quality improvement plan 2015 - fulham park … | qip fppk 2015 quality improvement plan for qa1 -...

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Quality Improvement Plan 2015

“Connecting with Children, Families and Community”

Location Number: (5615)

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Service details

Service name Service approval number

Fulham Park Preschool Kindergarten

5615

Primary contact at service

Laura Tyner

Physical location of service Physical location contact details

Street: 28 Castlebar Road,

Suburb: Lockleys

State/territory: South Australia

Postcode: 5032

Telephone: 8356 3913

Mobile:

Fax: 8355 0145

Email: [email protected]

Approved Provider Nominated Supervisor

Primary contact: Department for Education and Child Development


Mobile:

Fax:


Name: Laura Tyner


Mobile:

Fax: 8355 0145


Postal address (if different to physical location of service)

Street:

Suburb:

State/territory:

Postcode:

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Operating hours

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

8.30 8.30 8.30 8.30 8.30

Closing time

15.15 15.15 15.15 15.15 11.30

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Additional information about your service

The following information will assist the Regulatory Authority to plan the assessment visit.

The Educators at Fulham Park preschool work part time accept for the Preschool Director. There are 2 teachers and 3 ECWs employed at

the preschool. Both teachers are permanent with DECD and job share the full time position. The teachers work on different days and

come together on Fridays. They are responsible for their group of learners. The 3 ECWs that share a fulltime positon. Half of the full time

position is a permanent 0.5 positon and the remaining 0.5 is topped up with funds from universal access, preschool support and preschool

budget. All staff members come together on Friday afternoon for non-contact, staff meeting and program planning.

Half day closures: Fri March 6th Fri May 29th, Aug 21st Thurs Dec10th

Orientation Visit for 2016 enrolments: Fri Nov 28th

Fulham Park Preschool Kindergarten is situated in a residential area close to the River Torrens in Lockleys. The preschool is culturally diverse

with many families from Southern Slavic, Middle-Eastern, South East Asia and Southern European background. Families are represented by

a range of family structures. Many of the children either attend child-care or alternative learning programs i.e. Montessori or a cared for by

grandparents.

The outdoor environment continues to flourish. In 2014 the preschool applied for an Environment Grant from the City of West Torrens and

was successful in securing funds to undertake projects to support sustainable practice. The funds from the grant as well as funds allocated

from our preschool budget were used to purchase another rainwater tank for the sandpit and nearby plants, tow Australian evergreen

native trees, an irrigation system that uses rainwater and another vegetable patch.

The outdoor environment is filled with wonderful play spaces – the sand pit, water course, climbing equipment, decking for socio dramatic

play, cubby spaces in between the shrubs, the vegetable gardens, flower beds and an open lawn space to kick a ball. The indoor

environment provides numerous materials and resources for children to learn through play.

The preschool’s main feeder school is the local Catholic school which is only a short walking distance from the preschool. Both the

preschool and the local school have formed ‘Learning Connections’ which is a program about bringing early childhood professionals

together to build a professional network, a shared understanding and a common language about early childhood pedagogy.

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How are the children grouped at your service?

The Preschool offers children 15 hours of Preschool. Cohorts of children attend 2 full days on a Monday/Tuesday or Wednesday/Thursday

and one half day attendance on Friday every fortnight. Our enrolments have dipped in 2015 but we still continue to staff the preschool

with 3 educators daily bringing the ratio to approximately 1:8.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan

Nominated Supervisor – Laura Tyner

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:_________

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Service Statement of Philosophy

“The practices of our preschool are based on the philosophy that the child’s voice is central to everything we do. By actively listening to a

child’s voice, this creates a child’s sense of belonging and well being. The child will feel valued and respected.

Children’s, ideas, opinions, interests, knowledge and experiences are embraced in the learning environment.

We believe it is through play that children learn to understand each other, make sense of the world around them and develop and practice

skills that they will use throughout their lives.

Children’s curiosity and their sense of wonder are nurtured in a program that allows for independent learning as well as learning from each

other in a social manner. Open ended questions are used to heighten children’s inquisitive nature.

We believe by keeping a strong link with the child and family will help bring greater knowledge and understanding about the child, the family

and the environment in which the child is raised.

We view our roles as partners and co learners. This is achieved by working collaboratively with our families and children in a team approach, so

that all voices are heard, learning is shared and opinions are respected. We view our roles as models for positive relationships by using positive

language and working together towards a resolution.

We view our roles as reflective practitioners. We give time to ask questions, reflect and examine our practice.”

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Quality Improvement Plan for QA1 - Educational Program and Practice

Summary of strengths for QA1

Strengths

The main emphasis of the preschool program is to promote learning and teaching in a safe, caring, happy and supportive environment. The curriculum is

play-based, and centred around children's individual needs and interests. Fulham Park Preschool Kindergarten uses the National Early Years Curriculum

Framework —‘Belonging, Being & Becoming,’ to plan experiences to promote the development of children’s life skills and competencies. The curriculum

reflects and responds to the individual child in the context of his/her family and community, developmental needs and learning styles.

At the time of enrolment families provide information about their child. Planning for learning consists of a planning proposal that provides an overview of

the terms focus and aims. Each week the educators review, evaluate and plan for follow up activities. Children’s individual learning needs are catered for

within program. To ensure that every child’s individual learning needs are catered fro in our planning cycle, a focus child program is imp lemented.

The parents are informed about their child’s involvement in the program by receiving information about planning for individual needs and when their

child will be observed via a focus child roster. At the end of the child’s time at preschool has 4 individual learning plans, 3 reflective stories and a

Statement of Learning that contains the 3 reflections, a summary and outcomes achieved in literacy and numeracy learning. All this information is

presented in the child’s learning folder.

Curriculum and Program information are displayed on a notice board which is located near the main entrance to the building.

At the end of each term, a review is completed by the staff team that captures the children’s learning and involvement in relation to the term’s areas of

focus and aims. A reflective story is also written for every child that forms a part of the Statement of Learning.

Our daily program allows for uninterrupted periods of play as well as planned group sessions e.g. music, games, songs, language, science etc. 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.

Adults in the preschool have a critical role in responding to children’s ideas and establishing an environment which supports and extends children’s

learning through play.

At Fulham Park Preschool kindergarten children’s learning and development is also captured in a other ways which are presented in their individual

learning folder. These folders form an integral part of the preschool’s assessment and reporting procedure.

• Photos

• Observations and teacher comments

• Learning Stories

• Samples of children’s work and comments

‘You Can Do It’ Program Achieve and Keeping Safe: Child Protection Curriculum is embedded in our cycle of planning.

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Key improvements sought for QA1 - Educational Program and Practice

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

development.

Standard: 1.1

Element: 1.1.1

1.1.1: Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with

community, wellbeing, and confidence as learners and effectiveness as communicators

Identified issue 1. To continue to ensure that the Early Years Learning Framework (EYLF) outcomes are evident in the preschool’s planning cycle, children’s

individual learning plans and reflections, observational notes, learning stories, photographic evidence and the Statement of Learning.

2. Working with the Western Adelaide Shores Partnership engaging in an Action Research Project ‘What constitutes powerful and engaged

learners?’

Standard: 1.1

Element: 1.1.4

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

Identified issue Implement strategies whereby parent/caregivers are given the opportunity to examine children’s learning with educators . Report to parents about

children’s learning progress and explore ways to increase communication and parent participation in the program.

Standard: 1.1

Element: 1.1.5

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

Identified issue To continue to ensure that our vision for learning and philosophy is reflected in our cycle of planning.

Standard: 1.1

Element: 1.1.6

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

Identified issue Resources are required to implement our well - being programs.

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

Standard: 1.2

Element: 1.2.1

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

Identified issue 1. Examine ways of linking literacy and numeracy learning within our planning cycle. Examine ways of reporting to parents about children’s

learning outcomes achieved in numeracy and literacy learning via the literacy and numeracy indicators and EYLF outcomes.

2. To continue to ensure that all educators including relief staff are contributing to programming and planning, data collection and reporting

processes.

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Improvement Plan: Quality Area 1 – Educational Program and Practice – Year: 2015 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: 1.1

Element: 1.1.1

1. To continue to

ensure that the Early

Years Learning

Framework (EYLF)

outcomes are evident

in the preschool’s

planning cycle,

children’s individual

learning plans and

reflections,

observational notes,

learning stories,

photographic

evidence and the

Statement of Learning.

Review of current

programming and

planning, data collection

and reporting processes.

H The staff team to review

programming and planning,

data collection and

reporting process.

Using staff meetings and a

closure day for review of


data collection and

reporting process.

There is a common thread on the

processes used for programming

and planning, gathering data of

children’s involvement and

learning and reporting the

outcomes achieved in the

reflective data.

ELYF outcomes are highlighted in


data collection and reporting

processes.

Discussions about programming

and planning, data collection

and reporting within the

Performance Management

Process.

Parent Feedback.

End of term 2

Standard: 1.1

Element: 1.1.1

2. Working with the

Western Adelaide

Shores Partnership

engaging in an Action

Research Project

‘What constitutes

powerful and

engaged learners?’

To develop a clear and

consistent understanding

about what constitutes

powerful and engaged

learners in the early

years.

H To consult and collaborate

with our WAS Partnership

researching: ‘What

constitutes powerful and

engaged learners?’

Develop a timeline.

1. Survey families to gain

information about their

understanding of what


engaged learners. The

responses will form our base

line data.

2. Use the RRR Involvement

and Wellbeing Scales to

gather baseline data on

children’s levels of

involvement at preschool.

The results from the data will

determine our practice and

There is a clear and consistent

understanding within the WAS

Partnerships about what


engaged learners in the early

years.

The data informs us of our

improved practice at site level in

developing powerful and

engaged learners.

Our parent community are

demonstrating their

understanding and are

supporting their child to become

powerful and engaged learners.

Term 4

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what possible changes are

needed to support children

to become powerful and

engaged learners.

3. Staff to work with parents

and colleagues within the

partnership exploring what


engaged learners.

4. Data is gathered again in

term 4 using RRR involvement

and wellbeing scales.

5. Parents are given the

same survey in term 4.

Standard: 1.1

Element: 1.1.4

Implement strategies

whereby

parent/caregivers are

given the opportunity

to examine children’s

learning with

educators. Report to

parents about

children’s learning

progress and explore

ways to increase

parent participation in

the program.

Increase parent

involvement H The staff team to use staff

meeting or closure day to

develop a series of questions

to parents about how they

would like to see themselves

involved in their child’s

learning and at preschool.

Parent survey goes out in

term1.

Collate the results and report

to parents.

The survey results will form the

basis for increase parent

involvement at preschool.

End of term 1

Standard: 1.1

Element: 1.1.5

To continue to ensure

that our vision for

learning and

philosophy is reflected

in our cycle of

planning.

Review Vision Statement

and Philosophy. H Staff team to work with

governing council and

parents to review the vision

statement and philosophy.

Conduct parent information

sessions about the value of

play and learning in

preschool.

Incorporate the value of

learning and play in the

preschool newsletter.

Evidence of involvement from

staff and preschool community

via minuted staff, governing

council meetings and workshop

attendance.

Newsletters.

Examples of children’s learning

and involvement in preschool.

Parent Feedback.

End of term 4

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Develop photographic

examples of children’s

learning and involvement in

preschool to show case to

parents.

Survey parents about

learning in preschool.

A vision statement and

philosophy.

Standard: 1.1

Element: 1.1.6

Resources are required

to implement our well -

being programs.

We have individualised

resources that are

inclusive of and reflect

our diverse community.

H Assess our current resource

base.

Budget for the purchase of

additional resources.

Budget for staff training on

how to use the resources.

The resources will meet the needs

of our current community and

supports our practices in

delivering our well-being

programs.

End of term 4

Standard: 1.2

Element: 1.2.1

Examine ways of

linking literacy and

numeracy learning

within our planning

cycle. Examine ways

of reporting to parents

about children’s

learning outcomes

achieved in numeracy

and literacy learning

via the literacy and

numeracy indicators

and EYLF outcomes.

Literacy

Children who are 4 to 5

years of age will be

assessed in term 1 and

again in term 4 using the

Screening of

Phonological Awareness

(SPA)

The results from the

screening form the basis

for a literacy program.

Staff team will spend this

year becoming familiar

with the literacy and

numeracy indicators.

To support families with

resources about literacy

and numeracy.

Reporting to parents.

H

Screening is conducted in

term1 and repeated in term

4 to demonstrate distance

travelled in all literacy

learning, knowledge, skills

and understanding in the

identified areas.

To incorporate the Early

Literacy Learning Strategy

Funding for 2015 for staff to

become familiar with the

literacy and numeracy

indicators and how to report

on children’s literacy and

numeracy development to

parents.

The staff team to examine

ways of linking the

assessment, and literacy

program with the literacy

indicators.

Staff team to develop a

preschool timetable with a

literacy and numeracy focus

each week.

Screening is completed.

Data collated will provide

information to implement the

literacy skills.

The literacy program outcomes

will reflect our phonological

knowledge and awareness of

each individual child’s learning

development.

Children’s literacy skills are

reported in their Statement of

Learning.

Parents have accessed literacy

and numeracy resources

throughout the year.

Educators are using the literacy

and numeracy indicators to

report each child’s development

in their Statement of Learning.

Terms 1, 2, 3, 4 (ongoing)

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Introduce the Literacy and

Numeracy packs to parents

and discuss how to borrow

and use the packs at home

with their child.

Incorporate ideas and tips

about how to support

children’s development of

numeracy and literacy skills

in the home.

Standard: 1.2

Element: 1.2.1

To continue to ensure

that all educators

including relief staff

are contributing to

programming and

planning, data

collection and

reporting processes.

All educators are

contributing daily to the

preschool program.

H As a staff team to clarify our

expectation of the

responsibilities of contract

and relief staff.

Inducting contract and relief

educators.

Each new staff member is

formally inducted about their role

and responsibilities and will

receive a written copy.

By the end of term 4

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Quality Improvement Plan for QA2 – Children’s Health and Safety

Summary of strengths

Strengths

Health needs/issues of children are clearly displayed in the office, staff and volunteer induction folder and in the first aid cupboard located in the

kitchen. Children’s medications are kept in a container and the health plans are filed in a folder located in the first aid cupboard.

All educators currently working at Fulham Park Preschool Kindergarten are qualified in Apply First Aid and hold a certificate for Asthma and

Anaphylaxis.

Effective hygiene practices are promoted and implemented as part of the curriculum offered. A staff member will monitor the toilet area when

larger groups of children are trying to access the hand basins. Hand washing procedures are displayed in children’s bathroom.

All first aid administrations are documented; parents are notified and sign the first aid documentation.

Parents are notified of outbreaks of infectious diseases.

Varied physical activity is provided in inside and outside areas. Can be accessed by children of varying ability levels.

The preschool indoor learning space has two large baskets containing large soft cushions for children to use to for their relaxation along with a

book and quiet soothing music in the background.

The preschool has a Nutrition and Sun Smart Policy which are promoted by staff and Governing Council.

Policies and procedures are in place to maintain a safe environment.

Varied physical activity is provided in inside and outside areas. Can be accessed by children of varying ability levels.

Effective management of police clearance and conduct.

Effective processes for mandated notification.

Key improvements sought for QA2 - Children’s Health and Safety

Standard 2.1: Each child’s health is promoted.

Standard: 2.1

Element: 2.1.1

2.1.1: Each child’s health needs are supported.

Identified issue Procedures and current practice on how children’s individual health requirements regarding administering medication need to meet DECD guidelines

and procedures.

Standard: 2.1

Element: 2.1.3

2.1.3: Effective hygiene practices are promoted and implemented.

Identified issue Improve hygiene practices.

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Standard 2.3: Each child is protected.

Standard: 2.3

Element: 2.3.1

2.3.1: Children are adequately supervised at all times.

Identified issue Supervision of both indoor and outdoor learning environments needs to be consistent and routinely adhered to by all members of staff.

Standard: 2.3

Element: 2.3.2

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

Identified issue We need to review the authorisation processes regarding collecting children from preschool.

Standard: 2.3

Element: 2.3.3

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

Identified issue Our emergency procedures are out of date.

Standard: 2.3

Element: 2.3.4

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.

Identified issue Keeping Safe: Child protection curriculum is embedded in our program and parents are kept regularly informed about the curriculum.

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Improvement Plan: Quality Area 2 – Children’s health and Safety – Year: 2015 Standard/

element

What outcome or

goal do we seek?

Priority

(L/M/H)


outcome? (Steps)


Standard: 2.1

Elements: 2.1.1

Procedures and

current practice on

how children’s

individual health

requirements

regarding

administering

medication need to

meet DECD

guidelines and

procedures.

Review and update

policy and procedures for

administration of

medication.

H Develop a schedule to review

the policy at staff meetings

and to be ratified by

governing council.

The policy is reviewed and

ratified by governing council

and implemented by

educators.

Term 2

Standard: 2.1

Elements: 2.1.3

Improve hygiene

practices

Good hygiene practices. H Explicit teaching to model

hand washing, nose blowing

and using the bathroom.

Develop hygiene posters with

children.

Staff team to develop

cleaning routines for the

children’s bathroom.

To involve children in the

cleaning up routines. (Wiping

tables and washing cups,

bowls and reused items i.e.

yoghurt containers for craft

activities).

Hygiene posters are displayed

and routines and rosters are in

place.

Hygiene practices are

embedded in the program.

ongoing

Standard: 2.3

Elements: 2.3.1

Supervision of both

indoor and outdoor

learning

environments needs

to be consistent and

routinely adhered to

by all members of

staff.

On - going supervision of

children in the outdoor

and indoor learning

environment is

maintained at all times.

H All staff know where they are

supervising at all times and

have procedures in place if

they need to be away from

their area of supervision.

All staff are implementing

supervision guidelines.

ongoing

Standard: 2.3

Elements: 2.3.2

We need to review

the authorisation

processes regarding

collecting children

from preschool.

Review and develop a

process regarding giving

authorisation other than

the parent to collect the

child.

H Staff to review current

practices and develop a

more effective process for

child pick up at the end of

the day.

Processes are adhered to.

Term 2

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Standard: 2.3

Elements: 2.3.3

Our emergency

procedures are out of

date.

Review and update

policy our emergency

procedures

H Develop a schedule to review

the policy at staff meetings

and to be ratified at

governing council.

The policy is reviewed and

ratified by governing council

and implemented by

educators.

Term 2

Standard: 2.3

Elements: 2.3.4

Keeping Safe: Child

protection curriculum

is embedded in our

program and parents

are kept regularly

informed about the

curriculum.

All children will be

engaged in a

documented Child

Protection Curriculum.

H Keeping Safe: Child

Protection Curriculum is

implemented.

All children have received the

program and are using

empowering language.

ongoing

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Quality Improvement Plan for QA3 – The Physical Environment


Strengths

Health and Safety Audit is conducted each year along with a Playground Inspection Audit. Hazards are identified and recorded on an Action

Plan that is reviewed at the end of each term. A daily inspection of the outdoor is also conducted and recorded.

There are adequate furniture, ventilation, and food preparation and storage facilities. The kindergarten is well resourced and children experience

a variety of activities.

End of term clean up – parents are invited to participate – areas require cleaning are identified. Equipment that requires repairing is identified

and action is taken. The kindergarten has a handy person that attends to the repairs. Hazard assessments actioned – Business Manager is

updated.

Risk assessments are adopted and all hazard substances are stored in a lockable cupboard. Preventative maintenance is in place for air

conditioners, fire extinguishers etc.

We use breakdown maintenance and facilities for repairs and building maintenance. We have a contract cleaner

For First aid – an accident book is used to record for staff and children.

OH&SW report is presented and tabled at Governing Council Meetings and discussed and minuted at Staff meetings.

Shaded areas are utilised for outdoor activities.

Animals and items are borrowed from the Nature Education Centre.

Observations and photographic evidence demonstrates children’s active involvement with plants, animals and water.

Sustainable practices are embedded in the curriculum. The Environment Grant has helped us achieve our goal for water conservation by adding

another water tank and irrigating one of the vegetable gardens with rain water. Drought tolerant trees were also planted.

Families continue to support environmental practices by collecting bottles, cans and tetra packs so that the money raised will help buy resources

to support children’s learning. Families also donate preloved clothing for Diabetes SA.

Garden maintenance – children are included in watering, digging and planting. The children are active in the maintenance of the vegetable

gardens. Produce is regularly harvested and used in cooking experiences.

Children take on an active role as participators in the Premier’s Be Active Challenge and the obstacle-a-thon.

The preschool launched a cookbook containing recipes for healthy lunchboxes collected by parents. ‘Healthy Lunchbox Inspirations’ is available

to all parents.

Key improvements sought for QA3 - Physical Environment

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

Standard 3.3

Element 3.3.1

3.3.1: Sustainable practices are embedded in service operations.

Identified issue 1. Paper is still being used in large amounts especially for administration purposes and we would like to see a reduction in the amount of paper

used.

2. We have a new group of children that have not been involved in our sustainability program.

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Improvement Plan: Quality Area 3 – The Physical Environment – Year: 2015 Standard/

element

What outcome or

goal do we seek?

Priority

(L/M/H)


outcome? (Steps)


Standard 3.3

Element 3.3.1

Paper is still being

used in large

amounts for

administration

purposes and we

would like to see a

reduction in the

amount of paper

used.

Reduce the amount of

paper being purchased

for administration.

Reduce our landfill waste

products by reusing more

materials on site.

Promote sustainability

practices with families i.e.

nude lunchboxes and

collecting unwanted

items for craft work.

M Explore ways to reduce the

amount of paper used for

administration purposes i.e.

increase the amount of email

use with attachments, and

also considering copying

back to back.

Educators to think creatively

and use more natural

products collected for

collage and craft activities.

Embed sustainability

practices with families.

There is a reduction on paper

use and landfill.

Creative experiences for

children have an element of

natural materials.

Families continue to support

the preschool’s sustainability

practices.

ongoing

Standard 3.3

Element 3.3.1

We have a new

group of children that

have not been

involved in our

sustainability

program.

As part of our preschool

curriculum our goal is to

support the development

of children’s

understanding of

sustainability practices to

protect our environment.

M Program for sustainability

outcomes with children.

Program education and

environment reflect

sustainability practices.

Children’s learning folders

highlight their involvement

and understanding of

sustainability practices.

ongoing

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Quality Improvement Plan for QA4 – Staffing Arrangements


Strengths

Educator and child Ratio is maintained to ensure safety, welfare and wellbeing of children while attending the preschool.

Policies and procedures are available and easily accessible. Universal Access funding is used to ensure that there are always 3 educators on site

every day to reduce educator and child ratio. We utilise additional staff for bilingual, preschool support and administration.

We have a regular pool of relief staff

All staff members are involved in the decision making processes at site and governing council. Staff meeting agenda is available for staff to add

items to the agenda

All staff members have access to professional learning opportunities

All staff members and volunteers receive induction and are provided with an induction file including information regarding DECD Code of

Conduct

All staff members are involved in individual performance development plan

All staff members are involved in the cycle of planning, data collection and assessment and reporting processes Daily Diary and Communication Book

Key improvements sought for QA4 – Staffing Arrangements

4.1: Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.

Standard: 4.1

Element: 4.1.1

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

Identified issue To ensure that all staff including relief staff are clear about the responsibility of the Certified Supervisor as the Responsible Person when the Nominated

Supervisor is off site.

Relief staff must be clear about their responsibility as the Certified Supervisor when the regular staff team is not available.

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

Standard: 4.2

Element: 4.2.2

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.

Identified issue Staff communication and processes.

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Improvement Plan: Quality Area 4 – Staffing Arrangements – Year: 2015 Standard/

element

What outcome or

goal do we seek?

Priority

(L/M/H)


outcome? (Steps)


Standard: 4.1

Element: 4.1.1

To ensure that all staff

including relief staff

are clear about the

responsibility of the

Certified Supervisor as

the Responsible

Person when the

Nominated Supervisor

is off site.

Relief staff must be

clear about their

responsibility as the

Certified Supervisor

when the regular staff

team is not available.

All educators are clear

about the responsibilities

of a Certified Supervisor.

H To work with the staff team

outlining the legal

responsibilities of a Certified

Supervisor.

Develop an induction guide

that includes the role of a

Certified Supervisor and the

responsibilities that this role

carries when the Nominated

Supervisor is off site and

assumes the position as the

‘Responsible Person’.

All educators holding a

Certified Supervisor certificate

have received induction and

are clear of their role.

Clear guidelines in the

induction manual for all

educators including relief

staff.

ongoing

Standard: 4.2

Element: 4.2.2

Staff communication

and processes.

Staff members work

collaboratively and affirm,

challenge, support and

learn from each other to

further develop their skills,

to improve practice and

relationships.

H Educators participate in

professional development

and share their acquired

knowledge with the staff

team.

Educators support each other

and mentor new staff.

Educators working with a

shared philosophy and

pedagogy.

ongoing

22 | QIP FPPK 2015

Quality Improvement Plan for QA5 – Relationships with Children


Strengths

The staff team at Fulham Park Preschool Kindergarten are committed to the wellbeing of children and families. All staff members contribute to the

learning needs of children by planning, delivering, evaluating and reporting of educational programs that reflect the needs of the individual

child.

There is bilingual and preschool support.

The physical environment is provides opportunities for individual, group play and have spaces for active and quiet learning.

Key improvements sought for QA5 – Relationships with Children

5.1: Respectful and equitable relationships are developed and maintained with each child.

Standard: 5.1

Element: 5.1.2

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.

Identified issue There is a concern that some of the routine jobs take away some of the quality time with the children.

Improvement Plan: Quality Area 5 – Relationships with Children – Year: 2015 Standard/

element

What outcome or

goal do we seek?

Priority

(L/M/H)


outcome? (Steps)


Standard: 5.1

Element: 5.1.2

There is a concern

that some of the

routine jobs take

away some of the

quality time with the

children.

Time management to

complete jobs whilst

spending quality time with

children.

L Consider how we can involve

children in routine jobs.

Review job responsibilities and

priorities.

Educators are engaging in

meaningful interactions with

children while children are

gaining skills for life and

learning.

ongoing

23 | QIP FPPK 2015

Quality Improvement Plan for QA6 – Collaborative Partnerships with Families and Communities


Strengths

New families receive an enrolment pack and an induction session.

The website provides detailed information about the preschool.

Educators are regularly available to families via phone calls, face to face and emails.

Concerns about children are supported via the referral process with permission from parents.

Parents provide information about their child at the time of enrolment.

Informal discussion about the child is shared regularly with parents.

The parents are given opportunities to provide their reflection and feedback on their child’s ILPS, Reflections and Statement of Learning.

There is a Parent Participation Program which provides opportunities for parents to become involved in the daily activities at preschool. The

program is updated every term.

Community and Notice board for families is updated regularly.

Families receive newsletters about preschool happenings.

The preschool works closely with DECD support services.

Parental involvement at Governance level.

Key improvements sought for QA6 – Collaborative Partnerships with Families and Communities

6.2: Families are supported in their parenting role and their values and beliefs about childrearing are respected

Standard: 6.2

Element: 6.2.1

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

Identified issue Although we have a Parent Participation Program only a few families take time to participate and become involved in the preschool program.

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

Standard: 6.3

Element: 6.3.4

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

Identified issue Our enrolments are declining.

24 | QIP FPPK 2015

Improvement Plan: Quality Area 6 – Collaborative Partnerships with Families and Communities – Year: 2015 Standard/

element

What outcome or

goal do we seek?

Priority

(L/M/H)


outcome? (Steps)


Standard: 6.2

Elements: 6.2.1

Although we have a

Parent Participation

Program only a few

families take time to

participate and

become involved in

the preschool

program.

Increase parent

participation in their

child’s learning.

H Survey parents how they see

themselves participating and

becoming involved at

preschool

Highlight the Parent

Participation Program in the

Newsletter and set up viewing

board of photographic

examples of parent

participation in the program.

Provide opportunities for

social occasions for families to

get to know each other.

Invite Governing Council to

organise coffee and chat

opportunities for parents to

get together and develop a

network.

Parent participation stories

are highlighted in the

preschool newsletter and

viewing board.

Surveys are completed and

returned. The parent

feedback is valued and

utilised to increase the

amount of participation.

Beginning of Term 2

Standard: 6.3

Element: 6.3.4

Our enrolments are

declining.

To raise community

awareness of our service. H Staff, parents and governing

council to exploring ways of

engaging with the local

community to help raise

community awareness of

Fulham Park Preschool.

We have an increase in

enrolments.

A strong network with our

community.

ongoing

25 | QIP FPPK 2015

Quality Improvement Plan for QA7 – Leadership and Service Management


Strengths

All staff members are aware of their roles and responsibilities.

Staff members undertake leadership roles within the preschool. The Preschool Director assumes ultimate responsibility for the management of staff

and site operations.

The Governing Council members and volunteers complete Criminal History Screenings and attend RAN training.

The preschool budget is managed in consultation with the Governing Council.

Fundraising is approved by the Governing Council and the funds are used to improve facilities and preschool priorities as identified in the QIP.

Data Collection systems in place.

The preschool has mentored and supported tertiary students.

Parent Survey is conducted in third term each year.

Staff training and development is provided and costs are covered by the preschool.

All records are stored in in lockable filing cabinets.

All children have a file that is stored in a lockable filing cabinet.

Confidentiality is maintained at all times.

Archiving is completed in accordance to DECD protocols.

All files are backed up.

Effective management and administrative systems are in place to support the management of our preschool and include:

o Business Manager

o IRMS

o EYS

o FABSNET

o PAS

o FAMIS

o HR – VSP

o Preschool referral, bilingual referral

o NEP for children with identified needs

Levels of confidentiality are maintained in the preschool and clearly explained to families upon enrolment and with staff on induction.

All referrals for additional services are managed by the Director and maintained in children’s files – electronically and paper copy.

All staff members have an email account.

Pin up board in the office containing relevant DECD information, personnel and contact details for staff.

26 | QIP FPPK 2015

Key improvements sought for QA7 – Leadership and Service Management

7.1: Effective leadership promotes a positive organisational culture and builds a professional learning community.

Standard: 7.1

Element: 7.1.2

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

Identified issue Our induction process is in need of review.

7.2: There is a commitment to continuous improvement.

Standard: 7.2

Element: 7.2.2

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.

Identified issue Performance development practices need to be managed more effectively.

27 | QIP FPPK 2015

Improvement Plan: Quality Area 7 – Leadership and Service Management – Year: 2015 Standard/

element

What outcome or

goal do we seek?

Priority

(L/M/H)


outcome? (Steps)


Standard: 7.1

Element: 7.1.2

Our induction process

is in need of review.

A staff induction of all staff

is implemented by the

Director and procedures

to be adhered too.

H Re-evaluate the induction

folder and processes.

A streamlined induction

process is in place for all staff

including relief staff.

Term 3

Standard: 7.2

Element: 7.2.2

Performance

development

practices need to be

managed more

effectively.

To find suitable ways to

manage the performance

process of all staff

members in a timely,

effective and reflective

manner.

H To work with the staff team to

develop a formalised process

and timeline for performance

planning and performance

review for each staff

member.

Time has been scheduled for

each staff member to be

involved in the performance

process.

Sessions are prepared for

feedback and review on

performance-related

information gathered

throughout the performance

management cycle.

- Achievements

- Training needs

- Issues

- Progress towards the

performance objectives

and anticipated

outcomes

- Suggestions for

improvement

Each staff member will have

a written summary of the

outcomes of the feedback

and review meeting

Feedback from staff

- feeling valued and

supported

Term 1

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