QUALITY IMPROVEMENT PLAN 2015-2016...QUALITY IMPROVEMENT PLAN 2015 Quality Area 2 : Children’s Health and Safety Program and practice strengths Each child’s health & medical needs

QUALITY IMPROVEMENT PLAN 2015-2016

PROSPECT KINDERGARTEN

QUALITY IMPROVEMENT PLAN 2015 Quality Area 1 : Educational Program and Practice

Program and practice strengths

Educational program is stimulating and inclusive of all children

Individual knowledge of children is demonstrated in the planning and implementation of a range of programs

All staff contribute to an energetic and creative preschool environment

The program is shared with children, parents and families

Key Improvement sought:

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

Goals Priority (L/M/H)

Outcome Sought Success Measure By When? Progress Notes

1. Develop & evaluate new format for IEP’s

H IEP proforma for all children

Time management for observation and recording practices in a large complex centre

Parent comment, information & meetings

Useful, evidence and data collections

Evidence against each IEP for 100% of children

End 2015 Time for IEP & data collection

needs to be prioritized IEP and evidence collection

shared within staff team termly 2. Use observation, parent & data profile processes to inform IEP’s

Standard/Element- 1.2.1 Each child’s learning is assessed as part of an ongoing cycle of planning, documentation & evaluation.



1. Information gathering around DECD Literacy & Numeracy Strategy

M Share, discuss, view against

Prospect context

Planning for 2015 Term 3 2015 Strategy trials term 1 2015?

Standard/Element- 1.1.1 Curriculum decision ,making contributes to each child’s wellbeing, confidence and identity .



1. Explicit planning & teaching of Protective Behaviours Curriculum

Focussed Protective

Behaviours thinking in each program

Shared language between all Educators

Term 2 2015 Child Protection Curriculum Update completed for all teachers.

1

QUALITY IMPROVEMENT PLAN 2015

Quality Area 2 : Children’s Health and Safety


Each child’s health & medical needs are well supported by all staff

Healthy eating is embedded within the program Staff communicate well with parents around children’s wellbeing, health and care


Standard/Element- 2.3 Each child is protected.


Outcomes Sought Success Measure By When? Progress Notes

1. Educators all aware of responsibilities to respond to every child at risk

H

Staff discussion of children “at risk”

Support staff access to ECarl with log in accounts & local phone procedure

Developing role of Teacher In Charge when Site Leader away from site

All Educators confident with their roles and responsibilities within both team and leadership roles

End Term 2 2015

Term 1-Developing procedures to support consistent practice

PD and PM for regular TRT staff around Protective Practices & Responding to Abuse & Neglect & Child Protection Curriculum Update

2 .Developing site Leadership capabilities

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



1. Safe play in an adventurous setting

H Explicit teaching & focus for and with adventurous play

Identifying and planning for hazards

Child awareness of risk and safe play

Majority of children reporting incidents & concerns

End Term 2 2015

Awareness around rock play, movement in the yard, use of swings and tree climbing – reference to accident reports 2014

2. Hazard identification & management processes include staff and children

2

QUALITY IMPROVEMENT PLAN 2015 Quality Area 3 : Physical Environment


The physical environment is both suitably challenging and safe

The environment is inclusive, promoting competent, independent exploration and learning through play

The outdoor environment is structured to include flexibility of use by children and community

Key Improvement sought: Standard/Element- 3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to

allow flexible use and interaction between indoor and outdoor space.



1. Data profile collected for all children with additional needs to support access & participation in the program

H

Program planning around children with additional needs

Whole staff awareness and

planning

Wide range of observational and assessment data collected per child

Individual considerations and IEP around facility access and program planning

Inclusive planning with Additional Needs & CALD children in mind

Planning for access & engagement of 100% of children

Term 2 2015

All referrals completed Term 1

Involvement with Autism SA, Parks, CDU and SERU Hearing service established and documented

2. Educators planning cooperatively and creatively to maximise space and child participation

Term 1

2015

Hearing Impairment and Sound Field training for all staff

Standard/Element- 3.3 The service takes an active role in caring for its environment & contributes to a sustainable future.



1. Programming for increased access to natural materials and environments

M Staff PD opportunities in

natural materials and environments

Planning for the planning! Staff sharing intent and thoughts and practice

Embedded in everyday program and practice

Term 1 2015

2. Developing changeable and varied outdoor play spaces

3

QUALITY IMPROVEMENT PLAN 2015 Quality Area 4 : Staffing Arrangements


Sufficient staff to manage a range of programs

Staffing groups with specific (discrete and shared) roles and responsibility with regard to groups of children


Standard/Element- 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety & wellbeing

Goals Priority (L/M/H) Outcomes Sought Success Measure By When? Progress Notes

1. Staff awareness of their roles with children in a variety of spaces and during transition times

H

Staff moving with children and being aware of where all children are at all times

Program confidence in catering for the learning & wellbeing of every child

Educators working as a team Term 2

2015

Parent Meetings and Transition meetings in Week 1 Term 1 extremely successful

Observational understanding

about 3,4,5 year olds. We also have increasing 3 year old enrolments under the Early Aboriginal Policy

2.Developing a sequential program to cater for young 3 year olds to 5 ½ year olds

All children supported at appropriate developmental levels

Term 3 2015

Standard/Element- 4.2.1 Professional standards guide practice, interactions and relationships.


TfEL- Pedagogical Use of National Professional Standards for Teachers

H

PD planned and aligned to Professional Standards

Partnerships Closure Day

30% of Teacher Registration hours completed to Professional Standards

End 2015

1. Whole staff involved in Partnership learning communities

100% staff attendance

4

QUALITY IMPROVEMENT PLAN 2015 Quality Area 5 : Relationship with Children


We support each child to build and maintain sensitive and responsive relationships with other children and adults

Staff develop and maintain personable learning relationships with children, enabling and supportive children to engage in learning

2015 entry to Kindergarten in 2015 with parent meetings & transition

Key Improvement sought: 5.1 Each child is supported to feel secure, confident and included

Standard/Element-



TfEL – Create Safe Conditions for Developing rigorous learning

1.Developing relationships

with large numbers of mostly very young children in the first year of single intake

H

Getting to know children as individuals to support needs and create positive connections and relationships

100% of children settling, in own individual manner to Kindergarten

End Term 1 2015

Standard/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 conflict



Develop thinking about all children and adults having rights and responsibilities towards self, others and environments

Working through elements of the Global Peace Preschool Curriculum for children and staff

Children exercising personal right to seek help when needed

Children & adults involved collaboratively in seeking resolutions to difficulties and conflict

End 2015

H

5


Quality Area 6 : Collaborative partnerships with families and communities


Working collaboratively with a wide variety of educators, family and community organisations

Staff seeking high levels of understanding about families and children as they move through our site

Observation & data collection systems to support children with additional needs


Standard/Element- 6.2 The expertise of families is recognised & they share in decision making about their child’s learning and wellbeing.


1. Building relationships with parents and families to share information about wellbeing, learning and development.

H

Recognising parents and carers for each child

Parent meetings to share information, concerns and progress

60% of parents actively seeking information about their child and Kindergarten engagement

90% Parent questionnaires returned

End 2015

Standard/Element- 6.3.3 Access to inclusion and support assistance if facilitated.


1. Identify children with additional needs early in Term 1

H Identified children have an

additional support IEP

Referrals made to DECD, Community Services and CDU with supporting data

IEP’s and referrals acknowledged

PSS accessed and programs in place

End Term 1

End Term 2

All children requiring support referred with all required data profiles by week 6 Term 1 2014

2. Collate family and agency information and Preschool data profiles on each identified child

H

6


Quality Area 7 : Leadership and service management

Program and practice strengths Effective administration staffing and processes in place on site

A continuity of educators has been in place for some time and will continue to be sought

Strong value placed on professional development for all educators with funding support to access.

Key Improvement sought: 7.1.1 Appropriate governance arrangements are in place to manage the service.

Standard/Element-


1. Develop a working Governing Council for 2015

H

AGM

Parent Meetings and events

Governing Council meetings

A complete Governing Council cohort for 2015

End Term 1 2015

Governing Council Criminal Screening place process in place very early in Term 1

Risk Assessment required to hold GC Meetings prior to screening completion.

Standard/Element- 7.2 There is a commitment to continuous improvement.


Tfel Learning for

effective teaching

1. Shared professional learning between staff groups

M

Closure Day for planning

Shared rights and responsibilities

Shared perspectives

Educator thinking, reflection, options……

Whole staff shared language, understandings and programming

All staff and children involved in decision making about own behaviours

Self Review

Planning for Regional closure Day required

Tfel – Teaching for

effective learning

2. Developing democratic

relationships – children

and adults

End 2015

7

Documents

QUALITY IMPROVEMENT PLAN 2015-2016...QUALITY IMPROVEMENT PLAN 2015 Quality Area 2 : Children’s Health and Safety Program and practice strengths Each child’s health & medical needs