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1FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Service details Service name Service approval number

Manor Farm Kindergarten SE- 00010606

Primary contact at service

Sharka Zeman

Physical location of service Physical location contact detailsStreet: 32 Melville Rd

Suburb: Salisbury East

State/territory: SA

Postcode: 5109

Telephone: (08) 8258 8596

Mobile:

Fax: (08) 8285 5158

Email: [email protected]

Approved Provider Nominated SupervisorPrimary contact: Ms. Trish Strachen – DECD

Telephone: (08) 08 8226 3463

Fax: 08 8226 0159

Email: [email protected]

Name: Sharka Zeman

Telephone: (08) 8396 2482

Mobile: 0412 699 310

Fax: (08) 8258 5158

Email: sharka.zeman717@schools,.sa.edu.au

Postal address (if different to physical location of service) Same as aboveStreet:

Suburb:


State/territory:

Postcode:


mailto:sharka.zeman717@schools,.sa.edu.au

mailto:[email protected]

Operating hours

For each day of the week this service is open, indicate the times of the day when education and care is provided.

For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using 24 hour

clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour.

If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.

For family day care services or multi-site services, please provide the operating hours of the service office.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time8.40 to 11.30

8.40 to 8.40 to 11.30

8.40 to 11.30

Closing time12.10 to15.00 15.10

12.10 to15.00

12.10 to15.00


Additional information about your serviceThe 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.

It is relatively easy to get parking within a comfortable walking distance. The busy times are at around 8.45 and then again at 3.00, however even at those times it is still quite manageable.

We are aligned with the DECD School holiday periods for South Australia.

Two pupil free days have been set for the year - 11th March 2015 and 14th September 2015

How are the children grouped at your service?

Parental choice is the main determinant to children attending either the morning or afternoon sessions.

Families have an option of “lunch care” service to swap half day sessions for full days.

Children who are transported to us from local Child Care Centre generally attend in the afternoons.

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

Nominated Supervisor: Sharka Zeman (Director)

For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their addresses.

No. of educators:_________


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


Manor Farm Kindergarten- Philosophy Date of Issue: February 2015

At the Manor Farm Kindergarten we aim to provide a quality teaching and learning environment that is supportive and inclusive of all children.

We believe that play is the essential medium for a young child’s learning and our aim is to provide a program rich in experiences and activities which are child centered and flexible, encouraging individual levels of development. We believe that, through play, with the educator as a facilitator in an encouraging and supportive environment, each child will develop self-confidence and an ability to make decisions. We aim to challenge children, encourage them to be active learners and thinkers, full of curiosity about their world.

We believe learning develops from the many experiences that an individual has in their life, it is a lifelong process and each child learns at their own rate and style. The daily program at the Manor Farm Kindergarten allows for periods of uninterrupted play within both the indoor and outdoor environments, as well as planned group sessions. Play is an essential aspect of learning for young children and planning for play is central to the development of a curriculum that integrates all areas of a child’s development.

Educators in our kindergarten have a critical role in responding to children’s play ideas and establishing an environment which supports and extends children’s learning and development through play. The program contains a balance of quiet/active and indoor/outdoor activities, play and intntional teaching. Educators ensure that the learning environment is safe whilst also remaining inviting and challenging, and that children have opportunities to engage in a balance of collaborative play episodes and individual pursuits.

We believe that each child comes from within an individual and unique family group and we value each child’s unique individual contributions, their particular interests, needs, family and cultural backgrounds. In creating a curriculum that is consistent with early childhood philosophy, attention is given to the development of the whole child. Experiences are provided that cater for the intellectual, physical, social, emotional and creative development of each child.

We believe parents/caregivers are the most important educators and we aim to support parents in the care and education of their children, as well as to learn from their knowledge and experience. The Governing Council guides the management of the Manor Farm Kindergarten and parents are encouraged to be involved in the centre in a flexible way, at a level they are comfortable with, working within their family commitments and workloads.

The staff team engage in regular, weekly, programming sessions that are based on observations of individual children, building on their strengths, needs and interests. Our curriculum is guided by the Early Years Learning Framework for Australia called “Belonging, Being & Becoming. The framework is designed to promote key areas of children’s learning and development. It has a specific emphasis on play-based learning and recognizes the importance of communication and language (including early literacy and numeracy) and social and emotional development.


Quality Area 1: Educational program and practice This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.

Quality Area 1: Standards and elements

Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.

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.

Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.

Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

Element 1.1.4 The documentation about each child’s program and progress is available to families.

Element 1.1.5 Every child is supported to participate in the program.

Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.

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

Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.

Element 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.

9 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Quality Area 1: Related sections of the National Law and National Regulations

Standard/element National Law (section) and National Regulations (regulation)

1.1 section 168 Offence relating to required programs

1.1 section 323 Approved learning framework

1.1 regulation 73 Educational programs

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

1.1 regulation 76 Information about educational program to be given to parents

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


Quality Improvement Plan for QA1- Educational Program and PracticeSummary of strengths for QA1

Strengths Standard 1.1- An Approved Learning Framework informs the development of a curriculum that enhances each child’s learning and development

The Manor Farm Kindergarten uses the approved learning framework “BELONGING, BEING & BECOMING- Early Years Learning Framework (EYLF) for Australia” to guide the learning for each child and to assist with programming, assessing and reporting. Early Childhood educators at this site have been using the framework since it was first introduced in 2010. The framework guides curriculum decision making and child’s learning in the five Learning Outcomes in relation to programming, child records, reporting and assessment processes (1.1.1)

The service educators encompass the guiding principles and practices contained within the EYLF by building positive relationships and empowering children to develop skills such as persistence and risk taking. Staff support and encourage children’s individuality and self-expressions and strive to enhance children’s social-emotional confidence (1.1.1)

Educators have a system of recording children’s observations in a folder and decoding this information to plan learning goals for children. Children’s areas of interest, strengths, cultural and family significance, as well as areas for development are identified, as are strategies for improvement. Educators then use this information as a foundation for curriculum planning. Children’s learning development is regularly evaluated and new goals are developed (1.1.2 and 1.1.5)

The service invites families to complete a parent questionnaire referred to as ‘Getting to know your child’ at the beginning of the kindergarten year. In the questionnaire parents are asked to provide information about their child, including abilities, interests, any concerns, and information relating to the child’s family and culture. Educators then use this information to inform the curriculum planning for the child (1.1.2)

Educators respond to children’s needs and interests in a flexible way throughout the session. Children are encouraged to ask for resources or materials and to assist in the setting up of activities. This is done with safety and supervision in mind, and although children may be asked to wait for a little while until a suitable moment (especially during the busy times around arrivals, when staff may be talking to parents), educators will always ensure that the requests have been followed up (1.1.2 and 1.1.6)

The program and routines have been organised with early childhood philosophy in mind, but also in-cooperating safety and supervision. As elaborated in (4.1.1) the routine design has been based on the fact that we are staffed only as a two staff centre and for this reason we require to stay together as one group. To ensure continuity across the week, the routine remains the same every day, even if additional staff are present (1.1.3)

Children spend equal amounts of time inside and outside, beginning with the more energetic and active outside play. Children are given warnings that they will need to finish and pack up soon. Educators apply a flexible approach and refer to the scheduled routine only as a guide


and extend play sessions as necessary. A calming/ settling down activity such as relaxation music, is used to assist with the transition process. This is followed by group time. Group time provides an opportunity to follow up on children’s interest, to implement strategies that further develop children’s skills or to introduce special topics and inform children of special activities that are available on the day. Hand washing and snack/lunch times once again in- cooperate the whole group, to enable staff to actively supervise and assist children (1.1.3)

Each child has a learning profile referred to as a “profile folder”. The folders are a compilation of children’s samples of work, photographs and learning stories. Information included in the folders is linked to the EYLF learning outcomes. The folders are stored in the main room in storage folders labelled with the initial letter of a child’s first name. Children are encouraged to take ownership of their folders and to add items during sessions, or to ask a staff member to have a photograph taken of their activity. Families are encouraged to view the folders with their child during session times or to take the folders for home visits. Once again, the service promotes family involvement and parents are also encouraged to add items (1.1.4)

Families of children receive two written reports on their child’s learning and development referred to as the Statement of Learning - one half way through the year with reflections on the child’s progress after the first two terms, and the completed report at the end of the year which includes term reflections, progress in literacy and numeracy, and general information relevant to the child’s learning experiences. With parental consent, the statement is also forwarded to the child’s school (1.1.4)

Educators each have a group of children that they plan for. Learning Plans are developed for all children and educators track children’s achievement against certain indicators over the year, including literacy and numeracy. Information gathered through this process is used to highlight children who may require additional support via the early intervention program. An Early Childhood Worker is then employed to implement the Early Intervention Program. (1.1.3 and 1.1.4)

Individualised learning plans are developed for all Indigenous children and Children under the Guardianship of the Minister. Negotiated Education Plans are developed for all children with special needs. Parents receive copies of these plans and are part of the plan development process (1.1.4 and 1.1.5)

Educators make themselves available for discussions with families at the beginning and end of the sessions. Parents are also invited to book a more suitable time, should they like to discuss their child’s progress in greater detail (1.1.4)

A large display book called “What has been happening in our Kindy?” is available for parents to view. It contains photographs of children’s learning and engagement in daily activities, as well as special events. The book links the activities to the EYLF outcomes and learning areas (1.1.4)


Standard 1.2- Educators and co-ordinators are focused and reflective in designing and delivering the program for each child. The service has developed a cycle of planning that is based on developing children’s interests, strengths and areas for improvement. The

process begins with the gathering of observations, which are decoded to inform planning or future actions. Support strategies are implemented, children’s progress is monitored and evaluated, further observations are gathered, and so on. The curriculum planning format also includes an area for evaluation and reflection of the group and the success of learning experiences (1.2.1 and 1.2.3)

For a number of years now, the service has used the Reflect, Respect, Relate resource document scales to critically examine the interactions that take place between adults and children, educators' pedagogy, children's wellbeing and children's involvement. The observation scales have proved valuable for critiquing and informing practice through self-reflection and inquiry. The well-being scales and involvement scales have been utilised to support children’s ongoing cycle of planning (1.2.1)

The curriculum includes a balance of intentional and unplanned activities. Although the educators plan the week’s activities on Friday, emphasis is placed on flexibility within the curriculum to allow for a quick response to children’s interests. Educators are happy to add to the curriculum or to pack up an activity and replace it with another one. The child’s voice is always supported. At the end of the day, staff engage in evaluation of the day’s experiences and modify the curriculum as required (1.2.2 and 1.2.3)

Educators from the service have engaged children in inquiry based learning, which develops children’s learning dispositions such as curiosity, problem solving, exploration, collaboration and persistence. Children are encouraged to take responsibility for their learning and educators support this process by responding to children’s ideas and providing them with encouragement and support. Revisiting experiences assists children in scaffolding their learning and taking it further (1.2.2)

The service incorporates planned, intentional group experiences to ensure priority areas such as the Child Protection Curriculum, Literacy and Numeracy are supported. These small groups provide opportunities for intentional teaching and to gauge children’s level of understanding, knowledge and abilities. Educators apply this knowledge of children when planning experiences for future group times, in order to build upon their abilities (1.2.3)

Educators critically reflect on individual children’s learning when they are writing children’s Statement of Learning. At the end of the year, along with the children’s Profile Folders (which are filled in chronological order) the documents demonstrate children’s ‘distance travelled’ in relation to their learning and goals (1.2.3)


Key improvements sought for QA1

Standard/element [1.2.2]

Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.

Identified issue To further improve children’s Literacy outcomes


Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.

Identified issue To further improve children’s Numeracy outcomes


The documentation about each child’s program and progress is available to families

Identified issue Educators will further improve ways of reporting to families about children’s development and learning outcomes


Improvement PlanStandard/element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

1.0 To further improve children’s Literacy outcomes

(in line with DECD Literacy Improvement Strategy-continuation from 2014)

EYLF Outcome 5- Children are effective communicators Children interact

verbally and non-verbally with others for a range of purposes

Children engage with a range of texts and gain meaning from these texts

Children express ideas and make meaning using a range of media

Children begin to understand how symbols and pattern systems work

M Staff to attend relevant professional training and development.

Staff to familiarise themselves with Literacy indicators (due to be released in 2015) and to program, collect data and report on children’s literacy development accordingly.

Staff to work collaboratively with other Salisbury partnership sites to develop professional learning opportunities and support/networking groups.

Educators will utilise the expertise of early childhood Literacy leaders.

Educators will be familiar with and will embed practices from the ‘Early childhood literacy and numeracy: Building good practice’ resource.

Educators will use the Early Years Learning Framework to inform the development of a curriculum that enhances each child’s Literacy learning and development.

Children’s literacy outcomes have developed and improved over their Kindergarten year.

Children’s phonological awareness has improved over their Kindergarten year.

Children at risk of falling behind are supported.

Staff have a sound knowledge of the DECD Literacy indicators and are able to plan, collect data and report to families on children’s literacy outcomes via the Preschool Statement of Learning.

Educators implement literacy strategies promoted by early childhood experts.

Educators are competent and effective in the use of the EYLF to guide the Literacy curriculum.

The Salisbury partnership schools and preschools have a culture of support and networking. There is a continuation of Literacy learning across the different levels of schooling.

December2015


Staff to further engage with Jolly Phonics teaching strategies (following initial implementation in 2014).

Literacy goals to be specifically highlighted within the weekly program, with an aim of targeted daily literacy experiences/ activities.

Staff to monitor children’s Literacy skills and apply intervention strategies for children who require further development.

1.0 To further improve children’s Numeracy outcomes

(in line with DECD Numeracy Improvement Strategy and Salisbury Partnership priority areas- continuation from 2014)

EYLF Outcome 5_Children are effective communicators Children interact

verbally and non-verbally with others for a range of purposes

Children engage with a range of texts and gain meaning

H Staff to attend relevant training and development.

Staff to familiarise themselves with new Numeracy indicators (due to be released in 2015) and to program, collect data and report on children’s numeracy development accordingly.

Staff to work collaboratively with other Salisbury partnership sites to develop professional learning opportunities. Director to attend and effectively contribute via the Partnership Numeracy Planning Group.

Children’s numeracy outcomes develop and improve over their Kindergarten year.

Staff have a sound knowledge of the DECD Numeracy indicators and are able to plan, collect data and report to families on children’s numeracy outcomes via the new DECD Preschool Statement of Learning.

Children at risk of falling behind are supported.

Educators implement numeracy strategies promoted by early childhood experts.

Educators are competent and effective in the use of the EYLF

December2015


from these texts Children begin to

understand how symbols and pattern systems work

Site to further improve its numeracy resources.

Educators will use the Early Years Learning Framework to inform the development of a curriculum that enhances each child’s Numeracy learning and development.

Numeracy goals to be specifically highlighted within the fortnightly program, with an aim of targeted daily literacy experiences/ activities.

Educators will monitor children’s Numeracy skills and apply intervention strategies for children who require further development.

to guide the Numeracy curriculum.

The Salisbury partnership schools and preschools have a culture of support and networking. There is a continuation of Literacy learning across the different levels of schooling.

1.1.4 Educators will further improve ways of reporting to families about children’s development and learning outcomes.

M Educators will have effective and comprehensive ways of collecting information on children’s development.

Educators will report to families on children’s development via the DECD Preschool Statement of Learning.

Educators will offer families an opportunity to meet in a formal way for parent:teacher interviews in

All families receive a Statement of Learning that provides an accurate and comprehensive record of their child’s progress, learning and development in their time at Kindergarten.

The statement provides families with termly reflections, key learning in literacy and numeracy, as well as other relevant information for the school.

Educators have skills and are

December2015


the second and last terms.

Staff will build on existing practices and will further develop reporting strategies.

Staff will work in collaboration with other Salisbury Partnership preschools to seek ideas and examples of best practice.

The service will build staff capacity and utilise the expertise of all staff (including Early Childhood Workers) in the collection of child observations and records.

confident in their reporting abilities.

Documentation of the learning outcomes of all children is gathered and reported on in a consistent way.

All educators participate in the reporting process.

Families are adequately informed about their child’s progress and development.


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


Standard 2.1 Each child’s health is promoted.

Element 2.1.1 Each child’s health needs are supported.

Element 2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Element 2.1.3 Effective hygiene practices are promoted and implemented.

Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.

Standard 2.2 Healthy eating and physical activity are embedded in the program for children.

Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

Standard 2.3 Each child is protected.

Element 2.3.1 Children are adequately supervised at all times.

Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.

Element 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

Element 2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.




2.1.2, 2.3.1, 2.3.2 section 165 Offence to inadequately supervise children

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

2.1.3, 2.1.4, 2.2.1 regulation 77 Health, hygiene and safe food practices

2.2.1 regulation 78 Food and beverages

2.2.1 regulation 79 Service providing food and beverages

2.2.1 regulation 80 Weekly menu

2.1.2 regulation 81 Sleep and rest

2.3.2 regulation 82 Tobacco, drug and alcohol free environment

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

2.3.4 regulation 84 Awareness of child protection law

2.1.4, 2.3.3, 2.3.4 regulation 85 Incident, injury, trauma and illness policies and procedures

2.1.4, 2.3.3, 2.3.4 regulation 86 Notification to parents of incident, injury, trauma and illness

2.1.4, 2.3.3, 2.3.4 regulation 87 Incident, injury, trauma and illness record

2.1.4 regulation 88 Infectious diseases

2.1.4 regulation 89 First aid kits



2.1.1, 2.1.4, 2.3.2 regulation 90 Medical conditions policy

2.1.1, 2.1.4, 2.3.2 regulation 91 Medical conditions policy to be provided to parents

2.1.1, 2.1.4 regulation 92 Medication record

2.1.1, 2.1.4 regulation 93 Administration of medication

2.1.1, 2.1.4 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency

2.1.1, 2.1.4 regulation 95 Procedure for administration of medication

2.1.1, 2.1.4 regulation 96 Self-administration of medication

2.3.3 regulation 97 Emergency and evacuation procedures

2.3.3 regulation 98 Telephone or other communication equipment

2.3.2 regulation 99 Children leaving the education and care premises

2.3.1, 2.3.2 regulation 100 Risk assessment must be conducted before excursion

2.3.1, 2.3.2 regulation 101 Conduct of risk assessment for excursion

2.3.1, 2.3.2 regulation 102 Authorisation for excursions

Related requirements

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

2.1.1, 2.3.2, 2.3.3 regulation 161 Authorisations to be kept in enrolment record

2.1.1, 2.1.4, 2.3.2, 2.3.3

regulation 162 Health information to be kept in enrolment record


2.1.1, 2.1.3, 2.1.4, 2.2.1, 2.3

regulation 168 Education and care service must have policies and procedures

2.1.3, 2.2.1, 2.3 regulation 168(2)(a) Policies and procedures are required in relation to health and safety, including matters relating to:(i) nutrition, food and beverages, dietary requirements; and

(ii) sun protection; and (iii) water safety, including safety during any water based activities; and (iv) the administration of first aid

2.1.4, 2.3.3 regulation 168(2)(b) Policies and procedures are required in relation to incident, injury, trauma and illness procedures complying with regulation 85

2.1.4 regulation 168(2)(c) Policies and procedures are required in relation to dealing with infectious diseases, including procedurescomplying with regulation 88

2.1.1, 2.3.3 regulation 168(2)(d) Policies and procedures are required in relation to dealing with medical conditions in children, including the matters set out in regulation 90

2.3.3 regulation 168(2)(e) Policies and procedures are required in relation to emergency and evacuation, including the matters set out in regulation 97

2.3.2 regulation 168(2)(g) Policies and procedures are required in relation to excursions, including procedures complying with regulations 100 -102

2.3 regulation 168(2)(h) Policies and procedures are required in relation to providing a child-safe environment

2.1.1, 2.1.4, 2.3.3, 2.3.4

regulation 177 Prescribed enrolment and other documents to be kept by approved provider: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

2.1.1, 2.1.4, 2.3.3, 2.3.4

regulation 178 Prescribed enrolment and other documents to be kept by family day care educator:(1)(b) an incident, injury, trauma and illness record as set out in regulation 87(1)(c) a medication record as set out in regulation 92


Quality Improvement Plan for Q2- Children’s Health and SafetySummary of strengths for QA2


Strengths Standard 2.1- Each child’s health is promoted Children’s health needs are identified through the enrolment process. Children with health needs have health care plans developed in

partnership with parents and health professionals eg Asthma Care Plans, Anaphylaxis Care Plans, Continence Care Plans etc. The Health Support Planning resource is used to obtain supporting information and other planning formats (2.1.1)

Children with medical, dietary, cultural or other needs have their information displayed prominently in the office for all educators and relief staff to see. This information is emphasized on induction and whenever changes occur. Meetings are organised as required with families, other agencies and care settings involved, to ensure consistency across settings (2.1.1)

A designated “Medication” cupboard in the office is used to safely store children’s medication. Children’s medication is clearly labelled and a spare asthma medication set is kept “just in case”. Parents are asked to complete a Medication Administration Consent, should medication need to be provided. A recording sheet is then used to record the actual process, completed by a staff member (2.1.1)

All educators have current First Aid, CPR refresher and Asthma and Anaphylaxis training. The director monitors educators’ expiry dates through the HR record training management webpage (2.1.1)

The service facilitates and promotes Child and Family Health Checks each term at the centre. Staff accompany children whose parents are unable to attend (with parental consent) and promote alternative dates and times for the screening sessions (2.1.1)

Children have an opportunity for rest in a designated quiet area, during play time. A soft sofa/couch is also available for rest opportunities, both in the indoor and outdoor environments. Children who are staying for the whole day have an opportunity to rest- to lay down or just sit quietly whilst listening to music after lunch (or in the afternoon after outside play). If a child falls asleep, they will be moved to a quiet area (if necessary), covered with a blanket and monitored by educators. Parents will be informed of this (2.1.2)

Children are supervised and monitored for hand washing practices. Before snack and lunch times, a designated staff member will be assigned to bathroom supervision, assisting children and ensuring adequate hygiene practices are met. At other times, staff will pay attention to children accessing the bathroom and assisting them when necessary. Children are explicitly taught the steps of hand washing practices and visual aids are displayed in the bathroom to support the process (2.1.3)

Children are encouraged to wipe their own noses, to dispose of tissues appropriately and to wash their hands after. Tissue boxes are positioned within children’s easy reach both inside and outside. Staff educate and support children in the hygienic practice of nose blowing (2.1.3)

On induction staff are provided with information relating to standard precautions in relation to bodily fluids or blood. Gloves, bags, bins, soaps and hand sanitisers are located within easy reach, near the toilet and nappy changing areas (2.1.3)

A hydraulic nappy changing table is on long term loan from SERU. Items necessary for hygienic nappy changing practices such as gloves, wet wipes, nappy bin and soiled clothes bin are located in this area. The area also contains visual reminders for staff (2.1.3)


A list of children who may require assistance with toileting is displayed in the office. Children who are either not toilet trained or in the process of toilet training have a Continence Plan developed in consultation with their parents or other support agencies (2.1.3)

Parents are encouraged to keep sick children at home and staff will contact parents of unwell children to organise collection (2.1.4) Families are notified of any infectious diseases that are identified at the preschool and are provided with information related to the disease

using the “You’ve got what” document, and /or the Child Health and Education Support Services- chess.sa.edu.au website (2.1.4) Children’s accidents are recorded on an accident sheet, in line with relevant guidelines. Copies are given to parents, kept in a child’s file and

used for site’s WHS monitoring. Parents are informed of head injuries via a phone call at the time of the accident, asked to sign the accident form on collection and recommended to seek medical advice (2.1.4)

The first aid box is audited annually by St Johns service and replenished termly or as required (2.1.4) Children’s toilets are cleaned at lunch time and a roster is used to ensure daily compliance. All tables are cleaned at the end of each session

and children are encouraged to assist with the process. Two sinks and different colour sponges are used in the kitchen for washing dishes and for washing paints/ glue. These are communicated with visual signs. The puzzles and book covers are wiped with a disinfectant, and playdough and home corner utensils are washed at the end of the week- on Fridays. Construction, washable toys, food mats and other laundry items are cleaned/disinfected on Fridays. The centre has a washing machine on site to assist with the process. Other equipment/tools such as furniture and blocks get cleaned once a term and parent volunteers are invited to help. Children are given an opportunity to also help with scrubbing tables and chairs at the end of each term (2.1.4)

Standard 2.2- Healthy eating and physical activity are embedded in the program for children On enrolment, families are informed of the centres’ Healthy Eating Policy, with copies available to families via the Manor farm Kindergarten

website or parent information noticeboard. The service promotes healthy eating via curriculum activities such as gardening and cooking, as well as a variety of visual materials, displays, newsletter articles, Right Bite newsletters and posters for parents (2.2.1)

Families are responsible for providing children’s snacks and lunches. The service promotes fruit or vegetables for snacks in the first instance but will negotiate with families other healthy options, if necessary. A fruit basket is available for children who do not have a healthy snack or for those who would like to try something different or want more. A note is sent home to families to encourage healthy options and educators will speak to parents who continually provide non-healthy foods. The emotional well-being of children is at the heart of this process and educators handle food times sensitively, with a motto of encouraging and supporting, but not reprimanding or shaming. Thoughtfulness is also given to different cultural practices (2.2.1)

The centre utilises an outside veggie garden and fruit trees, along with indoor herb boxes to encourage healthy eating, cooking and tasting


(2.2.1) Children’s snacks and lunch boxes are kept inside within an air-conditioned environment, and families are encouraged to use ice packs to

keep lunch box items cold. Children bring in their own named water bottles which are stored in a drink trolley and wheeled inside/outside to ensure easy access. Families are asked to provide water only and educators refill children’s bottles with filtered water as necessary. “Forgotten” drink bottles at the end of the day are emptied, washed and left to drain (2.2.1)

Staff encourage non-food items for Birthday celebrations such as stickers, balloons, party hats (2.2.1) Physical activity is provided daily in both planned and spontaneous activities. Although the service has an “all in” or “all out” routine due to

supervision reasons, children are provided with quiet table top/mat activities outside and active experiences inside. In the case of wet weather, physical activities are set up under the outside veranda or in the withdrawal room. The eastern part of the centre has suspension points available for the use of hammocks or swing beams (2.2.2)

Both children’s fine and gross motor skills are planned and carefully considered, with individual children’s needs at the heart. The service has a variety of resources to provide opportunities to challenge and improve children’s coordination, balance and physical strength (2.2.2)

Accessing the outdoor environment is very important to the service and outside play time takes place in the morning, especially in the summer months. There is flexibility within the routine for longer morning outside play episodes on days of hot weather. The centre has significantly improved the outdoor facilities to ensure adequate shade areas are in place for outdoor play. The centre has spare hats available for children who did not bring their own. The hats are washed after each use. Educators support children in applying sunscreen on days of full attendance and ensure that children sensitive to sunscreen only use one provided by their families (2.2.2)

On occasions, particularly in the second part of the year, the service utilises the neighbouring oval and school facilities for more challenging experiences (2.2.2)

An annual Obstacle-a-thon or Walk-a-thon is used as a way of promoting physical activity in children, as well as within the community (2.2.2)

Standard 2.3- Each child is protected The Manor Farm Kindergarten is staffed as only a two-staff centre (Director and Teacher), with two casual Early Childhood Workers

employed via the Universal Access funding to support sessions of higher attendance, and an additional casual Early Childhood Worker employed to provide Preschool Support for children with additional needs. To ensure adequate supervision and consistency within the


routine offered throughout the week, the routine has been designed to be “all in” and “all out”, ensuring that the child: educator ratio is met and that a minimum of two educators are presents at any one time (2.3.1)

Educators communicate with each other throughout the sessions to inform each other of their whereabouts, intentions or special projects. This ensures that one staff member is able to actively engage with children in targeted activities and the other one takes on a more supervisory role, ensuring children are safe (2.3.1)

The Preschool Support Worker communicates with other educators her whereabouts and which child she is working with/supporting, so that the other staff members maintain the adequate supervision of children with additional needs. The support worker supports children in the general environment, within the supervision and assistance of the other staff (2.3.1)

A roll book is completed as children arrive to sessions and parents/caregivers sign their child on arrival and departure. Educators support children who may require assistance during separation times and work with individual families on strategies that aid the process (2.3.2)

Educators inspect the outside area each morning and a roster sheet is used to sign off the process. Hazards are reported to the director who conducts a risk assessment if necessary. Damaged equipment is removed from play areas whilst it is being repaired or discarded. A playground inspection is conducted as per Business Manager Schedules. Copies of children’s accident records are reviewed in WHS meetings to identify improvement strategies (2.3.2)

The director works with the Facilities Manager to rectify hazards/issues that cannot be resolved “on site” (2.3.2) A risk assessment is completed for excursions and the service refers to the DECD excursion guidelines for information regarding educator:

child ratios and suitable or not recommended environments (2.3.2) Staff assist children in application of sunscreen during full day attendance (parental consent is obtained). Hot weather and sun safe policy

has been developed and is available to families via Information Notice Board and the Manor Farm Kindergarten website. The centre has significantly improved the outdoor facilities to ensure adequate shade areas are in place for outdoor play. The centre has spare hats available for children who did not bring their own. The hats are washed after each use. A sign on the front door notifies children and their families of days when hats are needed ie when UV rating is 3 or above, in line with the Cancer Council recommendations (2.3.2)

The centre has developed procedures to manage identified risks and uses the induction process or visual signs to communicate areas of risk eg uneven flooring in shed, hot beverage consumption (2.3.3)

The emergency evacuation plan and procedures are prominently displayed within the setting, reviewed annually at WHS meetings and drawn to the attention of new/relief staff on induction. A drill occurs each term and children are provided with a visual support poster(2.3.3)

Educators at the Manor Farm Kindergarten are aware of their roles and responsibilities to respond to every child at risk of abuse and neglect. All educators update their Responding to Abuse and Neglect Training, and the Human Resources Training Management webpage is used to monitor expiry dates of individual staff (2.3.4)


All teaching staff have undertaken the Child Protection Curriculum Training and deliver a Child Protection Curriculum program over the course of the year, with scheduled roster of topics for each term. Parents are informed of the Child Protection Curriculum on enrolment and via Newsletters and displays (2.3.4)

Key improvements sought for QA2Standard/element [2.2.1]

Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child

Identified issue Promote and enhance healthy food and drink consumption at the Kindergarten


Standard/element


Priority (L/M/H)



2.2.1 To promote and enhance healthy food and drink consumption at the Kindergarten.

EYLF: Outcome 3Children show an increasing awareness of healthy lifestyles and good nutrition

M Child education- educators will teach children about healthy and unhealthy foods, referring to them as ‘Everyday foods’ and ‘Sometime foods’. Support with curriculum experiences.

Provide children with healthy cooking, eating and tasting experiences.

Plant vegetables at Kindergarten to use for cooking and tasting.

Provide a fruit basket for children to choose from, if they do not have a healthy option, if they would like to try something new.

Implement parent education program in the form of newsletter articles, displays and examples/ideas of healthy snacks and lunches.

All children eating foods from the ‘Everyday food’ category and drinking water at Kindergarten

Term 2/2015 A fruit basket has been set up for children to choose from, if they do not have a healthy option, if they would like to try something new, or if they would like some more.

Children with the aid of educators have planted some vegetables in the planting boxes.

Improvement Plan


Quality Area 3: Physical environmentThis 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 and location of the premises is appropriate for the operation of a service.

Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.

Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.

Element 3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.

Standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.

Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

Element 3.2.2 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.

Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.

Element 3.3.1 Sustainable practices are embedded in service operations.

Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.




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

3.2.2 regulation 105 Furniture, materials and equipment

3.1.1 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 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 regulation 112 Nappy change facilities

3.2.1 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade

3.1.3 regulation 115 Premises designed to facilitate supervision

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

3.1.1 regulation 117 Glass (additional requirement for family day care



Part 3 of the National Law: Service Approval

regulation 25 Additional information about proposed education and care service premises

Regulations 41-45 Service waiver and temporary waiver

Quality Improvement Plan for QA 3- Physical Environment


Summary of strengths for QA3

Strengths Standard 3.1- The design and location of the premises is appropriate for the operation of the service The Manor Farm Kindergarten is a stand-alone centre, purpose built in the 1970’s, located opposite a Government school and a large

community oval, enabling the site to provide additional options for programming. Educators take children to the oval to engage in large motor movement experiences and ball games, and utilise the school equipment such as the library, gymnasium and playgrounds. The Kindergarten also has a close relationship with a nearby privately run Child Care Centre, who transport children to the Kindergarten (3.1.1)

The Kindergarten was originally built as a double unit serving over 100 children per week. With an ageing population, enrolments have slowly declined to just over 50 children per week. This means that the Kindergarten only has a need for the whole building and grounds on one day of the week and has leased the Eastern side of the building and grounds to Autism SA, (as has been the case) for the last 15 years. Funds generated from the lease arrangements have enabled the service to keep updating the slowly ageing building, with extensive improvements to both indoor and outdoor areas in recent years (3.1.1)

The indoor spaces are relatively open, with portable furniture being used to divide learning areas as required. The site has 5 children’s toilets and sinks and when utilising the Eastern half, can accommodate the attendance of the whole Kindergarten group in the one day. This has enabled opportunities for excursions, kindy photograph sessions, visitors, incursions or entertainers to cater to all of the children at one time. A withdrawal room is also available to separate children into smaller groups or to provide a quiet story or relaxation area. All children have a named bag storage area that remains their own, to assist with a sense of belonging (3.1.1)

The service has adequate kitchen, office and storage rooms, along with an entrance foyer and front veranda which are utilised for parent noticeboards, sign in sheets and other parent information and support. Benches have been installed at the front of the building for families who are waiting and a trolley with books has been supplied for families to read with their children while they wait. This fenced off area has often been used by parents for networking, with many arriving quite early in order to meet up with other parents. Literacy and Healthy Lifestyle packs are also available in this area for families to borrow (3.1.1)

The outdoor learning environment has many mature trees which get checked and maintained regularly. The area is well shaded and provides a balance of lawn, bark chip soft fall, paved areas and artificial soft fall areas. Two large shade structures have been erected over the sand pit and swing areas, and the outdoor veranda can be utilised in wet weather. The rock garden, planting boxes and digging patch allow for exploration of the natural environments. The sand pit has a water course available and a small decking/ kitchen area. Aboriginal art work by Marra Dreaming is scattered throughout the yard. The eastern yard also has a small fixed playground and a raised boat used for dramatic play or as a space to sit and chat (3.1.1)

Heating and cooling is efficient in the main play areas and are checked regularly as per maintenance schedules (3.1.1) Children’s toilets are cleaned at lunch time and when required, and a roster is used to ensure daily compliance. All tables are cleaned at the

end of each session and children are encouraged to assist with the process. Two sinks and different colour sponges are used in the kitchen 33

FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

for washing dishes and for washing paints/ glue. These are communicated with visual signs. The puzzles and book covers are wiped with a disinfectant, and playdough and home corner utensils are washed at the end of each week- on Fridays. Construction, washable toys, food mats and other laundry items are also cleaned/ disinfected on Fridays. The centre has a washing machine on site to assist with the process. Other equipment/tools such as furniture and blocks get cleaned once a term and parent volunteers are invited to help. Children are given an opportunity to also help with scrubbing tables and chairs at the end of each term (2.1.4, 3.1.2)

Educators inspect the outside area each morning and a roster sheet is used to sign off the process. Hazards are reported to the director who conducts a risk assessment if necessary. Damaged equipment is removed from play areas whilst it is being repaired or discarded. A playground inspection is conducted as per Business Manager schedules (2.3.2, 3.1.2)

The premises are cleaned daily after hours by a contracted cleaner, and a detailed clean is scheduled in every termly holiday break. Twice a year the windows are cleaned, along with the floor buffing and carpet cleaning (3.1.2)

Building maintenance is managed by Spotless and the process is assisted by the sites’ Facilities Manager, as well as the Business Manager web application. DECD Asset Services are consulted for minor works and approval is sought from DECD Early Childhood Services to ensure any modifications are congruent with the early childhood philosophy. Equipment is stored in a safe and organised manner and the site conducts regular audits and equipment updates. A hazardous substances register is kept up to date and items in this category are kept at a minimum and stored in a lockable cupboard away from children (3.1.2)

Resources, equipment and supplies are well stocked and sufficient in number. Educators ensure equipment is of good quality and reflects early childhood philosophy. Consumables are regularly topped up, developmentally appropriate and allow for flexible use. When possible, educators introduce natural or organic materials (3.1.2)

The service has acoustic wall coverings, ceiling tiles and carpets to help with noise reduction and to support children with hearing impairments. Thus far the centre has not received an enrolment of a child in a wheel chair, however it is perceived that any necessary modifications would be only minor and able to take place swiftly. The centre has utilised the services of SERU to borrow specialised equipment for children with additional needs as required. Examples of this are the hydraulic changing table, audio system for hearing support, learning aids for children with Autism Spectrum Disorder (3.1.3)

The site is secure with window locks and self-closing gates. Fences are of adequate height and some have now been replaced. The front door has a safety fence around it to create a second catchment area. Although some door handles have been positioned quite low, extra slide bolts have been installed on those doors that can be opened by children- none of these are entrance doors (3.1.3)

Standard 3.2- The environment is inclusive, promotes competence, independent exploration and learning though play The indoor and outdoor environments are organised to provide flexible environments for children. All furniture is easily movable and

educators reflect on children’s use of areas in planning a curriculum. Children’s voice is incorporated in the development of the learning environments and children assist in the process of setting up or creating play experiences (3.2.1).


The outdoor veranda along with outdoor tables and mats are utilized to create experience that flow from the indoor environment eg. construction sets, arts/ crafts, puzzles, play dough, books, painting easels etc. Equally outdoor materials are at times brought in to create large movement experiences eg low-laying obstacle-courses, woodwork, sand trays etc. The suspension points in the eastern side of the centre are used for indoor vestibular experiences such as swings, hammocks or gymnastic rings and the area is also utilised to accommodate the ball pit, indoor trampoline or tumbling mats (3.2.1)

Although the routine is divided into approximate timelines, educators at the service gauge children’s involvement and extend play episodes as required. Equally on wet or very hot days, the routine may be adapted to best suit children’s needs (3.2.1)

The environment supports children’s sensory development, and a wide range of sensory activities (planned and unplanned) are on offer, both indoor and outdoor. Sensory activities (both messy and not) are planned in the weekly curriculum. Children are allowed and encouraged to take off their shoes, to climb some of the small fruit trees, to make mud in the digging patch, to utilise water in the sand pit, to search and reorganise the rock garden. Whenever possible, educators utilise natural resources and materials to support activities. Music and movement activities are also offered in both environments, as are musical instruments (3.2.1)

Educators ensure adequate resources are available by planning for each group size- they consider table configurations, seating arrangements, and sufficient resources. Adjustments may be made throughout the sessions to accommodate developing interests and children are encouraged to assist with the process. The environment is not stringent and children are welcome to move chairs or equipment as desired. Activities are offered at different heights to suit different learning styles, with a variety of mats, low tables, tall tables, chairs and stools on offer (3.2.2)

Children are encouraged to ask for materials or resources to add to their play. Educators take children into store rooms/ shed to select the resources they want. Children are also invited to brainstorm (in small groups) activities they would like the following week. Educators support children in the multiple use of resources and are available to support children in the acquisition of additional materials (3.2.2)

Standard 3.3- The service takes an active role in caring for its environment and contributes to a sustainable future An educator from the service attended “Sustainable environments” training in 2014 and shared findings that have formed our guiding

principles for 2015. As a site we are looking at further improving strategies around recycling, reusing, reducing, conserving water and power, composting, growing produce and sustainable equipment purchase (3.3.1)


The site had solar panels installed as part of the Solar Schools project in 2006. Electricity generated through the panels helps reduce our power costs and is in line with sustainable practices. The site utilises water collected via two water tanks for use within the garden and sand pit areas. Self-stopping taps have been installed in the children’s bathroom and removable taps have been installed outside to prevent water wastage due to vandalism. Just recently we have added a lawn irrigation system to help irrigate the water efficient lawn variety. The system is programmed to run at optimum times, reducing water loss through evaporation. Further to this, additional garden areas have been connected to the existing irrigation drip lines. The service also organised the installation of an additional water tap next to the vegetable planter boxes to aid the efficient watering of this area. The grounds comprise of mostly water efficient trees and plants and any new plant additions are in line with this practice. The site uses compost bins to make its own soil improver (3.3.1)

Educators set heating and cooling temperatures to energy efficient settings and encourage children to adjust their comfort by removing or adding items of clothing. Educators model the practice and assist children with clothing (3.3.1)

Children are encouraged to separate rubbish into 4 colour coded bins at a “recycling station” located in a prominent place within the Kindergarten. The bin colours correspond with the council bins in the area. Visual aids support children in selecting the correct bin, and educators are available to assist children in high use times. Food scraps are taken to the compost bins to create fertiliser for the garden (3.3.2)

Children and their families are encouraged to bring in reusable waste to use at the collage table. An elderly (but highly skilled) family member of one of the staff, volunteers to repair broken equipment and furniture. He was awarded the Jennifer Rankine volunteer award by the Manor Farm Kindergarten in 2014. Children are made aware of his invaluable contribution and shown his handiwork. Educators and parents also collect reusable pieces of wood for children to use at the woodwork table (3.3.2)

Children are engaged in soil cultivation, planting of seeds/seedlings, weeding and garden care. Watering cans are made available to children to water the vegetable garden and other garden pots and garden beds. Children are also encouraged to take care of the indoor plants and herb garden (3.3.2)

Children are educated on water conservation and only a small trickle of water is generally available to enhance water play. A more generous supply of water is offered occasionally when the rain water tanks are full or are being replenished at a fast rate (3.3.2)

The service has a membership with the Nature Education Centre and borrows animals or education kits for a one to two week period. The animals enhance and link with curriculum activities and often generate parent interest and involvement .The service also participates in its annual Silk Worm program utilising eggs generated from previous year. In addition, the site purchases Monarch Butterfly caterpillars (also from the Nature Education Centre) and until recently cared for “Gumnut” the resident Spiny Leaf Insect (3.3.2)

The service utilises a free program organised by the local Vet, which educates children on the topic of ‘safety around dogs’ (3.3.2)




The environment is inclusive, promotes competence, independent exploration and learning through play

Identified issue To further develop an environment that is inclusive, promotes competence, independent exploration and learning through play

Standard/element [3.3.1 and 3.3.2]

The service takes an active role in caring for its environment and contributes to a sustainable future

Identified issue To further ascertain that sustainable practices are embedded in the service and children become environmentally responsible and aware

Improvement plan


Standard/element


Priority (L/M/H)



3.2.1 To further develop an environment that is inclusive, promotes competence, independent exploration and learning through play

EYLF Outcome 2-Children become socially responsible and show respect for the environment

L Use of Relate, Respect, Reflect Active Learning Environments observation scales as a self-assessment tool to reflect and evaluate the effectiveness of our practices

Enhancement of furniture and resources that are in keeping with the ‘natural environments’ ethos.

The physical environment will support and enhance children’s learning and development.

Both indoor and outdoor learning areas incorporate natural environments and resources.

Facilities are safe, well maintained and developmentally appropriate for the operation of this service.

December 2015 The service has updated some of its furniture with pieces that are movable and can be utilised to create more intimate learning spaces

3.3.1 and 3.3.2 To further ascertain that sustainable practices are embedded in the service and children become environmentally responsible and aware.

EYLF Outcome 2-Children become socially responsible and show respect for the environment

L Staff to attend the ‘Wipe out waste’ training session in 2015 and any other related professional development sessions.

Staff to brainstorm and tap into the expertise of other sites, to find ways of furthering the services’ sustainable practice.

Educate and encourage children to use the Recycling Station in the Kindergarten to separate rubbish. Involve children in composting and garden care.

Inform families about the

The service maximises its sustainable practice potential.

Children begin the life process of sustainable living skills and practice.

Families are aware and possibly inspired to engage in sustainable practices at home.

December 2015


Kindergarten’s sustainable practices through means such as newsletters and displays. Include suggestions for home activities and practice.


Quality Area 4: Staffing arrangements

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

Quality Area 4: Standards and elementsStandard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.

Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times.

Standard 4.2 Educators, co-ordinators and staff members are respectful and ethical.

Element 4.2.1 Professional standards guide practice, interactions and relationships.

Element 4.2.2 Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships.

Element 4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.



4.1 regulation 169 Offence relating to staffing arrangements

4.1 regulation 118 Educational leader

4.1 regulations 119–120 Age and supervision requirements

4.1 regulations 121–124 Minimum number of educators required



4.1 regulations 125–128 Educational qualifications for educators

4.1 regulations 129–135 Requirements for educators who are early childhood teachers

4.1 regulation 136 First aid qualifications

4.1 regulations 137–143 Approval and determination of qualifications

4.1 regulation 144 Family day care educator assistant

4.1 regulations 145–15 Staff and educator records—centre-based services

4.1 regulation 153 Register of family day care educators

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


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

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

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

4.1 regulations 46–54 Supervisor certificates

4.2 regulation 55 Quality improvement plans

4.1 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.


Quality Improvement Plan for QA4- Staffing ArrangementsSummary of strengths for QA4

Strengths Standard 4.1- Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing. The service operates as a two staff centre, with a full time teacher and director as its core staff. The centre keeps in line with DECD Human

Resource standards, maintaining a maximum of 1:13 educator to child ratio at all times. Additional educators in the form of Early Childhood Workers are employed throughout the week during sessions of higher attendance. They are funded through the Universal Access grant. A Preschool Support Worker is also employed throughout the week to provide further support for children with additional needs. (4.1.1)

The teaching staff at the centre (ie director and teacher) have Bachelor of Early Childhood Education Degrees (or equivalent) and are registered with the Teacher Registration Board. The Early Childhood Workers working at the site have a minimum Certificate 3 in Child Studies and have been approved to work by DECD (4.1.1)

One Early Childhood Worker identifies as Indigenous and has been of great value in supporting the high number of children and families from Aboriginal and Torres Strait Island cultures (4.1.1)

Educators at the site have the required first aid qualifications, Responding to Child Abuse and Neglect training updates and relevant clearances to work with children. The director utilises a HR Maintaining training certificates web application to monitor expiry dates.

Given that the service is funded as a two staff centre, the routine has been organised in a way that ensures that children are adequately supervised at all times; especially during the sessions when only the two staff are present. For this reason the site operates on a “all in” and “all out” basis. To keep a consistency in the routine across the week, this routine is implemented every day, even if additional staff are present (4.1.1)

A staff roster is displayed in the foyer to inform parents of the educators who are present on the day. The display also includes photographs of the staff and identifies the Certified Supervisor. Parents are also informed of when a staff member is absent and who is replacing him/her. The service has a regular relief teacher (4.1.1)

A more detailed staff roster is displayed in the office, identifying staff roles. The lunch break roster and routine are also displayed in the office (4.1.1)

Standard 4.2- Educators, co-ordinators and staff members are respectful and ethical. The service practice is guided by the Manor Farm Kindergarten philosophy, policies, code of conduct, DECD code of ethics, Governing

Council Constitution, National Regulations and National Quality Standards (4.2.1) The staff team has a culture of quality, high expectations and ongoing improvement. The team develops shared, transparent values and

directions and sets goals and targets for the year based on a process of self-reflection, which then formulates the Quality Improvement Plan. Staff use learner data, RRR data, parent opinion surveys, governing council reports and partnership data to guide the improvement goals (4.2.1)

New staff, including relief staff are inducted into the centre, with particular attention given to identifying children’s needs, policies, routines and emergency processes and other WHS procedures (4.2.1)

The service develops, monitors and updates its Dealing with Concerns and Grievances policy which is made available to all employees on


induction. Employees are also made aware of the Employee Assistance Program, with information displayed on the WHS noticeboard in the office. The DECD Parent guide to raising a concern or complaint is made available to families via the parent information board and Kindergarten website (4.2.1)

Educators at the centre are engaged in a process of Performance Development, but feedback and reflections are also provided incidentally every day. Staff identify training needs that link to the site’s improvement plan and keep records and reflection of their professional development (4.2.2)

The centre utilises and encourages staff to develop their “expertise” based on interest areas, skills and affiliations. Other workloads are distributed collaboratively, but are also based on fractions of time, non- contact times and job responsibilities (4.2.2)

Training opportunities are available in the office for staff to consider and the director highlights training and development that supports the centre’s priorities. The centre utilises its closure days for whole staff professional development. Peer support, modelling and expertise sharing is highly valued and implemented, example- the teacher employed at the centre has previously worked extensively for Autism SA and is able to share professional expertise of this field with our support and teaching staff (4.2.2)

Friday non-contact time provides opportunities for staff meetings, WHS meetings and programming sessions. This has been of particular importance in previous years when the teaching role was shared by two part time teachers (4.2.2)

The work ethos is guided by team support, respect and camaraderie, and educators support each other throughout the day. Particular attention is given to support staff who may be working with children who present with challenging behaviours. Staff are encouraged to take turns, have breaks and to feel comfortable to seek support from each other. Attention, care and support is also extended to educators’ physical conditions, abilities and family and cultural considerations. The environment is supportive and respectful whilst also maintaining confidentiality and privacy. Working hours and rosters try to accommodate personal needs via negotiable and flexible conditions (when possible) (4.2.3)

Educators acknowledge and celebrate each other’s Birthdays, achievements and family or cultural events. A termly dinner is organised to enable staff to connect with each other outside of their work environment. An invitation to this is also extended to past employees, enabling staff to stay connected and “in touch”. The dinner is often attended by 10-15 past and present staff. An educator from the service also organised “knitting” get togethers on Tuesdays, open to all staff to get together, share their skills, chat and network (4.2.3)



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

Identified issue To further develop staff capacity, especially in relation to the priority areas of Literacy and Numeracy.

Improvement planStandard/element


Priority (L/M/H)



4.2.2 To further develop staff capacity, especially in relation to the priority areas of Literacy and Numeracy.

M Educators to attend whole site professional development, particularly within the Salisbury Partnership networking groups. Early childhood staff and support workers to be also encouraged to attend.

Educators to model, mentor and share skills and knowledge.

All educators at the service are confident in their abilities to support children’s learning and development in the areas of Literacy and Numeracy.

December 2015


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 developed and maintained with each child.

Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.

Element 5.1.3 Each child is supported to feel secure, confident and included.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.

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

Element 5.2.3 The dignity and the rights of every child are maintained at all times.



Standard/element

National Law (section) and National Regulations (regulation)

5.2 section 166 Offence to use inappropriate discipline

5.1, 5.2 regulation 155 Interactions with children

5.2 regulation 156 Relationships in groups


5.1, 5.2 regulation 73 Educational program

5.1, 5.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

5.1, 5.2 regulation 162(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 QA5- Relationships with ChildrenSummary of strengths for QA5

Strengths Standard 5.1- Respectful and equitable relationships are developed and maintained with each child. Interactions with each child are aimed at building secure and trusting relationships. The staff roster has been developed to ensure that two

core staff members are present daily across the week. Additional educators are kept to a minimum to reduce different staff “coming and going”. A regular relief teacher who is a past employee and therefore very familiar with the running of the centre and has a connection with some of the families, is employed whenever possible (5.1.1)

Educators at the site build secure, respectful and reciprocal relationships with children. Educators listen to children and also take cues from their non-verbal behaviours. They support children in a way that develops their sense of security, whilst also developing their independence and self-confidence. Educators are aware of the balance of knowing when to step in and when to stand back and observe (5.1.2)

Educators engage in conversations with children when participating in activities. Educators use language to foster children’s thinking and problem solving, to provide emotional support, to guide and support their play, to develop their levels of questioning and conversation skills, and to aid vocabulary development. Through conversations, educators are able to gain insight into children’s interests, likes and needs. This information is then used to plan experiences and extend children’s learning (5.1.2)

When engaging with children, educators get down to their level to foster connection and enable eye contact. Further to this, educators acknowledge and respond sensitively to children’s attempts to initiate interactions, support children in times of change, are emotionally available, support children’s expressions of their thoughts and feelings, support children in times of distress, fear or discomfort and provide ongoing support if these take time to resolve (5.1.3)

Educators are sensitive and responsive to children’s individual, family and cultural needs, and help children celebrate and acknowledge special events in their lives. They reflect and respond to information shared by children and their families and when relevant utilise this in curriculum planning (5.1.3)

A sense of Belonging is promoted through staff interactions and via the physical environment. Throughout the centre there are references to individual children. Each child has their photo displayed by the entrance, name on the sign in sheet, has their own named bag space, profile folder and name card. Care is taken to ensure each child has work displayed in the centre and is featured in the “What has been happening in our Kindy?” book. Educators also monitor children’s profile folder entries to ensure that no one “misses out” (5.1.3)

Staff get the centre ready prior to children’s arrival to maximise their availability to support children and their families through any separation needs and to be available for exchange of information. Separation support is handled sensitively and in close collaboration with the parents. Once the group is settled, educators respond to the children’s interests to add or modify the curriculum activities (5.1.3)


Standard 5.2- Each child is supported to build and maintain sensitive relationship with other children and adults Educators support children to enter play situations and be part of the group. Educators observe children’s interactions with each other and

develop strategies to support children’s development of friendships. Educators model inclusive and cooperative language and assist children in developing these skills (5.2.1)

Educators support existing friendships and are flexible, accommodating session times to ensure children who know each other can attend together (5.2.1)

Younger siblings are always welcome to join in the play at the beginning and end of each session, with open timelines to stay and play. This allows for building early staff- child relationships, as well as familiarity with the centre and routines (5.2.1)

Educators are observant and take notice of children’s moods and emotions and provide sensitive support when required. Opportunities within the environment exist for children to engage in small group activities, individual play episodes, or engagement with an educator (5.2.1)

The service develops, monitors and reviews its Behaviour Code of Conduct for children. Parents are made aware of the code on enrolment and copies are available through the Parent Information noticeboard or the kindergarten’s website. A visual representation of the conduct is displayed in the centre for children’s reference. Educators teach children about appropriate and not appropriate behaviours and refer to the conduct when supporting children’s behaviour or conflict (5.2.2)

Educators in consultation with families and relevant support agencies develop a Behaviour Plan for children who present with significantly challenging behaviours. If relevant, the child is also involved in the development of this plan. The DECD behaviour coach is used for support, advice and staff development (5.2.2)

Educators model, teach and support children in the implementation of conflict resolution strategies. Visual aids are used to support the process (5.2.2)

Educators focus on positive choices and help children celebrate achievement and success. The “You can do it” program is implemented in the centre to support the development of children’s social-emotional wellbeing and learning dispositions (5.2.2)

Children are taught to respect other other’s needs, emotions, skills and abilities. Educators support and promote children’s dignity and rights. Sensitive explanations are provided to support or explain the actions of children with additional needs (5.2.3)

The curriculum is rich in cultural diversity and the service has a growing number of children from multicultural backgrounds. Children are taught to respect and positively respond to difference, individuality and uniqueness. Educators observe and monitor children’s attitudes and behaviours, and provide sensitive intervention if needed (5.2.3)

Educators are sensitive and discreet in their support of children who require toileting assistance. Toileting accidents are handled discreetly and when possible children are guided through the process of changing themselves. The changing table is positioned in a private location, away from the busy traffic of the centre (5.2.3)



Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.

Identified issue To support children’s positive interactions and their ability to manage their own behaviour and the behaviour of others.


Standard/element


Priority (L/M/H)



5.2.2 To support children’s positive interactions and their ability to manage their own behaviour and the behaviour of others.

EYLF- Outcome 2Children become aware of fairness

EYLF- Outcome 3Children become strong in their social and emotional well being

L Educators will review the Site Behaviour Code (as a staff team) and make modifications if necessary.

Copies of the code will be made available to the families via the noticeboard and Kindergarten website.

Educators to discuss the code with children and develop a visual display for children to refer to.

Educators will model appropriate behaviour.

Children will be encouraged and supported to manage their own behaviour.

Educators will support children in the development of strategies for resolving conflict.

The code is used consistently within the Kindergarten.

Families are aware of the code and its principles.

Children are demonstrating increasing skills to resolve conflict.

Children are demonstrating increasing responsibility for their actions.

December 2015 A visual display for the children has been created and used for reference when managing children’s behaviour. The visual code has been displayed in a prominent place for parents and children to clearly see.

Improvement plan


Quality Area 6: Collaborative partnerships with families and communities This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are based on active communication, consultation and collaboration.

Quality Area 6: Standards and elementsStandard 6.1 Respectful supportive relationships are developed and maintained.

Element 6.1.1 There is an effective enrolment and orientation process for families.

Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.

Element 6.1.3 Current information about the service is available to families

Standard 6.2 Families are supported in their parenting role and their values and beliefs about child rearing are respected.

Element 6.2.1 The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.

Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing.

Standard 6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.

Element 6.3.1 Links with relevant community and support agencies are established and maintained.

Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

Element 6.3.3 Access to inclusion and support assistance is facilitated.

Element 6.3.4 The service builds relationships and engages with their local community.




6.1, 6.2, 6.3 regulation 157 Access for parents


6.1, 6.2 section 172 Offence to fail to display prescribed information

6.1, 6.2, 6.3 section 175 Offence relating to requirement to keep enrolment and other documents

6.1, 6.2, 6.3 regulation 73 Educational programs

6.1, 6.2, 6.3 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

6.1, 6.2, 6.3 regulation 75 Information about the educational program to be kept available

6.1, 6.2, 6.3 regulation 76 Information about educational program to be given to parents

6.1, 6.2, 6.3 regulation 80 Weekly menu

6., 6.2, 6.3 regulation 86 Notification to parents of incident, injury, trauma and illness

6.3 regulation 99 Children leaving the education and care service premises

6.3 regulation 102 Authorisation for excursions

6.1, 6.2,6.3 regulation 111 Administrative space (centre-based services)

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


6.1, 6.2, 6.3 regulation 171 Policies and procedures to be kept available


6.1, 6.2, 6.3 regulation 172 Notification of change to policies or procedures

6.1, 6.2, 6.3 regulation 173 Prescribed information is to be displayed

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

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

6.1, 6.2, 6.3 regulation 181 Confidentiality of records kept by approved provider

6.1, 6.2, 6.3 regulation 182 Confidentiality of records kept by family day care educator

6.1, 6.2, 6.3 regulation 183 Storage of records and other documents


Quality Improvement Plan for QA6- Collaborative partnerships with families and communitiesSummary of strengths for QA6

Strengths Standard 6.1- Respectful, supportive relationships with families are developed and maintained The service has developed an enrolment process that is informative, flexible and supportive of the parent community. Following an initial

contact, families are invited to meet the staff and to be shown through the centre. The director generally handles enrolment enquiries; however an enrolment information guide has been developed to enable other staff members to take over when she is unavailable (6.1.1)

Enrolment materials pertaining to the service are available through the Kindergarten website and can also be collected in person, emailed or sent via post (6.1.1)

Families of children due to commence are informed of this in writing and the children are invited to attend four orientation sessions. At this time, parents have an opportunity to attend one of two information sessions (a day session or an evening session), where the director and teacher provide families with more detailed information regarding the service eg management, staffing, curriculum, policies, session times and other relevant facts (6.1.1)

The service uses the DECD preschool enrolment form to gather information relating to the child’s health, individual needs, cultural background and language. On completion of the enrolment form, the director ensures that all necessary fields have been completed and sights a proof of age document. Staff are available for families who require support in completing the forms. Bilingual support workers or the telephone translating service may be used to assist the process (6.1.1)

The enrolment details are entered on the DECD generated Early Years System, which creates an identification number for the child, enables the service to book children into sessions, produces the roll book, daily attendance sheets, medical lists and other specific reports, and assists with DECD reporting requirements. Family and cultural information is noted into the children’s learning plans (6.1.1)

Individual times are arranged to effectively manage the enrolment of children with significant special needs. In this instance, the director collects reports, completes Preschool Access Profiles, seeks information from support agencies and makes contact with the Special Educator to negotiate preschool support (6.1.1)

In line with the Preschool Enrolment Policy, early entry to kindergarten is available to Aboriginal and Torrens Strait Islander children from the time of their third birthday. Children with additional needs, as well as children from non-English speaking backgrounds are also able to receive early entry sessions, two terms prior to their normal commencement (6.1.1)

Due to the implementation of the DECD Single Intake Policy, all children commence their Kindergarten entitlement at the beginning of the school year. Under the Universal Access implementation, children using the service can access up to 15 hours of kindergarten sessions. The service offers flexible session arrangements for families, with a number of different session options available to cater for individual needs. Families can access a combination of full and half days over the course of the week (6.1.1)


Families are provided with a range of options to be involved in the service. The operation and management of the centre is guided by the Governing Council who has an input into policy and QIP development/reviews, finance management, centre budget, fundraising activities, celebration events and facility improvement. The council members serve for a one year term, with new council formed at the beginning of the year. All families are invited and encouraged to serve on the council or to attend as non-voting attendee. The service has found it challenging at times to foster active representation, but is continually working through supporting strategies (6.1.2)

The service organises and pays for the child related clearances of interested parent volunteers and governing council members. In 2015 it will also be facilitating Responding to Abuse and Neglect Training for volunteers and council members. Upon completion of the necessary requirements, volunteers are encouraged to participate in areas of their interest, accompany children on excursions or support the service with preparation of materials, working bees or clean up days, sausage sizzle or event preparation (6.1.2)

The service encouraged parents to have an input into the curriculum, organisation and management, via the Governing Council, Parent Opinion Surveys, speaking with Director or staff or via a suggestion box. Parents are also invited to make comments on children’s Statements of Learning (6.1.2)

The services promotes the engagement of working families by organising evening family events such as the End of Year Celebration, Graduation, Children’s Concert or Family Disco (6.1.2)

The centre provides information to families in varied ways. Displays within the kindergarten provide information on curriculum direction. A summary of the program is on display for parents to view. Displays around the centre provide information relating to the Early Childhood Framework, Child Protection Curriculum and centre priorities, such as Healthy Eating. Other displays within the centre alert parents to the benefits of certain activities or the learning outcomes they help to develop (6.1.3)

Newsletters and notes inform families of important diary dates, upcoming events, curriculum direction, staffing updates, and reminders. The newsletters are also utilised for parent development and support and may contain educational resources or articles. Important notes are also prominently displayed on the front gates. Notices are given to families to inform of special events and excursions. Educators relay information personally to families who may have difficulties understanding the information, or on occasions when information needs to be communicated effectively (6.1.3)

The Annual Report, Quality Improvement Plan, policies, information book and general information are published on the Manor Farm Kindergarten website. In 2015, the website will also include the site’s newsletters and notes (6.1.3)

Standard 6.2- Families are supported in their parenting role and their values and beliefs about child rearing are respected Educators are available at the beginning and end of each session to meet with families and discuss children’s wellbeing and progress.


Educators are also available during these times to discuss or elaborate on curriculum opportunities and to seek parental feedback or suggestions into decisions that relate to children’s wellbeing or centre operation (6.2.1)

Parents unable to come to the centre are encouraged to call the centre or to organise an appropriate time to meet with the educators. Parent Suggestions Box and the Parent Opinion Surveys are also used to gauge parents’ comments and feedback (6.2.1)

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

Having a high representation of children with additional needs, the service works closely with support services and outside agencies. Negotiated Education Plans are developed in collaboration with families and relevant organizations, and agreements are made with parental consents. Regular review meetings ensure changes and modifications are documented and transition meetings with the school ensure effective handing over of information (6.2.1)

All Indigenous children have an Individualised Learning Plan developed and copies of these are provided to families for information and to collect their feedback (6.2.1)

Educators are sensitive and respectful to cultural and family practices and seek information from families to investigate ways of bringing children’s cultures into the curriculum. At the beginning of the year, educators invite families to complete a parent questionnaire referred to as ‘Getting to know your child’. In the questionnaire parents are asked to provide information about their child, including abilities, interests, any concerns, and information relating to the child’s family and culture. Further to this, the survey asks if and how parents would like to be involved in the centre. This information is then collated and used to invite parents to participate in the nominated areas (1.1.2 and 6.2.1)

The service provides information to families about community services in the Northern suburbs and resources that support parenting and family wellbeing. Information is provided via newsletters and noticeboards about dental programs, Salisbury Council Lifestyle programs, parent education courses, sporting organisations, Family Zone newsletters, Child and Family Health Checks, community events and any other relevant activities (6.2.2)

Information provided to families is current and promotes services in the Northern areas. Bilingual assistants are utilised to assist families with translations or organising service appointments (6.2.2)

The director and two educators live locally and have worked at the site for many years. They are therefore able to provide extensive local


knowledge and expertise to parents on the range of services that are available to families in the area (6.2.2) Information packs from neighbouring schools are also available at the service for parents to take. The service is part of the Salisbury

Partnership of schools and preschools and through its involvement in the partnership has developed a reciprocal relationship with these sites. The schools and preschools work collaboratively to develop transition processes that best support children and their families (6.2.2)

Standard 6.3- The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing The service has a very strong working relationship with the neighbouring child care centre that transports children to the Kindergarten

program. The relationship between the two sites extends over many years and the two services work together to ensure continuity of learning and care and to provide flexible family arrangements. The services exchange information of significance and work in collaboration with each other and families, to develop learning goals and strategies for children (6.3.1, 6.3.2 and 6.3.4)

The service also has a very strong relationship and connection with Autism SA, who lease part of the Kindergarten to operate a Foundation Skills program for children with an Autism Spectrum Disorder, and provide support to their families. The program has been in operation at the Kindergarten for the last 15 years, during which both services established a very strong reciprocal working relationship. Educators from both sites share knowledge, skills and expertise, as well as resources and materials. A number of children over time have transitioned from one service to the other, leading to continuity of learning (6.3.1 and 6.3.2)

As the service receives a high enrolment of children with additional needs, strong professional relationships have been established with a number of outside agencies such as Autism SA, Down Syndrome Society, Community Health, Teachers of the Deaf and Disability Services. The service also works closely with DECD special educators, psychologists and speech pathologists. Further to this, the site is regularly visited by the Child and Family Health nurses to support families and conduct preschool health checks (6.3.1 and 6.3.2)

The service is part of the Salisbury partnership of schools and preschools, consisting of 1 secondary school, 6 primary schools and 5 preschools, who meet to work in collaboration to improve children’s learning outcomes and arrange group support and training opportunities (6.3.4)

The Salisbury partnership of schools and preschools facilitates organised and smooth transition processes with effective exchanges of information. Children attend four school transition visits all at the same time, which in turn enables the new kindergarten children to attend their orientation visits. In 2015, reception teachers from feeder schools will also visit the service to meet with children and exchange information. The kindergarten director is part of the transition working committee. Children from the Kindergarten also visit the neighbouring school’s facilities, to give them opportunities to interact with school equipment and environment (6.3.1 and 6.3.2)

Children with individual needs are further supported by transition meetings during which additional transition visits can be negotiated. If agreed, the preschool support worker accompanies children with additional needs on their school visits to provide additional support (6.3.2


and 6.3.3) Upon the completion of their time at Kindergarten all children will receive a Statement of Learning. With parental consent, a copy of the

statement is forwarded to the child’s intended school (6.3.2) The service has a number of effective processes in place to facilitate inclusion and support assistance. The director in collaboration with

families and support agencies organises preschool support for children with significant special needs. Children who present with less significant needs, but are still at risk of falling behind are supported internally via the early intervention program. Indigenous children are supported with early entry and individualised learning programs. Children from non-English speaking backgrounds are also supported through early entry and when possible the Bilingual Preschool Program. Specialised support equipment to aid the development and inclusion of children with special needs is borrowed from SERU (6.3.3)

In the case when preschool support hours are extended, the service ensures that when practicable, these are added to the Early Childhood Workers already employed at the site, as they have an already established relationship with the children and their families (6.3.2 and 6.3.4)

The service promotes and celebrates community events and cultural celebrations such as Chinese New Year, Harmony Day, Clean up Australia, the Biggest Morning Tea and Salvation Army food collection run (6.3.4)

The service also supports local businesses whenever possible, to purchase assorted items such as children’s fruit, supplies for Governing Council morning tea or End of Year Celebration sausage sizzle. The locally based indigenous art service- Marra Dreaming has been employed by the centre to create visual art displays in the outdoor areas (6.3.4)

The centre organises visits by local education officers from the South Australian Police and Fire Departments, to talk to children about their professions and the ways in which they support the local community. The centre also organises a dog education program facilitated by the local vet clinic (6.3.4)




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

Identified issue To develop a link between kindergarten curriculum and children’s home learning opportunities, within the sites’ learning priorities of Literacy and Numeracy


Improvement plan

Standard/element


Priority (L/M/H)



6.2.2 To develop a link between kindergarten curriculum and children’s home learning opportunities, within the sites’ learning priorities of Literacy and Numeracy

EYLF Outcome 5- Children are effective communicators

L The service will develop a parent education program to inform families of home Literacy and Numeracy activities and experiences.

ECLIPSE literacy and numeracy activity cards will be included in the newsletter.

The Early Childhood Literacy and Numeracy cards: ‘Building good Practice’ to be made available to families and included in the newsletter.

Newsletters will be available on the Kindergarten website for easier accessibility.

Parent displays in relation to what early childhood Literacy and Numeracy looks like will be developed.

Educators will promote learning through play experiences that are congruent with early childhood philosophy.

Children are supported in their literacy and numeracy development in both settings- kindergarten and home.

Children’s literacy and numeracy engagement is play based and in line with early childhood philosophy.

Parents develop skills, understanding and knowledge of ways in which they can support their child’s learning.

December 2015 Site newsletters have been placed on the Kindergarten website and will continue to be updated throughout the year.


Quality Area 7: Leadership and service management This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community. An ongoing cycle of planning and review, including engagement with families, creates the climate for continuous improvement.

Quality Area 7: Standards and elementsStandard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.

Element 7.1.1 Appropriate governance arrangements are in place to manage the service.

Element 7.1.2 The induction of educators, co-ordinators and staff members is comprehensive.

Element 7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.

Element 7.1.4 Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning.

Element 7.1.5 Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.

Standard 7.2 There is a commitment to continuous improvement.

Element 7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.

Element 7.2.3 An effective self-assessment and quality improvement process is in place.

Standard 7.3 Administrative systems enable the effective management of a quality service.

Element 7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements.

Element 7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.

Element 7.3.3 The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and any complaints which allege a breach of legislation.

Element 7.3.4 Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner.


Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.



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

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

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

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

7.3.1 regulations 158-162 Attendance and enrolment records

7.1.5 regulation 163 Residents at family day care residence and family day care educator assistants to be fit and proper persons

7.1.5 regulation 164 Requirement for notice of new persons at residence

7.3.1 regulation 167 Record of service’s compliance

7.1.1, 7.3.1, 7.3.4, 7.3.5

regulations 168-172 Policies and procedures

7.3.1 regulations 173-176 Information and record-keeping requirements

7.3.1 Regulations 177-180 Prescribed records

7.1.1 regulations 181–-184 Confidentiality and storage of records


7.1.5 regulation 14 Application for provider approval by individual

7.1.5 regulation 15 Application for provider approval by person other than an individual


7.1.5 regulation 16 Matters relating to criminal history

7.2.3 regulation 31 Condition on service approval - Quality improvement plan

7.1.5 regulation 46 Application for supervisor certificate

7.2.1, 7.2.3 regulations 55-56 Quality improvement plans


Quality Improvement Plan for QA7Summary of Strengths

Strengths Standard 7.1- Effective leadership promotes a positive organisational culture and builds a professional learning community The service is a Department for Education and Child Development service with DECD being its approved provider. The department is

responsible for managing things such as administration systems, policy development, curriculum support, human resources, asset support and financial support. Regional support assists the site with local operation and management. On a site level, the governing council body oversees the management of site priorities, such as local decision making, daily operational matters, overseeing financial records and site improvements (7.1.1)

In recent times it has become increasing challenging not only to get governing council membership, but also regular attendance at meetings. The centre has trialled and continues to work through improvement strategies in this area. The service ensures that Governing council members receive proper induction to their roles and organises relevant clearances and training. Meeting times are flexible and organised around the groups’ needs. The council is elected at the beginning of each year, following an Annual General Meeting and has a one year term of office, although members from previous years often chose to be re-elected. The Governing Council meetings are governed by the sites’ constitution (7.1.1)

A staff induction process (aided by the sites’ induction folder) is in place and the service undergoes an annual review and update. It includes staff specific information, policies, routines and the centre philosophy. During the process, employees are also alerted to the Code of Ethics and the children’s allergy, medication and other needs are highlighted. An induction checklist is used to ascertain that the induction was effective. The two non- contact days at the beginning of the year are utilised for the clarification of roles and responsibilities, induction and familiarisation of new staff. Temporary Relief Teachers are inducted to the centre prior commencing work and contract workers/ tradespeople are inducted via the contractors induction process (7.1.2)

The Director works closely with the DECD human resource staffing officers and whenever possible promotes continuity of educators at the service. Currently, the director is in her ninth year at the site, two of the ECW/support staff are in their seventh year and the teacher is commencing her second year. A past employee of the centre is employed as a regular relief teacher (7.1.3)

The director and teacher comprise the core staffing for the centre and lead the development of curriculum and ensure the establishment of clear goals and expectations for teaching and learning. The teacher and director utilise their shared non-contact times on Friday to develop the curriculum, set up activities and experiences and ensure resources are maintained and in clean order. Additional part time staff employed to supplement the resourced staffing are invited to participate in curriculum planning by offering suggestions and ideas throughout the week. The curriculum plan is left open on the kitchen bench for part-time staff to see what is planned and to add their input (7.1.4)

The service has set high expectations and goals relating to the improvement of children’s literacy and numeracy outcomes. The curriculum program ensures that Literacy and Numeracy are addressed in the curriculum with targeted activites/ experiences planned in each week. The service is also working with the Salisbury partnership on shared training and closure day opportunities and the director is part of the Numeracy planning group (7.1.4)

All educators employed by the service have relevant training, registrations, certificates and clearances. Each staff member must present copies of their DECD approvals and copies of their child related clearances prior to commencing work. The director uses a DECD


administration system to monitor staff certificates and expiries. Copies of current criminal history screenings are also kept on file for all employees, relief staff and volunteers, as is the case for Autism SA staff, their relief staff and any visiting support professionals. The director monitors the expiry dates and complies with DECD protocols (7.1.5)

Standard 7.2- There is commitment to continuous improvement The service engages in a process of philosophy development annually at the beginning of the year. Feedback and suggestions are sought

from children, families and staff. The director compiles the responses and refers to prior statements. Once completed the statement is distributed to families and added to the website. Copy is also included in the information book. The completed philosophy statement then guides all aspects of the service operations (7.2.1)

The core staff team undergoes a formal process of performance development with written plans developed at the beginning of the year and reviews throughout the year. The plans are closely linked to the site improvement priorities and highlight strategies for professional development. The director’s performance plan is monitored by the Education Director, in conjunction with termly review meetings. The focus of these has been on measuring progress against areas identified in the QIP (7.2.2)

The service undergoes a continual process of self –assessment and quality improvement. At the end of each year, staff review the progress against targets that were set in the Quality Improvement Plan. If targets remain incomplete, staff review why that is the case and move them over to the following year. Further strategies may be developed to ensure targets are met. The staff members then work through the National Quality Standards and reflect on the sites’ practices to identify areas of strength and areas requiring further improvement and the strategies that can be utilised to reach the targets. The team engages in discussion and brainstorming, and the process may extend over a couple of weeks to ensure due consideration. The director then compiles all responses and develops the document, which is provided to the Governing Council for rectification. The plan is also made available to families via the Kindergarten website (7.2.3)

The QIP is regularly reviewed over the course of the year and progress targets are added during staff meetings (7.2.3)

Standard 7.3- Administrative systems enable the effective management of a quality service The service ensures that confidential records are kept in locked filling cabinet and are only accessible by authorised staff. Children’s

observation folders are stored confidentially and not made accessible to parents, and children’s Statements of Learning are handed directly to parents. All computers are password protected and also only used by authorised staff. The service has an archiving system that complies with the DECD legal requirements and timelines relating to archiving of children’s records, financial records and centre related records (7.3.1)

The service utilises the DECD administrative systems to ensure effective operation of the service. The Early Years System (EYS) is used to manage children’s attendance and enrolment data. Business Manager is used for managing Workplace Health &Safety requirements. The Incident Management System is used to record and report critical incidents that occur at the site. The Human Resource application is used to assist with monitoring of staffing arrangements, for relief staff claims, to verify Bona Fides and for the approval of Monthly Leave Returns. The Vacancy Selection Process (VSP) is used by the service to manage vacancy and selection processes (7.3.2)

The service employs a finance officer who assists in the financial management of the service. The financial management of the service meets DECD regulations, which is demonstrated by the very positive annual audit findings (7.3.2)


The service director is aware of its obligation to notify the Regulatory Authority of relevant changes to the operation of the service, of serious incidents or any complaints which allege a breach of legislation. Thus far the service did not need to implement this requirement, as it has not had changes to its operations and only dealt with minor incidents that were reported to DECD via the IRMS application (7.3.3)

The service has developed a Raising and resolving concerns policy which is aimed at resolving concerns within the staff team. As a part of resolving conflict issues, staff are encouraged to refer to the DECD code of conduct (7.3.2)

The DECD Parent Guide to Raising a Concern or Complaint document is used to assist with parent complains and to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner. Copies of the document are available through the parent information board or Kindergarten webpage. The document provides families with telephone numbers for the Parent Complains Unit (7.3.3)

In general, the service is guided by the DECD policies and procedures. Staff and parents are made aware of the relevant website links to access the policies. Hard copies are generally not kept on site due to the frequent updates of the policies and to keep in line with our sustainable practices philosophy. The site has however developed a small number of site specific operational policies that inform our practice. These are developed in consultation with staff, parents and governing council and are reviewed regularly. Copies are made available to parents via the Kindergarten website and parent information board (7.3.5)


Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.

Identified issue To ensure that all adults working with children and those engaged in management of the service or residing on the premises are fit and proper.To enable families to have opportunities to be involved in the service and contribute to service decisions (6.1.2)

Improvement plan67

FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Standard/element


Priority (L/M/H)



7.1.5

6.1.2

To ensure that all adults working with children and those engaged in management of the service or residing on the premises are fit and proper.

To enable families to have opportunities to be involved in the service and contribute to service decisions

H The director will ensure that the following have an appropriate Criminal History clearance:

Permanent staff Contract staff Autism SA staff Relief Staff Visiting

professionals Governing council

members Volunteers Tertiary students Secondary

students

The director will ensure that only the Department for Communities and Social Inclusion Child-Related Employment Screening is accepted.

The director will keep copies of the clearances on site, available for reference or auditing requirements.

The director will monitor expiry dates and alert employees as required.

The director understands that employees without a current clearance cannot be employed at the service.

Children’s safety and wellbeing is supported.

The service complies with mandated DECD requirements..

December 2015 The site has developed a system for managing criminal history clearances, supported by an audit in December 2014.

Due to the fact that the clearances take a very long time organise, families of new children were encouraged to complete the form at the end of 2014. Unfortunately only one parent took up the offer.


The director will ensure that all Governing Council Members and volunteers undertake the Responding to Abuse and Neglect training.


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