______________________________________________________________________________________________

JOHNHARTLEYCHILDREN’S

CENTREQUALITYIMPROVEMENTPLAN

2017

QUALITYAREA1–EDUCATIONALPROGRAMANDPRACTICESTRENGTHS2016 reflection

The development of a ‘Tucker Time’ cook book that highlighted the years’ work, through an enquiry model. This project stemmed from the garden, chicken and cooking projects that were embedded in our day-day, weekly and termly curriculum planning and practices, culminating in an end of year gift to families. This enquiry approach will have a positive influence on learning in 2017 and beyond.

2015 reflection The Reggio Emilia principles and practices inspire educators to provide intentional learning provocations that are embedded across all learning areas and continue to drive

improvement. This is evident in the way we plan and design the teaching and learning activities, the environment and the opportunities for participation All educators are confident in sharing practice to a broader group of early childhood practitioners, creating opportunities for reciprocal learning, evident across the Peachey partnership

network. This was evident during a partnership closure day whereby three teaching staff from our children’s centre presented workshops to a group of early childhood educators. Participants were inspired and challenged to think about intentional learning when setting up learning provocations

John Hartley is strongly committed to providing integrated services, creating a flow of learning that is clearly visible across the preschool, speech and language program, occasional care, playgroup and parenting programs

Although all children have a primary educator it is the responsibility of all staff (teachers, support workers, service providers etc.) to observe, document and plan for learning. This has been addressed with the newly revised cycle of planning format and procedure that is now streamlined, manageable and highly visible. Families have been interested in learning about their child’s progress, evident in the way they access the program folder and talk to educators.

2014/2013 reflection

Educators use the EYLF and RRR learning outcomes and principles to measure the quality of the learning environment and plan for engagement Curriculum planning is through an inquiry cycle where learning opportunities are designed from observations, interactions, documentation and reflection of children’s thinking and

experiences. This practice is evident across the various programs The structure of the day has been set up in a way that supports children’s levels of engagement and well-being, e.g. outdoor and indoor play occur concurrently allowing for smooth and

seamless transition from the home environment to the preschool environment Educators communicate with families on an ongoing basis, both formally and informally, sharing information about children’s wellbeing and learning through: children’s portfolios,

newsletters (preschool and school), community information board, daily curriculum planning document, termly curriculum overviews, NEP meetings John Hartley Children’s Centre is committed to personalising learning for all children through the use of timely intentional teaching and scaffolding children’s ideas and learning through

play Disruption to children’s play is minimal; routines are developed and reviewed on a needs basis with children central to learning and the understanding that they learn best through, long

periods of sustained play and quality relationships with adults and peers John Hartley Children’s Centre respond to the needs of Aboriginal families in the community by ensuring we provide responses and opportunities to access learning and intervention

through early entry, emergency care and extension of the child’s time at preschool Extensive use of visual strategies and procedures to support children in their learning, i.e. hand washing routines, toileting procedure, daily routines, cooking procedures, code of

behavior visuals, emotion/feelings visuals, social stories for individual children. All educators carry a set of visuals on a personal lanyard. IDENTIFIEDOPPORTUNITIES

BeingpartofaB-7schoolcreatesopportunitiestodevelopandembedprogramsandpracticesacrossthesite.During2016thepreschoolwasfortunateenoughtohaveanartstudentspendtimewithinthepreschool,exploringartmediumandtechniqueswithchildren.Withanewcohortofchildrenandsuccessoftheartistprogramlastyear,educatorsarekeentoextendtheprogrambeyondthepreschool,creatingan‘artistinresidence’concept(standard1.1,elements1.1.2,1.1.5,linkstoQA3standard3.2,element3.2.1;QA5standard5.2,element5.2.1;QA6standard6.3,elements6.3.1,6.3.4)

WiththeDECDprioritiesofSTEM(Science,Technology,Engineering,Mathematics)theopportunityhasarisentoexploreSTEMlearninginthepreschoolandtheimpactacrossalllearningareas,inparticularliteracyandnumeracydevelopment(standards1.1,1.2,elements1.1.2,1.2.3;linkstoQA3

standard3.2,element3.2.1,3.2.2;QA6standard6.3,elements6.3.1,6.3.4)

OUTCOME/GOAL Toenrichthecurriculumopportunitiesacrossthebroaderschool,withafocusontheARTS Improveliteracyandnumeracylearningoutcomesforpreschoolchildren IncreaseeducatorcapacityinarticulatingwhatSTEMlookslikeinanearlychildhoodsetting

SUCCESSMEASURES STRATEGIES/ACTIONS WHO? BYWHEN? SUPPORTRESOURCES

Increaseinchildren’screativityandsenseofwell-beingevidentwhenchildrenaredeeplyengagedinactivity

Decreaseinchildrenrequiringadultinterventionandredirecting

Improvedlanguageskills

e.g.increasevocabulary,resultinginfewerspeechreferralsmadetoDECDsupportservices

Improvednumeracy

skillsi.e.spatialawareness,sequencing,patterning

Relationshipswith

externalagenciescontinuetostrengthen

ExploringtheRRRInvolvementScaleswith

educators,duringstaffmeetings,wholeschoolclosuredays,partnershipclosuredays

Settingupoforganisationcalled‘Village

Artists’

GrantapplicationtoPlayfordCouncil(tofundartstudents)

BepartofCommunitiesforChildren

StatewideArtExhibition–CommunitiesforChildrenproject,organisedbyPlayfordCommunitiesforChildrenandAnglicareSA.Capturingchildren’sartwork,focusingon‘whatisimportanttoyou’.Children’sartworkwillbedisplayedduringfamilies’week(15th-18thMay)

Inviteartstudentstospendblocksoftimein

thepreschool

Artworkwillbeinspiredanddrivenbychildrenandfacilitatedbyartists

Liaisewithreceptionteachersregardingthe

opportunityofincludingchildrenfromthe2016cohorttobepartoftheprogram

Reflectivepractices–throughteam

meetings,PDopportunities,ClosureDaysandPLC’s,atpartnershipandsitelevels

LedbyAngela&DinahMaryMary–teacherJo(CDC),Mary&Anna(teachers)Mary–teacherMargie–artistBrighid–artistMary,Sharyn,Anna,Lauren,NatashaJulie,Mary,Anna,Lyn,Cherie,Angela,Kelly,Josephine,Rebecca

Startingterm131/3–schoolclosuredayTerm1Term1Term1&3Term1Term1Tm1-4

ReflectRespectRelate(RRR)rating

scales

VillageArtists–non-profitorganisation

PlayfordCouncil

AnglicareSA–CommunitiesforChildrenPlusProject

MusicConservatorium–UNISA

Artstudents–UNISA

EarlyYearsLearningFramework

NaturePlay

LiteracyandNumeracyIndicators

EarlyChildhoodAustralia

ReggioEmiliaPedagogy

PamLutze(ECC)

BloomsTaxonomy

NationalScienceWeek–Aug-Sept

DiscoveringandExploringHabitsof

Mind–researchpaper

Parentsparticipatingandcontributingtothe

program–conversations,newsletters,floorbook,curriculumoverviews,communitydisplayboards

PLC’swithearlyyearsteam

UseofRRRresourcetosupportstaffwith

learningdispositionsanditsapplicationstoSTEMlearning

EnrollinginECA–STEMmodule

DevelopingaSTEMinquiryatthesitelevel,

withtheopportunityofcollaboratingwiththeschoolandothersiteswithinthepartnershipi.e.(MarkOliphantCC)

WorkcollaborativelywithReceptionteachers

andScienceandArtsNITteachers

LedbyAngelaandDinah(earlyyearsleaders)fromtm2LeadersandeducatorswithinthepartnershipJohnHartleyR-7classesandstaffAngela,Dinah,Lucy(ScienceNIT)&Lisa(ArtsNIT)

Term2Term2

Term1-4

ThinkingLikeanEngineer–researchpaper

ECALearningHubModule–STEM

inEarlyChildhood

PROGRESSNOTESQUALITYAREA2–CHILDREN’SHEALTHANDSAFETY

STRENGTHS2016 reflection

As a result of our National Quality Assessment report received in April, the children’s centre information booklet has been revised to include the ‘nude foods’ concept introduced during the year. Information outlining what ‘nude foods’ is and visual representation has been added to support all families and their children in building knowledge around healthy food options and was highlighted during the initial interview process

The recommended healthy snack and lunch options presented visually, supports families to make informed decisions regarding the types of lunches/snacks they send to preschool. Families have commented how it is easy to follow with children often reinforcing the message with their families.

2015 reflection Reviewed lunchtime procedure where children are divided into smaller groups, resulting in a calmer environment, effective supervision (one adult present at each group), increased social

interactions and targeted conversations around healthy eating practices Ability to recognise children’s diverse physical needs, e.g. with the onset of the cooler weather children were indicating increased hunger in the mornings, even after eating shared fruit

Staff responded by providing more substantially filling foods, e.g. toast, cheese and rice cakes with healthy spreads. This has decreased the number of children who graze throughout the day.

2014/2013 reflection Photos of all staff and their roles are displayed in the foyer of the children’s centre, occasional care and preschool spaces Information is recorded and easily accessed, i.e. family contact details, ILP’s, individual health and continence plans A safe and challenging play environment is provided for children birth - 6 years Primary care groups are developed for attachment and families informed via children’s learning profile books and conversations Promotion of healthy eating and physical activity through community programs and daily provisions of healthy snacks, funded by the school

The importance of healthy eating is incorporated in the curriculum through regular cooking experiences. This practice is embedded across the services; preschool, speech and language program and occasional care

Service agreements with agencies using the John Hartley School B-7 Children’s Centre facilities Induction of staff and visitors is comprehensive and provided in various formats, e.g. induction folder, displayed rosters and timetables, provision of personal copies of relevant

information and on a needs basis Displays of posters, newsletter articles and cooperative work with agencies, e.g. OPAL All staff is very knowledgeable about procedures and processes, using consistent language in their day-to-day practice A work environment that is well organised and resources are grouped and stored for ease of access, e.g. craft materials are stored in under bench cupboards, construction type activities

in the main store room Supervision of children and child/staff ratio is maintained at all times. Staff will inform colleagues of their movements and intentions at all times.

IDENTIFIEDIMPROVEMENTPRIORITYNopriorityhasbeendeterminedforthisqualityareafor2017OUTCOME/GOALSUCCESSMEASURES STRATEGIES/ACTIONS WHO? BYWHEN? SUPPORTRESOURCES PROGRESSNOTES

QUALITYAREA3–PHYSICALENVIRONMENTSTRENGTHS2016 reflection

The ‘chicken project’ has created opportunities for embedding sustainable practices across the children’s centre, another aspect of the NQS assessment report, with the building of a chicken coop using natural materials and the cycle of sustainable practices linked to keeping and caring for chickens. This will have a positive flow on effect on the program as we move into 2017 with chickens very much a part of the preschool community. Natural recycled materials used to enclose the chicken coop include, fence posts and wooden pallets for fencing

Consideration has been given to the environment when developing the ‘Keeping Chickens’ policy. For example, use of clean and absorbable nesting material, adequate shelter, access to clean water and food and the use of chicken compost to fetilise the garden. These practices all contribute to our sustainability practices

2015 reflection The physical learning space is inspired by the Reggio principles where the environment is viewed as the third educator Commitment to using natural materials and resources is evident across all programs The children’s voice is clearly evident in the displays of children’s artwork and learning stories. Prior to displaying original work, families are provided with a copy to take home. Original

piece of work is displayed in the child’s learning folder once removed from display. These extend beyond the preschool room, flowing into the foyer and hall way. 2014/2013 reflection

Through staff’s understanding of early childhood education and development and commitment to meeting the needs of a diverse group of learners, staff continually strives to provide an environment that is nurturing, calm, uncluttered, well defined, clean and organised

Communication processes are in place with Public Private Partnership (PPP), to ensure damages are reported and any modifications to the outdoor environment are negotiated and appropriate for early childhood play

The natural outdoor environment allows children the opportunity to explore and determine their own play with their peers and the connection to the school aged children provides opportunities for children to stay in contact with friends and siblings within the school

Staff regularly reviews the suitability of spaces for maintaining systems and modify where necessary, e.g. creating a balance of quiet learning spaces and active spaces where children can run, climb and engage in more physical play

A compost bin and garden beds have been established and form an inclusive part of the curriculum Children’s work is displayed thoughtfully, taking into consideration children’s sensory integration needs.

IDENTIFIEDOPPORTUNITIES

ThephysicallearningspacecontinuestoreflectReggioEmiliaprinciples,witheducatorsbuildingdeeperunderstandingsandtransferringpracticesacrosstheChildren’sCentre.Withchangingmindsetstheopportunityistheretocontinuetobuildeducatorcapacityandshowcaseourpractice,reflectiveoftheReggioEmiliaprinciplesandpractices(standard3.2,element3.2.1;linkstoQA1standards1.1,1.2,elements1.1.2,1.2.3;QA6,standard6.3,element6.3.4)

Theopportunitytousetheindoorandoutdoorpreschoollearningenvironmenttochallengeeducatorandchildren’sthinkinginSTEMandbeableto

seeitsflowoflearningacrossallcurriculumareas(standard3.2,element3.2.1;linkstoQA1,standards1.1,1.2,elements1.1.2,1.2.3;QA5standard5.1,element5.1.2)

OUTCOME/GOAL ViewReggioEmiliaeducationalprojectasacatalystforreflectingontheimageofthechild,theimageoftheteacherandtheimageofteachingand

learninginthecontextofJohnHartley,increasingthecapacityofeducatorsacrosstheChildren’sCentre

ForeducatorstobechallengedinthinkingholisticallyaboutSTEMlearning

SUCCESSMEASURES STRATEGIES/ACTIONS WHO? BYWHEN? SUPPORTRESOURCES

Educatorsworkingtogethertoco-constructlearning

Childrenactivelyengagedinsustained,purposefulplay

Educatorsconfidentinarticulatingandsharinglearning

Anincreaseinchildren’s

engagementlevels

Adecreaseinchildrenexhibitingchallengingbehaviours

REAIEmembership

VolunteersitetohostTwilightCentre

Visits–staffwillbeexpectedtopresenttheirstorytocolleagues

Useofnatural/organicteachingandlearningresources

UseofRRRratingscales

Developthecommunityoutdoorspace

toreflecttherestoftheChildren’sCentre–installationofoutdoorblinds,sandpitandsensorygarden.ConsultwithSpotless,LeadershipandBusinessManager

PDopportunitiese.g.ECHO

RenewmembershipwithECHO

Teamspartakeinprofessional

developmentdays

MaryMaryAllstaff–preschool,playgroup,communitygroupsAngela,Jo,Chantel

AllstaffChantel–BusinessManagerAllstaff

Jan18thMayor26thOctoberDecemberTerm3Term1CheckwebsitethroughouttheyearPartnershipprofessionallearningdays(Datestobeadvised)

REAIE–ReggioEmilia

AustraliaInformationExchange

EarlyChildhoodOrganisation(ECHO)

PPP–PrivatePublic

Partnership

RRRResource–ActiveLearningEnvironments

PamLutze(ECC)

Relatedreadingsandresearch

articles–websites

PROGRESSNOTES

QUALITYAREA4–STAFFINGARRANGEMENTSSTRENGTHS2016 reflection

An additional .5 staff allocation for the preschool program has allowed the increase in work hours for our occasional care leader, thus maintaining continuity and consistency of staff, whereby relationships with new families and their children have been established, through the occasional care program

As part of the commitment to enhancing positive outcomes for children and their families, a speech pathologist (0.3) has been appointed to the children’s centre, beginning 2017. 2015 reflection

Reviewed the Preschool Coordinators admin days to ensure continuity of staff. This allows for the senior leader to connect with all families and children During term 3 we were able to employ an additional 2 SSO’s for a total of 30 hours a week, one funded through DECD attendance initiative and the other topped up with additional school

funding as part of DECD Preschool Support Program. This additional resource allowed educators the time to work with families, i.e. phone contact, home visits and programs In addition to formal staff meetings effective ‘walk and talk’ meetings occur, complementing the various processes of sharing information with all staff, i.e. email, communication book,

newsletters, staff planner, performance reviews etc. 2014 reflection

The inclusion of a Social Worker to our staff team, who works in collaboration with leaders, teachers and support workers to improve learning outcomes for Children’s Centre families and works across the John Hartley School B-7 site.

2013 reflection Setting up a culture of inclusion, collaboration and integration is paramount in developing and responding to family’s needs, children’s wellbeing, care and education. We do this by

having planned staff meetings between occasional care and preschool staff, in addition to the fortnightly children’s centre meetings. The purpose of these meeting is to design curriculum, discuss enrolments, highlight individual children and plan transition from occasional care to mainstream preschool and from preschool to school

Staff supports each other during group times. There is a strong belief that children’s wellbeing, participation and engagement increases when additional staff are present to support them during organised group times

We have a social and wellbeing teacher who works in the preschool on a Friday morning, facilitating the transition to school program. This position is unique as it is a preschool to year two position and is responsive to children’s wellbeing. The teacher works in collaboration with John Hartley School B-7 Children’s Centre staff, early year’s leaders and senior leaders at the school, to plan transition that is seamless and individualised. This is achieved by providing additional visits to school, on a needs basis

Individualised and group social stories are developed to further support the transition to school program. These stories are developed by teachers and support staff The coordinator in the preschool provides leadership in the children’s centre Involvement of the community development coordinator (CDC) in the John Hartley School B-7 Children’s Centre is unique to the site.

IDENTIFIEDIMPROVEMENTPRIORITYNopriorityhasbeendeterminedforthisqualityareafor2017OUTCOME/GOALSUCCESSMEASURES STRATEGIES/ACTIONS WHO? BYWHEN? SUPPORTRESOURCES PROGRESSNOTES

QUALITYAREA5–RELATIONSHIPSWITHCHILDRENSTRENGTHS2016 reflection

A personalised welcome letter was addressed and sent to each child, prior to their first preschool day. Feedback from families included, children were excited to receive mail and took ownership of their letter, enhancing transition and sense of connectedness to their new environment

2015 reflection As part of the orientation process children attend with their families. The interview is child centered, aimed at identifying the strengths, needs and interests of each child. Interviews are

held in a central location where children and their families are introduced to other children’s centre staff, i.e. educators, FSC, CDC, site leaders Support of all children occurs across the John Hartley School B-7 site, where visits from past preschoolers are celebrated, siblings are encouraged to visit and play, ongoing collaborative

dialogue and negotiated visits occur with reception teachers, SSO’s and other leaders. 2014 reflection

Consistent primary educators who develop effective relationships with children and families and contribute to the wellbeing of children Effective processes and structures are in place, allowing information sharing across the children’s centre, reception teachers, early years leaders, families, DECD support services and

external agencies. 2013 reflection

Construct curriculum that is authentically reflective of the child’s needs and interests Staff responds to individual children’s needs in respectful and supportive ways Interactions are warm and positive, evident in increased wellbeing and engagement of children during their pl ay Preschool teachers and support staff collaborate in the planning of learning goals, assessment requirements and other relevant information on children who receive additional support

through DECD. This process is mainstreamed to ensure that educators, who work closely with the children, lead this process and will often include the speech pathologist. IDENTIFIEDIMPROVEMENTPRIORITY

RefertoQA7prioritiesOUTCOME/GOALSUCCESSMEASURES STRATEGIES/ACTIONS WHO? BYWHEN? SUPPORTRESOURCES PROGRESSNOTES

QUALITYAREA6-COLLABORATIVEPARTNERSHIPSWITHFAMILIESANDCOMMUNITIESSTRENGTHS2016 reflection

Presentation by CDC and Children’s Centre Leader to Peachey Partnership site Principals and Leaders, highlighting the way John Hartley effectively used AEDC data to inform planning and service provision. Leaders across the partnership are now employing strategies presented, in their sites and communities, with AEDC data continuing to be a focus across the partnership

Through community connections, supported by the FSC and CDC, there has been a significant increase in playgroup attendance and families connecting with the Children’s Centre for the first time

The lead teacher in the preschool led the writing of a ‘Keeping Chickens’ policy, developed in consultation with children, families, staff and community. The policy sits in line with the DECD Standard Operating Procedures for the use of Animals in Preschool Schools and Child Care Settings, and the City of Playford Council guidelines for Poultry Keeping 2016.

2015 reflection The regular presence of the FSC and CDC in the preschool has been pivotal in early intervention for families requiring support and the establishment of relationships with children An occupational therapist is employed part-time in the John Hartley School B-7 Children’s Centre, working with families and children from birth to 6 years, providing support for families

and their children, who present with sensory, physical and emotional delays. Her work has included, developing environments conducive to learning, professional support for educators and targeted programs for individuals, small groups and families

John Hartley School B-7 Children’s Centre hosted Peachey Partnership Community Development meeting. This resulted in a number of teachers from other schools within the partnership working with the CDC to identify strategies for building the capacity of staff to engage with and connect families to local services. It also resulted in the establishment of new partnerships between community agencies and some of the various sites e.g. implementation of Bunnings workshops, music workshops and access to counseling services. This has also increased knowledge of the CDC’s role and the confidence of staff from other sites to seek information from the CDC to support the wellbeing of children and families

The speech pathologist from the speech and language program is also managing the mainstream case load Parent groups have been successfully operating and have grown from a targeted group (speech and language program families) to including a wider cross section of preschool families The CDC’s role in building families capacity and confidence to participate in the preschool program, i.e. cultural cooking sessions, engaging the services of a preschool parent who works

at Bunnings to conduct a gardening workshop with the children With support of our local community and families we have been able to re-establish a sustainable garden, growing seasonal herbs and vegetables that were incorporated in our cooking

program

The revised orientation procedure for new families was well received with 95% attendance to allocated interview times, as opposed to large group information sessions, conducted previously. One family commented this was a more personal approach and they felt confident in voicing their ideas, needs, anxieties etc.

2014 reflection A paediatric service is successfully operating from the John Hartley School B-7 Children’s Centre, allowing families from the local and broader community to access the service

fortnightly, avoiding lengthy waiting times Occupational Therapy students from Flinders University are successfully providing weekly therapy sessions to children in the preschool and reception years, with a view of continuing in

2015. 2013 reflection

Children’s centre programs and services have evolved with the expansion in the number of partnerships with local government and non-government organisations. This has enabled families to access a broader range of services that are specific to their strengths, needs and areas of interest

Staff has been successful in establishing and maintaining rapport with school based families and members of the community. This has contributed to families playing an active role in children’s centre decision making

Family Focus (parent engagement) meetings showcase the formalised structure of families participating in the John Hartley School B-7 Children’s Centre decision making processes and having a true sense of belonging to the centre

Programs and services consider the unique nature of families and are inclusive of families and children with additional needs Partnership Group meetings are very well attended by a range of local agencies and have proven effective in providing agencies with an opportunity to explore a range of topics pivotal to

the successful implementation of services for families e.g. AEDI data, South Australia’s Children’s Centre for Early Childhood Development and Parenting: Outcomes Framework, the construction and deconstruction of language and the impact on service provision and service accessibility.

IDENTIFIEDIMPROVEMENTPRIORITY

TheChildren’sCentrehastraditionallyalwayshadastrongpartnershipwithexternalagenciesandservices,withprogramscontinuallyevolvingandexpandingtomeettheneedsofthecommunity,atthetime.TheopportunityistheretostrengthenthosepartnershipstoalevelthatJohnHartleyisviewedasacentralhub,linkingagenciesandservices(standard6.3,elements6.3.1,6.3.4)

OUTCOME/GOAL Tobuildandstrengthencommunitypartnerships,creatingamultifacetednetworkofpeopleworkingforthebettermentofchildrenandfamilies

SUCCESSMEASURES STRATEGIES/ACTIONS WHO? BYWHEN? SUPPORTRESOURCES

Establishmentofnewcommunitypartnerships

Increasedreferralsfrom

keyservicese.eg.PIMHS(PerinatalInfantMentalHealthService)

PartnershipGroupmeetings

Agenciesholdingteammeetingsatthe

children’scentre,resultinginstreamlinedreferralprocesses

Professionaldevelopmentopportunities

forpartnershipagencies

OpportunitiesforDECDstafftoco-facilitategroupswithagenciese.g.RASA(RelationshipsAustralia)BabyMassage

Reciprocalsharingofprogram

Angela,Jo(CDC),Belinda(FSC)OrganisedbyJo(CDC)

ZakkiyahMuhammadbooked9/5(tm2)Belinda(FSC),Leah(OT)Lynda(SpeechPathologist)Allied Health leadership

Termly,wk.2

Terms1-4

Term2Term1Term1–4

AEDCdata

TheLifeTheyDeserve–Nyland

Report

AFreshStart–ChildProtection

DECD–SupportServices

timetablesandmentoringofCDC’sandFSC’sfromotherChildren’sCentres(MOC&ElizabethGrove)

LiaisingwithFSC’sandCDC’sfrom

neighbouringChildren’sCentrese.g.(MOC&ElizabethGrove)

team Term1–4

PROGRESSNOTESQUALITYAREA7–LEADERSHIPANDSERVICEMANAGEMENT

STRENGTHS2016 reflection

John Hartley B-7 School was nominated and selected as the host venue for the Australian Early Development Census (AEDC) launch. The Federal Minister for Education officiated the launch

John Hartley Children’s Centre was selected to partner with the School and Preschool Improvement division to enquire into moving from Exceeding NQS to Excellent John Hartley Children’s Centre has been innovative in ensuring educators (preschool and reception), who work daily with young children, are representative of the Transition to School

Partnership Group, predominantly made up of site leaders. 2015 reflection

During term 3, John Hartley B-7 School was externally reviewed (DECD). The review acknowledged that the children’s centre practice influences the education and care across the site Up-skilling of support staff to work with children transitioning from preschool to reception, with the intent of employing them to work in the early years during 2016 The social and wellbeing teacher is now working full time in the preschool as the mainstream teacher. Her expertise, knowledge and experience of children’s emotional development

brings a strong commitment to the children centre’s philosophy of wellbeing and emotional learning All staff has undertaken relevant training to address current practices, professional requirements and site improvement directions. For example, teachers attended a one-day conference

that supported authentic and intentional teaching practices, support staff have developed a strong network with other SSO’s and have attended a number of training opportunities across the Peachey partnership

All staff updated their mandatory notification and first aid training. 2013 reflection

A strong professional learning community, initiated by leadership and driven by teachers exists in the early years Preschool and reception teachers meet fortnightly and engage in reflective dialogue around pedagogical practices, based on RRR, EYLF and ACARA documents. Discussions have

included: children experiencing trauma, relationships and interactions, learning environments, children’s wellbeing and involvement A preschool coordinator was appointed in 2013 with a strong commitment to leading curriculum development within the children’s centre and developing pedagogical practices across the

early years. This position is ongoing There is a strong leadership structure within the John Hartley School B-7 Children’s Centre: Deputy Principal (Head of Early Years), Preschool Coordinator, social and wellbeing teacher Performance review processes occur with all staff and are managed by the preschool coordinator who has an in-depth knowledge of individual staff practice. Teacher performance

reviews are based on the Australian Professional Standards for Teachers Regular student review meetings with DECD staff (disability coordinator, speech pathologists, psychologist, school leaders and educators) to identify and review children’s ongoing

eligibility and access for additional support and intervention The Quality Improvement Plan is one of several documents driving leadership and service management.

IDENTIFIEDIMPROVEMENTPRIORITY

TheSameFirstDayisnowoperationalacrossthepreschoolandreceptiongroups.Theopportunityisnowtheretoreflect,planandACTongoodearlychildhoodpracticesthatuseaplaybasedcurriculum,extendingbeyondthepreschoolyear(Standard7.1;linkstoQA1,standard1.2;QA5,standard5.1;elements5.1.2,5.1.3;QA6,standard6.2,6.3;elements6.2.1,6.3.2,6.3.3)

OUTCOME/GOAL Increaseandbuildeducatorcapacityinunderstandingprinciplesbehindsuccessfultransitiontoschool,inparticularpedagogicalpracticesofearly

yearsteachers,especiallygraduateteachers Makethetransitionfrompreschooltoschoolapositiveexperienceforchildrenandfamilies

SUCCESSMEASURES STRATEGIES/ACTIONS WHO? BYWHEN? SUPPORTRESOURCES

Apedagogicalshiftinearlychildhoodpracticesevidentwheneducatorstransferlearntskillsandknowledgeincurriculumdelivery

Mostchildrenintheirfoundationalyearofschoolaredevelopingthescriptofschoolwithinthefirst10weeksofreception

Givingchildrenavoicewill

ensureasuccessfultransitiontoschool

EarlyYearsPLC’s–fortnightly

SchoolClosureDays–(schooland

partnershiplevel)

PartnershipEducatorForums

ContinuityofLearningEarlyYearsWorkingGroup–(hubmeetings)

VisitstotheNESTAlbertonPrimary

School

Developtransitiontoschoolprogramsincollaborationwithfamilies,teachers,leadershipandchildren

Childrenwillbegivenalternatives

totheirlearninge.g.comeinthekindyforaplaybeforeyougobacktoclass

1:1support(SSO&leadership)

Allpreschoolstaff–leaders,teachersECW’sandSSO’sEarlyYearsEducatorsacrossthepartnership(leadersandteachersfrompreschool,schoolandspecialschool)Sharyn&Lauren(receptionteachers)-supportedbyAngelaandDinahAngela,Dinah,Cherie,Mandy,Troy

Terms2-4Termly–wk.6

Term1–6/4

PrinciplesofSuccessfulTransition

toSchoolDECD

EYLF–EarlyYearsLearningFramework

Findingtheways-Belonging,

BeingandBecominginanintegratedearlychildhoodservice

LearningTogether–growing

learners,developingdispositions

RRR–Reflect,Respect,RelateLearningScales

Numeracy&LiteracyIndicators

forPreschools

ReggioEmiliaprinciples

EarlyChildhoodConsultant(PamLutze)

PROGRESSNOTES