FOUR – Guide to Developing a Quality Improvement Plan ... FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Service details . Service name Service approval number

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

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

    Service details

    Service name Service approval number Andrews Farm Community Preschool

    Primary contact at service Sue Tiver

    Physical location of service Physical location contact details Street: President Avenue

    Suburb: Andrews Farm

    State/territory: South Australia

    Postcode: 5114

    Telephone: 82541700

    Mobile:

    Fax: 82843031

    Email: kindy.director@andrewskgn.sa.edu.au

    Approved Provider Nominated Supervisor Primary contact: Sue Tiver

    Telephone: 82541700

    Mobile:

    Fax: 82843031

    Email: kindy.director@andrewskgn.sa.edu.au

    Name:

    Telephone:

    Mobile:

    Fax:

    Email:

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

    Suburb:

    State/territory:

    Postcode:

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

    Operating hours

    Monday Tuesday Wednesday Thursday Friday Saturday Sunday

    Opening time

    8.30 8.30 8.30 8.30 8.30

    Closing time

    15.00 15.00 15.00 15.00 11.30

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

    Additional information about your service The following information will assist the Regulatory Authority to plan the assessment visit.

    Provide additional information about your serviceparking, school holiday dates, pupil-free days etc.

    South Australian DECD term dates:

    Term 1:

    Term 2:

    The stand alone preschool has a 5 space carpark for visitors and access to .carpark at the local college next to our car-park.

    Pupil free day is scheduled for term 4,

    How are the children grouped at your service?

    A.M. Children: 8.30 am 11.30 am

    P.M. Children: 12.00noon- 15.00 pm

    Full day Chn.: 8.30 am - 15.00 pm

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

    Sue Tiver

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

    Service statement of philosophy

    Our Philosophy We believe children learn through play, with and from each other and the educators within a safe secure environment. Through play children develop an understanding of their social worlds. They learn to communicate, trust, form attachments, share, negotiate, take turns, resolve conflict and have fun. Every childs unique in terms of life experience and developmental readiness. We acknowledge each child as capable and competent, bringing with them their diverse life experiences, knowledge and perspectives. Andrews Farm Community Preschool seeks to:

    Accommodate and embrace differences Form relationships with respect, equity, inclusion and diversity Develop active participants who are connected with and contribute to their world Respect children as competent, capable and active participants in their learning for successful outcomes Have high expectations for children, educators and service provision Work in partnership with family and school as essential to the optimal growth and development of young children Support the role of parents Make connections to our local community

    Our vision is to provide a safe and supportive teaching and learning environment which leads to quality educational outcomes for all children.

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

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

    Quality Area 1: Standards and elements

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

    Element 1.1.1 Curriculum decision making contributes to each childs learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

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

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

    Element 1.1.4 The documentation about each childs program and progress is available to families.

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

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

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

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

    Element 1.2.2 Educators respond to childrens ideas and play and use intentional teaching to scaffold and extend each childs learning.

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

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

    Quality Improvement Plan for QA1 Summary of strengths for QA1

    Strengths 1.1.1 1.1.2 1.1.4 1.1.5 1.2.1 1.2.2 1.2.3

    Educational Programme and Practice An approved learning framework informs the development of a curriculum that enhances each childs learning and development. The Early Years Framework guides curriculum decision making and enables each child learning in the five outcomes:

    - identity - connection with their world - wellbeing - confident and involved learners - effective communicators

    For each child, with the educational programme and guidance we are working towards these outcomes Communication is a major focus: oral language, comprehension, questioning: through stories, songs, games, free play The documentation about each childs program and progress is available to families. Individual folders containing samples of childrens work, displays of art work, checklists, photographs, service providers reports Every child is supported to participate in the program. -support the children using props, visuals, support, childrens interests -extension for the more capable children Each childs current knowledge, ideas, culture and interests provide the foundation for the programme -jottings of childrens interests, requests are built into the programme -takes into account the individuality, strengths, capabilities of each child, and their experiences Each childs learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. - interests, developmental stages and childrens and readiness for experiences are taken into consideration Educators respond to childrens ideas and play and use intentional teaching to scaffold and extend each childs learning -a combination of intentional, explicit teaching and childrens interests and ideas -preschool purchases extra speech therapist time, 1 day per fortnight to work with the chn and the support staff Critical reflection on childrens learning and development, both as individuals and in groups, is regularly used to implement the program. -effective planning and evaluation takes place -review of routines, groups, free play engagement, involvement -weekly evaluation, planning and child development meetings

    Key improvements sought for QA1

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

    Standard/element 1.1.1

    An approved learning framework informs the development of a curriculum that enhances each childs learning and development.

    Identified issue EYLF informs the development of a curriculum. Families want information about educational program. -we want to give to this to parents -Information about the educational program to be available for families -families to be able to see the childrens experiences - Literacy -Vocabulary and Comprehension: to extend childrens vocabulary and comprehension skills to develop and reinforce competency in communication - Numeracy to support children to have the confidence, capacity and disposition to use mathematics, ie: through number, concept development

    Standard/element 1.2.2

    Every child is supported to participate in the programme

    Identified issue Self assessment identified that several children needed more support to access a wider range of activities and the curriculum

    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

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