C.a.F.E. Enfield Children’s Ce ntre Quality Improvement Plan 2016 Enfield QIP 2016.pdf · C.a.F.E. Enfield Children’s Ce ntre Quality Improvement Plan 2016 Operating hours For

1 C.a.F.E. Enfield children’s Centre Quality Improvement Plan

C.a.F.E. Enfield Children’s Centre Quality Improvement Plan 2016

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Service details

Service name Service approval number C.a.F.E. Enfield Children’s Centre

SE 00010208

Primary contact at servi ce Joan Gilbert – Director, Education and Care

Physical location of service Physical location contact details Street: 17a Wilkins Street

Suburb: Enfield

State/territory: South Australia

Postcode: 5085

Telephone: 8342 3329

Mobile:

Fax: 8342 3309

Email: [email protected]

Approved Provider Nominated Supervisor Primary contact:

Telephone:

Mobile:

Fax:

Email:

Name: Joan Gilbert

Telephone: 8342 3329

Mobile:

Fax: 8342 3309

Email: [email protected]

Postal address (if different to physical location o f service) Street:

Suburb:

State/territory:

Postcode:



Operating hours

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

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

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

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

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

07:30

07:30

07:30

07:30

07:30

Closing time

18:00

18:00

18:00

18:00

18:00



Additional information about your service

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

Additional Information about our Service

C.a.F.E. Enfield is an integrated site that comprises of a number of services including Community managed Long Day Care, Department of Education and Child Development (DECD) funded Preschool, Child and Family Health Services, Learning Together, a range of Parenting Support Programs, and Adult Education and Training. We are situated in Enfield Primary School grounds.

The Preschool sessions are aligned to SA State School terms; Dates for 2016 are Term 1: 01/02/2016 – 15/04/2065; Term 2: 02/05/2016 – 08/07/2016; Term 3: 25/07/2016 – 30/09/2016; Term 4: 17/10/2016 – 16/12/2016. And operates between 8:30-15:00. We request our validation visit is during these dates.

Parking is available in the Carpark at the end of Pateela Street, Enfield – the Children’s Centre is situated on the Eastern side.

How are the children grouped at your service?

Crèche - Mixed age group, supporting parent education and programs on site

Under 2’s

Over 2’s

4 year old Room and DECD Preschool

Site Improvement Team: Joan Gilbert Director Education and Care and Nominated Supervisor; Lee Jones Assistant Director



Service statement of philosophy

C.a.F.E. Enfield Children’s Centre is an integrated site with many components including Community managed Long Day Care, Department of Education and Care (DECD) funded Preschool, Child and Family Health Services, Learning Together, a range of Parenting Support Programs, and Adult Education and Training. These services work together towards a shared commitment to supporting health, social, emotional and educational outcomes for children and their families.

Our practices reflect the belief that children are competent learners from birth and unique in their own individual way. Educators support children to have a chance to try things for themselves, to build a sense of optimism and positive well-being.

We believe that our family friendly environment provides opportunities for children and their families to visit and participate in activities and/or network with others from the community. We believe families have a critical role in early development of their children’s learning. We believe young children are happier and achieve more when early year’s educators work together with families to share views, aspirations and documentation to support and extend children’s learning and development. Primary care giving practices provide the framework for Educators to work with families, where all interactions will be caring and affirming and reflect a shared understanding of each child’s strength and abilities.

Play is fundamental to young children’s learning as they engage in exploration, imagination and investigation, while socialising and communicating with children and adults around them. Our environments both indoors and outdoors are valued equally as important learning spaces. We believe the role of the learning environment is to provide flexible, ever-evolving materials and spaces to allow children to participate uninterrupted, to work alone, or in small intimate groups or as a member of a large group.

As educators of young children we have an active and significant role in ensuring children experience wonder in their world. Educating for sustainability is a strength in our curriculum. The children have many opportunities to engage in gardening, recycling and connecting with nature. Educators work with children to develop skills, knowledge and dispositions to connect them to their environment and their community.

Children need healthy food, quality sleep and lots of exercise to assist with brain and body development. Our routines and programs encourage children to eat a wide variety of nutritious foods every day.

The quality of Educators is the key to the provision of high quality care and education of young children. This notion is supported through an environment of trust and respect with the community and in a culture of continual reflection and renewal of ideas and understandings. Educators are actively encouraged to access and continue training and professional development. We are all lifelong learners.

Reviewed January 2015

7 C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan 2016

Quality Improvement Plan for QA1 Summary of strengths for QA1

Strengths

Programming for individual children, rooms and whole of site is of a high standard that utilizes current research and support documents such as Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Australian Early Childhood’s Code of Ethics and the UN Rights of the Child. • 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. o Children’s individual learning dispositions are embraced and acted upon

• Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. o Information is sought from families on a regular basis, both formally and informally

� questionnaires � conversations

o Observations � Formal � Conversations

o Relaxed meaningful conversations are facilitated throughout the day between children and with Educators during play and routine times such as at meal times. Differing points of view are shared and discussed.

o Children’s experiences are a balance of child initiated and intentional teaching o A range of documents such as Learning Portfolios, Daily routine books, Workbooks and/or Curriculum recordings are located in such a

way that parents are able to continuously access them • The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

o Regular reviews are conducted to ensure routines and environments are maximising opportunities for learning and development. • Every child is encourage and supported to participate in the program.

o Primary Care Groups come together at regularly intervals throughout the day o Claire Warden style Floor-books are used capture a rounded view of the whole group and the individual child during the day –

spontaneous experience during the day are extended, and individual stories are written up o Wendy Lee style Learning Stories recognise the child’s uniqueness in a strength base approach o Educators work in a multi-disciplinary team that address and identifies each child’s learning and development in a holistic manner.

• Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Educators use a Marte Meo approach to support development through relationships in everyday communication.

o Children are supported to direct their learning environments o Children are comfortable about trying out new ideas and sharing these with others.

• Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. o A variety of methods are used to ensure a holistic picture is recorded

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

o Materials are provided in a way that supports a multitude of ideas and flexibility – These ideas initiate from children and educators


Key improvements sought for QA1

Standard/ element 1.2.2

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

Identified issue Observation – term 4, 2014 we introduced a new ‘loose parts’ area in our outdoor environment. We have noticed only a small number of Educators have been supporting play in this area. It also appears it is the same small groups of children using this area.


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

Identified issue Educators maintain individual records of children’s learning and development. We would like to investigate further • the way in which we record the group, • how do we map individuals progress

• how do we map the progress of the group


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

1.2.2 To deepen educators understanding and reflection using the identified area (loose parts) in the outdoor space

M Provide professional development on the topic through PD days and/or release time to attend outside of the centre. Provide readings for discussion • Articles • Chapters from books • Provocation about practice Displays in Staff room • Articles • Websites • Events advertised

• Educators freely accessing the area in an everyday manner o eg walk through the

area with children to access other areas of the yard eg on the way to the animals,

o Stopping and sitting on a log, to have a chat, watching and observing other children.

• Educators focusing on and use sensory language – noticing and naming

• Educators purposely

going to the area and just ‘being’ at first with the children. Following the children’s lead.

• Educators encourage exploration and discovery - demonstrating a sense of safety and well-being

• Robust conversation

• Shared Critical reflection

2015 Facilitated Simon Hutchinson, from Climbing Tree to present at a combined workshop for Enfield PS and C.a.F.E. Enfield Children’s Centre Team


Standard/ Element


Priority (L/M/H)



Progress notes

1.2.3 To deepen educators critical reflection when examining all aspects of events and experiences from different perspectives on the learning and development of all individual children and the group of children

M • Educators examine what happens in their settings and reflect on what they may change or develop

• Team discussions and

debate – leading to a willingness to have a go at changes

• A set of overarching

questions are developed to guide and inform curriculum decisions.

• Educators will reflect on not only what they offer but how they offer/extend ideas and experiences

• Evidence of a variety of

methods as well as many voices in the collection of observations.

• Children’s voice is a

part of the evaluation process

• Children’s progress is

tracked and regularly reported to parents

2015


Quality Improvement Plan for Q2 Summary of strengths for QA2

Strengths

Each Child’s health is promoted o Centre has participated in site projects to critically reflect on practices in the areas of Healthy Eating and Physical Activity. We continue

to participate in the Enfield Port Adelaide Council funded OPAL project. Topics have included, suitable drinks, healthy foods and snacks and physical activity. (MOU) Posters and flyers are displayed and distributed around the Centre.

o Vegetable gardens have been created at the entrance to the centre; the gardens are highly visible to promote conversation with families, children and educators.

o Fruits and Vegetables from the garden are used in the kitchen, in programme curriculum cooking and families are encouraged to take produce home.

o All Community events have a checklist of considerations around good nutrition and physical activity and these are incorporated into the overall stricture of the celebration.

o Visual cameras and sound mintors have been installed in the under 2’s sleep rooms to improve supervision of resting children. Healthy Eating and physical activity are embedded in the program for children

o The Centre Get and Grow as an underpinning document incorporating these principles in our daily practices. o Physical activity is promoted o Outdoor Programming ensures there is a high level of age appropriate activity and exploration occurring on a daily basis and all

educators are invited to be a part of the evaluation process. o The school oval is a wonderful resource to use with small groups of children for gross motor activities such as running and jumping as

well as using equipment such as balls and hoops without the confines of smaller centre outdoor play space. A gate at the end of the yard allows direct access for regular planned and spontaneous visits.

o Centre funds a Speech and Occupational Therapy Educational playgroup (SPOTed) in collaboration with other services on a weekly. o Healthy Eating program ‘Eat a Rainbow’ is integrated across the Centre o Local parks and playgrounds are promoted regularly in family newsletters o Physical activity is promoted to families through Centre Events such as Box Car Rallies, Kite Flying days, obstacle-a-thon.

Each child is protected

o Regular environment risk assessment of both physical and emotional environments are conducted o Incidents are recorded and mapped to highlight areas of concern o A register is maintained to ensure all staff have up to date relevant training requirements o Training for all staff is conducted on a regular basis



Standard/ element

Identified issue

Standard/ element

Identified issue

Standard/ element .

Identified issue


Improvement Plan

Standard/ element


Priority (L/M/H)


Success measure By when? Progress notes


Quality Improvement Plan for QA 3 Summary of strengths for QA3

Strengths

The design and location of the premises is appropriate for the operation of a services o Educators continuously review and evaluate the indoor and outdoor environment o Consideration is given to the impact of the layout and use of space on children (sensory impact) o All children of all ages have access the wide scope of the outdoor environment

The environment is inclusive, promotes competence, independent exploration and learning through play o The use of natural materials is highest consideration o Children take an active role in planning the environment

The service takes an active role in caring for its environment and contributes to a sustainable future o The Centre continues to work with Natural Resource Management Education to ensure education for sustainability

remains embedded in our day to day curriculum o Numerous vegetable and flower garden beds are located around the site- Engaged with OPAL to sponsor ongoing activities

- Parent and Educators engage in project ‘Magic Harvest’ o Food scraps are recycled through feeding the chickens and worms; excess food to the compost bins. o Centre won a KESAB award for recycling food scraps (2014) o Soiled hay bedding from the animal yards is mixed with compost bin material and placed on vegetable gardens o Produce from the gardens is used in the centre kitchen, curriculum cooking experiences and shared with families. o Waste paper is recycled




The design and location of the premises is appropriate for the operation of a service.

Identified issue During 2013 a number of Educators were actively engaged in the South Australian Government’s Thinkers in Residency project with Carla Rinaldi, from Reggio Emilia, Italy. One of the principles of Reggio is to critically look at how space is used and ask are all spaces used to the maximum benefit. Does the space support children’s learning?

Standard/ element

Identified issue

Standard/ element

Identified issue

Quality Area


Improvement Plan

Standard/ element


Priority (L/M/H)



Progress notes

3.1.1 To ensure all spaces are used to the maximum benefit to support children’s well-being and learning

M Conduct an audit with Educators to view how space is used throughout the day - identify areas of the environment that are difficult to maintain - identify times of the day that are problematic Thinking critically consider all spaces as equal rather than as they are currently used – Look at all areas however in particular the use of the veranda area for the whole centre. Document, plan, implement and review recommendations

Changes are planned thoughtfully -implemented -evaluated -reviewed -further planning Increased number of spaces for children to withdraw to – in order to meet their regulatory needs.

End 2015



Strengths

Staffing arrangements enhance children’s learning and development and ensure thei r safety and wellbeing o Careful monitoring of the rostering system is conducted to ensure qualifications of staff, regular continuity of staff, and educator to child ratios

is maintained in accordance with regulations at all times throughout the day. o Educator rostering supports primary care-giving o Non-contract time is arranged to accommodate the ability of educators to attend meetings with a range of professionals, families and

colleagues and programme o Centre maintains above minimum Educator-to-child ratios and qualification requirements

Educators, co-ordinators and staff members are resp ectful and ethical.

o Educators use documents such as the Early Childhood Australia, Code of ethics, United Nations The rights of the Child to guide practices o Programming is organised to facilitate time each week for Educator teams to meet for discussion with the Educational Leader o Educators are rostered on a weekly basis for non-contact time for reflection, review and planning o Educators engage in

• a range of site projects • professional development • formal study

o The Governing Council supports regular closure days per year for whole team professional development. • This gives opportunity to deepen understanding and sharing by all Educators their ideas and aspirations • To explore issues in greater depth through bigger picture thinking around ethical considerations and children’s rights and then work in

teams to explore ways that this information impacts on our service, how we will use the information in everyday situations and links with Curriculum and National Quality Standards

o The centre has a comprehensive induction procedure. • There is an induction checklist to ensure all areas are covered. • Regular informal and formal conversations are conducted to support the transition into the team; • This is a two way exchange of information and is conducted with the team leader, and/or the assistant Director or Director.




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

Identified issue What is the most effective way to facilitate professional learning and development opportunities for the whole staff team – including relief and part-time staff?


Improvement plan

Standard/ element


Priority (L/M/H)



4.2.2 Deeper engagement between -Educators -Educators and children -Educators , children and their families across the site and by all staff

Establish priorities from performance and development review conversations Establish learning groups - needs -interests Utilise ECA learning modules/webinars Document process conversations critical pedagogical discussion Actions Reflection and evaluation

Evaluation Data




Strengths

Respectful and equitable relationships are developed and maintained with each child. o Educators continue to develop Primary caregiving relationships with children and families – we value the role of the family

o Information is shared through conversations and written communication. This sharing of information facilitates smooth transitions

between centre and home; home and centre.

o We work from a strengths based perspective. Each child is support to build and maintain sensitive and responsive relationships with other children and adults

o The Management of the Site has actively supported higher than mandated educator/child staff ratios to ensure high quality

relationships with children and their families.

o Adequate staffing enables scaffolding of social relationships, play and learning through intentional teaching in small groups.

o Educators come together in a range of ways to learn and share knowledge with each other.

- Programs such as Marte Meo, Circle of Security give common language, pedagogical framework and consistency for every

child across the service

o Learning opportunities are maximised through unhurried relaxed routines and transitions

o Educators have regular opportunities to discuss children’s behaviours within the team, with families and multi-disciplinary staff eg

Occupational therapist.

o On-going access to professional development is promoted and encouraged – LDCPDP is offered and utilised by educators of all levels

o Children are treated equitably and assistance is given to children to resolve conflict in a positive and patient manner, with

understanding that children are in the process of learning and the educator’s role is to support this learning in consultation with

families.

o Children are supported to resolve conflicts through effective communication

o High percentages of children at the centre have speech and language difficulties, and/or speak a home language other than English.

- Educators respond sensitively to all children using appropriate verbal, non-verbal cues, and augmentative communication

systems such as Compics, Boardmaker and sign language.

o Several primary care educators are bi-lingual, and additional Bi-lingual Educators are sourced through external agencies such as DECD Bi-lingual Program and Inclusive Directions.

The dignity and rights of every child are maintained at all times. • Reference documents such as the Early Childhood Australia, Code of Ethics, and the United Nations Conventions on the Rights of the

Child are used to guide and support daily practice and educator’s continual reflection on own practises.



23 C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan, 2016

Improvement plan

Standard/ element


Priority (L/M/H)





Strengths

Respectful supportive relationships with families are developed and maintained • On commencement at the centre Families and/or Carers are given a comprehensive folder of information about the centre; this is in

conjunction with an information session and/or a personalised tour of the centre and its facilities. o Regular newsletters o Daily diaries for recording day to day information o Learning stories are displayed o Posters about guidelines and regulations are displayed o Daily information charts are written up with current details about the day o Surveys are conducted to gather comments about the services eg feedback about the induction process

• Many avenues are taken to encourage the participation of families at the centre. o Parent contributions to service decisions are actively sought through representation on the Centre Management Committee o Families participate in a roster to come in on weekends and holiday times to check on and feed the animals, to water and attend to garden areas

such as the Butterfly and Vegetable gardens o Produce from the gardens are shared with families along with favourite recipes from home and the centre using the fruits and vegetables. o A roster of Parents/carers to come and cook with the children in the Kindy room o Celebrations and Family nights; for example Obstacle-a-thon, Box Car Event, Kite Day, parents and staff come together to facilitate and organise

the event o Saturday morning playgroups for Dads. o Community playgroups o Planning Groups

• Current Centre information is available via Leaflets, Newsletters, Displays, Parent Meetings, and one to one conversations with families

Families are supported in their parent role and their values and beliefs about child rearing are respected. o Transitions are tailored to each child and their family

- This applies to both initial transition to the centre, transitions between rooms, and when starting school - Questionnaires are distributed to families to gather information for improvement

o Families and Community Members are encouraged to share aspects of their home cultures through cooking, dance, stories, music and language experiences.

Centre educators work closely with external agencies to gain additional information and resources to support children with additional needs Eg Inclusive Directions, United Care Wesley Brompton, Occupational Therapy, Speech Therapist, Act for Kids, Psychology. • We work closely with Child and Family Health Services ,Learning Together who are co-located on site.

• Centre has an inclusion improvement plan in place as checklist to assist the inclusion of all children within environment



Standard/ element

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

Identified issue AEDC data identifies children in our local area as being vulnerable in all areas. The Kids Matter program sets out a framework for community, families, children and educators to work collaboratively to promote positive mental health and wellbeing.


Improvement plan

Standard/ element


Priority (L/M/H)



6.3

27

C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan 2015

Quality Improvement Plan for QA7 Summary of Strengths

Strengths

Effective leadership promotes a positive organisational culture and builds a professional learning community Governing Council and Leaders have worked together to explore ways to maximise retention of staff

- Each year the Management Committee approves regular centre closure days for the purpose of whole of staff Professional

Development. Evaluation data from these days is collected to check the suitability of topics and content, and at the same time collect

ideas for future professional development days. The main benefit of these days is that the staff team come together to jointly engage

in the uptake of information and the discussion about how this can be incorporated into our daily practices.

- All staff are encourage to continue their formal education; during 2016 we have staff studying - Bachelor of Early Childhood Education - Bachelor of Special Education - Diploma in Children’s Services (2) - Marte Meo Practitioner training (4)

- Staff are encouraged to attend networks to support their own professional growth. For example; - Early Years collaboration with local primary school - Australian Community Children’s Centres SA Branch (ACCCSA) - Preschool Teachers Hub - Assistant Directors support group and Cooks support group

- Early Childhood Australia - OMEP

• Each staff member receives a comprehensive induction pack; there is an induction checklist to ensure all areas are covered. Regular

informal and formal conversations are conducted to support the transition into the team; this is a two way exchange of information and is

conducted with the team leader, and/or the assistant Director or Director. There is a commitment to continuous improvement

• Regular surveys are conducted to gather information and feedback to inform the soul of the program. Many voices are valued as a collective to

truly represent our community.

• Each Educator is encouraged and supported to maintain a personal Reflective Diary, through Staff development sessions, small team discussions,

leadership team posing critical questions for reflection, distribution of current articles, centre membership with several Early Childhood

organisations, eg Early Childhood Organisation (ECHO), Early Childhood Australia (ECA)

• Monthly report of recent activity is provided to Management Committee for discussion and comment Administrative systems enable the effective management of a quality service

- Grievances and complaints are actively addressed, investigated fairly, resolved and documented in a timely manner.

- Policies and procedures are readily available to families and educators at all time. Every effort is given to gather many voices in formulation of

these documents.

28




Identified issue

29


Improvement plan

Standard/ element


Priority (L/M/H)



Documents

C.a.F.E. Enfield Children’s Ce ntre Quality Improvement Plan 2016 Enfield QIP 2016.pdf · C.a.F.E. Enfield Children’s Ce ntre Quality Improvement Plan 2016 Operating hours For