ready and may need time and adequate support to move through the stages of the process. (6.1.3, 6.2.1)


• The services promote the engagement of working families by organising evening family events such as the Easter Raffle, End of Year Celebration, Graduation, Children’s Concert, movie night or Family Disco (6.2.3)

• The Annual Report, Quality Improvement Plan, policies, information book and general information are published on the Riverview Preschool an Occasional website. (6.1.3)

• Review and reflect meetings ensure changes and modifications are documented. Transition meetings with the local schools ensure effective

handing over of children’s information. (6.2.1)

• The service provides information to families about community services in the Northern suburbs and resources that support parenting and family wellbeing. Information is provided via newsletters and noticeboards about dental programs, Salisbury Council Lifestyle programs, parent education courses, sporting organisations, Child and Family Health Checks, community events and any other relevant activities. (6.2.3)


Key improvements sought for Quality Area 6 Improvement plan

Standard/ element


Priority (L/M/H)



Progress notes

6.1.2. Families from different cultural backgrounds having difficulty understanding the information they are receiving. Communication barrier block to fully engaging in programs offered.

Greater involvement and respect of parent’s views and issues.

H Approaching each family individually. Translation program/app To translate newsletters and to communicate with parents/caregivers.

All families understanding our newsletters and communication and involved in Preschool activities.

ongoing

6.2.1 Transition program developed in consultation with Riverdale Early Years staff.

Smoother transition experiences for children to school.

H Regular meetings with staff to schedule transition times starting in term 2 2018. Some visits at kindy and some at school.

Sharing information of children between educators and easy movement from kindy to school. Less children and families anxious about school.

ongoing

6.2.3 The service builds relationships and engages with their local community.

Build on the systems we have in place and organise more invitations to community organisations and people who can share information about our local community.

H -Parents utilising community facilities -Nature Play Project organised by pre-service Occupational Therapists. With guest presenters Glenn and Jason (from Salisbury council). Our local community families and educators from local Early Years Sites.

Parent/educator participation rates and feedback form handed out to parents.

Ongoing Project- Week 10 (Friday)


Quality Area 7: Governance and Leadership This quality area of the National Quality Standard focuses on effective leadership and governance of the service to establish and maintain quality environments for children’s learning and development. Effective leaders establish shared values for the service that reflect the service context and professionalism and set clear directio the service’s continuous improvement. Governance refers to the systems in place to support effective management and operation of the service, consistent with the service’s statement of philosophy.

Quality Area 7: Standards and elements

Standard 7.1 Governance supports the operation of a quality service.

Service philosophy and purpose

Element 7.1.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

Management systems

Element 7.1.2 Systems are in place to manage risk and enable the effective management and operation of a quality service.

Roles and responsibilities

Element 7.1.3 Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.

Standard 7.2 Effective leadership build and promotes a positive organisational culture and professional learning community.

Continuous improvement

Element 7.2.1 There is an effective self-assessment and quality improvement process in place.

Educational leadership

Element 7.2.2 The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.

Development of professionals

Element 7.2.3 Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.




7.1.2 section 12 Applicant must be fit and proper person (provider approvals)

7.1.2 section 13 Matters to be taken into account in assessing whether a fit and proper person (provider approvals)

7.1.2 section 21 Reassessment of fitness and propriety (provider approvals)

7.1.1 section 31 Condition on service approval—quality improvement plan

7.1.2 section 56 Notice of addition of nominated supervisor

7.1.2 section 56A Notice of change of a nominated supervisor's name or contact details

7.1.5 section 109 Matters to be taken into account in assessing whether fit and proper person

7.1.2 section 161 Offence to operate education and care service without nominated supervisor

7.1.2 section 161A Offence for nominated supervisor not to meet prescribed minimum requirements

7.1.2 section 162 Offence to operate education and care service unless responsible person is present

7.1.2 section 162A Persons in day-to-day charge and nominated supervisors to have child protection training

7.1.2, 7.1.3 section 163 Offence relating to appointment or engagement of family day care co-ordinators

7.1.2 section 164 Offence relating to assistance to family day care educators

7.1.2, 7.1.3 section 164A Offence relating to the education and care of children by family day care service

7.1.3 section 165(2) Offence to inadequately supervise children

7.1.3 section 166 Offence to use inappropriate discipline



7.1.3 section 167(2) Offence relating to protection of children from harm and hazards

7.1.3 section 167(3) Offence relating to protection of children from harm and hazards


7.1.3 section 168(2) Offence relating to required programs

7.1.2, 7.1.3 section 169 Offence relating to staffing arrangements

7.1.2 section 170 Offence relating to unauthorised persons on education and care service premises

7.1.3 section 170(3) Offence relating to unauthorised persons on education and care service premises

7.1.3 section 170(4) Offence relating to unauthorised persons on education and care service premises

7.1.2 section 171 Offence relating to direction to exclude inappropriate persons from education and care service premises

7.1.2 section 172 Offence to fail to display prescribed information

7.1.2 section 173 Offence to fail to notify certain circumstances to Regulatory Authority

7.1.2 section 174 Offence to fail to notify certain information to Regulatory Authority

7.1.2, 7.1.3 section 174A Family day care educator to notify certain information to approved provider

7.1.2 section 175 Offence relating to requirement to keep enrolment and other document

7.1.3 section 175(3) Offence relating to requirement to keep enrolment and other documents

7.1.2 section 188 Offence to engage person to whom prohibition notice applies

7.1.2 regulation 16 Matters relating to criminal history

7.2.1 regulation 31 Condition on service approval-quality improvement plan

7.1.1, 7.2.1 regulation 55 Quality improvement plans



7.1.1, 7.2.1 regulation 56 Review and revision of quality improvement plans

7.1.3 regulation 72 Offences in relation to giving false or misleading statements about ratings

7.2.2 regulation 73 Educational program

7.1.3 regulation 77(2-3) Health, hygiene and safe food practices

7.1.3 regulation 78(2-3) Food and beverages

7.1.3 regulation 79(2-3) Service providing food and beverages

7.1.3 regulation 80(2-3) Weekly menu

7.1.3 regulation 81(2-3) Sleep and rest

7.1.3 regulation 82 Tobacco, drug and alcohol-free environment

7.1.3 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

7.1.2, 7.1.3 regulation 84 Awareness of child protection law

7.1.2, 7.1.3 regulation 85 Incident, injury, trauma and illness policies and procedures

7.1.2 regulation 86 Notification to parents of incident, injury, trauma and illness

7.1.2, 7.1.3 regulation 87 Incident, injury, trauma and illness record

7.1.2 regulation 88 Infectious diseases

7.1.2, 7.1.3 regulation 89 First aid kits

7.1.2, 7.1.3 regulation 90 Medical conditions policy

7.1.2, 7.1.3 regulation 92 Medication record


7.1.3 regulation 93(3-4) Administration of medication

7.1.3 regulation 94(2) Exception to authorisation requirement—anaphylaxis or asthma emergency


7.1.3 regulation 95(c) Procedure for administration of medication

7.1.2, 7.1.3 regulation 97 Emergency and evacuation procedures

7.1.3 regulation 98 Telephone or other equipment

7.1.2, 7.1.3 regulation 99 Children leaving the education and care service premises

7.1.3 regulation 100 Risk assessment must be conducted before excursion

7.1.2 regulation 101 Conduct of risk assessment for excursion

7.1.3 regulation 102 Authorisation for excursions

7.1.2, 7.1.3 regulation 116 Assessments of family day care residences and approved family day care venues

7.1.3, 7.2.2 regulation 118 Educational leader

7.1.3 regulation 120A Placing a person in day-to-day charge

7.1.2 regulations 117A-117C Minimum requirements for persons in day-to-day charge, nominated supervisors and family day care educators

7.1.3 regulation 124 Number of children who can be educated and cared for—family day care educator

7.1.3 regulation 136 First aid qualifications

7.1.3 regulation 144 Family day care educator assistant

7.1.2 regulations 145-147 Staff and educator records – centre-based services

7.1.2, 7.2.2 regulation 148 Staff and educator records – centre based services - Educational Leader

7.1.2 regulations 149-152 Staff and educator records – centre-based services


7.1.2 regulations 153-154 Register of family day care educators, coordinators and assistants

7.1.3 regulation 155 Interactions with children


7.1.3 regulation 157 Access for parents

7.1.2 regulations 158-162 Attendance and enrolment records

7.1.3 regulation 159 Children’s attendance record to be kept by family day care educator

7.1.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

7.1.3 regulation 161(2) Authorisations to be kept in enrolment record

7.1.2 regulation 163-166 Residents at family day care residence and family day care educator assistants

7.1.3 regulation 164 Requirement for notice of new persons at residence

7.1.3 regulation 165(2) Record of visitors

7.1.3 regulation 166(2) Children not to be alone with visitors

7.1.2 regulation 167 Record of service’s compliance

7.1.2, 7.1.3, 7.2.3 regulation 168 Education and care service must have policies and procedures

7.1.2, 7.1.3, 7.2.3 regulation 169 Additional policies and procedures—family day care service

7.1.2, 7.1.3 regulation 170 Policies and procedures to be followed

7.1.2, 7.1.3 regulation 171 Policies and procedures to be kept available

7.1.2 regulation 172 Notification of change to policies or procedures


7.1.2 regulations 173-176A Display and reporting of prescribed information

7.1.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator


7.1.3 regulation 179 Family day care educator to provide documents on leaving service

7.1.2, 7.1.3 regulation 180 Evidence of prescribed insurance

7.1.2 regulation 181 Confidentiality of records kept by approved provider

7.1.3 regulation 182 Confidentiality of records kept by family day care educator

7.1.2 regulations 183-184 Confidentiality and storage of records

7.1.2, 7.1.3 regulation 185 Law and regulations to be available

7.1.2 regulation 344 Safety screening clearance – staff members Tasmania

7.1.2 regulation 358 Working with children check to be read Victoria

7.1.2 regulation 359 Criminal history record check to be read and considered Victoria



Summary of Strengths

Strengths

• The leadership and management team promote a commitment for continuous improvement against the National Quality Standards. (7.2.2)

• The skills and capacity of the educators and staff members are embedded through the availability of a mentor which strengthens collegiality, team cohesiveness and helps to maintain our ongoing commitment to the National Quality Standards. (7.2.2)

• Information about the leadership of the service is displayed in the entrance for families, which enables a shared understanding of the grievance and complaints process and who to direct these to. (7.2.1)

• Our performance management process supports continual improvement through regular and ongoing team conversations and a formal educator review process. The performance of the teacher is monitored, appraised and feedback provided via the Performance and Development Plan (PDP), conducted twice yearly. (7.2.2) (7.2.2)

• The efforts and achievements of educators and staff members is acknowledged and celebrated. (7.2.3)

• The National Quality Standards and Curriculum Framework guide daily decision-making and ensure that we are working towards quality improvement in all areas in the service that we provide. All staff work cohesively and draw on each other’s unique strengths to challenge our practices which enable us to become dynamic in our program delivery. (7.2.3)

• Staff members in the service work towards maintaining positive, mutually respectful relationships and commitment. (7.1.3)

• Staff training and professional development is relevant to staff member needs and personal interests as well as site priorities (7.2.3).

• The centre utilises and encourages staff to develop their ‘expertise’ based on interest areas, skills and affiliations. Other workloads are

distributed collaboratively, but are also based on fractions of time, non-contact times and job responsibilities. (7.1.2)

• We have an elected WHS Rep to provide information to staff and Governing Council (GC), at both staff meetings and GC as agenda items (7.1.3).

• Policies are reviewed annually and discussed and rectified in GC meetings. Families are notified of any changes through either newsletter, text

messages or face to face conversations.


• The director utilises a HR Maintaining training certificates web application to monitor expiry dates. (7.1.2)

• Training opportunities are readily available for staff to access and the Director informs staff of training and development that supports the

centre’s priorities. (7.2.3).

• The centre utilises its Closure Days for whole staff Professional Development at both Site and Partnership level. Peer support, modelling and expertise sharing is highly valued and implemented. (7.2.2, 7.2.3)

• Educators’ qualifications kept in a folder in the office securely (staff authority to work folder). This is regularly maintained and updated. (7.1.2)

• Staff sign in sheet – nominated supervisor identified each day. When director is absent, another nominated supervisor is identified. Visitors sign in on sign in sheet and Spotless employees sign in Spotless folder located kitchen bench (7.1.2, 7.1.3).

• The enrolment details are entered on the DECD generated Early Years System, which creates an identification number for the child, this enables the service to book children into sessions, produces daily attendance sheets, medical lists and other specific reports, and assists with DECD reporting requirements. (7.1.2).

• The service uses the DECD Preschool and Occasional Care enrolment form to gather information relating to the child’s health, individual needs, cultural background and language. On completion of the enrolment form, the Director ensures that all necessary fields have been completed and view a Proof of Age document and Immunisation statement. Staff is available for families who require support in completing the forms. Bilingual support workers or the telephone translating service may be used to assist the process. (7.1.2)

• Families of children due to commence the following year, are sent letters of offer in writing. Families are invited to orientation session and the children are invited to attend transition sessions. In the information session, the Director and teacher provide families with more detailed information regarding the service e.g. management, staffing, curriculum, policies, session times and other relevant facts. (7.1.2)

• Individual times are arranged to effectively manage the enrolment of children with significant special needs. In this instance, the Director collects reports, completes Preschool Access Profiles, seeks information from support agencies and contacts the Special Educator to negotiate preschool support (7.1.2, 7.2.2).

• Risk Assessment and Risk Assessment Benefits are embedded in our practice to keep children safe from hazards. (7.1.2, 7.1.3)

• Reflective practices are embedded in informal conversations and dialogues. These are incorporated into staff meetings and the communication book. (7.2.1).


• Planning cycle is reviewed and redeveloped continuously by all staff. (7.2.1, 7.2.3)

• The efforts and achievements of educators and staff members is acknowledged and celebrated by the leaderships of the service. (7.2.3)

• Staff members in the service maintain positive, mutually respectful relationships and are committed to developing a reciprocal understanding of each other and the families in the service. (7.2.1)

• The DECD has provided ongoing professional learning around Early Childhood initiatives. Our professional understandings have been strengthened and focussed through collaborative partnerships with preschool networks and those within our Partnership (Hollywood Lakes and Gardens). (7.2.3)

• Riverview uses the Early Childhood Australia Code of Ethics to guide their relationships with children, families, colleagues and the community. Staff also adhere to the Departments Code of Conduct and participate in annual updates. (7.1.2)

• Staff members at the service have positive and respectful relationships and support each other throughout the day, working collaboratively to complete responsibilities throughout the site. They challenge and extend one another and value each other’s skills and attributes. (7.2.1)

• Consistent and regular communications occur between all staff members. Staff members attend fortnightly whole site staff meetings every Tuesday. (7.2.1)

• The Director is a highly trained and experienced leader. Support for the process of quality improvement has been provided by way of additional planning time, discussions, suggestions, written and verbal input, liaison between staff members, Quality Improvement Plan meetings are programmed into staff meetings termly to discuss progress. (7.2.2)

• We have regular program planning meetings, transition visits and discussions with Riverdale staff. Professional input is provided to guide our practice in terms of children's learning outcomes, site liaison and involvement, reflective evaluations and positive feedback on performance. The governance of the site is informed by well-established Departmental policies and guidelines. (7.2.3)

• As a DECD site we have access to external support. District Office at Para Hills, is available to discuss operational and educational issues and decision-making. Officers visits our site, supporting our staff in the self-assessment process and QIP preparation. (7.1.2)

• In meetings, Educators engage in discussions, articles pertaining to the National Quality Framework, EYLF and RRR. Educators reflect on their practices and determine how the information in the newsletter can enhance their practices and pedagogy. (7.2.2)


• Confidential records are stored appropriately at the service, including current records of children and families as well as archived records needing to be kept for a period as indicated in the regulations. We dispose of any confidential records that are no longer required or records not needing to be archived, by shredding. (7.1.2)

• Parents and staff are made aware when notification is received that a preschool child has been diagnosed with an infectious disease. (7.1.2)

• The site has a range of current technology available to enable staff to complete administrative tasks, programming and documentation. A

laptop is connected to a large screen interactive whiteboard with Wi-Fi internet access. Children also have access to these facilities for research purposes with staff assistance. (7.2.1)

• Our Philosophy, developed by staff underpins every aspect of our program, practices and decisions. The Philosophy is based on our

pedagogical beliefs, understanding of children and families in the wider community. The Philosophy is made available to families in the preschool information booklet and is on display in the preschool entrance area. (7.1.1)

• Our self-assessment and quality improvement process is ongoing and meaningful. We are committed to the process of continuous improvement. Educators have regular informal and formal discussions where they reflect on their own practices and suggestions made by families to improve service provisions. PDP processes support educators in their quests for self-improvement and development of their own leadership qualities. (7.2.1)

• The site is allocated weekly office administration time by Department to process enrolments, correspondence to families and requests made by staff. (7.1.3)

• Systems are in place to notify the Regulatory Authority of serious incidents and complaints which allege a breach of a regulation. Effective practices and consolation processes minimise escalation of grievances and complaints. The Educators manage minor complaints and the Director and DECD manage complaints or grievances of a serious nature. DECD Complaints procedures are adhered to. (7.1.2)

• Most policies and procedures are developed by the Department. The site has several procedures developed by staff that relate to systems and requirements that are specific to our site. All policies and procedures are available at the site and are provided to families on request. A Policy and Procedures Folder is on display for all to access (7.1.2)

• Teachers meet with parents to discuss children’s needs, parental expectations and provide information about policies and practices prior to children attending the preschool in the following year. (7.1.)


Key improvements sought for Quality Area 7 Improvement plan

Standard/ element


Priority (L/M/H)



Progress notes

7.1.1 Develop personal philosophy statements to be displayed alongside site philosophy.

Personal understanding of pedagogy, practice, values.

L Discussed in shared meeting week 7 and then displayed.

Displayed in the centre next to site philosophy.

End of term 1 2018

7.2.2 An effective self-assessment and quality improvement process is in place. Re-creating the space for parent information and displays.

Building and implementing a more successful system to review our philosophy and QIP with staff and families.

M Provide more successful formal and informal ways in which families may contribute to the development and review of policies and engage in discussions about the services we provide. E.G. Parent Survey, discussion at Governing Council.

Greater sharing of knowledge with parents.

Ongoing.

7.2.1 Termly reviewing our QIP progress using the NQS self-review discussion record.

To continue the importance for improvement through reflective practices.

H Review held in week 5 each term.

Our improvement will be mapped out and will help define our QIP outcomes, goals and improvements. We will utilise these documents:

- NQS Self Review Discussion Record

Ongoing.

- The Likelihood and Consequences Table

- 10 Steps for Effective Self-Review and Improvement Plan

- Action Plan - Running a Risk Analysis

over your Self-Review Report

revised national quality standard commencing 1 february...

Documents