Updated September 2017 - Poonindie Early Childhood Centre · 1.3.1 regulation 177(1)(a) Prescribed enrolment and other documents to be kept by approved provider –the documentation

Updated September 2017

We are striving to provide a world class education and care service and growth for every child who attends our site. We are striving for a world class education and growth for

every child.

2018 QUALITY IMPROVEMENT PLAN

Quality Improvement Plan template 2

The National Quality Standard and Quality Improvement The National Quality Standard is the standard against which providers self-assess the performance of their service/s in delivering quality education and care, and plan future improvements to their service/s. One result of this process is a Quality Improvement Plan. The Education and Care Services National Regulations 2017 (the National Regulations) require approved providers to prepare a Quality Improvement Plan (r55) for each service that:

• includes an assessment by the provider of the quality of the practices of the service against the National Quality Standard And the National Regulations; and

• identifies any areas that the provider considers may require improvement; and • contains a statement of philosophy of the service.

The National Regulations do not prescribe a format for a Quality Improvement Plan. The purpose of this template is to offer a format that supports approved providers to meet their obligations under the National Regulations. Approved providers also have an obligation (r56) to review and revise the Quality Improvement Plan at least annually, having regard to the National Quality Standard. A Quality Improvement Plan must be reviewed and/or submitted to the Regulatory Authority on request.


Service details

Service name Service approval number

POONINDIE EARLY CHILDHOOD CENTRE (PECC)

SE-00010796

Primary contacts at service

SHANNY CARTER

Physical location of service Physical location contact details Street Hirschausen Road Telephone 86846074

Suburb POONINDIE Mobile 0427050275

State/territory SA Fax

Postcode 5607 Email [email protected]

Approved Provider Nominated Supervisor Primary contact Ann-Marie Haynes Name Shanny Carter

Telephone 82263463 Telephone 86844240

Mobile 0407474884 Mobile 0427050275

Fax 82263644 Fax 86846057

Email [email protected] Email [email protected]

State/territory SA

Postcode 5607


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.

Describe the scheduled opening and closing times using 24 hour clock (e.g. 07:30 to 18:00) rather than ‘AM’ and ‘PM’.

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.

Family day care services or multi-site services should list the operating hours of the service office.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

Occasional Care 09:00

Preschool 08:45

Preschool08:45

Preschool 08:45

Playgroup 09:00

Closing time

13:00 15:15 15:15 13:00 (Weeks 2,4,6,8,10 F/N)

11:00


Additional information about your service

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

Poonindie Early Childhood Centre is located 18km North of Port Lincoln in the small outlying rural township of Poonindie. The land upon which the township sits was originally the land of the Barngarla people. Poonindie was established in 1850 by the Anglican Archbishop of Adelaide, Augustus Short as a mission to Aboriginal people in South Australia. Poonindie Early Childhood Centre currently is a part time, Category 1 Centre with an enrolment capacity of 15 children. Our enrolment as of Term 1 2018, is 12 children. Our service is co-located on the same grounds as the Poonindie Community Learning Centre (Primary School); however it operates as a standalone site. The centre is entitled to 4 Pupil Free Days per year, which enables staff to engage in professional learning aligned to the centres improvement priorities and the directions of our local DECD Port Lincoln Partnership. The Pupil Free Days are endorsed by our Governing Council. In 2018 all children will continue to access 600hours of preschool. Preschool times include: Tuesday and Wednesday 8:45am-3:15pm and 1 additional half day per fortnight (Thursday 8:45am-1:00pm). Our Preschool is presently staffed with a Director and 2 ECW’s, one of which is preschool support. The

centre operates during the Department For Education (DFE) term dates (South Australia). Poonindie Early Childhood Centre also offers an Occasional Care Service which operates outside of the Preschool program on a Monday (9-1pm). This was a Governing Council decision. There is a 4 hour session of care which is available for both under and over 2’s. The over 2 program is staffed by an ECW2, the under 2


program by an ECW1 and an Early Years teacher is employed to oversee the program. Whilst the Occasional Care Program operates outside of the Preschool sessions, the program and staff are an integral part of the service, participating in staff professional development around Site Improvement Directions, and are line managed by the Director. The philosophy, policies and practices are inclusive of the Occasional Care and Preschool service. Playgroup is also offered on a Friday and a teacher is employed for WHS/ curriculum reasons. Child and Family Health Services (CAFHS) visits are twice a year, usually Term’s 1 and 3. Due to the co-location of our Preschool within the Poonindie Community Learning Centre grounds, transition is a natural and seamless process as children are already familiar with the layout of the school. Specific transition visits occur in Terms 1, 2, 3. Term 4, the children begin their “official” transition sessions which are built up in time as the term progresses. A larger proportion of our children feed into this school although 1-2 families may choose to enrol in a school in Port Lincoln.

Parking is limited out the front of our site, however, parents often choose to park next door on the school site, next to their oval and walk across. Our street can get extremely busy during drop off/pick up times with big enrolments at the Poonindie School and three different services provided at our site during the week.


How are the children grouped at your service?

We have 14 enrolments and all of these children attend as one group for their sessions – Tuesday and Wednesday for a full day and then fortnightly, they have an additional half day on a Thursday.

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

Shanny Carter DIRECTOR

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:____N/A_____


Service statement of philosophy Please insert your service’s statement of philosophy here.

SITE PHILOSOPHY “Growing and Learning Together” At Poonindie Early Childhood Centre

We believe~ • Parents are the children’s first and most influential teachers and we work in

Partnership with families to nurture, support and educate our children. • The voice of each child and family is essential in leading the learning.

• We care for one another and our world. • Children are capable and confident learners from birth.

• We embrace and support individuality. We value~

• Nature play, wonderment, curiosity and looking after our environment. • Play-based curriculum that is engaging, well organised and child led.

Educators~ • Support children to discover the pleasure of learning and have FUN in the process. • Recognise spontaneous, teachable moments and use them to build on children’s

learning. • Are co-learners with children, families and our community.

• Support children to develop their dispositions for learning; curiosity, co-operation, confidence, creativity, commitment, enthusiasm, persistence, imagination and

Reflexivity. • Foster risk-benefit mindsets for life-long learning.

THIS PHILOSOPHY WAS CREATED IN CONSULTATION WITH GOVERNING

COUNCIL, STAFF, CHILDREN AND FAMILIES.

Date: May 22nd 2018 Review date: 2020



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 children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.

Quality Area 1: Standards and elements Standard 1.1 The educational program enhances each child’s learning and development.

Approved learning framework

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

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

Program learning opportunities

Element 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

Standard 1.2 Educators facilitate and extend each child’s learning and development.

Intentional teaching

Element 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

Responsive teaching and scaffolding

Element 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.

Child directed learning

Element 1.2.3 Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world.

Standard 1.3 Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

Assessment and planning cycle

Element 1.3.1 Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection.

Critical reflection Element 1.3.2 Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.


Information for families

Element 1.3.3 Families are informed about the program and their child’s progress.

Quality Area 1: Related sections of the National Law and National Regulations

Standard/element National Law (section) and National Regulations (regulation)

1.1.1, 1.1.3, 1.2.1, 1.2.2, 1.2.3

section 51(1)(b) Conditions on service approval (educational and developmental needs of children)

1.1.1 section 168 (1)(a)-(b) Program designed for each child

1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2

section 168 (1)(c)-(d) Program designed for each child

1.1.1, 1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2

regulation 73 Educational program

1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3

regulation 74 Documenting of child assessments or evaluations for delivery of educational program

1.3.1, 1.3.3 regulation 75 Information about the educational program to be kept available

1.3.3 regulation 76 Information about educational program to be given to parents

1.3.3 regulation 111 Administrative Space

1.1.3, 1.2.1, 1.2.2, 1.2.3, 1.3.2

regulation 155 Interactions with children

1.1.3, 1.2.1, 1.2.2, 1.2.3, 1.3.2

regulation 156 Relationships in groups



1.3.1 regulation 177(1)(a) Prescribed enrolment and other documents to be kept by approved provider – the documentation of child assessments or evaluations for delivery of the educational program

1.3.1 regulation 178(1)(a) Prescribed enrolment and other documents to be kept by family day care educator – the documentation of child assessments or evaluations for delivery of the educational program

1.1.1 Regulation 254 Declared approved learning frameworks

1.3.1, 1.3.3 regulation 274A Programs for children over preschool age NSW

1.3.1, 1.3.3 regulation 289A Programs for children over preschool age NT

1.3.1, 1.3.3 regulation 298A Programs for children over preschool age Qld


Quality Improvement Plan for Quality Area 1 Summary of strengths for Quality Area 1

Strengths Approved learning framework

Child-centred

Standard 1.1 The educational program enhances each child’s learning and development. Element 1.1.1 Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, and confidence as learners and effectiveness as communicators. Our centre’s decision making around the curriculum is driven by the Early Years Learning Framework, including the program and practices. The EYLF is used to plan, assess and reflect upon the learning outcomes for the group as well as individual learning outcomes for every child who attends our site. Educators make pedagogical decisions based upon this document, use it on a daily basis to assess and report to families, as well as responding to children’s interests, needs, and wants. Staff provide high quality learning through play, both intentionally and spontaneously, develop our children’s dispositions for learning, and support their oral language skills through interactions, modelling, and intentionally planning for individual needs. We are fortunate to have a small supportive community who believes in strong positive relationships with educators, children and each other. This enables us to gather critical information on a daily basis around each child’s strengths, interests and abilities. This information drives our programs and staff are always looking for ways to build upon these relationships/knowledge so we can better support and educate our children. We are striving for a world class education system at PECC. Element 1.1.2 Each child’s knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program. Staff are always looking for new ways to gather information from families about their child. Last year we introduced a ‘Family Contributions’ page next to our sign in sheet. This has proven to be popular and is an extra way for families to communicate their child’s interests, abilities, and knowledge, and for staff to then build upon. This information is then used to guide our daily, weekly and fortnightly plans, is included in our programming folder, on our EYLF proforma and included in Learning Stories, in Profile Folders, as a part of our ‘reporting to parents process’. Staff enjoy drop off/pick up times with families as this enables us to interact and gather/report information on a daily basis. Parents have the opportunity to provide information before their child starts with us, through child questionnaires, Meet and Greet BBQ, Transition morning tea session, Facebook page and inbox, playgroup, occasional care sessions, email, phone etc. Knowing our families well, before they begin their learning journey with us, provides families with confidence, knowledge and understanding around our sites Belonging, Being, Becoming, philosophy, curriculum and high quality education. Questions are able to be answered and families are provided with extensive information regarding their child’s learning at PECC. Children are why we are here! They are active participants in decision making around their curriculum, resources, play spaces and rules at kindy. We want to empower them to make their own decisions and become creative and critical thinkers and problem solvers. Building on each child’s strengths and home language, we believe, is vital in their education and development for life-long learning.


Program Learning Opportunities Intentional Teaching Responsive teaching and Scaffolding

Element 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. At Poonindie Early Childhood Centre we ensure that learning and fun is weaved through each and every aspect of the day. Our timetable is clear yet flexible and is responsive to the needs and interests of our children. Staff support children to develop their self-help skills to become independent and resourceful. Daily opportunities to build independence/leadership skills include: bell ringing for emergencies and mat/group times, roll call, music tree, sun cream application, packing/unpacking their belongings, pack resources as a team, hand washing/toileting procedures, individual projects e.g. STEM or Art. Eating times allows for rich oral language opportunities and learning, healthy food choices and wellbeing discussions. We have three group/mat times planned for each kindy day and these are used for Literacy/Numeracy learning opportunities, games, music and movement, wonderment through Provocations, meditation, relaxation, yoga, or fundamental skills. Standard 1.2 Educators facilitate and extend each child’s learning and development. Element 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. With the appointment of a new Director in 2016, staff have had a real focus around ‘intent’. Asking ourselves, what are we planning? Why are we planning it? What are our child’s individual needs and interest? How can we develop our children’s dispositions for learning through intentional teaching? How can we develop our children’s Literacy/Numeracy skills both indoors/outdoors? For staff: What knowledge and skills do we wish to develop? How do these align with our Partnership and site priorities? How can the Director support you with this? The planning and implementation of a clear and graphic ‘Planning Cycle’ has helped staff be clear and deliberate with decisions and actions. Documenting observations, discussing these with each other, building on what skills and knowledge our children bring, reflecting upon what we can do better, then intentionally planning for rich and engaging learning, has been a focus and development since 2016. Communicating our intentions to children (what we are doing, why we are doing it?), has also been a major shift in thinking and practice at Poonindie Early Childhood Centre. Governing Council meetings provides our Director with a platform to explain the intent around pedagogy, learning, and plans for the future. Element 1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback. Educators in our centre are involved in children’s play and learning, listening and observing, scaffolding and challenging the children’s thinking. Our focus since early 2017 has been for staff to allow children time to explore, problem solve, interact and engage with one another, without jumping in too quickly (OWL strategy). Our role is to be an observer, actively listening, then asking appropriate and open-ended questions.


Child directed learning Assessment and planning cycle

As our knowledge and skills around the ‘4 levels of questioning’ has increased (2017 professional learning focus), staff have been more aware of their practice and are now more intentional with their questioning and the types of questions they are asking to stretch children’s learning. 2017 saw our staff attend an introduction session using the Respect, Reflect, Relate document around Active Learning Environments. This gave us a starting point for future professional learning and site direction/priorities. This year (2018), staff will focus on Domain 3 within the Active Learning Environment. Children are naturally curious beings and we want to challenge them, encourage risk taking and wonderment for our natural environment. Through our ‘Reggio’ learning we have development our play spaces, began looking at the RRR Active Learning Environment resource and responding to the children’s ideas and play. We believe we have an exciting year ahead at Poonindie Early Childhood Centre. Element 1.2.3 Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world. A child’s agency is closely linked to the key Early Years Learning Framework concepts of Belonging, Being, Becoming and also to developing a strong sense of identity! Staff build each child’s agency by encouraging and supporting them to be increasingly independent learners, to grow and develop, to express themselves and explore their world independently. Staff are more intentional in involving the children in decision making, responsive interactions and asking questions that give them the opportunity to lead their own learning. (E.g. What do you think? What do you want? Why? How can I support you with that? What do you need? How can we fix this/do this? Staff work hard at creating play spaces that are engaging, promote risk taking and child directed learning. Staff also provide children with resources and equipment they request/seek out for their play. Since 2016, staff have been slowly developing our indoor/outdoor play spaces, adding natural loose parts to the mix to encourage critical and creative thinking. Educators listen to and respect the opinions and ideas of our children, helping them develop their own risk assessments and documenting these for reflection and reporting to parents. Rules for indoor/outdoor areas are derived from conversations with our children and displayed for reference, reminders and reporting. Our high expectations around safe behaviour and effective learning is paramount! In 2018, staff developed a system for child/family voice around: developing our outdoor learning environment. We asked the children what they like to do at kindy, and what they would like to see or have in the yard that we don’t already have. Some of the suggestions our children came up with included flowers on the fence, bike track, dump trucks and hopscotch. These ideas have been embraced (see outdoor environment folder for our journey). Standard 1.3 Educators and coordinators take a planned and reflective approach to implementing the program for each child. Element 1.3.1 Each child’s learning and development is assessed or evaluated as a part of an ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. Staff plan fortnightly as we are a part time kindy. We use our EYLF proforma to document our outline for the following fortnight. Observations, conversations with children/families, children’s interests and needs, Family contributions information, site priorities, partnership priorities all form a basis of what it is we are planning for and trying to achieve. Staff listen to and build on children’s interests and our fortnightly plan is flexible and child driven.


Critical reflection Information for families

Our daily reflection and constant professional conversations with colleagues/families, allows us to know our children well and intentionally plan for the best learning outcomes for each individual child in the long term and short term. Our ‘Learning Journey’ Book allows staff and children to document the learning, reflect on the learning and it’s a great way to report to parents also. Our ‘Planning Cycle’ is clear and explains each step of our planning, implementing and reflection process. It is visual and displayed for staff and parents to read and use. The Early Years Learning Framework outcomes are displayed on our EYLF Board for reference, reporting and to aid staff in the documentation of Learning Stories and/or observations. As all of our staff are at different levels of understanding and knowledge around the EYLF outcomes, our board allows for a reference point and aids in confidence and knowledge daily. Resource books have been purchased and are displayed to help staff develop their knowledge, observations and reporting to parents e.g. “EYLF and NQS With No Tears”. (See resource table next to storage room and Directors office, and in shelves next to our children’s lockers). In Term 1 2018, we are developing an individual learning plan for each child and will meet with the families during Parent/Teacher Interviews (week 10/11) to negotiate learning goals for their child. Staff also use child interviews, parent questionnaires and their own observations and data to form individual ILP’s. Children’s learning goals are built upon each term and added to their Profile Folders in a booklet form. This is all part of our planning for improvement cycle-growth for every child/tracking and monitoring. Element 1.3.2 Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation. The Director has obtained ideas of reflective practices from other sites which we have added to our reflective questions, adapting to meet our needs and context, and created a ‘Reflections Folder’ that we use on a daily basis. This informs our practice, pedagogy and needs of individual children at our site. Observations, Learning Stories and conversations with our children are recorded and used for planning and implementation. The Director believes in reflecting upon and improving assessment practices regularly and supports staff to implement positive change, and is always on the lookout for new ways of doing things. We want to work smarter not harder, having professional dialogue with other site leaders to gather new ways/information and resources, helps us to do this. We have built a culture of collaboration and improvement since 2016 and we are continually building on our knowledge and skills for critical reflection of children’s learning and development. The Occasional Care and preschool collect information from parents at the time of enrolment (child entry profile). This information is used to inform programming decisions in both services and the information is exchanged between the Occasional Care staff when these children transition into the preschool. Element 1.3.3 Families are informed about the program and their child’s progress. We know that when families are actively engaged in their child’s education and strong relationships are formed between staff, children and families, the learning outcomes for our children are endless. At Poonindie Early Childhood Centre we value family input and encourage them to be active members of our learning community. We communicate our policies, processes, learning outcomes and curriculum regularly, providing them with as much information as possible through various forms. Inclusivity is at the forefront of our minds so we offer a variety of communication methods to meet the needs of everyone. These include: communication folders, newsletters, display boards (Literacy/Numeracy, STEM, Governing Council, Occasional Care, Playgroup), email,


Facebook page and inbox, phone calls – site (and Directors mobile), text messages, information blurbs, blackboard as you enter our site and white board-what’s happening today? Preschool and Poonindie Community Learning Centre newsletters are distributed twice per term, as well as a Directors report during our Governing Council meetings twice per term. Our ‘Learning Journey’ big book is another way we communicate our program information to parents. This book is also used with children to document their learning in their own words and reflect upon distance travelled. The Director is passionate about displays, and ensures these are constantly changing to communicate the children’s learning and our current programming. Every child has a Profile Folder full of information; photos, learning stories, art, etc. that parents love to view with their child on a regular basis. These go home once a term with the child’s statements of learning (terms 2, 3, 4). Staff encourage feedback from children and families regularly via questionnaires, suggestions box, Governing Council, conversations, to improve pedagogy and practices. In 2018, Interviews were introduced and were held in Term 1 Weeks 10/11. Feedback from families will be encouraged at the end of the term via the Profile Folder reflection sheets. A community corner board is also displayed which passes on site and community information and is updated regularly. Health sheets to support families are available in abundance and located next to the Directors office. Communication about what is available for families to access is done regularly. Topics include things like; toileting, bed wetting, tantrums, new baby, sleep etc.


Key improvements sought for Quality Area 1 Improvement Plan

Standard/ element

Identified Issue What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

1.3.1 1.3.2 1.1.1 1.1.2

*Occasional care staff require support around programming and planning for under 2’s and over 2 year olds. *This includes observing, documenting and planning for each child’s individual learning and development. *We are wanting to create a seamless pedagogy from birth to preschool.

*For staff to be confident in their observations, documentation and planning processes. (capacity building) *To maximise every child’s opportunity to access a high quality curriculum, that supports their growth in our Occasional Care Service.

H *Access the Early Year Learning Improvement Division Occasional Care QA1 package. *Explore the ECA online professional learning modules around programming and planning. *Occasional Care leader to be the focus person for driving this. *Discussions in PDP meetings.

*Staff feeling far more confident in their approaches to observing, documenting, planning and reflecting on children’s learning and development. *Staff will have a clearer understanding about what a high quality learning experiences look like in early childhood. *Staff will have a deeper understanding of the developmental needs of 0-2/over 2’s.

Term 1 2018 for ECA modules. *Terms 2/3 for Occasional Care package

Term 1 2018: *Sally Coleman will make contact about the availability of this online package. * ECA module around programming and practice. Term 2: *Occasional Care staff meeting for programming. *Term 3: week 1 Occasional Care using a planning cycle. Working well for them. Collaboratively working. *Bec organising Marte Meo PD through KPCC to use in her work at both sites. *received QA1 Occasional Care PD package. *Director working out how to roll it out.

1.3.1 1.3.2 1.2.1

*Literacy/Numeracy improvement for every individual child. *Growing number of children with speech and language needs. (41% of children in Port Lincoln preschools referred for Speech and Language in 2017).

*Growth for every child in Lit/numeracy. *Growth for every child around PASM/oral language.

H *Refining the Lit/Numeracy Improvement plan for every child. *Using the LDAM days to deepen critical reflection on children’s learning and

*Growth in our PASM data. *Growth in children’s learning around Literacy/Numeracy Indicators (reported through

Term 4 2018 Term by term.

Term 1 2018: *EYPLC Monday week 4 *Staff implementing small group interactive reading (ECL coming back to observe)


development against the preschool indicators. *Reflecting on educator pedagogy to provide high quality learning opportunities. *Building our knowledge and resources around STEM learning. *Participating in the P.L preschool Oral Language Project 2018/19 around vocabulary enhancement.

learning stories, statement of learning etc.) *RRR active learning scale (Domain 3) *Growth in vocabulary (Tier 2 words)

Term1-4 Term 1-4

*Staff to be filmed for reflection around interactive reading. *Buddy reading with 3-4 class. *Year 3-4 conversation reading groups every Wed @ 12pm *Conversational reading groups each Tuesday AM. (part of Oral Language Project) Term 2 2018: *Word of the week working well. (Tier 2 words) *Early Years Professional Learning Community twice per term. Staff attending when possible. *Staff recording oral language strategies in fortnight planner Term 3 2018: *Poonindie Early Childhood Centre hosted the Professional Learning Community Term 3 week 3) *Book Swap Library completed and installed. (week 1) Lincoln Times oral language article to spread our book messages.



Quality Area 2: Children’s health and safety This quality area of the National Quality Standard focuses on safeguarding and promoting children’s health and safety.

Quality Area 2: Standards and elements Standard 2.1 Each child’s health and physical activity is supported and promoted.

Wellbeing and comfort

Element 2.1.1

Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Health practices and procedures

Element 2.1.2

Effective illness and injury management and hygiene practices are promoted and implemented.

Healthy lifestyle Element 2.1.3

Healthy eating and physical activity is promoted and is appropriate for each child.

Standard 2.2 Each child is protected.

Supervision Element 2.2.1

At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.

Incident and emergency management

Element 2.2.2

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

Child protection Element 2.2.3

Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.





2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3

section 51(1)(a) Conditions on service approval (safety, health and wellbeing of children)

2.2.3 section 162A Persons in day-to-day charge and nominated supervisors to have child protection training

2.2.1 section 165 Offence to inadequately supervise children

2.1.1 section 166 Offence to use inappropriate discipline

2.2.1 section 167 Offence relating to protection of children from harm and hazards

2.2.1 section 169 Offence relating to staffing arrangements

2.2.1 section 170 Offence relating to unauthorised persons on education and care service premises

2.2.1 section 171 Offence relating to direction to exclude inappropriate persons from education and care premises

2.2.1 section 189 Emergency removal of children

2.1.2, 2.1.3, 2.2.1 regulation 77 Health, hygiene and safe food practices

2.1.3, 2.2.1 regulation 78 Food and beverages

2.1.3, 2.2.1 regulation 79 Service providing food and beverages

2.1.3, 2.2.1 regulation 80 Weekly menu

2.1.1 regulation 81 Sleep and rest

2.2.1 regulation 82 Tobacco, drug and alcohol free environment



2.2.1 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

2.2.3 regulation 84 Awareness of child protection law

2.1.2, 2.2.2, 2.2.3 regulation 85 Incident, injury, trauma and illness policies and procedures

2.1.2, 2.2.1, 2.2.2, 2.2.3 regulation 86 Notification to parents of incident, injury, trauma and illness

2.1.2, 2.2.1, 2.2.2, 2.2.3 regulation 87 Incident, injury, trauma and illness record

2.1.2 regulation 88 Infectious diseases

2.1.2 regulation 89 First aid kits

2.1.2, 2.2.1 regulation 90 Medical conditions policy

2.1.2, 2.2.1 regulation 91 Medical conditions policy to be provided to parents

2.1.2, 2.2.1 regulation 92 Medication record

2.1.2 regulation 93 Administration of medication

2.1.2 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency

2.1.2 regulation 95 Procedure for administration of medication

2.1.2 regulation 96 Self-administration of medication

2.2.2 regulation 97 Emergency and evacuation procedures

2.2.2 regulation 98 Telephone or other communication equipment



2.2.1 regulation 99 Children leaving the education and care premises

2.2.1 regulation 100 Risk assessment must be conducted before excursion

2.2.1 regulation 101 Conduct of risk assessment for excursion

2.2.1 regulation 102 Authorisation for excursions

2.1.2 regulation 136 First aid qualifications

2.2.1 regulation 161 Authorisations to be kept in enrolment record

2.1.2, 2.2.1 regulation 162 Health information to be kept in enrolment record, including the immunisation status of the child

2.2.2 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

2.2.2 regulation 161 Authorisations to be kept in enrolment record

2.2.2 regulation 162 health information to be kept in enrolment record

2.2.1 regulation 166 Children not to be alone with visitors

2.1.2, 2.1.3, 2.2.1, 2.2.2 regulation 168 Education and care service must have policies and procedures

2.1.1 regulation 168(2)(a)(v) Education and care service must have policies and procedures in relation to sleep and rest for children



2.1.2, 2.2.2, 2.2.3 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

2.1.2, 2.2.2, 2.2.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

2.2.1 regulation 274 Swimming pools NSW

2.2.1 regulation 344 Safety screening clearance – staff members Tasmania

2.2.1 regulation 345 Swimming pool prohibition Tasmania



Strengths Wellbeing and comfort Health practices and procedures

Standard 2.1 Each child’s health and physical activity is supported and promoted. Element 2.1.1 Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation. The wellbeing of our children is of the highest priority. Staff monitor kindy children’s wellbeing, comforting when required, providing quiet moments in learning spaces away from the action, providing yoga and meditation to children at times of need, encouraging some time with a book or an educator, providing spaces inside and out for children to access when they want/need. Staff provide families with opportunities to verbally share routines and needs (e.g. Nappy changes, rest times in Occasional care), through communication book, sign in sheet comments. An occasional care nappy changing chart was introduced in 2017 to record information for staff and parents. A change of clothes folder is another way in which staff communicate changing procedures on a daily basis. From terms 2-4, Cherie Doudle is employed to run a wellbeing program for our children on a weekly basis. The whole child’s wellbeing and gross motor skill development is our focus for the program. Element 2.1.2 Effective illness and injury management and hygiene practices are promoted and implemented. At Poonindie Early Childhood Centre we are vigilant around hygiene practices and support children to be independent and hygienic. Staff monitor hand washing, toileting and eating practices, guiding them if/when it is required. In 2018, individual photo’s with child voice prompts were displayed in the hand washing area for a reference point and reminders of what to do (e.g.” I only use what I need”,” I use the dryer to dry my hands”, “I flush the toilet when I’m finished”). Hygiene practices are explicitly taught through planned group sessions and we empower our children to monitor themselves and others. Staff know and follow the Department For Education Infectious Diseases Policy, keeping records of children’s immunisation status and implementing exclusion requirements from the service in the event of an infectious disease. All educators employed at our site are qualified in First Aid relevant for Early Childhood (HTLAID004) and a high level of supervision is maintained always. We have established a process for the administration of medication which includes authorisation/medication log/co-signed by a witness. We also have injury management processes in place and are aware of the processes for reporting any critical incidences through the IRMS portal. All staff have completed Child Protection Training and have the appropriate qualifications; for example RAN, DCSI clearances. A risk assessment/ site inspection is completed daily by a staff member and recorded on our ‘daily site inspection chart’ chart with our other emergency site information. This is located next to our Early Years Learning Framework Board. We are a Nut Free site and staff are vigilant about monitoring foods that are bought into the kindy. A nut free poster is clearly displayed for all families and visitors to the site, with a reminder around ‘no nuts’ being sent home at the start of each year or when needed.


Healthy lifestyle

Children’s lunch boxes are stored in a dry and cool place and children have access to water at any stage throughout the day. If their bottle requires a refill, staff are more than happy to fill these up via the tap water tap in the staff kitchen. Emergency evacuation and invacuation processes are practiced and recorded 3 monthly. Element 2.1.3 Healthy eating and physical activity is promoted and is appropriate for each child. The sites Healthy Eating Policy has been reviewed and updated by Governing Council and distributed to all families attending the service. Staff believes their role is not to police the food that comes to kindy, but educate children and families about healthy food choices and a healthy lifestyle. We use the ‘Right Bite Strategy’ with children and families and working on the stop light colours to categorise foods. Healthy lunch box food ideas are regularly sent home via our kindy newsletter, and staff model healthy eating habits. Recess and lunch times is a relaxed time to chat about what we have in our sandwich or foods we like/dislike and why. Educators intentionally plan cooking activities around the Right Bite Strategy. Children are encouraged to eat a piece of fruit at recess time, before moving onto eat another item in their lunch box. Water is constantly encouraged throughout the day, no matter what the weather is! Children learn about their amazing brain and how to look after it and stretch it through challenging tasks and learning. The Brain Food Jingle is taught with actions, brain parts taught also, with children playing the researcher role and dissecting a sheep’s brain to find the parts of the brain they have been learning about. This is always a huge hit! In 2018, our aim is to encourage parents to volunteer their time for some small group cooking sessions. The process for this was via the Term 2 Profile Folder feedback sheet. Cooking sessions will run late Term 3 and also term 4. New gross motor and fundamental skill gear (e.g. sacks, climbing frames, balls, crochet sets) have been purchased to support each child’s developmental needs around risk taking, and coordination (crawling, balancing, running, jumping, etc.). Our nature play sessions, at “The Beyond”, is another way in which our children can develop risk taking and critical and creative thinking skills.



Key improvements sought for Quality Area 2 Improvement Plan

Standard/ element


Priority (L/M/H)



2.1.3 * Governing Council are seeking more clarity around the current healthy eating guidelines/policy.

*A clearly stated policy that has been developed in consultation with staff, families and children. *Develop and educate a community of healthy eaters.

M *Investigate other site healthy eating policies. *Governing Council discussions. *Department for Education guidelines-what are they saying we have to do? *Research NQS guidelines around this?

*A policy that is clearly defines the responsibilities of everyone.

End of Term 2 2018

Term 1 2018: *Already sourced a range of healthy eating policies for discussion at Governing Council. My job is not to police but educate our community around healthy eating practices. Term 2 2018: *Governing Council collaborate, read other site policies and create a revised Healthy Eating Policy for Poonindie Early Childhood Centre. *Director types up the final copy to distribute to all families. Term 3 2018: *New Healthy Eating Policy is completed. All staff and families have a copy. *Facebook posts to give families ideas on what to pack.


*Several parents are keen to take small groups of children for cooking/ball skill sessions (Term 3 & 4).


Quality Area 3: Physical environment

This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.

Quality Area 3: Standards and elements Standard 3.1 The design of the facilities is appropriate for the operation of a service.

Fir for purpose Element 3.1.1

Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.

Upkeep Element 3.1.2

Premises, furniture and equipment are safe, clean and well maintained.

Standard 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

Inclusive environment

Element 3.2.1

Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.

Resources support play-based learning

Element 3.2.2

Resources, materials and equipment allow for multiple uses, are sufficient in number, enable every child to engage in play-based learning.

Environmentally responsible

Element 3.2.3

The service cares for the environment and supports children to become environmentally responsible.


Quality Area 3: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

3.2.3 section 168 Offence relating to required programs

3.2.3 regulation 73(2)(b) Educational program is to contribute to the outcome that each child will be connected with and contribute to his or her world

3.1.1, 3.1.2 regulation 103 Premises, furniture and equipment to be safe, clean and in good repair

3.1.1 regulation 104 Fencing and security

3.2.1, 3.2.2 regulation 105 Furniture, materials and equipment

3.1.1, 3.1.2 regulation 106 Laundry and hygiene facilities

3.1.1 regulation 107 Space requirements—indoor

3.1.1 regulation 108 Space requirements—outdoor space

3.1.1,3.1.2, 3.2.1 regulation 109 Toilet and hygiene facilities

3.1.1 regulation 110 Ventilation and natural light

3.1.1 regulation 111 Administrative space

3.1.1, 3.1.2 regulation 112 Nappy change facilities

3.1.1, 3.2.1, 3.2.2 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade

3.1.1 regulation 115 Premises designed to facilitate supervision



3.1.1, 3.1.2 regulation 116 Assessments of family day care residences and approved family day care venues

3.1.1 regulation 117 Glass (additional requirement for family day care

3.1.1, 3.1.2 regulation 274 Swimming pools NSW

3.1.1, 3.1.2 regulation 345 Swimming pool prohibition Tasmania



Strengths

Fit for purpose

Standard 3.1 The design of the facilities is appropriate for the operation of a service. Element 3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child. Since 2016, staff have worked hard on developing the play spaces for our children (with a focus mainly on indoors). We have researched engaging play spaces for children, intentionally chosen fixtures and fittings for a particular purpose, culled inappropriate or unwanted items, planned theme based spaces (e.g. circus tent, underwater world, hairdressers, doctors), visited other sites for inspiration, been intentional with our spaces and how we set these up! Child voice and observation guides staff around what to set up when. In 2017, a creek and water feature was added to our outdoor area for aesthetics, and to create wonder and curiosity, and build on our natural resources within our site. We wanted to bring nature back into our yard and build on the things our children are drawn to at “The Beyond”; water, climbing, sand. The bridge added another element to the new area and is a point of interest with our children. The mini sand and water pool is an extension from the original sandpit and is used daily by the children who attend our Occasional Care, Kindergarten and Playgroup sessions. A mud kitchen was also added to the far end of the site and is a source of enjoyment and creativity for our young learners. In 2018, staff have plans for another mud kitchen to be added, white rocks to replace the current wooden planks around the sandpit, (to fit with our creek stones), paving to be replaced next to our storage shed to make it all level and safe, a brand new fence is in the process of being organised to be replaced in the Term 1 school holidays; (overseen by facilities manager Brad Tolley), and a redevelopment of our entrance area through consultation with staff, children and families. A natural bamboo hut, fairy garden and music wall has been ordered though Simon from ‘Climbing SA’. At the beginning of Term 1 a music wall was installed by the volunteer, made from recycled metal and wooden items, as well as plastic buckets, for drums, from the local Bakery. Children gravitate to this area and enjoy experimenting with the sounds and equipment. We are lucky in that our spaces can be flexible and what we set up for our children changes depending on their interests, needs, weather or curriculum. We have been deliberate in creating natural play spaces and trying to create a flow between indoors and outdoors. Our deck area provides a creative space for art projects and skill sessions with our ‘artist in residence, Jodie Puckridge, and allows for rich oral language and creativity engagement. The deck is also our recess and lunch eating space, where staff and children can engage in conversations about food, interests, knowledge and experiences. We can be protected from the elements with pull down blinds if required. Indoors is spacious enough for everyone to fit for eating times, if the weather is too hot or cold outdoors. We are extremely fortunate to have the Poonindie Community Learning Centre (Primary School) on site also, and we are able to access this at any time. You will often find us using their spider web, playground, library and computer room. School children are welcome to join us through intentional group sessions (e.g. play, STEM, buddy reading), or free play during their play times. In 2018, the Director has employed the school grounds person to keep the lawns and yard neat, tidy and safe for all who access it. Previously it was maintained by a school parent volunteer.


Upkeep

Inclusive

environment

Resources support play-

based learning

Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained. Staff conduct daily safety inspections both indoors and out. These are recorded on a site inspection checklist in the emergency section of our kindy (next to the EYLF Board). The director submits breakdown forms to Department For Education Maintenance Services (FAMIS) for action. Furniture and resources are cleaned on a daily basis, with equipment in storage areas audited and culled yearly. Equipment and resources that are no longer in use are sold at our sites ‘second hand toy stall’ at the Poonindie Community Learning Centre biannual School Fete, to raise funds for future purchases. This cull and stall is driven and organised by the Governing Council and is a hugely popular community event. Money raised goes towards purchasing new equipment for the kindergarten. Purchases are communicated through our Governing Council meetings twice per term. Standard 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning. Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments. Our staff aim to create play spaces for our children that challenge, inspire, create wonder and develop problem solving and critical and creative thinking. Furniture and play spaces are age appropriate and allow for all children to be independent and resourceful learners. Our open site and flexible timetable, allows our children to explore comfortably and freely, without disrupting others. Children have little/big pockets of spaces they can access themselves or with a group. Our children are asked for their input and ideas around our kindy environment and what they want in their space. Educators understand that the design of our environment needs to be flexible and accessible to children’s ages and capabilities, this is important as we offer an Occasional Care program- under 2’s and over 2’s session, kindergarten and then playgroup every Friday. Element 3.2.2 Resources, materials and equipment allow for multiple uses, are sufficient in number, enable every child to engage in play-based learning. We are lucky to be extremely well resourced at Poonindie Early Childhood Centre. We gather natural and recycled items from op shops and families, choosing items that have multiple uses and enable our children to use them in different environments and play. Staff intentionally choose good quality resources and materials that encourage the development of critical and creative thinking skills, problem solving skills and enable them to work collaboratively. Our learning environments are constantly changing to meet the interests and learning needs of our children. The Director keeps updating her knowledge around what the latest research is saying, reflects upon what our site data is telling us, seeks advice and input from staff, families and children to purchase new and engaging resources, materials and equipment.


Environmentally

responsible

Element 3.2.3 The service cares for the environment and supports children to become environmentally responsible. Early Childhood is a special time- full of discovery, curiosity and wonder- as each child begins to explore the world and the opportunities it might offer. Young children depend on adults to give them the best start in life, and to make the world they are inheriting from us the best it can be (‘Sustainability in Action”, Sally Sneddon & Anne Pettit, 2015). At Poonindie Early Childhood Centre, staff are passionate about our precious environment and teaching our children to take care of it. As Sire David Attenborough once said, “no one will protect what they don’t care about and no one will care about what they have never experienced!” Our job as early childhood educators is to give our children every opportunity to have outdoor free play and regular contact with nature. We provide regular, uninterrupted free play in “The Beyond” on a regular basis and are currently developing our sites outdoor environment to include more of nature through consultation with our children, staff and families. Outdoor learning environments provide opportunity for our children to engage in open-ended, diverse and meaningful learning experiences that develop their dispositions for learning and risk taking! Developing sustainable practice is about taking small steps, which we have started since 2016. True sustainability is developing an ethos or mindset that looks to incorporate sustainable practices whenever possible throughout a settings operation (ECE, 2013, pg. 2). This is an ongoing journey for us. Educators are currently intentionally teaching about our environment and how to care for it, we are responsive to children and their interests and inquiries, learning through play, and developing Literacy/Numeracy skills through our interactions with nature. A sustainability planning cycle has been started and will continue to be developed over the coming year (see our ‘Sustainability in Action at Poonindie Early Childhood Centre’ folder) Staff teach children: * How to conserve water-only use what we need-creek, tanks, lawn, toilets. *Source recycled items for multiple uses at our site. *Educate our children about the environment through Multi Literacies. *Making the most of resources in our setting. *Send lunch box packaging home with the children in their lunch boxes. *Recycle cans/bottles – fundraising money for our site. *Support local businesses. *Visit farms so our children learn where some foods come from and how they are connected to nature. *Choose local, fair trade, free range, organic recycled products if/when we can. *Print both sides of the paper where possible. *Provide a wide range of natural experiences, both indoors and outdoors. *Collect food scraps and feed the Poonindie school chooks daily. *Recycle play water for lawns and plants.


*Recycle paper. *Small wash ups. *Save energy and appliances when we can. *Show our children how to make healthy choices. *Help them form attachments. *Build children’s sense of optimism and connection. *Provide meaningful ways for our children to respect and care for the environment. *Celebrating indigenous culture. Some thoughts that guide our practice: *How might this action affect our natural environment? *Is there more I could do here that will have benefits for sustainability? *How might this action affect other people around me and around the world? *How do we create healthy and supportive places for learning that benefit children, staff and families? *What are the changes for ensuring a sustainable future? *How do we support children to see themselves not just as individuals but as one of the people who share and influence the world? One last point… “The relationships we share with people and the systems we use in our settings and in our communities all provide opportunities for us to maximise the benefits of our actions for sustainability and make them last” (Sustainability in Action, Sally Sneddon and Anne Pettit, 2015).



Key improvements sought for Quality Area 3

Improvement plan

Standard/ element


Priority (L/M/H)



3.2.2 3.2.3

*We have started the journey of creating natural play spaces. *We are expanding our inspiring indoor/outdoor play spaces that encourage risk taking, challenge and appreciation and wonderment of our natural environment and STEM opportunities. (our Reggio inspired journey)

*We want our children to be curious, confident, creative, active, engaged, and reflective STEM learners with a high appreciation for their natural environment.

H *Gathering inspiration from other sites to guide our planning (e.g. The Nest at Alberton and Blair Athol). *Intentionally brought natural items/loose parts into our indoor/outdoor environments. *Developing a folder of resources to help guide our journey. *Develop a plan of our outdoor upgrade and gather voice of children/staff/families. *Gathering quotes for outdoor sandpit, paving and Play SA equipment. *Copy of the outdoor area standard to ensure Department For Education (DFE) compliance.

*We will see an increase in the learning dispositions that support lifelong learning (e.g. confident and creative learners). *RRR: Active Learning Environment Scale (Term 1 and 4).

Term by term

Term 1 2018: *Purchased resources to guide our planning. *Purchased/obtained natural resources. *Gathered quotes re: outdoor play spaces. *Organised visits to inspiration sites. *Created a folder of resources. Term 2 2018: *Created a mind map of outdoor area for staff and community ideas and voice. *Sandpit wood replaced with stones – completed July school holidays. *Staff surveyed children on what they want at kindy? Working towards ticking them all off this year! *Shed paving fixed late Term 2. Term 3 2018: *Mark Armitage Training in Tumby Bay. (week 3)


*Simon Breakspere: week 8.


Quality Area 4: Staffing arrangements

This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.

Quality Area 4: Standards and elements Standard 4.1 Staffing arrangements enhance children's learning and development.

Organisation of educators

Element 4.1.1 The organisation of educators across the service supports children’s learning and development.

Continuity of staff

Element 4.1.2 Every effort is made for children to experience continuity of educators at the service.

Standard 4.2 Management, educators and staff are collaborative, respectful and ethical.

Professional collaboration

Element 4.2.1 Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

Professional standards

Element 4.2.2 Professional standards guide practice, interactions and relationships.




4.1.1 section 161 Offence to operate education and care service without nominated supervisor

4.1.1 section 162 Offence to operate education and care service unless responsible person is present

4.1.1 section 163 Offence relating to appointment or engagement of family day care coordinators

4.1.1 section 164A Offence relating to the education and care of children by family day care service

4.1.1 section 169 Offence relating to staffing arrangements

4.1.1 regulations 119–120 Age and supervision requirements

4.2.2 regulation 117A-117C Minimum requirements for a person in day-to-day charge, nominated supervisor and family day care educator

4.1.1, 4.1.2 regulations 121–124 Minimum number of educators required

4.1.1 regulations 125–128 Educational qualifications for educators

4.1.1, 4.1.2 regulations 129–135 Requirements for educators who are early childhood teachers

4.1 regulation 136 First aid qualifications

4.1.1 regulations 137–143 Approval and determination of qualifications

4.1.1, 4.1.2 regulation 144 Family day care educator assistant

4.1.1 regulations 145–152 Staff and educator records—centre-based services



4.1.1 regulation 153 Register of family day care educators

4.1.1 regulation 154 Record of staff, family day care coordinators and family day care educator assistants

4.1.1, 4.1.2, 4.2.1, 4.2.2

regulation 168(2)(i) Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the responsible person present at the service and the participation of volunteers and students on practicum placements.

4.2.1 regulation 169(2)(d) Additional policies and procedures in relation to monitoring, support and supervision of family day care educators (family day care service)

4.2.1 regulation 169(2)(g) Additional policies and procedures in relation to the provision of information, assistance and training to family day care educators (family day care service)

4.1.1 regulation 239 Centre-based service offering a preschool program in a composite class in a school

4.1.1 regulation 239A Centre-based services in remote and very remote areas—attendance of early childhood teachers

4.1.1 regulation 240 Qualifications for educators (centre-based service)

4.1.1 regulation 241 Persons taken to hold an approved early childhood teaching qualification

4.1.1 regulation 242 Persons taken to be early childhood teachers

4.1.1 regulation 243 Persons taken to hold an approved diploma level education and care qualification

4.1.1 regulation 243A Persons taken to hold an approved diploma level education and care qualification for regulation 128 in Queensland

4.1.1 regulation 244 Persons taken to hold an approved certificate III level education and care qualification

4.1.1 regulations 260-262 Children over preschool age – minimum number of educators and qualifications required ACT



4.1.1 regulations 266-267 Transitional provisions – staffing arrangements (centre-based services) ACT

4.1.1 regulations 271-272 Minimum number of educators and qualifications and training required NSW

4.1.1 regulation 278 Qualifications for primary contact staff members-saving NSW

4.1.1 regulation 290 General qualification requirements for educators – children over preschool age NT

4.1.1 Regulation 294 Early childhood teacher – 60 or more children NT

4.1.1 regulation 385 Resignation of early childhood teacher ACT


Quality Improvement Plan for Quality Area 4

Summary of strengths for Quality Area 4 Strengths Organisation of educators Continuity of staff Professional collaboration

Standard 4.1 Staffing arrangements enhance children’s learning and development. Element 4.1.1 The organisation of educators across the service supports children’s learning and development. Educator ratios are always maintained in the Preschool (1:10), Occasional Care (under 2’s and over 2’s 1:8). In 2017, the Principal of the Poonindie School (PCLC), and the Director), met to discuss WHS and a teacher runs the Playgroup sessions on Friday’s, as it had previously been run by parent volunteers. This decision has been positive with our sessions proving extremely popular! A Facebook playgroup page was introduced in 2018 by the playgroup teacher (Casey), to communicate to all of the families about the organisation and learning. This year the Occasional Care educators introduced with the directors support, the EYLF planning proforma so it aligns with the 5 outcomes and the kindergartens planning cycle process. The Occasional Care staff will be completing the Department For Education ‘Planning and Assessment Modules’. Element 4.1.2 Every effort is made for children to experience continuity of educators at the service. The Director intentionally employs consistent staff (and relief workers), and believes it is vital in building capacity for children’s learning and outcomes. Employing consistent educators across all 3 programs, allows children to build strong relationships with them, allows them to know who to expect and in turn helps them to feel safe and secure. All staff are adequately qualified and are supported in their role and encouraged to better their knowledge and skills. Staff who run the Occasional Care Program are paid to attend site staff meetings one per term. In week 0 of each year, all staff get together for a ‘meet and greet’, new staff members are inducted, Departmental roles and responsibilities are outlined, duty of care and code of ethics are revisited, partnership and site priorities communicated and discussed, and educators are given a folder of information (research, resources, policies - related to our priorities), that can support their teaching and learning for that year. Standard 4.2 Management, educators and staff are collaborative, respectful and ethical.

Element 4.2.1 Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills. Since 2016, we have worked extremely hard to create an environment where everyone feels a sense of belonging. There is high expectations around mutual respect and collaborative practices. Leadership recognises each educator’s skills and strengths and staff work to these. The preschool staff are keen to learn from each other and build their knowledge and skills, with communication and support of one another being very high. Staff are encouraged to develop and share their passions/skills with other staff, children and families (e.g. Jodie Puckridge – Artist in residence).


Professional

standards

Since 2016, professional learning has been around Literacy and Numeracy Indicators, 4 levels of questioning, EYLF outcomes, preschool pathway resource for assessment for learning documentation template (LDAR Strategy), RRR resource – Active Learning Environment (Domain 3). Planning has been collaborative since 2016, sharing data, observations, strategies, skills, and resources. 2018 PD will be around *EYLF *RRR: Active Learning Environment (Domain 3) *LDAR (Learning Design, Assessment and Reflective practice Strategy) *Oral Language A high quality service across all sessions is an expectation from Leadership and one we are all aware of and working towards. Our children deserve no less! Element 4.2.2 Professional standards guide practice, interactions and relationships. The following documents guide our practice at Poonindie Early Childhood Centre: *Our Philosophy *National Quality Framework *Early Years Learning Framework *Early Childhood Association Code of Ethics *DECD Code of Ethics *Site policies and procedures These professional standards are regularly discussed, reviewed, and updated (if required), and displayed in various ways around the centre.



Key improvements sought for Quality Area 4 Improvement plan Standard/ element


Priority (L/M/H)



4.1.2 4.2.1

*2018 has bought changes to our staff team with the arrival of a new ECW. We aim to build strong relationships and support continuity of educators for children and families.

* Staff work with mutual respect and collaboratively, challenge and learn from each other, recognising each other’s skills strengths. *Every effort is made for children to experience continuity of educators of the service.

H *Employed the new ECW for the year. *Maintaining contact with previous ECW and supporting her care and return to work. *Building a team of regular staff (including relief staff). *Through regular staff meetings we are building a high functioning team. *Induction of new staff member.

*ECW has a strong sense of belonging to the new site. *All aspects of the preschool operation will be high quality due to a high operating team. *A high level of satisfaction (WHS physiological survey)

Term 4 *Term 1 2018: *Staff induction (week 0). *Intentionally planning ahead around booking relief staff that are familiar to our centre. *Contract in place for new ECW for the year. *New ECW attending PLC’s with Director to build knowledge and relationships. *Monitoring return to work of ECW through regular phone contact. *Kindy staff meeting on some Friday’s for PD, reflections and capacity building – working well.



Quality Area 5: Relationships with children This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.

Quality Area 5: Standards and elements Standard 5.1 Respectful and equitable relationships are maintained with each child.

Positive educator to child interactions

Element 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

Dignity and rights of the child

Element 5.1.2 The dignity and the rights of every child are maintained.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships.

Collaborative learning

Element 5.2.1 Children are supported to collaborate, learn from and help each other.

Self-regulation Element 5.2.2 Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.


Quality Area 5: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

5.1.2, 5.2.2 section 166 Offence to use inappropriate discipline

5.1.1, 5.2.1, 5.2.2 regulation 73 Educational program

5.2.1, 5.2.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

5.1.1, 5.1.2, 5.2.1, 5.2.2

regulation 155 Interactions with children

5.1.1, 5.1.2, 5.2.1. 5.2.2

regulation 156 Relationships in groups

5.1.1, 5.1.2, 5.2.1, 5.2.2

regulation 168(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156



Summary of strengths for Quality Area 5 Strengths


Improvement plan

Standard/ element


Priority (L/M/H)





Quality Area 6: Collaborative partnerships with families and communities This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are based on active communication, consultation and collaboration.

Quality Area 6: Standards and elements Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role.

Engagement with the service

Element 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions.

Parent views are respected

Element 6.1.2 The expertise, culture, values, beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing.

Families are supported

Element 6.1.3 Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.

Standard 6.2 Collaborative partnerships enhance children’s inclusion, learning and wellbeing.

Transitions Element 6.2.1 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

Access and participation

Element 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program.

Community engagement

Element 6.2.3 The service builds relationships and engages with its community.






6.1.3 section 172 Offence to fail to display prescribed information

6.1.3, 6.2.1 section 175 Offence relating to requirement to keep enrolment and other documents

6.1.1, 6.1.3 regulation 31 Condition on service approval – quality improvement plan

6.1.1, 6.1.2, 6.2.2, 6.2.3 regulation 73 Educational programs

6.1.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

6.1.3 regulation 75 Information about the educational program to be kept available

6.1.3, 6.2.2 regulation 76 Information about educational program to be given to parents

6.1.3 regulation 80 Weekly menu

6.1.1, 6.1.2, 6.1.3, 6.2.1 regulation 111 Administrative space (centre-based services)

6.1.2 regulation 155(e) Interactions with children have regard to the family and cultural values, age, and physical and intellectual development and abilities of each child

6.1.1 regulation 157 Access for parents

6.1.1, 6.1.2 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

6.2.1 regulation 168(2)(j) Education and care service must have policies and procedures in relation to interactions with children

6.1.1 regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation



6.1.3 regulation 171 Policies and procedures to be kept available

6.1.1, 6.1.3, 6.2.2 regulation 172 Notification of change to policies or procedures

6.1.3 regulation 173 Prescribed information is to be displayed

6.1.3 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

6.1.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

6.1.3 regulation 181 Confidentiality of records kept by approved provider

6.1.3 regulation 182 Confidentiality of records kept by family day care educator

6.1.3 regulation 183 Storage of records and other documents

6.1.2 regulation 274A Programs for children over preschool age NSW

6.1.2 regulation 289A Programs for children over preschool age NT

6.1.2 regulation 298A Programs for children over preschool age Qld



Strengths

Engagement with the service

Standard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role. Element 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions. Our enrolment procedures have been expanded since 2016, with families now receiving a comprehensive Parent Booklet. This outlines times of operation, our philosophy, policies and procedures. It is being updated in 2018. We also offer a Parent Information ‘Meet and Greet’ morning tea for the next cohort of families starting with us. This is an opportunity for parents to be inducted around belonging, site values, expectations, growth for every learner, staffing, curriculum, NQS and EYLF. Parents can network and ask questions about the new kindy year. This was introduced in 2016, with feedback from parents being very positive. Staff felt it was a personal way to spread our message and connect with our families in a non-threatening manner. Since the establishment of the Occasional Care Program in 2016, child orientation procedures have been improved with our children coming to kindy more aware of procedures, with a sense of belonging and understanding around expectations and routines especially. Our parents fill out a child questionnaire prior to starting kindergarten, so we can build a profile of things they enjoy doing, support they may need, parent goals for their child for the year etc. We changed this process to be earlier in the piece (before the start of kindy, instead of Term 1), so we could be more prepared and know our children better before the year starts. This information is documented on an EYLF overview so staff and families can clearly see what they like and what the parents needs are for their children that year. Results of the questionnaire are also graphed, displayed and used for planning and programming (another inclusion at the site that is working well since 2017). Some of our children have also attended our Playgroup sessions once a week so they are familiar with the surroundings. Kindy newsletters go home at least twice per term with a high quantity of information on various topics. Parents are asked to communicate their opinions/input on policies, curriculum, learning ideas, learning environments and feedback etc. Our site displays provide parents with information around National Quality Standard, Early Years Learning Framework, STEM, Literacy, Numeracy, community news, WHS, and BBB. We have a suggestions box that our families are encouraged to use and have their say Our parents are encouraged to take an active role in our site by joining our Governing Council. In 2018 we have had the highest amount of parents wanting to freely be involved, since the new director started in 2016, which is pleasing. Our Governing Council supports decision making and management of the centre and is a fundraising committee. The Director shares site curriculum, latest research, site plans, partnership/Department For Education information, and community news. We discuss WHS, site concerns/ issues, problems of practices, with everyone keen to be involved, have a voice and support one another. Staff look forward to these gatherings and feel 100% supported and encouraged.


Parent views are respected

Families are Supported

Element 6.1.2 The expertise, culture, values, beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing. At Poonindie Early Childhood Centre we have an open door policy, where we encourage our families to stay for a play and chat, be involved in cooking, craft, odd jobs, events, play, nature play, family and cultural traditions, gardening, and any other skills and or knowledge they are keen to share. Valuing their contributions builds a strong partnership between home and our centre. This year, we have introduced Parent/Teacher interviews in Term 1 (Weeks 10/11), where we to discuss their child’s development, needs and any concerns they may have. We gather data from the parents, children and staff before the meeting through various ways and this data forms our discussions. From this meeting, staff then write an ‘Individual Learning Plan’, that includes Literacy and Numeracy Improvement goals, for the following term. These are reflected upon and then rewritten for the following term (see our ‘Planning for Improvement - growth for every child’ plan). 98% of this year’s cohort, are delivered to kindy by a family member, so we are able to build strong relationships to best support each child on a day to day basis. We want our families to feel welcome and know we are always open to informal chats or scheduled meetings. A friendly face, a shoulder to cry on or a compassionate ear, is important to us at Poonindie Early Childhood Centre, building on from the work we do and supporting our children and community. Profile Folders go home at the end of each term and are used to document the progress of children’s learning and parents are given the opportunity in these folders, to give feedback each term. These comments are used to drive improvement and child outcomes/curriculum. Element 6.1.3 Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing. Our Facebook page (2016) is a great way to instantly report to parents about what is happening at Poonindie Early Childhood Centre daily. Photos, learning, research and information is regularly shared. Feedback has been positive, with busy working parents able to instantly see what their child is doing that day! Families love to comment and share their child’s learning with other family and friends. Our comprehensive newsletter is another way current information is available to families. Information includes; healthy eating, important dates, quotes, the early years, Literacy/Numeracy, community news, Governing Council developments, research, curriculum news, staff training and development. Feedback from a parent in 2017; “I have never received so much information regarding my child’s education”. Staff have a strong relationship with school leadership/staff and work closely with Department For Education support staff, CAFHS, Aboriginal Health, Feeder schools, Occasional Care and Playgroup educators to provide families with current information. We have a parent board and display with information on various topics and books for our parents to borrow, also with varying topics.


Transitions

Standard 6.2 Collaborative partnerships enhance children’s inclusion, learning and wellbeing. Element 6.2.1 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities. Our transitions begin at the start of each year with a school tour, which then progresses into casual visits-(i.e. computer room, library, and playground). We collect food scraps and feed the school chickens, which our children really enjoy doing. Play sessions are organised both formally and informally, we access rooms within the school, and have reading buddies. Staff build strong and happy relationships with all children in our community (kindy and school) and value diversity, community, friendships, respect and learning. In 2018, year 3-4 reading buddies were introduced with our children, which are proving popular and really valuable. We build on children’s interests, skills and knowledge through the weekly reading groups and develop language and speech skills through this. These 1:1. 1:2. 1:3 conversational reading groups fit nicely under our Port Lincoln Partnership ‘Oral Language Project’ banner. We would love to build on this even further this year, with the year 3-4 children writing narratives for our children, as we have done for them. Parent feedback is positive with one mother telling the director that her daughter absolutely loves her buddies and looks forward to them each week. The family is always hearing about the 3-4 buddies. What wonderful friendships they have built and a real sense of belonging. We are also partnering up with the Foundation/Year 1 class for STEM exploration and learning. Exciting times ahead for our children and their learning at Poonindie. Communication between our site and the school feeder schools is open and respectful, with staff from both parties meeting to share information and learning about our children. Our daily program is both predictable and flexible and this ensures transitions throughout each day run smoothly. In Term 4 of each year, our children attend formal weekly transition visits to their school, with each visit slowly building to a full day. Educators regularly have professional conversations with school staff to share information, observations, pedagogy and learning. Educators are passionate and drive themselves to improve and be reflective in practice. A highlight for our kindy community is that we get to be involved in each other’s special events; Sports Day, Combined Sports Day, Culture Week, Fete, Melbourne Cup, Science performances, Assemblies etc. Before the end of Term 4, school based Foundation/Year 1 educators are provided with Statements of Learning, PASM data, support information, speech data, relevant observations, and are encouraged to read each child’s Profile Folders. This year, staff are seeking ways to improve our continuity of learning and this is our NQS 6.2 focus.


Access and participation

Community engagement

Element 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program. Children and their families are vital in the effectiveness of participation and learning. Staff work hard to build strong partnerships with families and give them every opportunity to be involved in their child’s education and our centre. Child outcomes are much higher if we all share the learning journey and families are actively involved. Staff are intentional about gathering the children’s strengths, interests and skills, through observations, learning stories, family contributions page and making sure we are obtaining these regularly to meet individual needs. Preschool support hours for children with additional needs and speech and language programs are implemented when needed by our ECW Jodie, who includes this work in her art activities with all of our children. Working closely with support agencies, such as speech pathologists and OT’s, gives our planning and programming an individualised and personal curriculum/outcomes, including Negotiated Education Plans and this means all children can access a quality and inclusive education. In 2018 the Director adapted the family reflection sheet in our Profile Folders to be more inclusive for our Aboriginal family and to maximise their voice in our program. For families from Non English speaking backgrounds we aim to build close relationships over time based on trust and invite them to share their culture and knowledge if and when they are ready. Element 6.2.3 The service builds relationships and engages with its community. We are very fortunate to be a part of such a friendly, supportive and unique community. Being part of such a small community allows us to know each other well and be involved in everything community. We support local businesses within our community and nearby; Cherie Doudle Fitness, Wheatsheaf Hotel, Bryce the groundsman, Hages Bakehouse, building companies, etc. We are intentional in supporting the businesses that support us. The Director acknowledges these businesses through our newsletters and Facebook page and encourages everyone to support them back. We take part in local events such as Tunarama Festival, Family Festival, Port Lincoln Children’s Centre’s- NAIDOC Week celebrations, Port Lincoln Show- scarecrow completion (1st prize winners in 2017), School Fete, High School performances, School’s Harmony Day, Dance Studio performances and we go on many and varied excursions throughout the year; e.g. beaches, parks, house visits, farms for shearing. We have many and varied visitors to kindy for different learning; e.g. local fire truck, police, farm machinery, arts/craft. Our Governing Council members are active participants in organising and running fundraising events; Fete- second hand toy stall, Christmas raffles, annual Disco and raffles. Our community is extremely generous and donate their time and/or items to help raise money and support our learning community. We are extremely grateful and acknowledge them for their generous donations with a Poonindie Early Childhood Centre certificate to display in their local business or follow up with a visit/phone call from the Director, to thank them personally


Key improvements sought for Quality Area 6 Improvement plan

Standard/ element


Priority (L/M/H)



6.2.1 *In 2017 after reflecting on our transition program, staff felt that it could be improved, particularly around when the formal transition visits occur in term 4. * Staff also want to work on improving our continuity of learning B-5.

*A smooth term 4 Transition program where the new preschool enrolments access our preschool when the transitioning children at school. *For children to experience continuity of learning through seamless pedagogy (Occasional Care-Preschool/Preschool to School)

M *Organise to meet with the school Principal/Foundation/1 teachers to discuss transition arrangements. *Connect with school principal and staff around STEM learning. *Work on strengthening transition processes from Occasional Care to Preschool (i.e.) ~involvement in conversational reading. ~Documenting/sharing about children before they start preschool.

*A transition program that meets the needs of both sites. *High level of engagement in STEM project work.

Term 1 Term 3

*Term 4 2017 * Staff reflection around improving our Transition processes. *Term 1 2018: Had a conversation with one of the school teachers around STEM. *Director organises a meeting with R/1 teacher around a transition program that suits everyone. Both ladies have great understanding around a seamless transition and supporting our children.


Term 2 2018: *Term 2 STEM learning with R/1 and ½ classes each Wed around the text “3 Little Pigs”. A very successful term of learning. *Increased value and attitude towards STEM by the school principal after seeing our groups engaged and learning. Term 3 2018: *Week 10 Thursday: 2019 cohort ‘meet and greet’ gathering at the preschool. *Reached capacity for 2019. Director let ECL know. *Director finalised Transition program for Term 4 with R/1 Teacher, Tammy. 2019 children to do transition visits when our kindy children are over doing school transition. *Cultural Competencies training we attended allowed us to deeply reflect on our practice and make changes (this was a combined Port Lincoln Preschool Pupil Free Day).


Term 4 2018: *


Quality Area 7: Governance and Leadership This quality area of the National Quality Standard focuses on effective leadership and governance of the service to establish and maintain quality environments for children’s learning and development. Effective leaders establish shared values for the service that reflect the service context and professionalism and set clear direction for the service’s continuous improvement. Governance refers to the systems in place to support effective management and operation of the service, consistent with the service’s statement of philosophy.

Quality Area 7: Standards and elements

Standard 7.1 Governance supports the operation of a quality service.

Service philosophy and purpose

Element 7.1.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

Management systems

Element 7.1.2 Systems are in place to manage risk and enable the effective management and operation of a quality service.

Roles and responsibilities

Element 7.1.3 Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.

Standard 7.2 Effective leadership build and promotes a positive organisational culture and professional learning community.

Continuous improvement

Element 7.2.1 There is an effective self-assessment and quality improvement process in place.

Educational leadership

Element 7.2.2 The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.

Development of professionals

Element 7.2.3 Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.




7.1.2 section 12 Applicant must be fit and proper person (provider approvals)

7.1.2 section 13 Matters to be taken into account in assessing whether a fit and proper person (provider approvals)

7.1.2 section 21 Reassessment of fitness and propriety (provider approvals)

7.1.1 section 31 Condition on service approval—quality improvement plan

7.1.2 section 56 Notice of addition of nominated supervisor

7.1.2 section 56A Notice of change of a nominated supervisor's name or contact details

7.1.5 section 109 Matters to be taken into account in assessing whether fit and proper person

7.1.2 section 161 Offence to operate education and care service without nominated supervisor

7.1.2 section 161A Offence for nominated supervisor not to meet prescribed minimum requirements

7.1.2 section 162 Offence to operate education and care service unless responsible person is present

7.1.2 section 162A Persons in day-to-day charge and nominated supervisors to have child protection training

7.1.2, 7.1.3 section 163 Offence relating to appointment or engagement of family day care co-ordinators

7.1.2 section 164 Offence relating to assistance to family day care educators

7.1.2, 7.1.3 section 164A Offence relating to the education and care of children by family day care service

7.1.3 section 165(2) Offence to inadequately supervise children

7.1.3 section 166 Offence to use inappropriate discipline



7.1.3 section 167(2) Offence relating to protection of children from harm and hazards

7.1.3 section 167(3) Offence relating to protection of children from harm and hazards


7.1.3 section 168(2) Offence relating to required programs

7.1.2, 7.1.3 section 169 Offence relating to staffing arrangements

7.1.2 section 170 Offence relating to unauthorised persons on education and care service premises

7.1.3 section 170(3) Offence relating to unauthorised persons on education and care service premises

7.1.3 section 170(4) Offence relating to unauthorised persons on education and care service premises

7.1.2 section 171 Offence relating to direction to exclude inappropriate persons from education and care service premises

7.1.2 section 172 Offence to fail to display prescribed information

7.1.2 section 173 Offence to fail to notify certain circumstances to Regulatory Authority

7.1.2 section 174 Offence to fail to notify certain information to Regulatory Authority

7.1.2, 7.1.3 section 174A Family day care educator to notify certain information to approved provider

7.1.2 section 175 Offence relating to requirement to keep enrolment and other document

7.1.3 section 175(3) Offence relating to requirement to keep enrolment and other documents

7.1.2 section 188 Offence to engage person to whom prohibition notice applies

7.1.2 regulation 16 Matters relating to criminal history

7.2.1 regulation 31 Condition on service approval-quality improvement plan

7.1.1, 7.2.1 regulation 55 Quality improvement plans




7.1.1, 7.2.1 regulation 56 Review and revision of quality improvement plans

7.1.3 regulation 72 Offences in relation to giving false or misleading statements about ratings

7.2.2 regulation 73 Educational program

7.1.3 regulation 77(2-3) Health, hygiene and safe food practices

7.1.3 regulation 78(2-3) Food and beverages

7.1.3 regulation 79(2-3) Service providing food and beverages

7.1.3 regulation 80(2-3) Weekly menu

7.1.3 regulation 81(2-3) Sleep and rest

7.1.3 regulation 82 Tobacco, drug and alcohol-free environment

7.1.3 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

7.1.2, 7.1.3 regulation 84 Awareness of child protection law

7.1.2, 7.1.3 regulation 85 Incident, injury, trauma and illness policies and procedures

7.1.2 regulation 86 Notification to parents of incident, injury, trauma and illness

7.1.2, 7.1.3 regulation 87 Incident, injury, trauma and illness record

7.1.2 regulation 88 Infectious diseases

7.1.2, 7.1.3 regulation 89 First aid kits

7.1.2, 7.1.3 regulation 90 Medical conditions policy

7.1.2, 7.1.3 regulation 92 Medication record



7.1.3 regulation 93(3-4) Administration of medication

7.1.3 regulation 94(2) Exception to authorisation requirement—anaphylaxis or asthma emergency

7.1.3 regulation 95(c) Procedure for administration of medication

7.1.2, 7.1.3 regulation 97 Emergency and evacuation procedures

7.1.3 regulation 98 Telephone or other equipment

7.1.2, 7.1.3 regulation 99 Children leaving the education and care service premises

7.1.3 regulation 100 Risk assessment must be conducted before excursion

7.1.2 regulation 101 Conduct of risk assessment for excursion

7.1.3 regulation 102 Authorisation for excursions

7.1.2, 7.1.3 regulation 116 Assessments of family day care residences and approved family day care venues

7.1.3, 7.2.2 regulation 118 Educational leader

7.1.3 regulation 120A Placing a person in day-to-day charge

7.1.2 regulations 117A-117C Minimum requirements for persons in day-to-day charge, nominated supervisors and family day care educators

7.1.3 regulation 124 Number of children who can be educated and cared for—family day care educator

7.1.3 regulation 136 First aid qualifications

7.1.3 regulation 144 Family day care educator assistant

7.1.2 regulations 145-147 Staff and educator records – centre-based services

7.1.2, 7.2.2 regulation 148 Staff and educator records – centre based services - Educational Leader

7.1.2 regulations 149-152 Staff and educator records – centre-based services



7.1.2 regulations 153-154 Register of family day care educators, co-ordinators and assistants

7.1.3 regulation 155 Interactions with children

7.1.3 regulation 157 Access for parents

7.1.2 regulations 158-162 Attendance and enrolment records

7.1.3 regulation 159 Children’s attendance record to be kept by family day care educator

7.1.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

7.1.3 regulation 161(2) Authorisations to be kept in enrolment record

7.1.2 regulation 163-166 Residents at family day care residence and family day care educator assistants

7.1.3 regulation 164 Requirement for notice of new persons at residence

7.1.3 regulation 165(2) Record of visitors

7.1.3 regulation 166(2) Children not to be alone with visitors

7.1.2 regulation 167 Record of service’s compliance

7.1.2, 7.1.3, 7.2.3 regulation 168 Education and care service must have policies and procedures

7.1.2, 7.1.3, 7.2.3 regulation 169 Additional policies and procedures—family day care service

7.1.2, 7.1.3 regulation 170 Policies and procedures to be followed

7.1.2, 7.1.3 regulation 171 Policies and procedures to be kept available

7.1.2 regulation 172 Notification of change to policies or procedures



7.1.2 regulations 173-176A Display and reporting of prescribed information

7.1.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

7.1.3 regulation 179 Family day care educator to provide documents on leaving service

7.1.2, 7.1.3 regulation 180 Evidence of prescribed insurance

7.1.2 regulation 181 Confidentiality of records kept by approved provider

7.1.3 regulation 182 Confidentiality of records kept by family day care educator

7.1.2 regulations 183-184 Confidentiality and storage of records

7.1.2, 7.1.3 regulation 185 Law and regulations to be available

7.1.2 regulation 344 Safety screening clearance – staff members Tasmania

7.1.2 regulation 358 Working with children check to be read Victoria

7.1.2 regulation 359 Criminal history record check to be read and considered Victoria



Summary of Strengths

Strengths Service philosophy and purpose Management Systems

Standard 7.1 Governance supports the operation of a quality service Element 7.1.1 A statement of philosophy is developed and guides all aspects of the service’s operations. Our site’s philosophy was last updated with the Governing Council in 2016 when the new director was appointed. This year we asked our families three questions:

1. What do you value in Early Childhood Education? 2. What do you see as the role of the Early Childhood Educator? 3. How do you see the role of parents in partnership with educators to support children’s learning and development?

(see evidence folder for process) Our community’s values and beliefs, along with our staffs, will form our statement of philosophy from Term 2 2018. This philosophy underpins all of our work at Poonindie Early Childhood Centre and we ensure that it reflects the staff, children, families and community at all times by regularly updating it and encouraging them to have input. Element 7.1.2 Systems are in place to manage risk and enable the effective management and operation of a quality service. Our site employs the school administration officer to manage the preschools finances. The Director works closely with the administration officer (and the school principal), to effectively manage our finances. They have built a close relationship and attend finance trainings together to improve processes and knowledge (i.e. Finance Training @ Lock and Port Lincoln. The Director liaises with the Early Childhood Leader, to manage EYS, IRMS, STAR, HR portal. Staff complete Department For Education risk assessments when they are required and work with the children on writing their own risk assessments for things such as snakes, excursion to the beach, tree swing (see our risk assessment A3 book). All risk assessments and permission notes are stored in a folder with the NQS information folders. Confidential records of children, staff and families are stored in a locked cupboard in the director’s office. In 2016, when the current director was pointed, all policies and procedures were updated and folders were created for easy access. These are able to be accessed at any stage and are clearly labelled and stored in the NQS area of the kindy. These are continually reviewed and are dated accordingly. Our Governing Council was formed under our constitution and a list of members and roles is displayed on our Early Years Learning Framework board on the right as you enter our kindergarten. Emergency evacuation/invacuation procedures 3 monthly.


Roles and responsibilities Continuous improvement Educational leadership

All staff hold appropriate qualifications (paper copy/electronic i.e. RAN, First Aid, Keeping Safe, Critical Incidents (IRMS). Element 7.1.3 Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service. The Director manages the Kindergarten, Occasional Care and Playgroup staff. We consistently perform as a team in making decisions, supporting each other, our children and families, and around the operation of the service. In 2016 an induction folder was created for new staff members and continues to be a successful induction process for all staff. In 2017, a staff day book was introduced to communicate PD, daily schedules, policies, absent staff, birthdays etc. Staff are clear about their roles and responsibilities and are reminded of these with the Department For Education roles and responsibilities when they are required. Standard 7.2 Effective leadership builds and promotes a positive organisational culture and professional learning community. Element 7.2.1 There are effective self-assessment and quality improvement processes in place At Poonindie Early Childhood Centre we are a learning community and we are always looking for ways in which we can improve. Leadership has high expectations of all staff and our site culture is around ongoing improvement. We use reflective practices, parent opinion surveys, self-assessment; NQS audit tool, Quality Improvement Plan, child opinion surveys/data, leadership and Early Childhood Leader feedback, and parent feedback, to continuously improve our pedagogy and practices. Our Staff participate in regular Performance Meetings to set goals, monitor and evaluate them. In 2018, staff will be trialling the updated PDP format obtained at the Leaders Day in Adelaide. Element 7.2.2 The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle. The Director leads the educational program, assessment and planning cycle with support from kindergarten staff. Planning and assessment is reflected upon on a daily basis with staff constantly communicating their knowledge, ideas and observations. Staff meetings are used to plan/reflect and improve the way we do things. The Director is driven by the latest research and pedagogy that encourages inquiry and inspires learning for all. This continues to be a focus! The Director regularly attends training, passing on learning to staff, children and families in various ways and purchases new tools/ resources regularly to support our pedagogy, curriculum and new thinking. The leader is always looking for new ways to improve our sites planning and assessment, obtaining and trialling other professional’s processes and tools around the Early Years, then creating processes and procedures that fit our children and context. Director nominated for two SA Public Education Awards,


Development of professionals

Element 7.2.3 Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development. Staff meet with the Director once a term to develop individual performance development plans and review performance. We work together to personal goals and areas for improvement that are aligned with the centres priorities as well as partnership priorities. The leader supports her staff to be lifelong learners and encourages them to attend regular and varied training sessions to build on their skills and knowledge. The Director is passionate about improving and empowering others to do the same and encourages her staff to share their passions and skills with our learning community. Director nominated twice for an SA Public Education award.



Improvement plan

Standard/ element


Priority (L/M/H)



7.1.1 *Site Philosophy due for update. *Need to develop a process that is meaningful and engages families.

*A statement of Philosophy that guides all aspect of the service operation that is owned by all stakeholders.

M-H *Exploring a new process that invites parents to think about three key questions: 1. What do you value in EC Education? 2. What do you see as the role of the EC educator? 3. How do you see the role of parents in partnership with educators to support children’s learning and development? *Display in centre and website. *Draw connections of family values to existing philosophy and update as required.

*A clear link between our philosophy and our practices.

Term 1 2018

*Term 1 2018 Taken to Gov. Council and discussed. *The process and questions have been displayed and families have started to add their values and beliefs. *Governing Council members read other site philosophy to get an idea as to what to write. *A long and very valuable process for all. (See NQS evidence folder for process). *Term 2 2018: * PD around LDAR enabled us to check alignment of our philosophy and practices. This process was very valuable. *New Philosophy is proudly displayed in an A3 frame as you enter the preschool. *Our new philosophy was uploaded onto the web, added to our QIP and sent home with all families. *New families are given the philosophy also.

*Sound financial processes in place and further strengthened through 2 x finance trainings with our sites finance officer as well as the visit from auditor. *Director nominated twice for a SA Public Education Award.

Documents

Updated September 2017 - Poonindie Early Childhood Centre · 1.3.1 regulation 177(1)(a) Prescribed enrolment and other documents to be kept by approved provider –the documentation