Cumberland

Preschool

Kindergarten

Annual Report

2015

Annual Report 2015

1. CONTEXT

Preschool Name:

Cumberland Preschool Kindergarten

Preschool Number:

4639

Preschool Director:

Melissa Anderson Partnership: Mitcham Plains

Cumberland Kindergarten is situated 6kms south of Adelaide in the Mitcham Council

area. The Kindergarten is a stand-alone, full time centre set in a quiet suburban

street. The preschool is well maintained with a small but pleasant outdoor learning

environment, including a shaded verandah and trees and shrubs that attract local

native birds. Universal Access continued to operate this year after being introduced

in Term 3 of 2012. Children are entitled to access 15 hours of preschool per week

but this is offered over a two week cycle. Children are placed in Group A or Group B.

Group A – Monday, Wednesday, Friday (odd weeks) Group B – Tuesday, Thursday,

Friday (even weeks) Session times 9am – 3pm. In Term 4, we modified our Friday

groups based upon which school children would be attending, eg. children enrolled

at Edwardstown attended odd weeks, those going to Westbourne Park & Colonel

Light Gardens came even weeks. Children going to various other schools we fitted

into either week. We began the year with 53 enrolments and ended with 57.

There is a mixture of socio-economic and family structures of the families that

access our centre. Cumberland Park and surrounding suburbs is a well-established

area with families consisting mainly of two parents with one partner working fulltime

and the other part time or engaged in home duties. There are also a number of

children who are from single parent families. The majority of the families using the

kindergarten are mono-cultural but this year we saw a significant increase in the

number of children and families from a range of culturally diverse backgrounds,

including Indian, Sri Lankan, Indonesian, Pakistani, Filipino, Chinese, Korean and

Papua New Guinean. In 2015, we experienced a late rush of enrolments with a

number of children starting after the term had begun. This was particularly difficult as

we had flow of new children for a few weeks, which all children found unsettling.

This year we have had good parent involvement through Governing Council,

assisting on excursions, special events (World Challenge Day), parent dinners,

library borrowing and general volunteering. As often is the case, a number of parents

had volunteered for our Governing Council at the beginning of the year but the

number dwindled as the year progressed, with a small but dedicated group of

parents remaining. Parental participation in the educational program has increased

during the year as we have promoted our curriculum, daily events and special

activities via our Facebook page. Parents have left comments on our page offering to

come in and help with activities or events or to donate resources.

Annual Report 2015

Children present with a range of educational and social needs, some of which

require special education assistance in the areas of speech and language, or

behaviour support. Families who attend Cumberland are predominantly from the

local area and feed into local schools, Edwardstown Primary, Westbourne Park

Primary and Colonel Light Gardens Primary. A small percentage of children go to St

Therese Primary, St Anthony’s or other private schools.

Cumberland Kindergarten experienced staffing changes again this year. Melissa

Anderson continued in the role of Director, her third year of a 5-year appointment.

Honi Lovell (nee Fontaine) was appointed as our full time teacher for the year.

During the year this permanent position was advertised, which Honi was successful

in winning. The Universal Access Teacher position was filled by Catherine O’Dea for

Terms 1 & 2 before she then went on maternity leave. Lacey Radford then joined the

team as the Universal Access Teacher. The 0.5 permanent Early Childhood Worker,

Tracy Eatts was here for her 11th year. Staff consistency has been important for

providing stability for the children and parents throughout the continued changes that

have been occurring within the centre, DECD and Early Childhood Education in

general. Three other ECW’s, Natalie Thomas, Karen Lord and Rosina Barkhuizen

were employed for various hours to provide intervention and support programs to

children.

Once again, during a year of changes to staffing new ideas and approaches were

brought to the kindergarten. This required regular communication with children and

their families to keep them informed about new information or to seek their opinions.

There has continued to be a range of changes to the centre facilities, operation and

curriculum. Parents and the wider community have continued to share much positive

feedback about the changes to the operation of the centre and its physical

appearance.

2. REPORT FROM GOVERNING COUNCIL

Facilities Governing Council approved the replacement of the deck area

outdoors, as designed by Simon from Climbing Tree. This was done in the

July holidays and we now have a much more natural looking area with

recycled timbers as well as natural sticks and branches. The children have

really loved using this new area with re-new vigour and enthusiasm. The

space is slightly larger than the old version, the access ramp a little longer

and it has a tunnel featured under one corner.

Fundraising for 2015 consisted of the following activities: World Challenge

Day, Australian Central Lottery, Tea Towels and Artwork Plates and the

Woolworths Cumberland Park BBQ.

Social Events Following the success of last year’s Governing Council

initiative we continued to hold Parent Dinners each term. Lots of fun was had

at the dinners and many friendships and connections formed.

Annual Report 2015

Finances- Term Fees It was decided that fees would remain at $150 per term

but for ease of accounting the $20 excursion levy would be added and fees

would be advertised as being $170 per term, all inclusive.

Membership of the Governing Council welcomed some new faces and saw

the return of a few old ones in 2015. Thank you to everyone involved on the

Governing Council.

Universal Access the government only reached a decision late in Term 4

regarding the provision of the 15 Hours Program. This made it difficult for new

families to plan for their child’s year at kindy in 2016 and make alternative

care arrangements. A survey was conducted of current families to determine if

our existing program format (3 days one week, 2 days the next) was still

meeting families’ needs. Many parents were commenting that they found the

drop off and pick up times of 9am and 3pm quite difficult with work, study or

other commitments. As a result the decision was made to extend our day from

8.45am-3.30pm in 2016. The remaining hours of children’s entitlement will be

offered through additional ‘make up’ events through each term. This will be

reviewed at the end of 2016 to determine the direction for 2017.

Playgroup will return in 2016 due to the changes in the program format

enabling the centre to be used on a Friday morning, as there will be no kindy

session. This news was well received by our community, as there are many

families with young children who would like to access this service. Staff hope

that this will enable them to connect with families at an earlier stage, support

children’s transition to kindy and identify any special needs of children prior to

beginning full time kindy.

Thank you to Renee Truran for fulfilling the role of Governing Council

Chairperson this year and to Natalie Petrizza for stepping up in her role as Vice

Chairperson on occasions when Renee was unavailable.

3. HIGHLIGHTS 2015

Highlights of 2015

Excursions to Kuitpo Forest, Road Safety School and Bonython Park Nature

Playground, and Thalassa Park at Aberfoyle Park

Simon Hutchinson from Climbing Tree created concept plan for our outdoor

redevelopment

Water tank installed next to shed for water collection for use on garden

Kindy photos taken by Ali Moylan, more natural and relaxed approach

Work Experience students – Holly (Urrbrae), Lia (Temple Christian College),

Tabatha (Cabra)

Annual Report 2015

Visitors to kindy, including Sam Oshodi (African drummer), Trent Hill

(Aboriginal culture), Mitcham Council to talk about recycling, Nicole & Greg

(kindy parents who are both paramedics) bought Ambulance to visit,

Edwardstown school students performing on string instruments, Lucy (kindy

parent) music workshop with Boomwhackers

Second year of the operation of the Mitcham Plains Partnership –

incorporating 17 sites (preschool, primary & secondary schools) with the

leadership team meeting twice per term to set the directions of the partnership

and work on common themes. First Performance Review of the partnership

Borrowing animals from the Nature Education Centre – yabby, Ava the

Bearded Dragon, Maisy & Daisy the guinea pigs, Bullwinkle the Shingleback

Lizard, Billy the Blue Tongue Lizard, Green Tree Frogs and Stick Insects

Closure Day enabling staff to visit Netley Kindergarten to look at their learning

environment and network with staff

Technology upgrade: Wi-fi installed at kindy, Interactive Touch Screen

purchased

‘Meet and Greet’ with local junior primary staff

Bunnings Mother’s Day project with Sarah Harris

Bernadette Melbourne completing work placement on Tuesdays for her

Certificate 3 studies in Education Support

Staff participation in ‘Transition Group’ with local schools, meetings twice per

term

Health initiatives – Child & Youth Health 4 year old health checks, ‘Lift the Lip’

SA Dental Service

Special events throughout the year including, Games & Movie Day, Book

Week celebrations, Independence Week

‘World Challenge Day’ to highlight and share the diversity of cultures

represented at our centre. Parents engaged in activities around the

kindergarten with their child, which focused on activities from different

cultures.

Continuing to provide cooking experiences for children to have the opportunity

to learn food preparation skills and try a range of different foods and recipes

Changes to the approach used for planning, programming and evaluation for

children’s learning

Introduction of the ‘Statement of Learning’ for reporting on children’s learning

and development

Annual Report 2015

Expanding our focus on outdoor learning and nature play for children through

various opportunities including Nature Play homework, staff training and

development, and excursions

Continuing with the implementation of aspects of the National Quality

Standards as determined by our Quality Improvement Plan

4. QUALITY IMPROVEMENT PLAN

Priority Area: QA1 Educational Program and Practice

1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle

of planning, documenting and evaluation

Commence familiarisation with the Indicators of Preschool Numeracy and Literacy

Highlights and Achievements

Educators attended professional learning sessions provided for Educators on

familiarisation with the Indicators and how they can be used to inform our

planning, teaching and reporting

We trialled the use of the Indicators through linking them to our Learning

Stories

Next steps

Continue with the Indicators implementation in 2016 by attending further

professional learning, sharing our work with colleagues and creating a specific

proforma for recording observations of children’s literacy and numeracy

learning.

1.2.3 Critical reflection on children's learning and development, both as individuals

and in groups, is regularly used to implement the program.

Staff will critically reflect on current processes and practices used to improve

Numeracy and Literacy outcomes for children.

Highlights and Achievements

Educators engaged in site and partnership PLCs (Transitions Group and

Educator Network meetings) around Numeracy & Literacy processes and

practices, through collaboration with the Results Plus Leader and partnership

colleagues

Educators implemented improvement strategies as a result of this learning,

including the provision of numeracy equipment and experiences in our

environment, explicit teaching of numeracy concepts

Annual Report 2015

Educators worked with the Results Plus Leader to identify and document the

following Numeracy & Literacy Results Plus expectations in our work with

children:

A. track and monitor every learner’s growth

B. Have a numeracy and literacy improvement cycle

C. Enact changes in pedagogical practice

D. Identify and enact clear intervention

Next steps

Continuing to consolidate our work with the Indicators and Results Plus

expectations, including a focus around Growth Mindsets and challenging

children in their numeracy learning

Communicating more effectively with parents about their child’s learning in

numeracy and literacy through parent information sessions, learning stories,

Facebook posts

Priority Area: QA3 Physical Environment

3.2.1 Outdoor and indoor spaces are designed and organised to engage every child

in quality experiences in both built and natural environments

Continue along our developing focus on Nature Play. Incorporate more opportunities

for in depth nature play experiences for children, including those areas of risky play,

eg. using sticks, mud play, real campfire, forest excursion.

Highlights and Achievements

Children participated in nature play experiences which incorporated an

element of risk, through completing Nature Play homework (eg. Nature Play

SA ‘49 Things To Do Before You’re 5’, and Nature Treasure Bag activity)

during the school holidays which they returned to kindy and shared with their

peers.

Children were all provided with a Nature Play Passport and encouraged to

engage in experiences with their families

Information was shared with parents about Nature Play and associated topics

(eg. risky play) through links on Facebook and articles in the newsletter.

Educators worked with children on learning about ‘Benefit/Risk assessments’

where they learnt to weigh up the positive benefits from the activity with the

possible risks and adjust their behaviour accordingly. This was successfully

completed in relation to tree climbing, Kuitpo Forest Excursion and Thalassa

Park Excursion.

Parents were involved in nature play experiences with children, eg.

excursions to Kuitpo Forest, Thalassa Park, Bonython Park Nature Playspace

and walks to our local park.

Annual Report 2015

Next steps

Continue to consolidate Nature Play as part of our pedagogy through

reviewing our current philosophy.

Incorporate information about Nature Play in our information to

new/prospective enrolments through our Information Handbook and website.

Introduce our new 2016 families to the importance of Nature Play for children,

eg. AGM guest speaker, Jason Tyndall from Nature Play SA, a mud play day,

create a photo book on the topic.

Continue with the next phase of the re-development of our outdoor learning

space, (sensory garden & dry creek bed along the fence line, followed by

sandpit remodeling).

Purchase a mud kitchen for the mud pit and provide children with greater

access

Priority Area: QA6 Collaborative partnerships with families and communities

6.1 Respectful supportive relationships with families are developed and maintained.

Increase our attendance rate to the state average by children having access to

greater hours in one block (eg. No alternate Fridays that children cannot access due

to child care, family care arrangements or parent’s work commitments).

Highlights and Achievements

A survey was conducted of families to explore the option of changing the way

the Universal Access 15 Hours Program was offered to families by

lengthening the day and reducing the number of Fridays offered as additional

‘make up’ sessions. The overwhelming response was this was a positive

change but that it should not be implemented until 2016 as current families

had already made arrangements relating to their child’s kindy attendance (eg.

child care bookings, parent’s work days, etc.)

Next steps

Make the change to our ‘15 Hours Program’ in preparation for the

commencement of 2016 when we are provided information from the

Government regarding funding. Inform families in a timely manner so that they

can make plans for their work and child care requirements.

6.3 The service collaborates with other organisations and service providers to

enhance children’s learning and wellbeing

Increasingly support families with young children and providing them access to an

early year’s service in the form of Playgroup. This will enable us to develop

relationships with families at an earlier stage and informally assess their needs and

provide referral to appropriate services so that support can be in place for children by

the time they start full time kindy.

Annual Report 2015

Highlights and Achievements

Due to families responses to the survey conducted about changes to the ‘15

Hours Program’ (see above) it was decided to delay the introduction of

playgroup until the beginning of 2016

Families who identified their child as having additional needs upon enrolment

were followed up to seek further information regarding services already

accessed. This enabled us to make referrals to Support Services prior to the

children commencing in 2016.

Next steps

Playgroup to begin in Term 1, 2016

We anticipate that through building relationships with families at playgroup

and the promotion of our kindergarten, there will be an increase in enrolments

and they will occur in a timelier manner (eg. prior to Term 1 starting).

Funding was used to support the familiarization of the Indicators of Preschool

Literacy and Numeracy in the following ways:

Staff release time for writing Learning Stories using a new format focusing on

the Indicators

Staff release time to attend professional learning on the implementation of the

Indicators

5. INTERVENTION AND SUPPORT PROGRAMS

DECD Intervention and Support Programs have been provided for children and

families with additional needs. During 2015, 4 children (2 for speech delay, 1 for

language delay and 1 for Global Developmental Delay) were referred to DECD

Student Support and Disability Services. Each of these children received Preschool

Support for between ½ an hour to an hour and a ½ each week. Most of these

children were monitored by the DECD Speech Pathologist who supplied a preschool

and family program to extend their development and confidence with their speech

and language learning. This year we also applied for Bilingual Support funding due

to the significant number of ESL children (14 children). This funding was used to

employ an additional ECW for 3.5 hours per week to reduce the educator to child

ratio and provide greater support to those with English as a second language.

Annual Report 2015

6. STUDENT DATA

6.1 Enrolments

Figure 1: Enrolments by Term

Total Enrolments 2013 - 2015

Table 1: Enrolments by Term

Enrolment by Term

2013 65 64

2014 43 43 46 45

2015 53 55 57

Based on person counts in the two week reference period each term. Excludes pre-entry. Source: Preschool Data Collection, Data Management and Information Systems

This year our enrolments were increased on 2014 by 12 children by Term 3, which

were possibly due to a number of factors. We had a number of new families move

into the area during the year which created an increase each term. There may also

have been stabilization in numbers created by the implementation of the ‘Same First

Day’ Policy.

We continue to have a stream of enrolment enquiries but find that parents are now

‘shopping around’ prior to enrolling their child at kindergarten. They are comparing

services offered by local preschools and making their decisions based around

preferred days, enrolment fees and facilities. However choices are becoming limited

in the area as kindergartens near their capacities. We hope that with the physical

and pedagogical changes we are making that word of this will filter out to the wider

community and we will become a kindergarten of choice for families who may be

deciding between two or three centres. We also hope that the changes in 2016 to

slightly longer days and running a playgroup will help us continue to attract good

enrolment numbers.

Annual Report 2015

6.2 Attendance

Figure 2: Attendance by Term

Attendance Percentages 2013 - 2015

Table 2: Attendance Percentages 2013 - 2015

Attendance Percentage

Year Term 1 Term 2 Term 3 Term 4

2013 Centre 90.8 92.2

2014 Centre 93.0 90.7 84.8 64.4

2015 Centre 92.5 96.4 96.5

2013 State 88.7 88.0

2014 State 90.0 88.9 86.1 87.1

2015 State 90.5 88.5 86.3

Based on attendances recorded in the two week reference period each term, and calculated to an average unadjusted daily attendance (deemed attendance). Attendance percentages are based on the calculated deemed attendance (integer), divided by the number of enrolments. Excludes pre-entry Note: Figures have been revised for previous years, using integer deemed attendance not decimal. Source: Preschool Data Collection, Data Management and Information Systems

Our attendance this year was slightly increased on last year in Terms 2 & 3.

However we still have a number of children who do not access their full entitlement

of 15 hours of preschool under Universal Access, eg. don’t attend their extra day per

fortnight. Parent reasons for this include children being in child-care for full days,

some days are family-days spent with grandparents or other extended family

members, and some parents felt that 5 sessions per week was too exhausting for

their child. Other parent explanations for general non-attendance include tiredness,

illness or family reasons (including taking holidays outside of term breaks), lack of

reliable family transport, and inclement weather for walking their children to

preschool.

The kindergarten has historically had good attendance rates, on average above state

attendance figures. The attendance rates recorded this year have been the best of

the last three years and were also well above the state percentage each term. Some

of this may be attributed to the focus that has been placed upon improving

attendance through our Quality Improvement Plan for the last two years and

strategies implemented, eg. Follow-up phone calls, regular reminders about

attendance, and liaising with other agencies.

Annual Report 2015

6.3 Destination – Feeder Schools

Table 3: Feeder School Percentage Data 2013 - 2015

Feeder Schools

Site number - Name Type 2013 2014 2015

0127 - Edwardstown Primary School Govt. 27.8 47.4 32.6

0156 - Goodwood Primary School Govt. 2.3

0475 - Westbourne Park Primary School Govt. 33.3 15.8 44.2

0723 - Colonel Light Gardens Primary School

Govt. 19.4 15.8 14.0

0952 - Clapham Primary School Govt. 2.8

1017 - Glenelg Primary School Govt. 2.3

8003 - Heritage College Inc Non-Govt. 5.3

8387 - Sunrise Chrstn Schl Mrn Campus Non-Govt. 2.6 2.3

9017 - St Therese Primary School Non-Govt. 8.3 2.6 2.3

9020 - St Anthony's School Non-Govt. 2.8

9057 - St Raphael's School Non-Govt. 2.8

9070 - St Bernadette's School Non-Govt. 10.5

9402 - Sunrise Christian School Non-Govt. 2.8

Total 100.0 100.0 100.0

Based on the percent of children currently enrolled who will attend school in the following year, where the expected school is known. Due to rounding totals may not add up to 100%. Source: Term 3 Preschool Data Collection, Data Management and Information Systems

Cumberland Kindergarten continues to have a large range of different feeder schools

including both public (95.4%) and private (4.6%). This year saw a significant

increase in enrolments to public schools from 79% up to 95.4% and a decrease in

private school enrolments from 21% down to 4.6%.

This year there has been a noticeable swing in the feeder schools that children are

attending. The greatest percentage of children transitioned to Westbourne Park

Primary at 44.2%, the biggest number for the last few years. Subsequently there

were decreases in the numbers enrolling at Edwardstown Primary (32.6%) and

Colonel Light Gardens Primary (14%). These three schools consistently appear as

the most popular schools that children transition to from Cumberland Kindergarten,

probably due to their close proximity. Children also moved on to four other schools.

We have also noticed an emerging trend that parents are often late in making a final

decision about which school their child will be enrolled at, eg. still happening into

Term 4. This makes it more difficult for us to support children’s transitions to school.

Annual Report 2015

7. CLIENT OPINION

2015 has continued to see significant changes in many areas of the kindergarten and it was

important to seek feedback from the children, families and staff about their satisfaction

levels. It can be difficult at times to obtain quality responses from families that provide

specific information or relevant comments but this year we had just over 50% of our families

respond to the Parent Opinion Survey.

In the area of Quality Teaching and Learning, most of the responses fell in the ‘agree’ or

‘strongly agree’ sections. There was a 4% response in the neutral category for the

statements relating to our expectation that children will learn, parents satisfaction with the

learning programs and educators informing parents about their child’s learning. These

results are overall improved on the previous year, which is likely to be the result of work

done in sharing information and informing parents about our program and their child’s

learning via newsletters, photos, displays of children’s work, Facebook posts, kindy

homework tasks and children’s learning folders.

“The Pre School has provided our child with a fantastic level of teaching. Teachers are enthusiastic and provide many different learning experiences allowing our child to flourish.” “The teachers are all enthusiastic and have taken time to get to know my child. They all seem to love their work and it comes across in how they teach.”

Annual Report 2015

In this area Support of Learning, most responses fell into the ‘agree’ or ‘strongly agree’

categories, however it appears that some parents had concerns around children’s motivation

to learn, the preschool changing programs to improve learner achievement and children

having enough materials and resources. Again, these scores were much improved on the

previous year and possibly highlight the need for better communication with parents around

how we work to address these areas.

“Teachers are very supportive. Excellent resources and variety of learning opportunities” “Our son is thoroughly enjoying his kindy experience and looks forward to attending kindy.” “The Kindy provides many varied experiences to allow our child to learn. We have been provided with additional support for our child's speech development - Preschool was helpful in drawing this to our attention and taking steps to find and offer assistance to our son with speech therapy during kindy and support with external programs.”

Annual Report 2015

In this area Relationships and Communication, again most responses fell into the ‘agree’ or

‘strongly agree’ categories, however it appears that a very small percentage of parents had

concerns around staff listening to their concerns and the response received and being well

informed about activities. We will continue to work on addressing these areas in 2016.

“Teachers are very welcoming and always make the time to talk when needed. I love how easily approachable they all are.” “There is a real community feel with this kindy. Staff make themselves available to discuss my child's development and keep me well informed of how my child is developing.” “Communication is always clear and frequent. We are always advised of changes or of what is happening at the kindy. I always feel well informed.” “All teachers and support workers are happy to engage in conversation about learning or everyday activities, it is a very welcoming environment.”

Annual Report 2015

In this area Leadership and Decision Making, again most responses fell into the ‘agree’ or

‘strongly agree’ categories. There was some dissatisfaction however around parental

involvement in the preschool and decision-making. We are continually trying to come up with

new ways to involve parents and include them in the decision making processes through

Governing Council, survey responses, seeking informal feedback, newsletter requests, etc.

This appears to be a common feature of this survey each year and it is disappointing that

parents still do not feel involved or included but we will continue to address this in our day-to-

day operations in 2016.

“Plenty of written (and reminder) notices go home which is very handy for busy families. Very organised.” “I believe this kindy is run exceptionally well and has a variety of learning and programs available to the children” “There are a number of activities that parents can be involved with and also opportunities to have a say in aspects of how the kindy is run. There is a real community feel with this kindy. Very satisfied with all aspects. Mel, Honi, Tracey, Karen, and the team are extremely competent in running the centre and providing a fantastic education to my child. Mel, the director is very dedicated as are the teachers and staff.”

Annual Report 2015

8. ACCOUNTABILITY

At Cumberland Kindergarten people who wish to volunteer (parents, grandparents,

work experience students, etc.) are required to complete a DCSI Relevant History

Screening form. These are verified and lodged by the Director. Once the person

receives their clearance a copy is kept on site and details documented on a spread

sheet (including role of the person & expiry date). New visitors to the site are

checked for clearance, which is recorded in our visitor’s book. Information regarding

staff clearances is maintained on the online HRS system. The site was audited in

March with a couple of recommendations to be implemented.

9. FINANCIAL STATEMENT

Funding Source Amount

1 Grants: State $353, 658.69

2 Grants: Commonwealth NA

3 Parent Contributions $36, 623.18

4 Other $9,072.75

The Cumberland Kindergarten 2015 Financial Report is available for viewing on

request and includes our End-of-Year Profit and Loss’ Statement, prior to audit and it

will be re-presented to Governing Council following the audit.