hendon pre-school’s quality improvement plan · hendon pre-school’s quality improvement plan...

Hendon Pre-school’s Quality ImprovementPlan

2018

Ryan Improving the educational attainment and wellbeing of children and young people through developing powerful and engagedlearners

By continuing to build the professional capacity of our staff pre school to year 12 to be intentional learning designers enabled byquality reflection and performance and development planning in line with DECD, the Partnership and site improvement agendas.

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 Standardand 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

Hendon School Based Pre-school SE-00010470

Primary contacts at serviceSue Mittiga: Principal

Aella Leaver: coordinatorPhysical location of service Physical location contact details

Street Cedar Avenue Telephone 83453190

Suburb Royal PArk Mobile

State/territory SA Fax 84451493

Postcode 5014 Email [email protected]

Approved Provider Nominated Supervisor

Primary contact DECD Name Sue Mittiaga

Telephone Telephone 83453190

Mobile Mobile

Fax Fax

Email Email

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

08:45 08:45 08:45 08:45 08:45

Closing time

15:15 15:15 15:15 15:15 15:15


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.

Hendon School Based Preschool is located on Hendon Primary School grounds. Entrance is from Cedar Ave. Street parking is available for families and visitors. Centre is closed during school holidays.

Pupil free days are ratified by our Governing Council

How are the children grouped at your service?

There are two groups of children across the week. One group attends Monday and Tuesday, the other Thursday and Friday. Each group alternates Wednesdays. Thereby all attend 5 full day sessions a fortnight.


Service statement of philosophy

Hendon Pre-school is a Department for Education and Child Development (DECD) public pre-school facility providing education to all families with children of pre-school age and is anintegral part of Hendon Primary School.

It is a place where adults and children work together to create a learning environment which is responsive to the needs of the children and the community.

At Hendon Pre-school we believe children

Should have access to equal and inclusive learning opportunities Have the right to feel secure safe and happy Will develop a strong sense of identity through fun and social learning experiences Should develop a love of learning in an environment which encourages experimentation, exploration, risk taking and collaboration Will develop an understanding of the world and become unique independent capable individuals

As Educators our team provides

A safe, secure, caring, respectful learning environment A range of activities which allows children to develop life skills, through real world experiences and play An environment where all children have the ability and right to develop to their full potential

At Hendon Pre-school we believe family and community are vital to a child’s educational success and therefore we

Promote trust and respect Value and celebrate diversity Promote a sense of community and mutual support Support families to access community agencies Actively promote communication


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 enhanceschildren’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 ageNSW


1.3.1, 1.3.3 regulation 289A Programs for children over preschool ageNT

1.3.1, 1.3.3 regulation 298A Programs for children over preschool ageQld

Quality Improvement Plan for Quality Area 1

Terminology

Tweet book – An A3 book of all our childrenEducators document daily on children’s strengths, areas to strengthen, family input, social and emotional wellbeing…...These are collated termly

Snap shot folders – contain children’s observations, paintings, learning projects, Units of inquiry etc

EYLF overview checklist and Literacy / Numeracy Indicators Checklist– When educators complete an observation / learning story on a child these are recordedunder a child’s name. Records of areas that have been documented against these areas are recorded.

Where to from here: These are placed at the end of a learning story or observation to document (when required) areas for future planning,

Child experts: when a child has mastered something we share it with the group. These children then become to go to people. For example: Happy learnt how to fold a paper plane, Billy came to an educator wanting to have a paper plane made. Educator mentions that they remember Happy was very good at making planes, maybe we could ask Happy to help us.

Identity Posters – When children enrol at Hendon Preschool the families are given a sheet of cardboard. They are encouraged to work together to produce a picture board of their child. Areas families might like to include on the poster include: where the child and parents were born, family members, people who areimportant to them, what they like to do, celebrations they acknowledge etc

RRR scales – Respect, Reflect, Respect document

Strengths

Standard 1.1 Program: The educational program enhances each child’s learning and developmentHendon Pre-school’s educational program and practice is stimulating, engaging and enhances children’s learning and development. Theprogram nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at homeand in the community. Our program is child centred, stimulating and maximises opportunities for enhancing and extending each child’s learningdevelopment. Through events such as: educator reflections, professional development and weekly staff meetings, educators deepen theirunderstandings of the approved learning frameworks to foster learning outcomes for all children. Educators support all children to progresstowards their learning outcomes by: catering and modifying the environment, providing multiple entry points, encouragement, building strongrelationships, formal and informal meetings with parents/caregivers and our tweet book. We learn about each child’s knowledge, strengths,ideas, culture, abilities and interests by meeting with families, sharing identity posters, conversations, building relationships and observing andlistening.

Educators make decisions about children’s daily experiences and routines by considering the following: observations on the children,tweet book documentation, discussions, staff meetings and team discussions. The learning outcomes guide our goals and subsequent planningfor individual children and groups of children by: catering for individual needs, our EYFL overview checklist, and our “where to from here” on our observations / learning stories. Educators plan and implement educational programs that are relevant and engaging for children by: planning forminimal transitions, flexible and predictable routines, child driven experiences, listening to the child voice. Hendon educators ensure that theexperiences and routines are child centered rather than adult directed or clock driven by minimising transition times, offering large times ofuninterrupted play, flexible routines that are predictable, listen to child voice and offering experiences that are child driven. We support every child’s participation in the program by: offering multiple entry points and a variety of experiences, 1:1 and small group support, modelling a “you can do it”attitude.

Educators offer a range of experiences to allow children to work collaboratively or independently by offering a variety of experiences that are open ended. Our team is thoughtful and intentional when setting up the learning environment. The use of modelling and child experts are also shared. Educators use conversations and interactions with children to make routine times enjoyable and meaningful learning opportunities by listening and valuing the children. Where appropriate conversations, interests, strengths are recorded in the tweet book.

1.1.1 Approved learning framework – 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.

Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learning and effectiveness as communicators. There is an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. Curriculum decision making is guided by the principles, practices and learning outcomes. We use our philosophy toconsider our approach to learning development and well-being and the way these guide our practice.

Quality resources and materials support our curriculum and program and the organisation of our environment compliments our planning. We use the EYLF,

and Literacy and Numeracy indicators to inform our practice. The Early Years Learning Framework (EYLF) guides and underpins our teaching and learning

practices. These guides the:

Development of programs that promote children’s learning and development The pedagogical practice of our educators and A planned and reflective approach to assessment and planning for each child

The curriculum plan ensures that all children reach their full potential in our pre-school. Careful thought and consideration is given to all experiences given to the children. The EYLF not only offers crucial thinking points in relation to how children learn but also how we as educators can extend this learningthrough intentional teaching and our everyday practices.

Documentation about the children’s progress towards the learning outcomes includes: snap shots (with where to from here goals), individual learning plans,Tweets, photos, videos, end of year statements and floors books. These documents lead to planning of future learning goals

1.1.2 Child-centred-Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

Our program views children as capable and competent learners who have agency and learn best through a play based program. “Play provides a context forlearning through which children organise and make sense of their social worlds as they engage actively with people, objects and representations” (EYLF p.6) Our Planning is a dynamic and an ongoing process that involves working in partnership with children and families. It begins with gathering rich information from our children, families, communities’ and our context. This information can assist us to plan a curriculum that supports children’s wellbeing and learning. Through active engagement and intentional teaching we extend children’s play and learning, discover new insights from children and their thinking. These new insights combined with ongoing reflection enable us to evaluate the curriculum and use this to inform future planning. The EYLF and Pre-school indicators are part of our cycle of planning and assessment.

There are a variety of strategies in place to collect, document, organise, and interpret information about children. This includes information from parents and children’s voice. The diversity of family experiences mean that the children experience the EYLF in many different ways. This information is used by the staff team to formatively assess each child’s learning and to inform the planning / programming for children’s progress against the literacy and numeracy indicators and the EYLF. Children’s unique and diverse experiences, perspectives, expectations, knowledge and skills contribute to their learning. We gather this information through meetings with families/caregivers, conversations, listening, giving children time to talk, Identity posters, Tweets, snap shots , staff meetings and reflections. We encourage relationship building and provide a safe and secure environment.Hendon pre-school children are active participants and decision makers.

1.1.3 Program learning opportunities - All aspects of the program, including routines, are organised in ways that maximise opportunities for each

child’s learning.

Our educators adopt a holistic approach to planning and facilitating learning throughout the program. Educators extend children’s learning during planned

and unplanned experiences and support children to follow their interests and engage in uninterrupted play. Our daily routine is organised to ensure that the

children have blocks of uninterrupted time to play. Routines such as meal times and group times are used as opportunities for learning and times for

educators and children. Routines are flexible yet predictable and are modified if needed eg) weather.

Educators also modify the environment to allow for the development of skills progression and child led experiences.

Experiences are child led and children are decision makers. Educators value children’s ideas and have active listening skills.

Standard 1.2 Practice: Educators facilitate and extend each child’s learning and development

Hendon Preschool educators build secure and nurture the relationships with children and families. We provide a play based, intentional and responsive program where children are actively engaging in children’s learning and share in their decision making. We use everyday interaction with children during play, routines and ongoing projects to stimulate children’s thinking and enrich their learning. Educators demonstrate intention in their practice in the following ways:

Planning individually for each child, Being planned and intentional Child voice Learning environment

We reflect on the range of intentional strategies suggested in the EYLF to support children’s development and learning. Educators reflect on principles and practices, attend weekly staff meetings, reflect on children and their learning styles/interests, attend regular professional development. Our program, tweet book and snap shot folders demonstrate we are responsive to children’s ideas, thinking and interests.

Educators extend the program and experiences being offered by offering open ended opportunities with multiple entry points, having high expectations, using child experts, encouragement, sharing and P.L.O.D’s (possible lines of development)Through questioning, turn taking, listening and child voice we engage children in making decisions about their own learning.

We arrange our routines, activities and experiences to support children to make choices about what they would like to do and how they will do it. This is supported by offering extended times of uninterrupted play, variety of activities and experiences, and having a free flow of inside / outsidetime.

1.2.1 Intentional teaching – Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

Quality resources and materials support our curriculum and program and the organisation of our environment compliments our planning. We use the EYLF, and Literacy and Numeracy indicators to inform our practice on children’s learning and development. Educator’s listen to the children and the program is child led from their ideas and play. Educators challenge children through questioning, asking open ended questions and showing interest to encourage thinking and conversation. The use of Critical and Creative thinking and discussions on dispositions used, also challenges children’s thinking and encouragesproblem solving, speculations and explanations.

The use of the “tweet book” “floor books” and program by all educators, records the child voice and helps extend each child’s learning and development. These documents also identify resources to support ongoing learning.

Intentional teaching can be undertaken during group times, small groups or with an individual. These times are both thoughtfully planned and spontaneous to extend children’s play or introduce a new idea.

Educators undertake risk assessments and these are shared and initialled by all educators. Comprehensive minutes are kept from all weekly staff meetings. Staff meetings are a time for educators to:

share Professional development attended, undertake professional development, share learning stories and or observations, reflect on children and share successes and areas requiring further development discuss administrative tasks

1.2.2 Responsive teaching and scaffolding – Educators respond to children’s ideas and play and extend children’s learning through open ended questions, interactions and feedback

Children’s learning is extended when children ideas and play is used by educators to enhance learning. At Hendon Educators:

gather information from ongoing discussions with children, families, educators, service providers and other professionals and record them in our “Tweet Book” and or “floor book” This Information is also gained from our observations, samples of children’s work, photographs and other documentation such as meetings. We analyse the information collected and during staff meeting discuss what

learning is being demonstrated and what activities and play opportunities might build on the children’s interests, strengths and abilities.

discuss what resources and materials that might extend children’s play and learning and development

question and reflect on how we are supporting this play and learning

discuss what EYLF outcomes and literacy and numeracy indicators could be promoted

determine intentional teaching strategies would enhance children’s learning

communicate about children’s learning and progress

determine children’s progress towards learning outcomes and what might be hindering their progress

identify children who may need additional support and place them on an individual learning plan and monitor

plan for current and future learning

view reports and assessments and discuss strategies given from support providers about a child’s progress

encourage positive relationships, peer scaffolding “child experts” in intentionally scaffold children’s learning and development

comment on children’s learning dispositions whilst playing

encourage children to share their learning with peers

model Mathematical, Scientific and Critical and Creative thinking and language

are conscious of when to join in and when to observe play

talk explicitly about early phonological concepts with children

provide flexible and open ended learning environments

are thoughtful when planning the learning environment to ensure it is inclusive, challenging (at appropriate level)

support children’s investigations and projects

listen and challenge children’s learning and ideas and how they could build on these

are a close team and debrief daily.

1.2.3 Child directed learning- Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world.

When families enrol at Hendon Pre-school they are encourage to make an “Identity poster”. This poster acts as spring board for educators and children to get to know the child and their family. These posters are shared and collated into a book. A family book is also made where photographs are taken ofthe child’s family members and people important to them. Children’s voice is recorded into the book, floor books, tweet pages and program.

Educators at Hendon Pre-school encourage children to:

make choices and decisions drive their own learning manage and assess risks take on more responsibility express their opinions and questions learn from mistakes think how their choices may affect others create, interpret, experiment and explore express their feelings negotiate

Educators at Hendon Pre-school:

incorporate children’s ideas and suggestions are incorporated into planning and experiences provide encouragement and assistance to help children master new skills motivate children to persist and extend their learning notice and listen to children’s thoughts of others and discuss our diverse population, fair and unfair behaviours

Standard 1.3 Assessment and Planning: Educators and coordinators take a planned and reflective approach to implementing the program foreach child

1.3.1 Assessment and planning cycle – 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

Educators collect information from each child and families and analyse it. Information is collected in a variety of ways, such as; acquaintance meetings,“snap shot folders” formal and informal meetings, “Identity posters” observations, learning stories, conversations, listening and staff meetings.This information provides the key on how the educators can support the child’s learning further, document, plan experiences, implement and then reflect. This method of planning ensures the strengths, abilities and interests are being captured and extends their learning.Observations , learning stories, floor books, tweets are some of the ways this information is recorded. Observations and learning stories include a “where to from here..” and allow educators to document their learning intentions for furthering learning development. Educators share their learning of the child at staff meetings and in our “tweets book” and use this as another opportunity to critically reflect. An example of this is Jasiahs buttons (see )

Individual education plans are developed in consultation with families for all children who are Aboriginal or Torres Strait Islander, Childrenunder the Guardianship of the Minister and children who are receiving preschool school support. Goals are set by both the families/caregivers and educators. Intervention and support plans are evaluated and modified regularly.

1.3.2 Critical reflection – Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.

Reflective practice is a form of ongoing learning that involves all our educators thinking about our program, principles and practices that guide them.Critical reflection guides our planning, program and implementation. A safe, supportive environment has been established to encourage educators to bethoughtful, analytical and objective.

We hold weekly educator meetings, which are used as a time to plan, review and reflect with all educators. We use this time to review observations undertaken and plan for areas of extension and differentiation. We reflect on areas of learning and plan strategies of improvement. We review individuallearning Plans and discuss individual children’s progress. We plan learning opportunities for possibilities of future learning and undertake criticalreflections on children’s learning and development, both as individuals and in groups. If the observations are literacy or numeracy based they arerecorded onto our literacy and numeracy indicator chart (this chart provides a whole group overview on indicators that each child has met and dated). EYLF outcomes are also recorded and dated for each child. The observations are also placed into the children’s memory books to share with their families.

All educators are currently involved in the second year of LDARP (Learning, Design, Assessment, Reflective Practice)Two Pupil free days each year havebeen allocated, as well as time in staff meetings to address the modules.

Critical reflection on children’s development enables us to:

Identify children who we have concerns regarding their ongoing development, (if they have not already seen a specialist). Whereappropriate discussions with parents occur and referral forms are filled out and lodged with support services.

Evidence gathered informs our program and differentiated planning for individualised students.

Critical reflection on all aspects of events and experiences occurs by closely examining areas such as equity, inclusion, and diversity. These are recorded in our tweet book. Critical reflection helps our educators to build on their skills and knowledge, identify areas that are working well and areas that need to be modified or changed. It also helps us identify ways to improve opportunities for children’s participation and learning and development, documents such as risk benefits and RRR scales are also used.

Children are also involved in reflections through the use of floor books, photo slide shows, recording children’s comments, sharing etc.

1.3.3 Information for families- families are informed about the program and their child’s progress.

Communication with parents is essential to create a partnership with families within the Hendon community to provide information about the wellbeing,learning and development of their child.

Educators create opportunities for formal and informal discussions, regular newsletters, daily slide show, notes home and Facebook app etc. Children’s snapshots are available and examples of learning are on display. We continually ask for parental feedback, for example using PMI charts, termly feedback forms, surveys, Parental / Caregiver questionnaire, informal and formal meetings and posters with post it notes on.We use this information to inform our practice and add key improvement areas of our Quality Improvement Plan (QIP) Feedback from parents is also gained during Acquaintance meetings, IEP/NEP meetings, and often at the end of the day when we have the opportunity to talk with parents/care-givers about their child’s day.

We offer Acquaintance meetings in the first term the child enters Pre-school, where we connect with families and find out as much as we can about the child and their family to assist us with our planning. During these meetings we highlight the importance of early literacy and numeracy development and provide strategies to assist them at home. We also give “Lets read” and “Lets count“ packs to families and highlight the importance of early literacy and numeracy development.

2017 annual Parental Questionnaire returned a very positive response from families. (See attachment 1)

Educators work in partnership with families and keep them informed about the program and their child’s progress by:

displaying a slide show of photos on the foyer TV capturing the days highlights displaying the program posting on Facebook, photos and highlights in the centre

sharing conversations and success stories storing observations, learning stories and artefacts in our “snap shot folders termly newsletters and overviews use of floor books transition statements

Key improvements sought for Quality Area 1

Improvement PlanStandard/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

1.11.2

Rated in 2016 as meeting in areas 1.1 and 1.2 we are strivingfor exceeding in this area.

Rated exceeding in all elements of Quality Area 1

M Whole site reflection bookAttending relevant training and developmentProfessional readings Liaising with other pre-school’s

Rated as Exceeding in next assessment

Through-out 2018

During staff meetings elements in QA1 have been discussed and notes made

1.1.3 There is no Policy documentation of howEducators use our routines and the written program tomaximise opportunities for learning. Our Educators do this welland we need to

Policy documentation outlining the routines and the written program, including examples of how educators plan programs that are maximising opportunities for learning.

H All Educators involved inunpacking our routines and planning to maximise learning potential

Documenting our procedures

Documentation of our procedures and routines

2018

document it to ensureit is transparent

1.2.2 Questioning

All educators feeling comfortable asking deep open ended questions to further extend and challenge children

H Professional DevelopmentMentoringReadingsPrompts displayed

All educators asking children deep open ended questions

2018 Early discussions with our Speech Pathologist around training and development

1.2.3 Educators do the risk assessing.

Children involved in the risk assessment

M Investigate good practise at other sitesInclude child voiceInclude children when assessing the risks

Children identifying and participating in risk assessments

Term 2

1.2 Ensure we implement STEM pedagogiesthat are visible through play and inquiry approaches

We are participatingin the ELSA pilot. Wewant to ensure thatwe implement STEMpedagogies in playand inquiriesapproaches

H Ensure high quality education with known early years methodologyis implemented by continuing to review and reflect on the project.

High quality teaching and learning is provided in STEM

2018 ECT have booked into “Children are researchers”inquiry workshop

1.3 Second yearin Critical and Creative Thinking project. Develop learning design, teaching and assessment

Dispositions and critical and creative thinking terminologyused in observations/ learning stories etc.Used in conversations with children and families

H Disposition book developed using children’s photos demonstrating dispositions used in pre-school. Critical and Creative thinking terminology and dispositions used in observations etc.Attend training and readreadings on critical and

Educators comfortable using the critical and creative thinking terminology and dispositions in everyday language and documentation

2017-2018

Disposition book made in 2017

approaches that focus on critical and creativethinking and report evidence of learners development of criticaland creativethinking capability toparents andcarers

creative thinking.Participate in the gathering of informationof children and educators in term 1 and 4

1.3.3 Not all of our families are literate.Educators will think more deeply about the shots being taken.

Telling a story with anumber of pictures can help educators with the act of noticing and to thinkmore deeply about the shots you takeThe purpose is to help you tell a story with a sequence of shot

Training on telling a story with picturesIncluding The location,The relationshipThe detailA wide shot, medium shot and close upEvery story will have a beginning, middle and end

Educators using photo stories as one way to document in Snap shot folders.

2018 Documentation presented to all educatorsEducators trialling Attended STEM workshop at Botanical Gardens

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.


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 practicesand 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


2.2.1 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 poolsNSW

2.2.1 regulation 344 Safety screening clearance – staff membersTasmania

2.2.1 regulation 345 Swimming pool prohibitionTasmania

Quality Improvement Plan for Quality Area 2 Children’s Health and Safety

Summary of strengths for Quality Area 2

Strengths Standard 2.1

Health – Each child’s health and physical activity is supported and promoted

Children have the right to experience quality education and care in an environment that provides for their health and safety. We support this whenwe promote each child’s wellbeing and healthy lifestyle and support each child’s growing competence, confidence and independence.

We learn about healthy lifestyles such as nutrition, personal hygiene, physical fitness, emotions and social relationships. The following list is some of the ways in which we encourage this:

encouraging children to eat the brain food in their lunch box first cooking healthily in the preschool learning about healthy food choices encouraging hand washing after toilet and before all meals setting up physical activities in the outdoor area inviting sporting agencies into the pre-school talking about our emotions, Kimochis etc encouraging independence and self-help skills having yearly “Lift the Lip”visits Termly Health Care checks Yearly Aboriginal hearing, health checks Physio program

Children’s health, comfort and wellbeing strongly impact on their learning, confidence and self-growth.

All children have the right to safety and protection from harm.

2.1.1 Wellbeing and comfort- Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s needs for sleep, rest and relaxation

Children’s Health and safety is an area that has seen a consolidation of practice, as continuous leadership and regular staffing has ensured that reviewing of Policies and Procedures have been embedded into the self-review processes.

A child’s health and wellbeing impacts on their ability to concentrate cooperate and learn. We work together with families and, where relevant health professionals to help support this. When a child enrols we have a meeting with the families to learn more about their child, where needed areas are documented in the child’s folder/tweet book and or health care plans discussed. Children’s health requirements can change over time so these are reviewed termly.

Physical activity is planned for daily and encouraged. Educators plan for areas of physical activities based on the children’s interests and needs.

We have a free flow of outdoors and indoors and ensure quiet sanctuaries are set up both inside and outside. This allows for quiet times, rest and relaxation. Beds are available for children requiring a sleep.

Families who need more support are encouraged to meet with our Wellbeing Practitioner.

Families are encouraged to pack spare clothes in case of accidents; the pre-school also keep a collection to ensure the dignity of the child is maintained.

A “Changing Child “procedure has been developed and for the children in nappies and a risk assessment (for both child and educators) Copies of these are Given to families. Continence Care plans/toileting plans are also required for children in nappies. This allows for consistency from the home to preschool environment.

2.1.2 Health practices and procedures- Effective illness and injury management and hygiene practices are promoted and implemented

Injury Management

Accidents and near misses are recorded using the Work Health and Safety – General Risk Assessment Tool and acted upon. Families are also notified.For

Incidents and accidents a “incident form” is filled in and signed by educator and family. For more serious incidents a phone call home also occurs so the familyis kept up to date. If there is a serious incident, the relevant authorities are notified within 12 hours.After an incident Educators, and children reflect and where appropriate conduct a risk benefit assessment.

The Outside environment is checked before children arrive. To ensure it is safe and free from unknown hazards. Children are supported in risky play by Developing risk benefit assessments. Where appropriate we like to involve the children in the risk assessments to enable child voice.

Illness Management

First aid kit is regularly updated.

When prescribed medication is required and the child is deemed safe to be at pre-school, two adults monitor dosage, delivery of medication, checking expiry date and name. A medication form is filled in by a parent or caregiver and the educators record the time and date the dose is given. A written procedure and risk assessment has also been developed.

Hygiene Practices

A laminated notice is displayed at the front foyer when required, informing families that an infectious disease has been identified. Educators use a whiteboard marker to identify what the outbreak is. Notes are placed in children’s information pockets about the illness. These notes give a clear description of how it can spread, incubation period, infectious period, exclusion period, responsibilities of the caregivers, responsibilities of the educators, controlling the spread ofinfection and treatment given. Educators refer to the SA Health website Exclusion from childcare, pre-school, school and work “document to inforce exclusion periods.

Planned and spontaneous teaching moments are embedded throughout the pre-school. Reminders are given and children are explicitly shown how to cough,wash hands etc.

Parents are notified when there is an outbreak of an infectious illness / issue or if a child has received first aid at pre-school. Effective hygiene practices are actively and consistently promoted and embedded in our everyday program routines. Toilet prompts are given and hand washing occurs before children eat. Educators ensure that toys are cleaned and maintained, especially after an infectious disease has been notified and ensure safe food handling practices arealways undertaken.

Toilets are checked regularly and spills/accidents are mopped up.

Educators at Hendon Pre-school are proactive in safeguarding and promoting children’s health and safety. As a category one Pre-school our ratio of 1 adult per 10 children is in place. We are well staffed and we always keep our ratio, educators ensure children are engaged and are having their needs met.

2.1.3 Healthy lifestyle – Healthy eating and physical activity are promoted and appropriate for each child

The 2015 AEDC census for our community revealed that 42.8 % of our children were Developmentally at risk or vulnerable in the area of Physical Health and Wellbeing. This domain measures children’s physical readiness for the school day, physical independence, and gross and fine motor skills. 42.8 % of our children experience a number challenges that interfere with their ability to physically cope with the school day. These may include being dressed appropriately, frequently late, hungry or tired. Children may be usually clumsy, have fading energy levels, poor coordination skills, and /or poor fine and gross motor skills.

At Hendon Pre-school we:

Ensure physical activity is promoted through both planned and spontaneous learning experiences. Physical activities are planned daily and also build on children’s interests and are embedded to the program. There is a balance of both passive and active experiences and childrens voice considered and implemented into the program.

Fruit time is provided twice daily and children use hygienic methods. Hand washing/ tongs and individual food bowls are provided for children to use from the shared plate. Children have ready access to water. Tables are cleaned before the consumption of food and toys are regularly wiped down and cleaned.

Encourage families to pack water for the children. When children don’t have water bottles, they are provided.

Quiet sanctuaries are set up for children both indoors and out to provide opportunities for rest and relaxation.

Spare clothing, sunscreen and hats are available for children.

Developed a leave what you can, take what you need shelf

Ensure interest areas are spread throughout the centre both indoors and out to maximise comfort and avoid overcrowding. The program is set up to allow for loud and quiet periods throughout the day.

Provide daily experiences for gross and fine motor skills

Provide breakfast to children who haven’t eaten before they arrive

Continue to implement to Wellbeing program which actively helps support children to tune into their physical needs and emotional wellbeing

Encourage families to pack nutritious foods for children’s lunch boxes

Encourage children to eat their “growing food first”

An improving attendance initiative has been developed and is embedded in practice.

Parenting workshops and support information are advertised and offered to families

Aussie Harvest attending playgroup each Friday with fresh food donations

Provide cooking experiences to further children’s understandings of health and nutrition

liquid soap is stationed at all handwashing areas

Children with allergies and or dietary requirements are documented and displayed in both the kitchen and office.

Standard 2.2 Safety

Each child is protected

Children have the right to attend and be kept safe. Unsafe settings and situations impact on children’s health and wellbeing. Therefore at Hendon Pre-school we:

identify supervision risks and position ourselves throughout the service to ensure we are within site and or hearing of child. Undertake risk benefit assessments Increase staffing during higher risk activities Maintain educator to child ratio of 1:10 Deliver the Child Protection Curriculum Store hazards in locked cupboards away from child Practice emergency evacuations/invacuations termly

When purchasing items educators are required to use an internal requisition form. On the back of the form a risk assessment and responsible for hazard identification is displayed. All hazardous materials are locked in secure cupboards. In the morning educators undertake a walk around the yard to ensure there are no foreign objects or hazards in the yard. Risk assessments are undertaken and recorded where necessary and actiontaken immediately.

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

Hendon Pre-school has a minimum ratio of one educator to 10 children.

All children are signed in and out of the centre; children are only allowed to be picked up by a person parents have nominated. Emergency procedures are displayed and practised. Emergency numbers are displayed near the telephone. All educators are aware of any custody issues and these are discussed at staff meetings and also placed in TRT folder. A discrete panic alarm button has also been installed.

Visitors are required to sign into the centre using the visitor book in the front foyer.

Educators ensure children are adequately supervised at all times by:

Moving around the environment to ensure that children are within sight or sound at all times Communicating with each other about their movements and whereabouts Positioning themselves evenly throughout the environment Engaging directly in children’s play Supervising more closely when activities of higher risk are provided such as eating and water play A range of policies and procedures are in place to ensure children are protected

2.2.2 Incident and emergency management- Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practiced and implemented

Plans have been developed to effectively manage incidents and emergencies. These are practiced, reviewed and documented termly in consultation with relevant authorities. Emergency procedures are displayed at each door exist. Risk assessments are always undertaken for excursions, hazards etc.Two cordless telephones are available and a panic alarm and installed. Fire extinguishers and fire blankets are also positioned in the pre-school.

Leadership uses the “Safety Task Action Reporting” online reporting tool to manage any OHS concerns to:

Advise when review are required Inform when a fire safety officer needs to be appointed Remind educators to replenish first aid kits Remind leadership to conduct safety inspections Identify and assess psychological health risks Identify and assess hazardous chemicals manual task Monitor accident and injury statistics Review hazardous chemical management Determine training needs Confirm annual electrical safety tests Confirm testing of fire extinguishers

Confirm asbestos register Check/clean air conditioner Check hot water systems Notify staff and hazard alerts Preventative maintenance etc.

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

We have a number of families who are in crisis. We check in with these families (as per improving attendance strategy) through regular phone calls and home visits with our Child Wellbeing Practitioner and Aboriginal Education worker. Where needed, we liaise with Families SA to ensure the safety of children.

All educators are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect. All educators are trained in child protection and respond appropriately. Depending on the issue this is done either online or via phone call. These are documented thoroughly and stored confidentially. Educators discuss their concerns with the coordinator and can speak to the child wellbeing practitioner /leadership where they can be given advice and support. Educators have undertaken online SMART (Strategies for Managing Abuse Related Trauma) training. The child protection curriculum is taught explicitly to all children.

Support information / agencies is available to families and we direct families to the appropriate support needed. A wall is dedicated to display important information and handouts for families.

All Educators are trained in child protection and are aware of their responsibilities of reporting.


Improvement Plan

Standard/element

Identified Issue What outcome or goal do we seek?

Priority (L/M/H)



2.1.2 We include child voice in risk benefit assessments but howcan we include them in undertaking risk assessments

Children involved in risk assessingAssessing risk and communicating it

M Consult with other educators

Children voice recorded Term 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.


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.


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

Strengths Standard 3.1 The design of the facilities is appropriate for the operation of a service

Rated as Exceeding in 2016, Hendon Pre-school focuses on the physical environment and ensures that it is safe, suitable and provides a rich and diverse range of experiences that enhance children’s learning and development.

“The physical environment is critical to:

Contributing to the child ‘wellbeing, creativity and developing independence

Providing a diverse range of experiences that promote children’s learning and development

Keeping children safe

Creating/organising space places to reduce the risk of injury”

Hendon Pre-schools environment has large open spaces that provide the children with a variety of individual and small and large group opportunities. We

program around the interests of the children. The children’s cultures and interests are visible throughout the centre. Careful thought is given to ensure that all

children can achieve success.

3.1.1 Fit for purpose

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

In 2016 we moved into our new facility. The building has been partly demolished and rejuvenated, allowing more space and purpose built areas. Offering an office, quiet meeting area, ample storage, kitchen area and designated play spaces for quiet and loud play. Our outdoor area has been relocated and enlarged, offering a much larger space and opportunities for creative, natural outdoor play. The physical environment is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development. Facilities have been designed to ensure access and participation by every child and to allow flexible use and interaction between indoor and outdoor space. The environment is inclusive, promotes competence, independent exploration and learning through play. Our outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both natural and built environments.

There is sufficient space, equipment and facilities at the service which enhance the children’s learning and development and ensures their health and safety. There are multiple rooms with the preschool building, such as an entrance foyer which contains lockers for each child’s bags and belongings. A larger play space isused as the main space for group times and meal times. Within this space there is a designated area for home corner/ imaginative play, open shelving with an extensive amount of resources. In addition to this room, there is a “chill out” room at the front of this service which is used for quiet experiences. Decorated with couches, window seats, cushions, ottomans and books it provides a safe calming area. There is a separate well equipped construction room and art area.

There is an office space for educators to work uninterrupted for planning and administrative tasks and a parent lounge which includes comfortable seating, table and chairs. This is also used as a confidential area where service providers can work with children and still be in line of sight. The kitchen it situated between the OSHC and the pre-school. Large windows allow educators to be able to serve and supervise. A new washing machine, dryer and dishwasher have been installed.

A disability toilet and shower has been installed and nappy changing facilities available.

A balance of natural and artificial lighting and adequate ventilation and fresh air is available.

The new outdoor area is large and welcoming. The garden is flourishing and plenty of shade is available. The outdoor learning environment is set up to allow for both passive and active play.

3.1.2 Upkeep


Our premises, furniture and equipment are clean and maintained. Cleaning materials are locked. Hazards are identified, reported, and removed. We have good ventilation and ensure access to fresh air. Space is organised to encourage choice and facilitate engagement with the environment. We support non players to engage in play experiences. Our resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses.

Risk benefit assessments of the physical environment are undertaken where needed.


Our Pre-school is welcoming, homelike, inclusive, and vibrant and has flexible environments. This allows for children to feel supported when exploring, creating and learning. Families and children are encouraged to contribute ideas, interests and questions.

3.2.1 Inclusive environment


Our spaces are designed to support our children’s diverse interests. We ensure design the environment to allow equity, diversity and inclusivity. We encourage child to be flexible thinkers and investigators as they engage in play based learning. Children are encouraged to take increasing responsibility for their own health, hygiene and personal care. Learning environments are set up for both passive and active play and there is enough space to avoid distraction from either. Our learning spaces are open ended and encourage interactions, spontaneity, risk taking, exploration, discovery and connectedness to nature.

Children are engaged in a variety of meaningful inquiry based experiences with varying entry points to allow for stretch and intellectual challenge for all.

Our yard was designed with natural features such as grassed areas, trees, edible gardens, butterfly / caterpillar attracting plants, water feature, large sandpit, stage, climbing rocks and mud area. Children are encouraged to use their senses and explore.

Educators plan, implement, modify and change play materials to encourage every child’s participation and a feeling of success.

Educators work alongside families, service providers, specialists and other outside agencies to support the inclusion of individual children

3.2.1 Resources support play-based learning


Hendon Pre-school is well resourced. There are a large variety of resources, materials and equipment for all the children to engage with and use for play. We purchase and collect a range of materials eg) natural materials, recycled materials, donations and educational suppliers to support learning in a range ofways.Educators set up provocations and play experiences based on the children’s interests. We enhance play experiences by providing resources and (where appropriate) participate in and extend children’s play.

Children are also involved in choosing resources, materials and equipment by Educators providing areas where the children can choose. This helps supports Their belonging, relationships, creativity and learning.

3.2.3 Environmentally responsible


Sustainable practices are embedded, and we take an active role in caring for our environment. Children are involved with caring for our new garden and contributing towards to a sustainable future.

There are a number of daily activities our children are involved in to help become environmentally responsible. These include (but are not limited to):

Placing our food and fruit scraps in our compost Placing food wrappers and containers in recycling, rubbish or compost bins Toilet taps are on timers to avoid water wastage Our rainwater tank was installed to help the children water our garden from our collected water Lights and air conditioner are on a timer and sensor and turn off automatically after two hours hand blowers are installed to help reduce the hand towel waste, Paper recycling stations are set up in activity and office areas Ink cartridges are recycled in the school staff room old water from drink bottles are recycled into garden an we recycle boxes from families and place in our box making area Donations of clothes and toys are accepted and either used or passed on to another family Children are actively involved in the planting, caring and harvesting of our edible garden Making mosaic stepping stones in our garden Exploring insects and animals in their habitats and developing an awareness of the interdependence of living things STEM and critical and creative thinking in the outdoors eg) Plant protection challenge Conversations about waste reduction and recycling

Throughout 2017 we worked closely with the Natural Resource Management Team (NRM). The NRM team helped us:

Develop a vision Identify where we are on the rubric “Education for sustainability and how to move onto embedding sustainability into practice. Participate in a yearlong inquiry on butterflies and butterfly gardens. The children researched butterflies native to the area. Identified what

butterflies they wanted to attract to our preschool. Researched what native plants would be needed for the caterpillars and butterflies.The children researched, designed, developed, established and are maintaining a butterfly garden. A floor book documenting the progress is Available. NRM assisted us with information, hiring of equipment and training for educators.

NRM assisted us in applying for a grant to help fund this inquiry. We were successful in obtaining a grant for $2000, this has helped with the purchase of native plants, commission and purchase a mural (from a local artist) depicting the lifecycle of a butterfly and purchase items such as magnifying lenses and binocularsWe will continue to work closely with NRM in 2018


Improvement plan

Standard/element


Priority (L/M/H)



3.2Educators are setting up the play experiences outsider based on children’s interests but how can we involve the kids in deciding what equipment is required

Children involved in selecting the equipment

MLiaise with other educatorsBrainstorm ways together as a teamTrial initiative

Children involved in selection of materials

Term3

3.2.3 Continued work with NRM on Education for Sustainability

Educating children for a sustainable future

Continuing Partnership with the Natural Resource Management (NRM) to continue work on our Education for sustainability.

Moving tabs on the Sustainability rubric

Standard 3.1 The design of the facilities is appropriate for the operation of a service


















3.1.2 Upkeep


























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.


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.



















3.1.2 Upkeep



























Standard/element

National Law (section) and National Regulations (regulation)

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



















3.1.2 Upkeep


























Standard/element


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 requiredACT

Standard/element


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 requiredNSW

4.1.1 regulation 278 Qualifications for primary contact staff members-savingNSW

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

4.1.1 Regulation 294 Early childhood teacher – 60 or more childrenNT

4.1.1 regulation 385 Resignation of early childhood teacherACT

Quality Improvement Plan for Quality Area 4 – Staffing Arrangements


Strengths Standard 4.1

Staffing arrangements enhance children's learning and development.

Rated as EXCEEDING in 2016, Hendon Pre-school promotes the requirements of Education and Care Services National Regulations (National Regulations) by ensuring our educator to child ratios and qualifications are maintained at all times, and the organisation of educators contributes to a high quality learning and care environment for children.

Our qualified educators pride themselves on developing warm, respectful relationships with the children. We create safe predictable environments and encourage children’s active engagement in learning. This is demonstrated with many families returning to the centre to let us know how school is going and families returning with children’s siblings and other family members. Majority of our educators have been employed at Hendon Pre-school for numerous years and continuity of staffing has helped develop these relationships with families. Consistency of educators helps with consistent practice and children’s transitions.

Our philosophy guides our decision making.

Our qualified and experienced educators develop warm, respectful relationships with children, create safe and predictable environments and scaffold active engagement in the children’s learning program.

4.1.1 Organisation of educators

Our staffing roster supports continuity of care and positive experiences for the child in the following ways:

Ensuring part time educators are organised so they are reaching one group of children over at least four days a fortnight. This helps educators todevelop positive and respectful relationships with families and children and supports children to have opportunities to engage in meaningful learning andinteractions with educators with whom they are comfortable nd familiar

Employing the Director of Out of School Hours Care (OSHC) as an SSO to assist children with special rights. This also helps develop relationships for children using OSHC

Full time educators ensuring consistency of practice and developing relationships with both groups of children and families

Our educators are rostered on predictable and consistent shifts to strengthen relationships with children and families We employ additional educators for children who with special rights and/or for children who require Bilingual support,

which results in improved educator to child ratios during these times. The service employs three Early Childhood Teachers (ECTs) (two full time and one 0.6) and 4 School support Officers (SSO’s) One full time, three part time. Our educator : child ratios are aboveNational Regulation recommendations

Administration and planning time is given to all educators and does not ever affect our ratios

The organisation of educators across the service supports children’s learning and development. Hendon Pre-school maintains the ratio of one educator to ten children at all times as a minimum. In addition, the Hendon Primary School leadership team acknowledged that the main teacher in the Pre-school was performing tasks above her teacher role. In 2016, they approved and site funded an Early Childhood Coordinator position for the Pre-school. The Early Childhood Coordinator provides additional early childhood leadership, that enables high quality processes and practices to be implemented and monitored in a cycle of continuous improvement.

4.1.2 Continuity of staff

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

We are fortunate at Hendon Pre-school to have had consistency of core staffing for numerous years. As the pre-school numbers have increased we have been fortunate to employ more educators. The children and returning families have had consistency of staffing and demonstrate trust and comfort knowing this. We are a close team and Educators at Hendon enjoy their time at Hendon and want to stay. We take pride in our centre and have built a team culture.

A performance Development process is developed and implemented throughout the year. All educators have been given a “Performance and Development Plan” Folder. In line with the departmental policy, educators participate in the following strategies to ensure continued development aligned with our Quality Improvement Plan (QIP).

This involves:

Development of the DECD personal performance and development plan Formal discussions with the coordinator Two informal and formal meetings that include a review of personal performance plan Peer mentoring using the RRR scales Two collaborative planning meetings per year One learning team review meeting

A one page proforma with our QIP goals is included in the folder

The formal discussions with the coordinator involve:

Discussion of the components of the personal plan Strategies used How will I know if I am successful Self-reflection General discussion Feedback (verbal and written)

General meetings may also be made to discuss issues, proposals, training needs etc. as required

We have a bank of relief educators both Early childhood teachers and ECW’s/SSO’s. If educators need time off a regular relief educator is employed.

Standard 4.2

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

Our team demonstrate positive relationships with each other that are based on the principles of mutual respect, equity and fairness. The educators have built a collaborative team environment where we build from each other’s strengths, nurture constructive professional relationships, communicate effectively, and offer a calm welcoming environment.

4.2.1 Professional collaboration

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

At Hendon Pre-school, educators and staff consistently demonstrate a high level of collaboration. They affirm, challenge, support and learn from each other to continually improve skills to enhance practice and relationships.

Educators work together co-operatively to achieve common goals and they collaborate by sharing information, joint planning and developing common

understanding at the centre. As a team we meet weekly. Educators have the opportunity to share critical reflection and planning steps for individual learner growth. Staff planning and programming occurs in these meetings and are used to reflect on best practice, our interactions and relationships with the children and families of the Hendon community.

All educators are encouraged to attend twice yearly performance management meetings with school leadership. Educators are given a Performance and Development Plan folder. This folder includes:

Development of a personal performance and development planFormal discussion with a line managerMinimum of two informal and formal meetings initiated by the educator or leadership to include a review of personal performanceNegotiated classroom observation / peer mentoringTwo collaborative planning meetings per annumOne learning team review meeting

A proforma is provided to develop the Personal Performance Plan and includes our work priorities and personal development goals taken from the School Improvement Plan and Pre-school’s Quality Improvement Plan.

Educators are also encouraged to incorporate areas which they feel are required to further develop to meet the requirements of the Australian Professional Standards for Teachers.

Collaborative sharing is undertaken during meetings with the Reception / Year one teacher’s in the school. The ECT’s from the Pre-school attend these fortnightly Learning Team meetings where they have the unique opportunity to meet and plan with a very experienced school curriculum leader. These meetings (Learning Teams) enable educators to critically reflect on their practice and implement programs that embed higher order thinking skills, powerful learner strategies and embed learning intentions into their planning and programming. The Learning Teams allow for the Junior Primary staff and Pre-school educators to share information and practice to ensure a seamless transition for the pre-schoolers entering primary school and provide consistency and stability in the child’s education and care environment.

An ECT from the Pre-school attend weekly school staff meetings. This ensures educators have a high level of understanding of whole site priorities, practices and supports in the seamless transition for our children and families from preschool to school. The continuity of learning Preschool to Year 7 is enhanced through gaining a greater understanding of administrative process and shared training and development.Hendon Pre-school is involved in the Western Adelaide Shores Partnership. This professional learning community is a unique opportunity for pre-schools andschools in the Partnership to meet, share good practice and work together on joint projects. We are currently in our second year of a project working with West lakes shore kindergarten working on “Critical and Creative thinking”

4.2.2 Professional standards

Professional standards guide practice, interactions and relationships.

At Hendon Preschool our professional standards are embedded in practice, interactions and relationships and this promotes positive relationships and a safe and predictable environment for children and adults.

Our resource and reference materials include (but not limited to):

The Early Years Learning Framework Literacy and Numeracy Indicators Our Statement of Philosophy Policies and Procedures Code of Ethics for the Teaching Profession National Quality Standards Australian Professional Standards for Teachers.

We constantly evaluate our programming, planning and practice to ensure that professional standards, practices and interactions are inclusive and explicit in our centre. This occurs through ongoing educator, parent and child communication, observations and feedback processes. Our interactions consistently convey mutual respect, equity and recognise individual skills and strengths which results in a very supportive and positive atmosphere.

At Hendon Pre-school, educator interactions consistently demonstrate mutual respect, equity and recognition of each other’s strengths and skills,promoting a positive atmosphere within the service. Tasks are shared and allocated evenly between educators at the service. Areas of expertise and interests are highlighted and encouraged. Educators celebrate special events and milestones both inside and outside the service. Hendon Pre-school is both professional and respectful. This is reflected in the feedback we have received from parents and families in parent feedback sheets and surveys.

Staff meetings occur once a week , for the part time staff who don’t work on this day comprehensive minutes are kept and all educators are expected to read.All educators can place items for discussion on the agenda and information from the coordinator is shared. Meetings are also a time where we critically Reflect and challenge ourselves.

Our ECTs act as mentors for the other educators at the service, sharing their detailed knowledge about current pedagogy. Likewise, the diploma educators share their skills and knowledge with the ECTs to ensure our Pre-school operates with a collaborative range of expertise and demonstrates respect for each other’s experience, skills and knowledge.

All educators in the Pre-school currently hold the HLTAID004 Provide an emergency first aid response in an education and care setting certificate. This means that children’s health, safety and wellbeing are protected at all times and injuries and accidents can be dealt with immediately by appropriately qualified educators and additional support from other appropriately qualified educators is available in an instance.

Procedures are in place to ensure that staff records are maintained and are up to date. Details are added to the HR system with expiry dates, and alerts are given to leadership when expiry dates are near. The Pre-school also has a termly schedule for reviewing procedures.

Our staffing policy, ratified by Governing Council ensures that the National Regulations and National Quality Standard are adhered to at all times and that our children always have access to qualified experienced educators.

Our Induction folder promotes our Pre-school’s Philosophy Statement, policies and procedures, routines, and children’s special rights etc. to support educator engagement in the centre. This information is reviewed on a regular basis including during staff meetings and performance management sessions, to ensure appropriate practices are maintained, current understandings of amendments and updates, and on-going commitment by the educators.

In 2015 we received funding to improve our attendance. This funding enabled the Pre-school to engage an additional educator to undertake some home visits. All educators are respectful and ethical when interacting with children and families and acknowledge cultural and background differences in a positive and celebratory manner. This procedure has increased children’s attendances and improved parent/family relationships. This has also enabled families in crisis to be supported through our centre and outside agencies. These practices are embedded into our practice.


Improvement plan

Standard/element


Priority (L/M/H)



4.2.1 Allocation of time and structures to ensure the continued commitment to improvement and critical reflection through shared educator dialogue.

All educators critically reflecting and documenting

H Allocation of time and procedures

4.2.1 Engagement of all educators in the partnership initiatives including “Bridge” project

See 6.2.1 H Pupil free daysAllocation of support timeRelease for Professional development

Educators Preschool – Reception engaging in professional development to assist with continuity of practice and pedagogy to asssit with smooth transition of children to school

Throughout 2018 and 2019

All educators attended the bookmaking day presented by Lisa Burman

Quality Area 5: Relationships with childrenThis 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.


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.



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

Quality Improvement Plan for Quality Area 5: Relationships with Children


Strengths

Standard 5.1 Relationships between educators and children

Respectful and equitable relationships are maintained with each child

Our relationships with our children are responsive, respectful and promote every child’s sense of security and belonging. Relationships of this kind enable childrento explore the environment and engage in play and learning. Our written parent feedback 2017 showed us that all parents were very happy with the progress their child was making. They reported their children were happy to come and were growing in confidence.

We pride ourselves on creating a warm friendly atmosphere that promotes the wellbeing, self-esteem and sense of security for our children. We ensure our children know that others care about them, know them well and are interested in what they think and feel. We are also well staffed with a minimum ratio of 1:10.Respectful and equitable relationships are developed and maintained with each child. Interactions are warm, responsive and build trusting relationships. During the term a child starts with us we offer Acquaintance Meetings with the family and use this time to get to know the child and their family. We also share our Identity Posters and display these. The Identity Posters offer a unique insight into the family and areas that are special to them. We incorporate these areas into our program as it reflects the children’s existing knowledge and strengths. A family book is developed to help children transition to Pre-school life while away from family.

Educators listen to the children and respond appropriately. Our children view themselves as capable, competent learners who are respected. Educators consistently provide emotional support and help build children’s strong sense of wellbeing, belonging and independence.

5.1.1 Positive educator to child interactions

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

Educators view the children as competent and capable individuals. We plan our program around the interests and needs of each child. Each child is supported andplanned for in the program. The tweet book ensures that all children are catered for.

Whilst visiting Hendon Pre-school , you will see educators (on any given day) doing the following: Sitting and engaging with children

Assisting children to settle Responding openly and positively Talking about learning Showing enthusiasm and respect Comforting children Encouraging Acknowledging efforts Support children to achieve success Differentiating Interacting with families Participating in and or observing children’s play Modelling reasoning, predicting and appropriate language Collaborating with children Using appropriate techniques such as picture cues tosupport communication with all children

5.1.2 Dignity and rights of the child

The dignity and rights of every child are maintained

“The United Nations Convention on the Rights of the Child is a set of non-negotiable standards and obligations founded on respect for the dignity and worth of each child, regardless of race, colour, gender, language, religion, opinions, origins, wealth, birth status or ability” (Guide to the National Quality Standard p.237).

Whilst visiting Hendon Pre-school , you will see educators (on any given day) doing the following:

Pre-empting conflicts or challenging behaviours by monitoring and supporting Redirecting Using positive language Spending time with children Being patient, calm and reassuring Encouraging

Supporting children to treat each other with dignity and respect Celebrating different cultures and backgrounds Modelling Encouraging children to reflect on the impact of their behaviour Supporting children to develop new skills and self-regulate Promote children’s self-esteem and confidence

Children are supported by intervention in 1:1, small and large group. Where required, some children receive 1:1 help for speech and language difficulties. This program is designed by our DECD speech Pathologist and implemented by all educators. Children who have an Individual Education Plan have their goals reassessed regularly. Educators check their goals and work with families to help strengthen them. We also encourage all children to participate in our group times.

We encourage non participants by offering a large range of differentiated activities - Songs, stories, group talks, research, games, individual talks, to name a few.

Collaboration with the school, other professionals or support agencies occurs when there are children who have behavioural, language, speech or social difficulties. We hold termly student review meetings with our service providers and school leadership / school Special Education teacher. An educator attends fortnightly learning team meetings with the Reception / one teacher’s. This enables a seamless transition to school for children with special rights.

2017 was the start of the Occasional Care Program at Hendon Pre-school. This unique program provides a small group of children (primarily focused for at risk children) weekly visits to the pre-school.

Standard 5.2 Relationships between children

Each child is supported to build and maintain sensitive and responsive relationships

Hendon Pre-school prides itself on creating an enjoyable, caring and respectful environment. “Positive relationships provide children with the confidence and agency to explore and earn about their world. As the relationships become more complex and far reaching over time, children’s interactions with others also help them to extend their knowledge, thinking and ability to apply what they already know in new and unfamiliar contexts. Developing effective relationships with others is a key part of children’s social development and these relationships provide a base for children’s learning”(National Quality Standard and Operational Requirements p.242).

5.2.1 Collaborative learning

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

Children are supported to get to know each other; learning each other’s names, sharing what their identity posters their likes and interests.

When setting up for the day, educators reflect on the learning environment (both indoors and out) to ensure there are areas conducive to the development and maintenance of children’s interpersonal relationships. Educators’ planning is centred around the interests of the children, so children naturally gravitate to areas of interests. Children are given large uninterrupted times of play to help them engage deeply in play opportunities and projects.

Educators model collaboration strategies and positive / respectful relationships throughout the day and highlight “child experts”(other children that have mastered a skills etc.) that could help them with the task/activity they are engaged with. Educators also acknowledge cooperative behaviour when it occurs.At the end of end say a slide show (with photographs of the day) is displayed. Children are asked if they would like to share what they were doing in the photograph.

Whilst visiting Hendon Pre-school , you will see children (on any given day) doing the following:

Participating in play and showing interest in others Developing Friendships Enjoyable interactions Responding to ideas and suggestions Engaged in experiences that help others Showing kindness and compassion Negotiating roles Spending time with their peers

Whilst visiting Hendon Pre-school , you will see educators (on any given day) doing the following:

Supporting children’s progress Modelling collaborative behaviour Respectfully and thoughtfully engaging in play Planning experiences that encourage children to worktogether to achieve success Creating time to assist with peer scaffolding

Asking questions Celebrating success with others

5.2.2 Self-regulation

Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve Conflicts

The AEDC 2015 school summary indicated that 9.5% of our children were developmentally vulnerable and 33.3 % of our children were at risk in the area of Emotional maturity. This domain measures children’s pro-social and helping behaviours and absence of anxious and fearful behaviour, aggressive behaviour, hyperactivity and inattention. Children who are at risk or vulnerable may experience a number of challenges related to emotional regulation. For example they may experience problems managing aggressive behaviour, being prone to disobedience, easily distracted, inattentive, impulsive, helping other children, being kind to others, waiting their turn, distressed when a caregiver leaves, etc.

At Hendon Pre-school we:

Encourage each child to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts. Children are encouraged to reflect on how their actions affect others. Children are counselled through behaviour and the dignity and rights of every child maintained at all times. Have daily group times Educators approach distressed children and talk with families, Relationships are strength of ours and we continually look at ways of strengthening our relationships with our children, families and each other. We ensure families are greeted and farewelled by an educator. We have an open door policy and encourage families to approach us. We direct families to appropriate family support services and assist with appointments/meetings (where appropriate). Model cooperative and helpful behaviour Encourage children to express their feelings and responses to others confidently and constructively Support children to communicate effectively to resolve disagreements Implement planned and unplanned conversations about emotions, feelings and how a child might feel if….. Plan and implement strategies to support individual children’s behaviour Provide a safe place for children to explore calming strategies

Collaborate with the school, other professionals or support agencies occurs when there are children who have behavioural, language, speech orsocial difficulties. hold termly student review meetings with our service providers and school leadership / school Special Education teacher.

attend fortnightly learning team meetings with the Reception / one teacher’s. This enables a seamless transition to school for children withspecial rights.


Improvement planStandard/element


Priority (L/M/H)



5.2.1 CollaborationRisk benefits

As per 2.1.2

Quality Area 6: Collaborative partnerships with families and communities

This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality

outcomes for children and community partnerships that are based on active communication, consultation and collaboration.


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 withits 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



Strengths

Standard 6.1 Supportive relationships with families and communities

Respectful relationships with families are developed and maintained and families are supported in their parenting role.

Hendon Pre-school educators pride itself on developing supportive respectful relationships with families. We believe these are fundamental to achieving high quality outcomes for all our children. We value family’s beliefs and values and work together to help children develop a positive sense of self and experience respectful relationships.

The diversity of our families is celebrated and respected and families are encouraged to participate and share their knowledge. Open, respectful, non-judgemental communication between educators and families occurs and helps build a shared understanding of children’s learning and participation.

Our children benefit from the local community as these links also help develop children’s skills, interests and participation in the local community.

We support families by providing and displaying an array of information on practical information, services and resources in the local community.

Our 2017 parental survey provided us with high quality feedback with very pleasing responses.

6.1.1 Engagement with the service

Families are supported from enrolment to be involved in the service and contribute to service decisions. (The term family is used and includes care-givers)

Respectful supportive relationships with families are developed and maintained. There is an effective enrolment and orientation process for families. Parents and caregivers are offered a tour of the Pre-school, school grounds and facilities. Our friendly educators answer any questions or concerns the parents may have. An enrolment and induction booklet has been designed for parents to help ease the transition to Pre-school life and to answer any questions. Our website includes comprehensive information. In the first term of child’s full time attendance, an Acquaintance Meeting is offered to enable staff to find out as much information about the child as they can. We use this time to also ask families what they would like us to focus on with their child. All of the above supports the child to settle into our program.

Family views are acknowledged and valued and they are encouraged to continue to share information both during and after the enrolment process. Sometimes the transition to Pre-school can be challenging for some children and parents. We encourage families to stay with their child for as long as they choose while settling. Families are also welcome to contact the service (or a courtesy call sent home) to relieve their anxiety. Anxious children are support by

our educators by developing routines to say good-bye.

A slide show of the days activities is on display in the front foyer for parents to view and educators share information with parents at the end of the day.

Families are invited to become involved by sharing expertise and or participating in the review of our processes eg) feedback, surveys, etc.

Parent views are respected

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 invited and encouraged to participate in the program, share knowledge / areas of expertise and become involved in Governing Council. Local services and resources available are advertised and promoted to help families. We encourage families to become involved in their child’s learning and we recognise that families are children’s first and most influential teachers.

Our “tweet book” records conversations with families about children’s backgrounds, experiences, preferences, routines, special events etc. and these are used to support curriculum decision making.

Families are supported

6.1.3 Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.

The AEDC 2015 report indicated a significant improvement for children who were developmentally vulnerable in language and cognitive skills in children in

our area. This domain measures children’s basic literacy, numeracy and memory, advanced literacy and basic numeracy. In the last few years we have

introduced:

Parental workshops

“Let’s count” and “Lets read” information and take home bags

Literacy take home packs

Fine motor take home packs

Questioning packs

Conversations with families about the importance of talking at home

Phonological awareness boxes

Weekly visits to the library

Daily literacy and numeracy activities

We have a number of families who are in crisis. These families are identified by educators, supported and strengthened from the support of our Wellbeing Practitioner. Educators support all families in their parenting role by being readily available for formal and informal discussions.

2017 is the first time an Occasional Care program has operated at Hendon Preschool. The Occasional Care program has a “Priority of Access” and has proved to be a highly effective program to assist with the transition to pre-school and assist families with local services available.

Current information about the community services and resources available is provided in a variety of ways, brochures are available in the parent lounge, Facebook updates are made, posters are displayed and conversations are held. The playgroup operates on a Friday morning and support and parenting information is also provided.

Standard 6.2 Collaborative partnerships

Collaborative partnerships enhance children’s inclusion, learning and wellbeing.

Collaborative partnerships between the educators, child, families and the local community are pivotal in helping develop learning, development, wellbeing and inclusion.

6.2.1 Transitions

Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

There are a number of transitions children experience when entering pre-school. Transitions can create excitement, fear and a number of different emotions from the child and family. The first is the transitioning from home to pre-school. To help alleviate some of the fears we offer orientation days. This helps the child (and family) get to know educators, our routines, our facilities, expectations etc. We work together with other services, families and educators to help prepare children with special rights. . Depending on capacity, early entry is available for children with English as their second language or children with special rights.

Transitioning to school can also be a very daunting process. We are fortunate to be a school based Pre-school so we have access to the school grounds and facilities. We participate and perform in school assemblies, live performances, utilise the school library and computer room. Close links with the school occur. We liaise closely with the school counsellor when planning class placements and ensure that children are placed in friendship groups. Children’s strengths, interests, needs and progress are also closely monitored. Pre-school visits occur in term 4 for children starting the following year, offering the children the opportunity to become familiar with staff, peers and the environment

Educators also enjoy sharing success stories and our learning with the school leadership team. The Principal and the Special Educator attend the Pre-schoolstudent review team meetings. This is an opportunity for the Pre-school coordinator, support services and school leadership to discuss current children, review progress and plan for future interventions etc. The school leadership team know the children with special rights and are aware of their strengths, progress and intervention strategies that have been implemented.

A staff member attends a fortnightly Learning Team meetings with Reception / One teachers. The Learning Team provides the opportunity for ongoing, regular communication. Planning time supports seamless curriculum delivery and enables continuity of learning to occur. A thorough handover occurs before children transition to school. Transition visits to classrooms occur in weeks 7 and 8 of Term 4 for the children entering Hendon Primary.

Educators encourage smooth transitions from different areas in the pre-school by:

Having clear and predictable routines andCareful placement of educators

6.2.2 Access and participation

Effective partnerships support children’s access, inclusion and participation in the program.

Children thrive when educators and families work together in partnership. This has a significant impact on each child’s participation, access and success in learning.We support this by:

Learning about the family (e.g. Identity posters Learning about the child’s interests, strengths, abilities etc. e.g.). Acquaintance meetings, snap shot feedback forms Individual learning plans Tweet book comments Working closely with support services Identifying potential barriers Risk benefit assessments

6.2.3 Community engagement

The service builds relationships and engages with its community

Strong links are made with other services these include:

the Smith Family in delivery of the “Lets read” and “Lets Count” initiatives.

Making connections with local families (the butterfly mosaic, Indigenu, Major Sumner

Charles Sturt Council – sunflower growing competition, Best Children’s garden 2017,

Natural Resource Management – butterfly garden, Environment for Sustainability plan

Local excursions

Child and Youth Health, a visiting nurse who delivers termly 4 year health checks

DECD support services Referrals are made to support services when required with DECD Speech Pathologists, the Disability coordinator, Guidance Officers occurs regularly. Modifications are made to the curriculum to ensure all can fully participate. Parents are always kept up to date and informed and involved. Individual Learning Plans are developed with parent consultation and involvement. Child review teams are held termly.

Outside agencies such as Novita and Disability SA

TAFESA, we have had the opportunity to work closely with TafeSA over the last four years. We team up and organise excursions together. This increases our child: adult ratio and gives the TAFESA students a unique opportunity to work alongside a Pre-school and gain hands on experiences. We also accept work experience students and field placements at our site.

High school work experience

Hendon Play group

Parenting workshops

UniSA, we also have a unique Physio program where a Physio lecturer and Uni SA students work with our children and implement programs.

A staff member at our school delivers literacy workshops to encourage reading at home

Close links with local Pre-school’s and kindergartens occurs within our Western Adelaide shores partnership. We are currently working on joint priority areas. This includes developing powerful engaged learners, improve student wellbeing, parent and community engagement and building the capacity of educators to lead and teach powerful learners. We meet at least once a term.

Key improvements sought for Quality Area 6Improvement plan

Standard/element


Priority (L/M/H)



6.2.1Transitions from Preschool to reception can be daunting for children and educators

A continuity of language and learningfrom preschool toreceptionStrengthened continuity of learningThrough the lens of:TransitionsEnvironmentsContinuity ofpedagogyContinuity ofcurriculum

“The bridge” Building continuity of learning across the early yearsFacilitated by Dannielle Gibson

Partnership networkingEducators from Preschool – Reception attending professional development togetherEducators Preschool – reception attending school closure days/joint partnership staff meetings

Throughout 2018 Bookmaking P-R booked 13/3/18

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 direction for 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.


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 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

Quality Improvement Plan for Quality Area 7 Governance and Leadership

Summary of Strengths

Strengths Standard 7.1 Governance supports the operation of a quality service.

Our educators are skilled and passionate, we have sound administrative practice and up to date risk management strategies in place. Our policiesand procedures are documented and we provide a safe, healthy learning environment for our children.

Our self review and evaluation procedures create a climate of constant improvement.

There is an effective governance framework established, this includes: Our statement of philosophy Managing the operation, policies and procedures, risk benefits, etc are in line with National Law, National Regulation and DCED

7.1.1 Service philosophy and purpose

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

A statement of philosophy has been developed and is displayed in the pre-school, in enrolment packs, on our sites website and in our induction folder. The philosophy was developed with the assistance of the local community, educators and children. The philosophy underpins our beliefs and is evident in all aspects of our operations. Our philosophy is reviewed regularly.

7.1.2 Management systems

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

Systems are in place such for:

Risk assessments and risk benefits are undertaken as required to manage foreseeable risks in a timely manner.

The coordinator, and educators receive non instructional teaching time for planning, reflection, documentation, administration on the

educational program. All are constantly encouraged to focus on delivering a high quality program.

Records are stored confidentially and then archived in securely

A parent concerns and complaint policy is in place to ensure good relationships between our community and the Pre-school. Complaints are documented and forwarded to the Principal

Induction of new educators is comprehensive and is undertaken by the leadership team and supported by experienced educators. An induction folder is available and the Pre-school Coordinator meets with new educators regularly. Although rare, complaints are taken seriously andinvestigated promptly, fairly and thoroughly.

When required, e.g. significant changes to operation, serious incidents etc. The Regulatory authority is contacted

Policies and procedures are documented, ratified by Governing council and stored in the foyer and on the website. Policies are reviewed byeducators and families collaboratively.

Records of educators are checked and maintained

Confidential information that is no longer required is shredded

Quality Improvement Plans are on display

Important information is displayed for families

Management of Information technology

Procedures for purchasing new materials

Timetables displayed

A schedule of review is in place to ensure all policies; procedures etc. are undertaken and recorded annually.

7.1.3 Roles and responsibilities

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

A comprehensive induction takes place for new educators.

All Permanent educators at the centre have currently been employed at the centre for a minimum of nine years. In 2015 we employed another educator to help support children with special rights. She is also the Director of Out of school hours care. Her transition to our centre was helped by the fact many families already know and value the work she does. Every effort is made to promote continuity of educators and coordinators. The continuity of staffing over the years has been beneficial for consolidation of practice and a clear vision with our philosophy statement (established through collaboration with educators and families, common values held by the staffing team) and a culture of self-review and reflection embedded into our daily interactions. Our day book, staff meetings, closure days for self-review, planning and programming, and general dialogue enable us to continuously question how to improve our teaching methods to achieve the desired learner outcomes.

To ensure consistency of practice and continuity of teaching provision we try to use regular relief teaching staff wherever possible. When one of our teacherswent on maternity leave we were able to employ our regular relief teacher to replace her. This enabled a seamless transition to occur as the contract teacherwas already known to the families, children and staff.

Standard 7.2 Leadership

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

Effective leadership builds and maintains a professional workplace where all educators can communicate openly and contribute to ongoing professional learning. Hendon Pre-school has a positive work culture where there is a focus on:

Quality education Professional learning community Reflection and questioning Relationships with families and children Highlighting educators strengths

7.2.1 Continuous improvement

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

Hendon Pre-school educators monitor and review their performance to guide planning and constantly improve. During staff meetings, learning teams and planning meetings staff continually reflect on the previous week and make changes where required.

Self-assessment and monitoring also occurs through:

Learning stories/observations Individual learning/education plans Statements of learning Literacy and Numeracy Indicator overviews Group time meetings Parent Annual survey Governing Council meetings Regular formal and informal meetings with parents and caregivers Professional development plans Planning meetings Self-reflections Mentoring Surveys Reflections and discussions on BBB and NQS at staff meetings and closure days Progress notes against the QIP Reviewing the National Quality Standard and how we can ensure we are exceeding in the areas Professional development RRR scales Annual report and AGM Quality Improvement Plan AEDI data and community profile Attendance data Reviewing Feedback and complaints

The self-review process with educators ensures that a continuous cycle of reflection is in place. Student-free review days, weekly staff meetings and fortnightly learning teams support this process of review and improvement.

7.2.2 Educational leadership

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

Hendon Pre-school has effective leadership and management that contribute to quality environments for children’s learning and development. There are documented policies and procedures, well-maintained records, shared values, clear directions and reflective practices which enables us to to function as a learning community.

Our Site specific policies are readily available for families (in a folder in our foyer, and our school website).Hendon School Based Pre-school is in a fortunate position that we are located on Hendon Primary School grounds. The school leadership team comprises of the Principal, Deputy Principal and Counsellor. The team oversees the management of the centre and provides advice. Performance management meetings are held twice yearly with the Principal or Deputy Principal. Individual goals are set to support continuous improvement. The Pre-school coordinator and School Leadership Team work closely alongside each other and meet regularly.

The Pre-school Coordinator and Principal meet regularly, exchange emails and undertake telephone correspondence to ensure the smooth running of the service.

The Pre-school Coordinator and counsellor meet regularly to discuss families, relationships and children’s wellbeing and identify areas to improve practice.

The Pre-school Coordinator and Deputy Principal meet regularly to discuss any cleaning, maintenance or grounds issues/concerns. They discuss and take action on risk assessments.

The pre-school Coordinator and the pre-school educators meet weekly. The coordinator collaborates with educators, provides curriculum direction and guidance. The coordinator supports educators to effectively implement the cycle of planning to enhance programs and ensures that the learning is guided by the Early Years Framework.

The Governing Council is made up of parent representative from the school and Pre-school and also contributes to service management and decision making.The pre-school coordinator and educators help parents/families and the community gain an understanding of the importance of play in the early years.

Feedback from parents is actively encouraged. Children’s memory books are sent home termly and a feedback sheet is attached. These feedback sheets are collated and presented at staff meeting. Educators reflect on comments and take action where needed. The feedback forms add to our perception data that

inform our program and are part of our self-review process.

An ongoing cycle of assessment and planning occurs. The coordinator helps by:

Leading current approaches Mentoring and supporting educators in how they assesds learning Ensuring the assessment and planning cycle is applied to each child Ensuring all educators reflect of their practice Identify areas / plans for improvement Communicating with families

7.2.3 Development of professionals

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

All Educators participate in Performance reviews with leadership staff. Educators liaise with relevant leadership when required.

All educators are given a Performance and Development Plan folder. This folder includes: Development of a personal; performance and development plan Formal discussions with a line manager Minimum of two informal and formal meetings initiated by educator or leadership to include a review of personal performance developmentplan Negotiated classroom observation / peer mentoring Two collaborative planning meetings per annum One learning team review meeting

A proforma is provided to develop the Personal Performance Development plan and includes our work priorities taken from the School Improvement Plan and Quality Improvement Plan.

Educators are also encouraged to incorporate areas which they require to further develop to meet the requirements of the Australian Professional Standardsfor teachers

Formal discussions with the line manager include:

Key Achievements Discussions of the components of the plan Strategies used

How I know I was successful

Data collected and analysed as per our Assessment Reporting Recording plan (included)Strengths and Areas for further development Self-reflection

General discussion

Feedback Both verbal and written

The AITSL teacher standards and AITSL Principal standards are used in performance development.

The self-review process with all the educators ensures that a continuous cycle of self-reflection is in place, Student free days are held as well as weekly staff meetings. Two meetings are held each year with the school leadership team to discuss personal performance and development plans. These plans are used to identify areas of priority, Key strategies for achieving goals, and step that we will put in place to achieve priorities and indicators of success.

The Hendon Primary leadership team has acknowledged that the main teacher in the Pre-school was performing tasks above her teacher role. In 2016, they approved and site funded an Early Years Coordinator position for the pre-school. The Coordinator provides additional early childhood leadership. The Coordinator leads the educators in programming and planning. The early childhood teachers and coordinator also have the unique opportunity to meet and plan with a very experienced school curriculum leader fortnightly. These meetings (learning teams) enable educators to critically reflect on their practice and implement programs that embed higher order thinking skills, powerful learner strategies, embed learning intentions into their program and planning.

The learning teams allow for the Junior primary staff and Pre-school educators to share practice to ensure a seamless transition for the pre-schoolers entering primary school.Staff meetings and learning teams are also an opportunity to share best practice, highlight currents readings, share new resources and share recent training and development.

Hendon Pre-school is involved in the Western Adelaide Shores Partnership. This professional learning community is a unique opportunity for preschools in the partnership to meet, share good practice and work together on joint projects.

Achievements of educators (both individually and collectively) is celebrated.

I


Improvement plan

Standard/element

Identified Issue

What outcome or goal do we seek?

Priority (L/M/H)



7.1.1Philosophy needs reviewing

Revisit our Statement of Philosophy in collaboration with staff, families, children and the wider community to build a shared

H Staff meeting with educatorsSurvey with familiesDiscussions with children

An updated Philosophy reflecting everyone’s voice

Tm 3

vision.

7.2.1 Stage 2 LADARP

Educators are engaged with stage 2 LDARP (learning, design and reflectivepractice) Developingstronger skills base of learning design and assessment for learning using the IPNL and designing more effective learning experienceswith the IPNL through a strategic focus on the documented analysis of children’snumeracy and literacy learning

H Attending partnership meetingsAttending and deliveringmessages from 2 day training2 pupil free days

All Educators from the pre-school participating and engaging

Thoughout 2018

7.1.3 Induction folder needs updating

We have had consistency in staffing for a number of years. Therefore our Induction folder is outdated.

M Time needs to be allocated to ensure it is up to date

New induction folder Tm 2

7.2.1 Children’s voice in reflections on service

We collect a lot of information on self-assessment. How can we include and document children’svoice on their

M Brainstorm with educatorsLiaise and consult with other pre-schools in the Partnership

Child voice recorded on theirperceptions of Hendon Pre-school.

Tm 3

perceptions of the service?

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