nuriootpa community children’s centre · 5 four – guide to developing a quality improvement...

QUALITY IMPROVEMENT PLAN Nuriootpa Community Children’s Centre

2013

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

Service details

Service name Service approval number

Nuriootpa Community Childrens Centre

5308

Primary contact at service

Director – Cathy Bury

Physical location of service Physical location contact details

Street: 14 Park Avenue

Suburb: Nuriootpa

State/territory: South Australia

Postcode: 5355

Telephone: 85621006

Mobile:

Fax: 85623435

Email: [email protected]

Approved Provider Nominated Supervisor

Primary contact: Catherine Bury

Telephone: 85621 006

Mobile:

Fax: 85623435


Name: Catherine Bury

Telephone: 85621006

Mobile:

Fax: 85623435


Postal address (if different to physical location of service)


Operating hours

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

CC –O8:OO Preschool 08:15





Closing time

CC – 18:00 Preschool 15:30






Additional information about your service

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

We are an Integrated Service providing a 30 place non -profit community based Child Care service and a DECD preschool.

The Child Care section operates 50 weeks per year, closing for 2 weeks over the Christmas period.

The preschool is in operation according to the school term schedule.

Assessment visit to be organised during the school term as Director is employed by DECD.

The Preschool commenced Universal Access in Term 3, 2012.

How are the children grouped at your service?

Due to the numbers and regulations regarding floor space for children the inside area for Child Care and preschool function separately.

Child Care has 2 rooms – one for Under 2 year olds and the other for Over 2.

Although the outside area is separated the Child Care children are able to ask staff if they want to come through to preschool area.

There are 3 groups in the preschool section. They work together for most of the session, going into groups for the final half hour where they are

collected by parents/caregivers.

Nominated Supervisor, NCCC Director -Cathy Bury


Nuriootpa Community Children’s Centre

Our Philosophy

We believe that high quality education and care are interwoven and our staff team are committed to providing education and care of the highest quality that is relevant and accessible for the needs of all families.

In Relation to Children We are committed to providing a rich and relevant play based curriculum to support the development of the whole child. We will ensure children are the focus or our centre.

We will respect and value each child as individuals

We will nurture the physical, social, emotional, intellectual, cultural and creative developmental needs of the child.

We will provide a safe, secure, happy and healthy environment.

We will develop life skills and competencies through our play based learning experiences.

We will assist children to explore new concepts, skills and environments.

We will foster a positive self esteem, personal responsibility and independence

We will provide opportunities for stable, caring relationships with staff and other children

We will establish an awareness and respect for ourselves, others and our environment.

We will respect and promote the awareness of the Aboriginal & Torres Strait Island Culture.

In Relation to Parents/Families We aim to support parents/caregivers in their roles as primary caregivers and educators by: Welcoming you into our Centre in a genuine and sensitive manner

Recognising, respecting and supporting the different cultural and socio-economic backgrounds of our families

Creating , encouraging and supporting opportunities for your involvement and participation in our Centre

Encouraging the exchange of information and cooperation with staff about your child/children.

Providing information about other services for children and families.

Recognising, respecting and providing information about Aboriginal & Torres Strait Island Culture.


In Relation to Staff We, the staff, are committed to providing high quality education and care for children and their families. We believe that children learn best through a play based curriculum. We will be sensitive to the needs of families and the community, and be able to respond to these needs through open communication.

If the need arises, we will resolve conflict showing respect of culture, diversity and individual difference

We believe that a staff team who are professional, attentive, caring and value children as individuals will best be able to provide a high quality of service for the children.

We value the special skills that each staff member brings to the Centre and will promote on-going professional development.

We will provide an environment which is supportive to the staff, where staff collaboration and contributions play an important role with decision making.

We will be sensitive to the needs of our Indigenous Families and develop awareness of their cultural needs.

In Relation to the Community Our Centre is sensitive to the range of social and cultural backgrounds of our community.

We will promote awareness and knowledge of the need for and value of high quality education and care for children and their families.

We will provide a flexible, accessible and high quality service

We will be actively involved in the community and encourage the community’s participation in our Centre

We will be sensitive to the ever-changing needs of our community.

We will promote awareness and know of the Aboriginal & Torres Strait Islander Culture and encourage community involvement to support Indigenous community awareness. Reviewed November 2012 Next Review: July 2013


Quality Improvement Plan for QA1 Summary of strengths for QA1

Strengths

1.1.1. The Centre uses the Early Years Learning Framework principles, practice and pedagogy to guide curriculum development in a play based program with evaluation and review processes in place to promote and document individual children’s learning in the 5 outcomes.

Children are valued as individuals encouraged to develop an enthusiastic positive attitude to learning, confidence in themselves, respectful relationships with others and the skills needed to communicate effectively. Focus areas – Literacy, Numeracy and Cultural Competence. 1.1.2 The curriculum demonstrates that the context, setting and cultural diversity of our centre families and our community are important components forming the foundation of our program. Strategies are in place to identify children’s current knowledge and understandings and the inclusion of their developing interests. 1.1.3 The program and routines are organised to meet the developmental and physical needs of each child to encourage them to achieve their

potential for learning. Staff have been involved in reflective activities to identify the equipment, materials, environment, activities and routines most beneficial according to the children’s developmental stage.

1.1.4 Families have access to documentation regarding their child’s learning progress and the program. In response to Parent Survey

we are currently exploring ways to further develop our procedures for communicating this information. 1.1.5 The children’s individual needs identified to ensure they are able to participate in the program. Assessment and individual plans with strategies

are established to support children identified with specific needs. 1.1.6 The environment, materials and learning program are designed to encourage children to make choices and decisions promoting their self

motivated learning and contribution to their world. 1.2.1 Staff ensure each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. 1.2.2 Documentation demonstrates that we respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s

development and learning. 1.2.3 Strategies have been developed to ensure staff use critical reflection on children’s learning and development, both as individuals and in groups, regularly to implement the program.


Key improvements sought for QA1

Standard/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.

Identified issue EYLF – Outcome 5 children express ideas and make meaning using a range of media

Improvement in Literacy learning outcomes – To increase use of language in their creative play experiences sharing stories and symbols from their own culture, expressing ideas and making meaning. Establishing a program which develops the children’s understanding and awareness of literacy. To provide staff with training and information on Literacy development in the early years in Term 2, 2012.( Based on University Literacy Unit from BAECE) To develop staff confidence in provision of literacy learning program Distribute & collate responses to Literacy Survey of parents & children Children access to learning program with intentional design – demonstrate improvement measured through collation of data collected. Setting a Budget line for Literacy/Numeracy equipment, materials and staff development

Standard/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.

Identified issue EYLF – Outcome 5 Children interact verbally and non-verbally with others for a range of purposes

Improvement in Numeracy learning Support children to develop an increasing understanding of measurement and number using vocabulary to describe size, length, volume, capacity and names of numbers. Using training, experience from 2 research projects and equipment purchased in 2011/2012 to further promote children’s confidence in using mathematical language and equipment. To continue accessing and sharing training and purchasing quality resources including real life equipment providing children with opportunities to describe and explain mathematical ideas.



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

Identified issue EYLF Outcome 1 Children develop knowledgeable and confident self identities.

Cultural competencies The centre demonstrates through policies, practices, resources, the environment and the learning program a respect for and valuing of diversity, acknowledging the varying approaches of children, families, communities and cultures. Improving staff skills and understanding of cultural competence essential for planning a learning program which recognises and builds upon the knowledge, languages and understandings that children bring. Staff attended a training session on – Cultural Competencies. Staff feedback indicated further training required. Director will explore other training opportunities for staff team.


Improvement Plan

Standard/ 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

Standard/ element 1.1.1.

Improvement in Literacy learning outcomes –

H Training staff Provide range of resources promoting children’s experimentation and creative expression with improved literacy skills. Access more resources Deliver any special programs required for children’s developmental needs. (Preschool support folder developed)

Staff feedback/ confidence Oral Literacy rubric Learning Stories – Literacy focus Parent Surveys Handover Report from Child Care to Kindy Summative Reports

End 2013 Ongoing End of each term as children finish

Literacy experiences recorded in child development folder.

Standard/ element 1.1.1.

Improvement in Numeracy learning

H Review staff learning from Numeracy training and research outcomes. Numeracy Trolley outside to provide access to a range of tools. Provide range of resources promoting children’s experimentation and problem solving skills.

Staff recognize teachable mathematical opportunities and are able to use mathematical language. Children demonstrate more confidence and awareness of where, when and why we use mathematical tools/equipment. Learning Stories – Numeracy focus Numeracy continuum Parent Surveys Summative Reports

End 2013 Ongoing End of each term as children finish

Staff attempt to find out correct mathematical term if unsure. Children demonstrate problem solving skills using a range of items if measurement tool not available. Will ask for tool relevant to project. Numeracy experiences recorded in child development folder.



Cultural competencies

H Review staff training from 2012. Support with development of Reconciliation action plan. Access session from Toundi College. Visit from Ngaute Ngaute custodians Approach family – 1 Aboriginal child regarding decision for spending allocation of funds. New parent information form developed to identify family culture. Encouragement to contribute to children’s program to enrich learning.

Documentation clearly demonstrating a deep understanding of each child, their family & community context and Each child’s cultural context identified to provide a relevant and appropriate learning program with respect for their cultural context.

2013 Ongoing

Sharing readings and seeking comments/ input . Family approached – awaiting response.


Quality Improvement Plan for Q2 Summary of strengths for QA2

Strengths

Standard 2.1 Each child’s health is promoted. 2.1.1 Each child’s health needs are supported as information is gathered from parents and observations. Procedures are recorded and updated as

required to ensure best practice in administration of children’s health needs and families are informed regarding the service’s policies and guidelines. We are trying to involve children more in risk assessment processes through their play. Developed a folder containing children’s health needs with photograph – copies in Director office, Front office, Preschool and Child Care. Risk assessment and hazard assessment tools according to requirements.

2.1.2 The routines are developed to ensure each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need

for sleep, rest and relaxation. The child’s background and personal preference guide our practices. We meet the requirements under the Australian Standards. Areas developed inside and outside to allow children to manage energy levels. Program developed for children who need support to recognise balancing active and quiet times.

2.1.3 Policies are in place to ensure effective current hygiene practices in line with recommendations from relevant health authorities

are promoted, modelled and implemented The staff have been trained regarding hygiene practices, routines and schedules which are shared with children, families and the community.

2.1.4 Strategies and policies have been developed and implemented to control the spread of infectious diseases and to manage injuries and illness,

in accordance with recognised guidelines. Families are provided with information in centre handbook and can access further Centre Policy folder in the Administration area. Current Staying Healthy guidelines displayed to inform parents of any illnesses. Reminders in centre newsletters regarding children not accessing the centre if unwell and notifying centre if child unwell, especially if transferable illness.

Standard 2.2 Healthy eating and physical activity are embedded in the program for children. 2.2.1 The centre ensures healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

Families supply the children’s lunch and are informed regarding the dietary and health requirements for young children. We have policies in place regarding foods not allowed in the centre due to children’s allergies. We encourage healthy eating and inform parents of the concerns regarding – slats, sugars, fat levels and preservatives.

2.2.2 Our program ensures that physical activity is promoted through planned and spontaneous experiences which are appropriate for each child.

There is a balance between active and quiet experiences and children are encouraged to participate developing their sensory motor skills and physical competencies.


Standard 2.3 Each child is protected. 2.3.1 Staff rosters and roles clearly specify their responsibilities ensuring that children are adequately supervised at all times. The level of

supervision is guided by the area of the service and the skills, age mix, dynamics, the number of children and the challenges being offered. 2.3.2 Procedures are in place for regular checks of equipment and environment to protect children from harm and any hazard likely to cause

injury. A hazard management process is in place to assess the level of risk to determine what action needs to be taken. We are including the children in this process to help them recognise risks and develop problem solving skills. Yard checks done and signed off each morning with ongoing monitoring throughout the day. All staff responsible. Concerns notified to Director for action.

2.3.3 Policies and procedures are in place to effectively manage incidents and emergencies are developed in consultation with relevant

authorities, practised and implemented. These are reviewed and updated according to new regulations and requirements. The staff are appropriately trained and families are informed regarding these policies and procedures. The new WHS Act and Legislation have been discussed with staff. Director, Assistant Director and WHS rep. will access training 2013.

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

as all staff have received required training. Concerns are shared in staff discussion to ensure any observations of repeated incidents are identified which may indicate the necessity for a report.




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

Documentation of Child protection procedures for staff and families

The centre provides information about child protection procedures and expectations for staff and families with a current list of local community resources to access information and support. All staff are trained in Reporting Abuse and Neglect. Child Protection procedures and practices and Program Achieve are embedded in program. Information relating to the 5 areas in provided in Program Achieve are included in the Newsletter for families. {Ricky Resilience, Gabby Gettalong, Connie Confidence, Oscar Organised and Pete Persistence.}


Improvement Plan

Standard/ element


Priority (L/M/H)



2.3.2 Review recording procedure for daily safety checks of buildings, equipment and the general environment.

H Director and OHSW representatives to monitor procedure and present at staff meeting for discussion.

Recording procedure developed and in use with any recommended modifications.

End Term 2013

2.3.4 Staff fully aware of child protection procedures and expectations for staff and families with a current list of local community resources to access information and support.

H Copy of child protection practices and procedures provided – staff to sign off Parents informed through Newsletter and children’s work displayed and progress recorded in Profile book identifying trusted adults.

Staff knowledge implemented – embedded in program. Children aware of rights, competent to persist until needs are met. Parents are aware fo staff responsibility regarding reporting suspected Abuse and Neglect.

Term 3,2013


Quality Improvement Plan for QA 3

Summary of strengths for QA3

Strengths

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 encourage the children to experiment, question, problem solve and to extend their skills and competencies. Ventilation in baby sleep rooms will be done through Facility maintenance funds 2013.

Element 3.1.2

Premises, furniture and equipment are safe, clean and well maintained. Cleaners in every day. A cleaning schedule was established and it is displayed on kitchen bench, regular safety and cleaning checks of equipment and materials.

Element 3.1.3

We have made developments and adaptations 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. The large natural environment provides opportunities for children to explore nature, create their own spaces, manipulate tools and equipment and to develop an understanding of the life cycles of plants and creatures. The inside and outdoor areas invite children’s imagination, physical skills, inquiry, problem solving and social skills.

Element 3.2.2

The centre is continually renewing and updating resources, materials and equipment to ensure we have enough for the number of children. These are organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses. Storage containers organised for inside shelves and funding for storage boxes for sandpit equipment to relieve congestion in outside shed.

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. The centre has ongoing procedures for assessing and maintaining our environment. Centre families support the grounds roster which ensures the grounds are a safe inviting learning environment for their children. Australian natives and natural environment established.

Element Children are supported to become environmentally responsible and show respect for the environment as we encourage



Strengths

Standard 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. Records maintained as required. Staff development – Director completed Bach. ECE (2011), Teacher Completed Bach. ECE (2012), 3 Early Childhood Workers and 1 Child Care completed Child Care Diploma (2012), Admin. Officer completed Certificate 4 Business & Finance(2012), 3 Child Care staff doing the Advanced Diploma CC AND Assistant Director approved to do Bach. ECE. All staff current – First Aid, Asthma, Anaphylaxis and Responding to Abuse & Neglect.

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

Element 4.2.1 Professional standards guide practice, interactions and relationships. Staff provided with information to identify requirements – job specifications, Code of conduct, centre grievance procedure, centre values and professional practice policy.

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. The centre has full staff team meetings to support collaboration and continuity in the delivery of our learning program and shared professional learning.

Element 4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills. New Centre Values developed, identifying and clarifying our professional focus on providing the best outcomes for our children in a respectful, welcoming environment. Psychological Health Checklist provided to staff. Director and Assistant working closely with staff to identify concerns and establish strategies to improve working environment.

3.3.2 them to help set up and pack up equipment and materials, they are responsible for preparing, planting and maintaining the vegetable patch. The children are involved in recycling, encouraged to respect our use of water in the program and to demonstrate care for all around them. The children’s program includes life cycles of plants and creatures developing an awareness, care and respect for their surroundings.




Professional standards guide practice, interactions and relationships.

Staff working on shared professional values.

Staff meeting to critically reflect on current centre values. Staff discussion to develop centre philosophy more reflective of professional beliefs and values.


Improvement plan

Standard/ element


Priority (L/M/H)



4.2.1 Review of centre values

H Full staff meeting to review and reflect on current centre values. Share proposed values with Governing Council and parents for comment and feedback/input.

New values adopted. Term 1, 2013 Values are used to guide professional behaviours and practices.

4.2.1 To develop a shared centre Philosophy

H Closure Day full staff team to reflect on current centre philosophy in light of critical reflections on theorists underpinning our practice. Share Philosophy draft with GC and parents for comment and input.

New Philosophy developed and adopted.

Term 3 ,2013 Initial discussions held in staff groups. Need for further discussions in staff meeting Term3, 2013



Strengths

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. Staff establish positive relationships with families creating a welcoming environment where the children feel safe and valued. Opportunities for positive communication between staff and children are encouraged where genuine interest, understanding and respect are demonstrated.

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. Educators encourage children to attempt new challenges and use a range of resources and techniques to ensure the program is inclusive.

Element 5.1.3

Each child is supported to feel secure, confident and included. Practices and routines are developed which demonstrate a respect for the child’s family and community contexts as this is important for a constructive collaborative relationship. Strategies and programs are in place to develop children’s abilities and confidence. We provide parents with a sheet identifying strategies to support and encourage a positive start at the centre.

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. The children are encouraged to participate collaboratively in routines, events and experiences contributing to decisions with respect for the contributions of others. Educators model collaborative, cooperative behaviours demonstrating how to build positive relationships.

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. Policies and practices are in place to guide and support children to develop appropriate behaviours. Families are informed regarding behaviour management policies and practices. The staff guide children in developing positive relationships with others. Protective practices and Program Achieve embedded in children’s program identifying their rights, providing strategies to use to feel safe and how to deal with conflict.

Element 5.2.3

The dignity and the rights of every child are maintained at all times. The staff develop an understanding of the children’s personalities and friendship preferences through observations and use this information to support their social and behaviour skills. The environment is designed to reduce stressful incidents and strategies are in place to provide consistent support for children with identified behaviour difficulties. Appropriate behaviours are discussed with children and staff support and encourage them to try to negotiate and resolve their conflicts with others.



5.1.3 Accessing information about family backgrounds

To continue improving our processes for learning about the histories, cultures, languages, traditions, child-rearing practices and lifestyle choices of families using the service so we can better meet the needs of our children.

Improvement plan

Standard/ element


Priority (L/M/H)



5.1.3 To access important information regarding the family context of children and parent expectations.

H Staff develop a parent feedback sheet to gain valuable information regarding children and family.

To more effectively gather information which will help us become more responsive to the needs and contexts of our children when developing their learning program. To provide opportunities to involve parents in their child’s learning and developmental program.

Term 1,2013 Staff discussed where to file information so it can be easily accessed.


Quality Improvement Plan for QA6

Summary of strengths for QA6

Strengths

Standard 6.1 Respectful supportive relationships are developed and maintained.

Element 6.1.1 There is an effective enrolment and orientation process for families. Currently families are welcomed, provided with information about the centre, our programs and how they can become involved in the centre community. They are invited to stay to meet staff and explore the learning environment.

Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions. Families are encouraged to participate in the centre as part of the governing council and contributing to the learning program. Families are informed regarding who the Governing Council members are. Families are encouraged as part of enrolment process, at the information session and through the newsletter to share their skills, knowledge and expertise to broaden the potential learning for our children. Parents are invited to fill in sticky note to add ideas and suggestions to the program sheet.

Element 6.1.3 There are a number of strategies to ensure current information about the service is available to families. Positive collaborative relationships are developed with families where information about their child is shared and their concerns are dealt with empathetically and promptly. Parent surveys inform the centre philosophy, policies, procedures, values and the Quality Improvement Plan. Parents sign in sheet provides a quick effective way to pass on current information. (eg. Notification to sign accident record) Special notices in pockets regarding excursions/fundraising. Parents approached to identify preferred method for communication to ensure centre information accessed – pocket, phone, email as well as personal approach.

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. We are guided by the information provided by families concerning their needs, play preferences and life experiences with regard to their family and community context. The new information sheet we have developed is filled in with the enrolment form providing more information about the children’s family context, their interests, concerns, needs and parents skills which could enrich the learning program.

Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing. The centre has a range of resources available to support families and any parent information sessions are displayed in the front office with reminders included in the Newsletter.


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. The centre has established links with a range of professional and community services with whom we work collaboratively to provide continuity in the delivery of support programs for our children. The families are included in the development and delivery of the program designed to meet the individual learning and developmental needs of their children.

Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities. Information relating to the child’s needs and experiences are communicated to staff as children transition across the site with appropriate procedure in place for releasing children to authorized individuals. There are policies and practices which clearly outline the details and permissions required for excursions. Currently working on improvements to transitions as research demonstrates there can be a negative impact on children if not managed in a supportive way.

Element 6.3.3 Access to inclusion and support assistance is facilitated. Children identified with learning, behaviour, health, physical and intellectual needs are identified and appropriate support is provided through inclusive centre program and the delivery of programs provided by support services. Staff receive ongoing training in skills and knowledge required to provide an inclusive program for these children.

Element 6.3.4 The service builds relationships and engages with their local community. The centre is part of the community with local community groups being involved in projects, visits to local shops and celebrations, a training facility for local high school students, TAFE and University students and volunteers.



There is an effective enrolment and orientation process for families.

Enrolment and orientation process

Currently families in Child Care are introduced to the centre individually by Administration Officer/ Assistant Director CC. Preschool families have been invited to an information session when their children are due to commence Pre-entry. With the introduction of Universal Access for Preschool children in Term 3, 2012 we were no longer able to have Playgroup at the centre. The local primary school has supported us by allowing us to use their OSHC room for our playgroup on Friday mornings. We will continue to consider possible opportunities for transition visits for children due to commence preschool.


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


Ensuring daily information is exchanged.

We are working on developing opportunities to share information on a more regular basis.


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

Improve families access and knowledge of current information.

We continually review this information, how it is presented and how we advise families to ensure they are more confident to access it independently.


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

Improve transition at all points.

Currently working on improvements to transitions as research demonstrates there can be a negative impact on children if not managed in a supportive way.


Access to inclusion and support assistance is facilitated.

Improved communication of program and progress of children with additional needs to staff.

Staff team are informed regarding the programs established and the current progress of children receiving support to ensure consistency of inclusive programs designed to meet the child’s additional health or developmental needs.


Improvement plan

Standard/ element


Priority (L/M/H)



6.1.1 An effective enrolment and orientation process developed for our new families

H To ensure process in place to welcome new children and inform parents with one year intake commencing in 2014.

New families are satisfied with their introduction to the centre. Survey with suggestions for improvement.

Term 4,2013

6.2.1 Procedures in place to ensure regular transfer of current information regarding their child’s needs, interests and feedback about their progress, relationships, interests and experiences.

H Using new information sheet effectively so opportunities for the child’s development are actioned. Staff review program – content, structure and accessibility. Develop communication strategies that work for centre and families. Survey families.

Parent Surveys respond positively that they are receiving current relevant information and that they are able to contribute to their child’s program. Staff have opportunities to share and receive information from our families.

End 2013 Sheet distributed – staff currently collating and discussing how to use information in children’s program. Sticky post notes are provided for families to contribute to program.

6.2.1 Ensuring daily information is exchanged.

H The Preschool is now required to have parents sign in/out. Children come in and post their name into a box giving staff a chance to welcome them on arrival. Strategies to inform families using Child Care.

Families recognise the importance of children coming to be acknowledged and opportunity for parents to share and receive information. Requirements for recording attendances and parents signing in/out are fulfilled.

0ngoing Notes on sign in/out sheet working well. Children doing very well with recognising and posting name.


6.2.2 Improve families access and knowledge of current information.

M Staff discussion regarding presentation and determine a consistent location of information. Newsletters include location and the range of information available to families. Copy of Newsletter for carers.

Families recognising the centre as a resource for information and support.

Ongoing Parents accessing fliers and parent information more. Carers expressed appreciation as they are more aware of current information now they receive a copy of Newsletter.

6.3.2 Developing effective transitions – from home, child care to preschool and preschool to school

H Develop effective transition procedures – From home – new information sheets being used to support child Child care – providing transition information to preschool staff/ more opportunities for children to spend time in Preschool Preschool - providing transition information to school/visits to and from school.

Children more settled, secure and parents more confident centre understands and respects their child/family context. Centre staff recognise children demonstrate sense of safety and wellbeing. staff developing understanding and positive relationship with school

Ongoing New information sheet providing valuable information regarding children’s context. The flow of information regarding children’s learning, development and needs flowing better and children settling in demonstrating positive wellbeing. 2 meetings with new principal NPS, discussion with Reception teacher Redeemer PS and Principal Light Pass PS.Director visit to – Play based learning session.


6.3.3 Staff team are informed regarding the programs established and the current progress of children receiving support to ensure consistency of inclusive programs designed to meet the child’s additional health or developmental needs.

H Director and Assistant Director CC to provide opportunities for staff to access information regarding support child’s needs and their developmental program. Folders developed for staff to be informed of and engage with children’s program.

Staff feedback that they are fully informed and confident the support program is being delivered in a consistent inclusive manner.

Term 3,2013 Folder started to be kept in Staff programming room.

Quality Improvement Plan for QA7

Summary of Strengths

Strengths

Standard 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. The Governing Council is involved in the development of centre policies, practices, financial management, ensuring centre is staffed according to regulations, the facility is maintained to a high standard and our financial viability. Records of decisions regarding these responsibilities are in the Governing Council meeting minutes. Families are introduced to the GC members in our centre newsletter and photographs are displayed.

Element 7.1.2

The induction of educators, co-ordinators and staff members is comprehensive. New staff receive an induction folder containing relevant documentation to inform them about their roles, responsibilities, rights, the centre structure and background and programs offered using EYLF. The centre philosophy and values are reviewed by staff and families. Review of Induction ongoing.

Element 7.1.3

Every effort is made to promote continuity of educators and co-ordinators at the service. The centre has been able to retain a strong core group of educators and coordinators who work effectively, collaboratively with respect and consideration for others.


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. The centre has a highly qualified staff who competently develop the teaching and learning program based on observation identifying children’s needs, interests and extension.

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. All staff have a police check and are trained to deal with reporting abuse or neglect.

Standard 7.2

There is a commitment to continuous improvement.

Element 7.2.1

We are currently working on the centre statement of philosophy to ensure it guides all aspects of the service’s operations and reflects the ongoing commitment of staff for continuous improvement and providing a welcoming respectful inclusive environment. Centre policies are available in the administration office in a folder , it is included in induction folder or electronically for staff members. Staff have contributed to the philosophy.

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. Annual performance development meetings provide opportunity to ensure staff are supported to continuously improve their skills and knowledge. These plans are guided by the centre quality improvement plan.

Element 7.2.3

An effective self-assessment and quality improvement process is in place. Our current site improvement plan is reviewed, data is collated including surveys that families complete regarding our service and this information is used to develop future plans.

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. The centre reviewed this area recently initiating a number of practices to improve retention, confidentiality and disposal of records.

Element 7.3.2

Administrative systems are established and maintained to ensure the effective operation of the service. Systems are continually being monitored and improved supporting us to work more effectively. Recently the Kindy staff meetinghas been recorded during our meeting so this information can be referred back to, rotating bags provide kindy staff the option of taking information home to read. A staff information board has been set up in the staff meal area giving the staff a quick glimpse of current information.

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. Processes are in place


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. Staff and parents are informed regarding grievance procedures and complaints which are dealt with promptly with empathy and confidentiality. There are processes to support children to develop the skills to deal with grievance and complaints and

Element 7.3.5

Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly. Comprehensive Parent Handbook provides information regarding our policies and procedures. There is a cycle of review for policies and procedures.



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.

Promote children’s learning to families

Centre staff are continually exploring opportunities to improve how we promote the children’s learning to families. When families are informed regarding their child’s learning are more likely to become actively involved.


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.

Promote discussion around developmental theories, new ideas training & research.

The centre has a highly qualified staff who competently develop the teaching and learning program based on observations identifying children’s needs, interests and extension. To ensure current learning and developmental information is accessed, discussed and used to inform our practice.


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

Review centre philosophy

Reviewing centre philosophy in line with thinking and professional reflection regarding theorists, training and early years research.


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

Establish processes for planning and review of the centres new QIP.

To ensure we are following an improvement cycle we need to develop a process to demonstrate we meet the standards, there is ongoing self review, improvement planning, intervention and support with documented evidence and timeframes for key improvements to be achieved.


Improvement plan

Standard/ element


Priority (L/M/H)



7.1.4 Promote children’s learning to families

H Developing more strategies and opportunities for sharing children’s development and learning.

- Shared folders - White board for

children’s ideas

Parent feedback demonstrating more understanding of the play based program and their child’s progress.

Throughout 2013 Displaying Learning stories

Reminding families where program is displayed

Information in newsletter

communication books for preschool children in after kindy care

7.1.4 Promote discussion around developmental theories, new ideas & research.

M Discussions as a staff team to identify possible approaches we could explore to challenge and extend our current professional knowledge.

Staff express more confidence in accessing and reflecting on current professional information.

Throughout 2013 Closure Day Term 2 – written responses to questions and group discussion provided initial directions for children’s program and assessment.

7.2.1 Review centre Philosophy

H Discussions and feedback from all staff, GC and families to develop a centre philosophy – Closure Day Term 2 and staff meeting Term 3.

New centre philosophy adopted.

Term 3,2013 Initial discussions and staff reflecting on implications of theoretical underpinning on philosophy.

7.2.3 Establish processes for planning and review of the centres new Quality Improvement Plan.

H QIP developed reflecting focus areas and directions for 7 areas.

Centre confident that Improvement plan areas have been actioned within the timeframes.

Established Term 2, 2013. Review and update in Term 3,2013.

Initial QIP 2013 on centre website.

nuriootpa community children’s centre · 5 four – guide to developing a quality improvement...

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