Transcript

Barmera

Kindergarten 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.

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Service details

Service name Service approval number

Barmera Kindergarten

SE-00010158

Primary contacts at service

Amy Hunt

Physical location of service Physical location contact details Street Amy St Telephone 08 85882210

Suburb Barmera Mobile

State/territory SA Fax 08 85881313

Postcode 5340 Email [email protected]

Approved Provider Nominated Supervisor Primary contact DECD Name Amy Hunt

Telephone Telephone 08 85882210

Mobile Mobile

Fax Fax 08 85881313

Email Email [email protected]

Postal address (if different to physical location of service) Street State/territory

Suburb Postcode

Endorsement by Chairperson

This QIP has been developed in consultation with and approved by the Governing Council

Lee Abela 19/2/2019

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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

8:45

8:45

8:45

8:45

8:45

Closing time

3:00

3:00

3:00

3:00

1:45

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

Provide additional information about your service—parking, school holiday dates, pupil-free days, etc.

Ample of parking is available on the street. Staff have car park around the back.

Holidays are in line with South Australian Public Schools.

Four pupil free days are arranged each year on a needs basis, May 6th is the only date approved for 2019 at this stage.

How are the children grouped at your service?

We offer 2 options to support continuity of children’s learning and friends.

Full day Monday, Wednesday and alternating Fridays

Or full day Tuesday, Thursday and alternating Fridays. Our 3-year-old Aboriginal children don’t attend on the alternating Friday.

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

Amy Hunt

For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their addresses. No. of educators:_________

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

At Barmera Kindergarten we aim to instil a passion for learning and life, based on positive relationships and learning dispositions. We value each child as a unique individual and provide an environment that is welcoming, exciting, engaging, spontaneous, fun and safe using natural materials and spaces. We strive to achieve this by valuing individuals and acknowledge families are the children’s initial educators with significant ongoing influence in their lives and are an integral part of our kindy. Building strong relationships with families and the community by:

• Collaborating and being responsive to families and the community • Encouraging and celebrating diversity • Keeping open minded and adaptable • Reflecting on our practice • Encouraging and initiating open ended discussions • Showing empathy • Being nurturing and compassionate • Working as a team • Building confidence in ourselves and others • Maintaining the children as our number one focus • Providing a play based child initiated curriculum • Planning for children’s learning and reflect on their progress with families • Respect families culture and identity

We hope that by providing the above our children will: • Be collaborative and cooperative • Be enthusiastic learners • Be authentically engaged • Show resilience • Be risk takers • Be confident • Be creative and imaginative • Be reflexive • Be problem solvers • Be curious and inquisitive • Be autonomous • Be respectful

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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, 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.

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National Law and National Regulations underpinning Quality Area 1

The table below shows the sections of the National Law and National Regulations underpinning Quality Area 1 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.

National Law and National Regulations Associated element

Section 51(1)(b) Conditions on service approval (educational and developmental needs of children) 1.1.1

Section 168 Offence relating to required programs 1.1.1, 1.1.2

Regulation 73 Educational program 1.1.1

Regulation 74 Documenting of child assessments or evaluations for delivery of educational program 1.3.1

Regulation 75 Information about educational program to be kept available 1.3.3

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

Regulation 274A NSW

Programs for children over preschool age

1.3.1

Regulation 289A NT

Programs for children over preschool age

1.3.1

Regulation 298A Queensland

Programs for children over preschool age

1.3.1

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

Strengths

The centre uses EYLF Principles, Practices and Learning Outcomes as the foundation to support ideas and approaches to guide everyday practices. The learning outcomes are incorporated in all our documentation of children’s learning including learning stories and individual learning plans. The Kindy actively incorporates the ‘Respect, Reflect, Relate’ (RRR) as a tool to reflect on site practices. Throughout 2018 Amy and Coralie attending Professional Development which reflected in changes to Pedagogical Documentation and intentional teaching. Documentation of children’s learning experiences are now visible on walls, highlighting the learning experience, analysis of the learning and planning for future learning. These learning experiences are built on children’s interests and ideas, through analysing the learning experience staff then extend on these experiences catering for individual needs. The centre has an off-site Occasional Care program that operates on Friday mornings at St Joseph’s Barmera. Occasional Care Educators ensure pedagogy mirrors Kindy’s with observing and recording. Gathering information about children is embedded in the program. Information is sought initially on enrolment with a child profile that families complete. Children’s voices are captured through Pedagogical Documentation and when reflecting on the days’ learning in “Our Learning’ book. Educators have regular discussions with families around children’s needs. The Kindy has a formalised routine each day which is displayed. Children are familiar with the program and changes throughout the day. Each day children have gathering times promoting a sense of belonging and literacy and numeracy. Documentation about children’s progress is readily accessible to families in a range of formats. Our Pedagogical Documentation is displayed on walls, so parents can share and contribute to learning experiences. Individual Learning Plans or reports are sent home each term and families are asked to provide feedback. Staff regularly talk with parents at drop off and pick up times about their children and also meet more formally to review and plan for their child’s progress. Families are invited to attend an interview at the end of term one where staff and the family share their knowledge about the child and plan for future learning. Each child has a ‘learning journal’ these are colour coded for the days that they attend. Included in these are photo pages, Individual learning plans and documented work such as drawing and individual information recording children’s literacy and numeracy skills. Parents are encouraged to read their child’s profile and make comments, which are then included in their book. The kindy uses a communication app where we share daily highlights of learning experiences and inform families about events that are occurring. The kindy provides an interactive process that drives the development of the program. The service provides a range of strategies to collect, document, organise and interpret the information that is gathered. The information depicts children’s learning in context, describing their strengths, skills and understandings. Assessments occur throughout the year. Through our strong partnerships within the community we are able to offer a variety of programs off site, (including the local library for reciprocal visits, local Catholic School for a writing and sensory processing program and the Nursing Home) which support children in many areas of development. We also run our much loved Nature Kindy program which was developed in 2014 (initially bush kindy). In 2017 the program was extended to a second location at Lake Bonney to enable children an opportunity to experience and learn in a completely different environment and hence learn about a second ecosystem. Both these locations are locally significant and incorporate Aboriginal perspective and individual family identities contributing to not only children’s but community wellbeing through locally connecting to significant sites. In 2016 we started using book based learning to support children’s language and vocabulary development, in 2017 this work continued after some Training and Development sessions with our DECD speech pathologist. In 2018 after reviewing children’s needs and staff concerns around children’s language development with our commissioned speech pathologist we introduced the ‘Read-it-again’ program. During this program a small group of identified children work with a teacher and focus on different aspects of phonological development including print awareness, rhyming etc. In 2017 learning dispositions were introduced to the children as part of the Berri Barmera Partnership Visible Learning priority. Staff developed 5 learning dispositions that we would focus on and taught the children about what each one meant. If staff observed children using one of the dispositions they would provide the child a rock to put in the colour coded jar and give the child the associated sticker (so parents were also informed)

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and record the achievement with an observation. Families were also informed about the language of learning. In 2018 we involved families in this processes by collating the dispositions they had selected as goals for their child and having the 5 most common ones as the 5 disposition for the kindy. 1.1.1: Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence and effectiveness as communicators After reflecting on the positive learning outcomes such as attendance, wellbeing, engagement and improved behaviour Bush Kindy provided in it’s first year and receiving positive parent feedback, the following year it was decided that the program would be extended and the program would be offered in term 2 and 3. Reflecting on the success of the program Governing Council decided to extend these opportunities and employ a consultant to work with the community and children to develop a concept plan to redevelop the yard so nature pedagogy could underpin the everyday learning at Barmera Kindergarten (Exceeding themes: critical reflection and engagement with families). Three years into this pedagogical approach, (Exceeding theme: Embedded practice) Nature Kindy expanded to a second location at North Lake Caravan park enabling our children to experience and learn about a different ecosystem and have different learning experiences. Our yard redevelopment has continued to progress and staff continually observe changes in children’s behaviour and learning as a result of these changes. 1.1.2: Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program The Director, Amy, has been involved in Professional Development over the last 2 years (Visible Learning) as part of a Berri Barmera Partnership focus on improving children’s learning outcomes. Through this new learning Amy reflected on current practices to improve the sharing of learning with our families and increase their involvement in setting learning goals for their child (Exceeding theme: critical reflections). During new parent meetings families learn about our site philosophy and pedagogical approach which highlights the importance of the learning journey and how this approach enables each child to develop learning dispositions which they will use in all areas of their life. Families are asked to select 3 aspirations for their child (based on a list of learning dispositions) these become the learning intentions for their child. These dispositions are then collated and grouped and inform the learning intentions for the site for the coming year and are linked to the Early Years Learning Framework. (Exceeding theme: embedded practice and engagement with families.) 1.1.3 All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning. After reflecting on our routines we decided we would reduce gathering times, as these often interrupted children’s learning opportunities (Exceeding theme: Critical reflection). We removed the 9am group and made our first gathering time at 10am, this enabled children to have at least an hour of uninterrupted learning before having to come inside. At our 10am gathering we have a numeracy and belonging focus changing the time supported children who regularly arrived late at kindy (Exceeding theme: embedded practice). This provides certainty for our children especially when separating from family in the mornings. Staff supported a family with an ASD child, who was struggling with the morning routine, after collaborating with the family it was decided that Arlo’s sign in name would be in our quiet room, so he had the opportunity to have some alone time before having to join the group (Exceeding theme: engagement with families). 1.2.1 Educators are deliberate, purposeful, and thoughtful in their decisions and actions. After a staff discussion about Jayarnah’s decrease in confidence at kindy and the impact this was having on her learning (Exceeding theme: critical reflection) Sally noticed Jayarnah ‘flossing’. She used this opportunity to connect with Jayarnah, asking Jayarnah to teach her how to ‘floss’. Through connecting with Jayarnah in this way over a period of a few weeks, Jayarnah’s confidence began to grow and Sally supported Jayarnah is teaching other children how to’ floss’. This supported her to build new relationships and further grow in confidence. Sally shared this learning and the shift in Jayarnah’s confidence with her mum (Exceeding theme: engagement with families) who said that Jayarnah had told her that she had taught Sally how to ‘floss’, mum shared that this is something they enjoy as a family. Since this experience Jayarnah has continued to grow in confidence which has supported with separation and increased her friendship group.

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1.2.2 Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback Child’s voice is central to our program and staff listen and respond to children’s ideas throughout the day and extend on these (Exceeding theme: embedded practice). Coralie was approached one morning by Jaxson who brought in a book about the Titanic, within a short period of time she had learnt that Jaxson knew so much about this topic. Coralie photocopied a number of pages from the book so Jaxson and a friend could have a go at making the Titanic. Before she knew it there was a large group of children involved in this learning, and many of them had previous knowledge about the Titanic which Coralie built on. Although this wasn’t a ‘planned’ learning experience Coralie saw this as a learning opportunity and extended children’s knowledge and skills by researching and providing experiences that would provoke interest and new skills (Exceeding theme: Critical reflection). When Coralie shared the learning with the family she learnt about the involvement Jaxson’s poppa has had on his interest in making detailed models and knowledge about factual events (exceeding theme: engagement with families). 1.2.3: Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world. During preschool children have their 4-year-old health check with the CAMHS nurse, through this process each year we have a number of children who are referred to an optometrist and require glasses (in 2018 16 children were referred to an optometrist). After a discussion with a family about their child’s recent need to wear glasses and not wanting to wear them as they made Imogen ‘different’ to other children, Elisha planned a number of group time activities which included short clips on the interactive board, books and discussions about different types and purposes of glasses. Through these planned activities Imogen became happy and confident to wear her glasses. Imogen’s family were very appreciative of this group time focus and mentioned that Imogen had spoken to them at home about it (Exceeding theme: engagement with families). 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. Staff record children’s learning through observations throughout the kindy day, staff reflect on these observations when planning for the following day/week (Exceeding theme: embedded practice). Learning stories are written by teaching staff to share and analyse learning experiences with families. Each term observations of children are collated and form the basis of ILP’s (Individual Learning Plan’s). Included in the ILP’s are goals set by the child, goals help inform the program and track individual children’s learning. These ILP’s are shared with families and parent input is sought. Prior to reflecting on our practice at the end of 2016, we previously met with families early Term 2 after the families had already received their child’s ILP (Exceeding theme: embedded critical reflection) through reflecting on practice we believed the families involvement in developing their child’s ILP was an extremely importance aspect of the process. As part of our assessment and reporting cycle (Exceeding theme: embedded practice) families are invited to attend a Parent interview towards the end of first term. During this meeting teaching staff share learning observed at kindy and share possible learning goals for the next term. Julie recalls conversations with families during these meetings at how well staff knew children and how the goals were supported by families (Exceeding theme: engagement with families). 1.3.2: Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation. After reviewing children’s data in 2017 is was evident the site was experiencing growing numbers of children with speech and language difficulties (Exceeding theme: critical reflection). Sharing this data with Governing Council Amy proposed the site consider a buy-in option for a 0.1 speech pathologist in 2018, providing staff professional development and enabling ongoing access and advice to a new skill set at the site. Governing Council supported this move acknowledging the difficulty of accessing speech pathologist in the school sector, the expense of accessing private speech pathologists and the importance of early intervention (Exceeding theme: Engagement with families). Unfortunately, due to the difficulties in filling this position, this didn’t occur until mid-Term 3, however the benefits have been significant. Gretel (our speech pathologist) has supported staff this year in Professional Development, resulting in better understanding the impact adult roles have in language development in play. She has supported staff in developing strategies for early identification of children with speech difficulties and developed programs and resources to target these children. Through analysing documentation resulting from intentional teaching Gretel has been able to collate information about the tier level of vocabulary children use in their language. This has resulted in book based learning groups being implemented to target children with low language skills. She has also demonstrated approaches to facilitate and extend children’s vocabulary words (to Tier 2 & 3) during play experiences. 1.3.3: Families are informed about the program and their child’s progress:

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At the end 2015 we introduced the Konnective app as a way of increasing families’ awareness of our program and the learning that was occurring. After reflecting on current practices about how the program was shared with families (a display within the kindy) the staff team discussed the low number of families that were observed reading/ looking at this display (Exceeding theme: critical reflection). After a discussion at Governing Council Amy suggested we trial the communication app, feedback from families was positive and in 2016 (Exceeding theme engagement with families). Konnective is now our main communication app with families, providing a tool that enables us to share the learning of the day and keep families up to date with information (Exceeding theme: embedded practice).

Key improvements sought for Quality Area 1 Improvement Plan

Standard/ element

Issue identified during self-assessment

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

1.1.1, 1.1.2

Planning currently is based on observations, however analysis of learning isn’t occurring and intentional teaching hasn’t necessarily supported follow up.

Planning cycle clearly documents learning experiences, analysis and planning

H Implement PedDoc, where documentation of children’s learning is recording with the children. Staff analyse the learning experience and plan to extend the learning experience,

Program clearly highlights the links to individual children’s learning and the learning journey.

End 2019 19/3 Teaching staff becoming more confident in looking deeper into the learning experience and analysing the learning. As we become more familiar with Appsessment we are linking learning experiences.

1.2.1 1.2.2

High number of children with speech and language delays are currently not supported. Children with strong oral language isn’t being intentional extended

Intentional teaching to occur to support children’s oral language.

H Speech Pathologist and staff to work collaboratively to analyse and develop strategies to support children oral language.

Staff are clearly aware of where children’s oral language development is and how to move them forward.

Term 2 2019 19/3 Gretel supports staff with planning providing vocab cards for learning areas highlighting Tier 1 & 2 words.She has supported staff in analysing artic assessments and from these helped staff develop speech, play based and book based language groups.

1.2.1 1.2.2 1.2.3

Educators are extending children’s learning during child initiated learning, however the intentional teaching more regularly occurs during group times.

Intentional teaching to be occurring each day during child initiated learning time. Therefore extending and catering for individual children’s needs and ideas,

H Teachers to work with children during child initiated learning, learning experiences to be recorded with children then analysed and extended. ECW’s to support by supporting other children who are not working with teaches, so children’s learning is not interrupted.

Teachers are able to articulate learning experiences that are occurring and how they are extending and supporting the learning. Streamline documentation processes are in place, which highlight the planning cycle.

Term 2 2019 19/3 Teaching staff have worked differently this year to develop early data regarding children’s development. No whole group activities, it was either 1:1 / through play results were immediately shared with families through Appsessment.Documenting the learning journey display developed, highlighting our programming focusing on fine motor skills.

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Reflect on how documentation is recorded and shared with families, develop strategies/processes to streamline these. Staff PD on PEDDOC with Semann & Slattery

1.3.1 1.3.2 1.3.3

Although reflection of the learning is occurring and informs planning this cycle isn’t clearly documented or necessarily carried through due to changes in children’s interests etc. Observations aren’t analysed therefore the basis of the program.

Documentation to highlight the learning journey rather than isolated experiences. Program includes intentional teaching experiences that have occurred and how they will be extended.

H Joint (adult and child) documentation to occur during intentional teaching experiences. Continue to explore and trial new program formats to support shift in documentation. Program clearly indicates how staff have analysed and extended children’s learning. Staff are comfortable and confident in using new program format. Staff PD on PEDDOC with Semann & Slattery

Program clearly indicates analysis of the learning and extension of children’s learning.

Term 2 2019 19/3 Using Appsessment we ran reports to reflect on the data that was being collated this year. We discovered the observations are deeper and more detailed and analysis is now occurring more regularly. Early in the year as staff we still familiarising themselves with Appsessment at times photo ob format was used which doesn’t allow for analysis by becoming aware of this staff now use observation format. In preparing for interviews and developing ILP’s teaching staff have noticed how much more valuable/rich the observations are.

1.3.2 Analysis of documentation to occur to enable explicit intervention and extension to support children’s oral language and phonological development.

Documentation to show analysis of the learning and planning linked to this analysis.

H Speech Pathologist to use PedDoc to analysis children’s oral language. Staff to use this analysis to extend children’s oral language and phonological awareness.

Intentional teaching extends and supports children’s oral language and phonological awareness and is part of the planning cycle.

Term 1 2019 19/3 Vocab cards are supporting staff during intentional teaching as prompts to extend children’s vocab.Literacy groups are based on children’s needs and phonological awareness.

1.3.3 Families are currently not made aware of the full planning cycle for learning experiences for their child.

Families to have a clear understanding about how staff have catered and extended their children’s learning.

H During the new parent meeting explain how we document, analyse and extend children’s learning. Highlight where the documentation is located and encourage families to view regularly. Encourage families to contribute to the planning cycle and how they might be able to do this. Investigate new online programs that may support sharing documentation with families.

PEDDOC is visible in the ‘small room’. Families are viewing this documentation. Families are contributing to this documentation.

Term 2 2019 19/3: Appsessment has been really beneficial for sharing the children’s learning with the families. Rather than using the small room, we have a display in the main room which captures our pedagogical journey for developing pencil grip and improving drawing skills.

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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.

National Law and National Regulations underpinning Quality Area 2 The table below shows the sections of the National Law and National Regulations underpinning Quality Area 2 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.

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National Law and National Regulations Associated Element

Section 51(1)(a) Conditions on service approval (safety, health and wellbeing of children) 2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3

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

Section 165 Offence to inadequately supervise children 2.2.1

Section 166 Offence to use inappropriate discipline 2.1.1, 2.2.1

Section 167 Offence relating to protection of children from harm and hazards 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

Regulation 77 Health, hygiene and safe food practices 2.1.2

Regulation 78 Food and beverages 2.1.3

Regulation 79 Service providing food and beverages 2.1.3

Regulation 80 Weekly menu 2.1.3

Regulation 81 Sleep and rest 2.1.1

National Law and National Regulations Associated element

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 2.2.1

Regulation 84 Awareness of child protection law 2.2.3

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Regulation 85 Incident, injury, trauma and illness policies and procedures 2.1.2

Regulation 86 Notification to parents of incident, injury, trauma and illness 2.1.2

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

Regulation 90 Medical conditions policy 2.1.2

Regulation 91 Medical conditions policy to be provided to parents 2.1.2

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 2.1.2

Regulation 97 Emergency and evacuation procedures 2.2.2

National Law and National Regulations Associated element

Regulation 98 Telephone or other communication equipment 2.2.2

Regulation 99 Children leaving the education and care premises 2.2.1

Regulation 100 Risk assessment must be conducted before excursion 2.2.1

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Regulation 101 Conduct of risk assessment for excursion 2.2.1

Regulation 102 Authorisation for excursions 2.2.1

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Quality Improvement Plan for Quality Area 2 Summary of strengths for Quality Area 2

Strengths

The kindy consistently supports children’s health needs. Health information is discussed with families during the induction process. Medication is only administered if dispensed from a pharmacy and recorded on a permission sheet with the correct method of delivery. All local doctors within the region have been supplied with the appropriate documentation required by the Kindy. Health care action plans and medication forms are supplied by a health professional. This information is stored in the first aid book photos of children are kept in the kitchen area with a sheet covering them which informs all educators of children’s health issues and allergies. First aid kits are available in the kindy and taken on excursions and to Nature Kindy. Each Term we have the CAFHS (Child and Family Health Services) nurse visit and conduct 4 yo health checks, during this health check the nurse has often made referrals to other medical services eg optometrist, OT, dietitian, dentist. All children attending Kindy are eligible to be enrolled at the dental clinic. Children are encouraged to be responsible for their own health care needs and this is embedded in children’s practice to wash hands after toileting and before eating food. Families are encouraged to bring a spare set of clothes for children, although the kindy does supply spare clothes when required. When children need to be changed, a procedure in the bathroom outlines two educators being present, information to be recorded and parents informed. Educators ensure that they wear gloves while changing a child. All staff have first aid training and their qualification are recorded. Staff received specialised training to meet individual children’s needs as required eg Diabetes nurse. The kindy has an infectious disease policy and if an outbreak occurs families are notified. Children’s immunisation records are recorded on EYS (Early Yeas System) upon enrolment and this information is used as required throughout the child’s time at kindy as outbreaks occur. Healthy eating is consistently promoted within the service. On enrolment new families are given brochures on healthy eating, healthy food choices for morning snack, lunch and the healthy eating policy. Nutrition is discussed at the new parent meeting and is included in the ‘Parent Information Booklet.’ Posters of healthy lunch boxes are displayed next to the fridge where children put their lunch boxes. Families are encouraged to supply at least one piece of fruit or vegetable for fruit time. During which time staff sit and eat with the children and chat in small groups. At lunch children sit inside at tables, once they have packed away and wiped their table they move onto the mat for relaxation time. Physical activity is embedded in the program, throughout the day children chose learning experiences whether it be playing with puzzles, construction or organised mat times. The large natural outdoor environment provides a range of physical activities for children including climbing, running, pumping, balancing and Nature Kindy provides more opportunities for children to further develop their gross motor and coordination skills. Our daily timetable is shared with families, this includes rest and quiet times. Children are encouraged to rest each day and relax for short periods of time. Children access the toilets independently and all toilets have doors for privacy. Children are able to leave gathering times to access the toilet, blow their nose etc. without having to ask. Staff eat with the children and encourage hygienic eating and drinking. Discussion of how to stay safe is programmed for group times and staff discuss how to stay safe with children on an individual basis as well. Staff sit with the children at meal times and promote healthy food choices. Children’s lunch boxes are kept in the fridge. Extra bread is kept in the freezer for children who are hungry. Staff supervise each area of the centre and work collaboratively to provide the optimum supervision required for each area and the spread of children across the site, both indoors and outside. Staff keep each other informed if they need to leave an area still requiring supervision. Children are introduced to areas that are out of bounds except when accompanying an educator through small group walk-throughs, individually and by reading the

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‘Red Line’ book. Excursions are a regular part of the program, risk assessments are completed before any off site activity and children are involved in completing risk assessments to develop safety agreements. We are a Sun Smart Centre and ensure our SunSmart policy supports the Cancer Council recommendations, during terms 1 and 3, 4 children and adults wear hats whenever they are outside, in term 2 staff and children check UV levels each morning to see if hats are required. Each child has clothing and a hat to minimise exposure to the sun. Children reapply sunscreen (families are encouraged to apply sunscreen prior to children arriving on site) after fruit time. Signs are in place to identify dangerous/hazardous substances. There are hazard identification sheets for staff to complete ready for a quick resolution. Climbing and the swings are sited on soft fall which is regularly topped up. For bus travel children wear seat belts. Daily yard checks are conducted prior to children arriving on site. Children are farewelled individually once staff have recognised their parent/designated carer. Emergency procedures and plans are displayed at each door and emergency drills practiced regularly. Information about emergencies is in the staff induction folder. The centre has both landline and mobile phones for emergencies and excursions. Emergency phone numbers are kept near the phone and taken on excursions. Departmental procedures for emergencies are displayed by the phone. Fire extinguisher and fire blanket are on site and checked for compliance by outside contractors. Electrical equipment is tested and tagged annually. Staff follow our Child Protection Policy and are aware of their responsibilities regarding child protection (this is included in the induction folder). All staff are trained in child protection and all staff have current approval following criminal history checks. Child Protection Curriculum is covered in the program and parents are informed about topics covered and encouraged to support these discussions at home. Staff respond to comments/discussions with children confidentially and gently and discuss with the director as appropriate. At the beginning of each year children and staff work collaboratively to develop site agreements. The kindy has a work Safe officer, who meets with the Director on a termly basis to discuss Site Issues. Procedures are in place for staff to report any safety concerns observed so they can be seen to promptly. All safety tasks and maintenance tasks are kept up to date on a regular basis using STAR. During 2016 our site had an external WHS Audit where we received 98%. After completing our new climbing structure in 2016 we organised Kidsafe SA to complete an audit of our yard. 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. Spaces are set up at kindy where children are able to have some quiet time as needed. After lunch we also provide an opportunity for all children to have some relaxation/quiet time, during this time we often have children fall asleep. Families of children who fall asleep are contacted to ensure it doesn’t affect their night sleep, this is recorded so families aren’t contacted every time their child sleeps eg let sleep for 30 mins (Exceeding theme: engagement with families and Embedded practice). The last 2 years we’ve had children who regularly sleep at this time in reflecting how we would support these children at Nature Kindy, when we don’t have this time built into our day (Exceeding theme: critical reflection). As a staff team we decided we would set up a large mat in a shady area enabling children the opportunity to still rest/sleep as required. 2.1.2: Effective illness and injury management and hygiene practices are promoted and implemented. Late 2018 one of our children had a seizure while they were sleeping at rest time. A few staff closely monitored Destiny while we waited for the ambulance to arrive. Other staff members maintained supervision of the other children who were calmly moved to the other room for a story and games. Destiny’s family were contacted and arrived at the kindy before the ambulance and staff explained what had happened to the family. The ambulance arrived and Destiny was taken to hospital. At the end of the day staff reflected on the events of the day and debriefed with each other, acknowledging the highly stressful and scary situation everyone had experienced. On return to kindy Destiny had visited Adelaide and now had a care plan for epilepsy. Amy met with the family and went through the plan. The plan outlined the trigger of sleep. As Destiny was one of our children who sleeps most days, we reflected on practice and how we monitor children while they sleep. We ensure a staff member is close to her when she

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sleeps and regularly checks her, which has changed the way staff work at this time (Exceeding theme: Critical reflection and engagement with families). With a number of staff needing to complete First Aid training, Amy reflected on how to achieve this in the most cost effective way, as this can be a costly exercise with the cost of training and backfilling staff. As a result, Amy decided to host a First Aid course on a pupil free day. (Exceeding theme: critical reflection). At Governing Council Amy shared this plan. A Governing Council member suggested that the spare places be made available to families as a number of feeder schools have pools and to have access to the pool key families are required to have a First Aid Certificate. By offering this training to our families we had 8 parents attend this day (Exceeding theme: engagement with families). 2.1.3 Healthy eating and physical activity are promoted and appropriate for each child. A review of our Healthy Eating Policy with Governing Council and Staff led to discussions about how we can improve the content of children’s lunchboxes (Exceeding theme: critical reflection). As a result, we promoted healthy food choices through conversations with the children, intentional teaching and displays of the sugar contained in food. Cooking opportunities occurred and recipes were shared with families to promote healthy eating options. Julie recalls conversations with parents about the amount of sugar in yogurt and how they thought they were choosing a healthy food option and how they now use the display to explain to their child why they don’t pack that type of yogurt any more (Exceeding theme: engagement with families). Cooking activities at kindy encourage children to try new foods and recipes are shared with families for them to use at home and as a healthy lunchbox idea. During our yard redevelopment we gave careful consideration to the type of trees to be planted, in particular fruit trees. We ensured we had trees that produced fruit at different times of the year so we will be able to provide fresh fruit to our children all year round providing them an opportunity to taste non familiar fruits (Exceeding theme: embedded practice). 2.2.1: At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard. After hearing a crack in one of the branches from a tall tree on our grounds, Julie our WHS officer cordoned off the surrounding area to ensure children weren’t playing under the trees. The local tree arborist was contacted and they completed a tree audit. Whilst waiting for the report the area was kept out of bounds, staff educated children about why they were unable to play in the area and so too were the families informed. Families were supportive of our decision to keep that area out of bounds despite it taking an extended amount of time to wait for the report. Once the report came back, we removed some branches from trees and others were chopped lower or removed completely. (Exceeding theme: engagement with families, embedded practice and critical reflection). 2.2.2: Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented As Barmera Kindergarten is a Department Kindergarten, we have processes in place that support the site if an emergency was to occur, for example after an extreme storm in 2016, Amy contacted the incident management services team who supported her through repairs required at the site. As a site regular evacuation and invacuations occur, and staff review the process (Exceeding theme: embedded practice). After reviewing an invacuation Julie as WHS leader changed the process to include an audible count down, as staff that were outside during the invacuation commented that they couldn’t tell the different between group time and an invacuation (Exceeding theme; critical reflection). As part of our emergency practice procedure families are informed that we conducted a drill so they know it was a practice can talk to their child about the event and the importance of following procedures (Exceeding theme: Engagement with families) 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. Late one afternoon after kindy had finished Julie received a call from a community member stating that there was a kindy child trying to get into kindy (although the child was unknown to the community member the child was wearing a kindy top). Julie went outside to find this child wanting to come back in. Julie notified the boy’s family who walked to kindy and collected him. Julie followed the process for completing mandatory notifications (Exceeding theme: embedded practices). The following day the boy’s brothers school was also informed the sites developed strategies to support the

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child and family including ensuring the children had food and appropriate clothes to wear while at kindy/school and practices in place to support improved supervision and welfare. (Exceeding theme: Engagement with families and reflective practice)

Key improvements sought for Quality Area 2 Improvement Plan

Standard/ element

Issue identified during self-assessment

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

2.1.1 Group relaxation occurs every day, often settling the group can be challenging.

A smoother transition to relaxation after lunch

M Staff to implement relaxation/breathing techniques learnt during the Move-to-learn PD to support children’s mindfulness.

Smoother calmer transition at relaxation. For children to develop mindfulness

End of term 2 19/3 Move to learn is being used at the beginning of resting or using visuals help to settle the group at resting time. The groups are already more settled during these times.

2.1.3 Staff have observed the level of ‘unhealthy’ food choices in children’s lunchboxes.

Decrease the amount of unhealthy food choices contained in children’s lunchboxes.

M Provide information about healthy food choices and develop a display. Cooking experiences with children and sharing the recipes with families. Sharing information with families about the importance of healthy food choices. Introduce nude food days

Children’s lunchboxes container healthier food choices. Families supporting nude food days.

End of term 2.

2.1.3 Staff have observed an increased need for sensory processing, fine and gross motor intervention

Children are regularly participating in activities to support neurological development.

H Staff to implement move-to-learn program, including warm up and basic movement patterns on a daily basis.

Move-to-learn activities are built into daily kindy routines. Children are able to successfully roll prior to starting school.

End of Term 4 19/3 Move to learn is being implemented most days, already observing improvements in children doing the movements. Jess attending kindy on Friday’s great support for staff to check in and clarify concerns.

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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.

Fit 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, and 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.

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National Law and National Regulations underpinning Quality Area 3 The table below shows the sections of the National Law and National Regulations underpinning Quality Area 3 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.

National Law and National Regulations Associated element

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

Regulation 104 Fencing 3.1.1

Regulation 105 Furniture, materials and equipment 3.2.2

Regulation 106 Laundry and hygiene facilities 3.1.1

Regulation 107 Space requirements—indoor 3.1.1

Regulation 108 Space requirements—outdoor 3.1.1

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

Regulation 112 Nappy change facilities 3.1.1

Regulation 113 Outdoor space—natural environment 3.2.1

Regulation 114 Outdoor space—shade 3.1.1

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National Law and National Regulations Associated element

Regulation 115 Premises designed to facilitate supervision 3.1.1

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

Regulation 274 NSW

Swimming pools 3.1.2

Regulation 345 Tasmania

Swimming pool prohibition 3.1.2

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Quality Improvement Plan for Quality Area 3 Summary of strengths for Quality Area 3

Strengths

Resources are changed based on observations of children. Open ended tasks are provided so children can enter at their own level. Caring for chooks, garden and using this produce in cooking. Intentional teaching experiences are built into our kindy program annually which include, conserving water, recycling and sustainability. Regular rearrangement of the learning environment provides children with an engaging, interesting, variable and challenging environment. These are changed depending on observations and intentional teaching. Outdoors children can climb on rocks, ‘climbing’ tree, use shovels and real life tools, help with gardening and chooks, balance and climb on structural obstacles. Children participate in W.A.S.P. (Writing and Sensory Processing Program) and Bush Kindy. Children walk to the local library regularly where in addition to participating in an activity learn about road safety. Growing food, preparing food, caring for the environment, waste management, Wipe Out Waste Audit results very positive, ‘Nude Food’ encouraged, children wash out containers and take lunch box rubbish home. Staff are always vigilant in ensuring equipment and resources are safe for children: equipment that is broken or damaged is promptly removed for repair or discarded. Any hazards are reported to staff in charge and where possible added to the maintenance list or else substituted or engineered to eliminate or bypass the hazard. Safety checks are part of the Work Health Safety Officers duty, the officer then meets with the Director to discuss any repair, replacement or hazard substitutions required. These are budgeted for as part of our site budget. In 2014 reorganisation of spaces within the Kindy resulted in two usable offices, one for Director and the other for Educators and breaks. The removal of the ‘Occasional Care’ room also led to an increase in learning areas inside the kindy. The kindy is well maintained which enhances the learning environment. Both educators and children tidy the environment throughout the day, wiping down tables and helping to pack up. The kindy has checklists for daily and termly tasks to maintain up keep. Parents are rostered on gardening duty to help with tidying the outdoor learning space. Not only do we have a ‘sustainable focus’ at our centre, as much as possible is recycled and staff attend training in using recycled materials in innovative ways (saving money too) to develop the children’s environmental awareness and hope this will flow on to families. Due to this focus we have been able to significantly reduce the amount of rubbish we are sending to landfill from 3 bins a week to now just one red bin. Staff are represented on the local environmental group which promotes caring for the environment and working towards young people being the custodians of their future environment in a sustainable way. Sustainable practices are embedded in our program and in 2015 the kindy won a KESAB award for sustainability in education for our Bush Kindy program, which enables children to develop an appreciation of nature. Through Amy critically reflecting on children’s needs and research, she began to explore nature pedagogy. Initially the idea was explored through promoting mud play and tree climbing then as Amy researched further and attended Professional Development the idea of Bush Kindy emerged. She then shared her idea with staff and Governing Council who were supportive of trialling the Bush Kindy program. Upon reflecting on the first year of implementing the program and the successful learning outcomes and positive feedback from families the program was continued and extended the following year, operating 2 terms each year. The Governing Council were also supportive of exploring the idea of redeveloping the yard to support nature pedagogy. Consultants were employed who worked collaboratively with families, children and staff to develop a concept plan. Over the following years the yard has transformed as stages of the redevelopment have become a reality (Exceeding theme: engagement with families). Reflecting on our Bush Kindy program at the end of 2016 we decided we would expand the program to a second location, providing our children with a totally different learning environment and therefore learning experiences. Beginning in 2017 we offer a Nature Kindy program during Term 2 at

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North Lake Caravan Park, providing our children an opportunity to explore the lake, sand dunes and the local ecosystems. In Term 3 we return to our original site Rockies (a bush location) where children experience the local scrub land and its ecosystems, they have an opportunity to use tools, climb trees and make cubbies (Exceeding theme: critical reflections and embedded practice) 3.1.1 Outdoor and indoor spaces, building, fixtures and fittings are suitable for their purpose, including supporting the access for every child. Our outdoor and indoor spaces are versatile in their purpose and staff modify areas based on needs and learning experiences. In 2017 we had a severely disabled child, who was wheelchair bound and non-verbal, he also sleep for at least 2 hours each day. Brock’s family informed staff that during sleep times he required a darkened, quiet place, as a staff team we reflected on spaces with the kindy which resulted in changing the purpose of our small room. We were able to set up a learning space and have morning small groups in there, then when Brock needed his sleep the doors could be closed and staff were still able to monitor him. (Exceeding theme: reflective practice and engagement with families). 3.1.2 Premises, furniture and equipment are safe clean and well maintained With the pedagogical shift that has occurred over the last 5 years so too has the resources being used. (Exceeding theme: Embedded practice). As a result we had a large amount of unused, out of date resources in the shed that were taking up a considerable amount of space, which made storing and accessing what we were using difficult. After discussing storage concerns as a team, Angela organised a skip bin to be delivered to kindy and began a major clean out. (Exceeding theme: critical reflection). Some resources were sold to a local feeder school to support their new Occasional Care program and the need for equipment for younger children, others were given to families and the rest was put in the skip bin. We now have a clean, well maintained shed where resources are easily accessible and staff can move around easily. 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 both built and natural environments. Working with consultants during the planning of our yard redevelopment attention was made to ensure the outdoor learn spaces supported every child’s participation. Our outdoor learning environment supports open ended learning experiences enabling children to enter at their level, for example the climbing structure was specifically designed to be challenging, so children could start at the level they felt comfortable then throughout their time at kindy gain confidence and skill and climb to the top, rather than achieve it the first time. In 2018 we had a child who was severely disabled and in a wheelchair, Brock was still able to experience all areas of our yard, staff would push his chair along the ‘jetty’ to the sandpit, then help him into the sand pit. Staff would push his chair to the open grass area to the back of kindy. The one area Brock had difficulties accessing was water, which he loved after a discussion with his family a plastic shell was purchased so Brock was able to sit and have the sensory experiences of water. (Exceeding theme: engagement with families). Once we commenced our changes to the outdoor learning spaces we reflected on our indoor spaces and decided this needed to become a focus. (Exceeding theme: critical reflection) Julie and Amy visited a number of sites in Adelaide for inspiration and now these too support our pedagogical shift. Many of our tables are now low, being adapted to meet the children’s level, furnishings are also more natural and comfortable connecting our appreciation for nature, displays avoid bright colours and have natural elements. (Exceeding theme: embedded practice) 3.2.2: Resources, materials and equipment allow for multiple uses, are sufficient in number, and enable every child to engage in play-based learning. Through our professional learning in nature pedagogy and reflecting on the learning environments and experiences we provided at kindy, we began to change our learning spaces and the resources we provided (Exceeding theme: critical reflection). We began to provide more recycled materials and loose parts, which we observed increased children’s creativity and critical thinking skills and increased their ability to use materials for a range of purposes. As families were involved with our pedagogical shift they supported us to source loose parts such as steering wheels, crates etc (Exceeding theme: engagement with families).

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Key improvements sought for Quality Area 3 Improvement plan

3.2.3: The service cares for the environment and supports children to become environmentally responsible Our Bush Kindy/Nature Kindy program has been the catalyst for our embedded approach in being environmentally responsible. We discuss with the children the importance of looking after our learning space, whether it be at kindy or nature kindy and how we can do that (for example; watching where we put our feet, using branches that are on the ground when sawing or building cubbies, only picking mandarins at fruit time, caring for our chickens and garden) (Exceeding theme: embedded practice).

Standard/ element

Issue identified during self-assessment

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

3.2.1 3.2.2

At times when extending children’s learning experiences resources can be designated for a particular purpose.

Intentional teaching occurs both inside and out catering for all children’s learning styles and needs. Resources are at times allocated to certain areas/learning experiences

H Agreement with all staff about being aware of supervision, how many staff/children in different areas. Staff to reflect on learning priorities and outcomes for children and re-evaluate how resources are viewed and used. Resources to be taken to where the learning is occurring rather than where they are ‘set up’.

Intentional teaching is occurring throughout the kindy setting. All staff are able to access all resources easily to extend all learning experiences.

Term 1 2019

3.2.2 To improve children’s oral language, programs/resources will need to be developed.

Resources available for staff to use during play based activities to extend children’s oral language and articulation.

M Speech pathologist to work collaboratively with staff to establish strategies and develop resources to support children’s oral language and articulation.

Resources are readily available for staff to use with children. Staff are regularly using these resources to support children’s oral language and speech.

End of term 3 2019

19/3: Gretel has developed vocab cards each week related to the learning areas planned. Gretel has supported in the development of resources to use with the speech group during literacy groups.

3.2.3 Increase children’s role in becoming environmentally responsible.

Reduction in amount of landfill we are creating. Children become growingly environmentally responsible through recycling, gardening, caring for our chickens and nature kindy.

M Intentional teaching about the importance and how to be environmentally responsible eg recycling, cycle within the garden – food scraps to chooks, eggs for cooking. Gardening and using/eating produce. Hold Nude food days.

Children are correctly using the recycling system at kindy. Produce from the garden is being used for cooking. Nude food days are supported by families.

Term 4

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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. Please note that a number of transitional and jurisdiction-specific regulations apply to staffing arrangements. Refer to Chapter 7 of the Education and Care Services National Regulations for more information.

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.

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National Law and National Regulations underpinning Quality Area 4 The table below shows the sections of the National Law and National Regulations underpinning Quality Area 4 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.

National Law and National Regulations Associated element

Section 51(2) Conditions on service approval (FDC Coordinators) 4.1.1

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

Section 161A Offence for nominated supervisor not to meet prescribed minimum requirements 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 co-ordinators 4.1.1

Section 164 Offence relating to assistance to family day care educators 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

Section 269 Register of family day care educators, co-ordinators and assistants 4.1.1

Regulation 117A Placing a person in day-to-day charge 4.1.1

Regulation 117B Minimum requirements for a person in day-to-day charge 4.1.1

Regulation 117C Minimum requirements for a nominated supervisor 4.1.1

Regulation 118 Educational leader 4.1.1

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National Law and National Regulations Associated element

Regulation 119 Family day care educator and family day care educator assistant to be at least 18 years old 4.1.1

Regulation 120 Educators who are under 18 to be supervised 4.1.1

Regulation 123 Educator to child ratios – centre based services 4.1.1

Regulation 123A Family day care co-ordinator to educator ratios—family day care service 4.1.1

Regulation 124 Number of children who can be educated and cared for – family day care educator 4.1.1

Regulation 126 Centre-based services – general educator qualifications 4.1.1

Regulation 127 Family day care educator qualifications 4.1.1

Regulation 128 Family day care co-ordinator qualifications 4.1.1

Regulation 130 Requirement for early childhood teacher – centre-based services – fewer than 25 approved places 4.1.1

Regulation 131 Requirement for early childhood teacher – centre-based services – 25 or more approved places but fewer than 25 children

4.1.1

Regulation 132 Requirement for early childhood teacher – centre-based services – 25-59 children 4.1.1

Regulation 133 Requirement for early childhood teacher – centre-based services – 60 to 80 children 4.1.1

Regulation 134 Requirement for early childhood teacher – centre-based services – more than 80 children 4.1.1

Regulation 135 Early childhood teacher illness or absence 4.1.1

Regulation 136 First aid qualifications 4.1.1

Regulation 143A Minimum requirements for a family day care educator 4.1.1

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National Law and National Regulations Associated element

Regulation 143B Ongoing management of family day care educators 4.1.1

Regulation 144 Family day care educator assistant 4.1.1

Regulation 145 Staff record 4.1.1

Regulation 146 Nominated Supervisor 4.1.1

Regulation 147 Staff members 4.1.1

Regulation 148 Educational leader 4.1.1

Regulation 149 Volunteers and students 4.1.1

Regulation 150 Responsible person 4.1.1

Regulation 151 Record of educators working directly with children 4.1.1

Regulation 152 Record of access to early childhood teachers 4.1.1

Regulation 153 Register of family day care educators, co-ordinators and assistants 4.1.1

Regulation 154 Record of staff other than family day care educators, family day care co-ordinators and family day care educator assistants

4.1.1

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Quality Improvement Plan for Quality Area 4 Summary of strengths for Quality Area 4

Strengths

Staff back each other up, ensuring that staff don’t put themselves in vulnerable positions (eg one staff member observes another when children are changed). All staff are acknowledged as important ‘educators’. All staff are invited and encouraged to provide input into the program and these contributions are valued. Each staff members’ skills are welcomed and shared, with each person bringing their unique talents, culture and skills to the team. Leadership staff encourage and promote the knowledge of other cultures brought to the team by staff members (eg Aboriginal and Greek Culture) All staff are suitably qualified with ECW Staff all holding a Certificate III or Diploma. Our staff team has remained consistent since the beginning of 2017, with most staff being at the site for over 5 years. Training and development is encouraged for all staff either internally or externally, based on interests or needs discussed during performance meetings. Staff are always with the children and tag to go inside or out when necessary. Educators are focused, active and reflective throughout the day and make changes to the program or group times to meet the needs or interests within the group. All interactions with or between children, families and other staff members are expected to be respectful and accepting at all times. Skills, contributions and achievements are acknowledged and celebrated through newsletters, personal letters, notice boards etc. New staff practices and ideas are accepted and discussed, ideas for training are shared and responded to. Educator to child ratio is always maintained and above regulatory requirements (with a minimum 4 staff being rostered on each day) ensuring intentional teaching and analysis of learning can occur. Educator rosters are displayed and a whiteboard informs families when there is a change of educator. Staff meetings are held fortnightly with teaching staff meeting on the other week. Regular items on the agenda are areas such as ‘Work Health and Safety’, cultural competence and reflection on children’s learning. At the end of each year we have a Pupil Free day where as a staff team we reflect on our Statement of Philosophy and make any necessary changes. On this day we also review the QIP and our achievements as a team throughout the year and set priorities for the following year. Additional staff are employed as required to support children from bilingual backgrounds or with additional needs. Children are identified as early as possible with additional needs and referred to the appropriate support services. In most cases the support agencies come to the centre and work with the children, provide information to staff on commencing and ongoing programs that they implement to support the children. The agency staff also meet with the parents for consistency of information and support their implementation of the program at home. 4.1.2 Every effort is made for children to experience continuity of educators at the service Since the Director started at Barmera in 2014, staffing has been fairly consistent with only one change to teaching staff. This has enabled the staff team to develop strong working relationships and strong relationships with families and many of our families have had previous children at the kindy over this time. This enables staff to reconnect quickly with families and encourages families sharing experiences, needs etc with staff about their children (Exceeding theme: embedded practice) Reflecting on the challenges of finding TRT (Temporary Relief Teachers) throughout 2017,(Exceeding theme: critical reflection) Amy employed Elisha who was returning to work after having a baby as an ECW who would backfill as a teacher as required. This strategy for overcoming the TRT challenge was shared with Governing Council who also saw the benefits in having a regular staff member support the site (Exceeding theme: engagement with families and critical reflection). This has proven to be beneficial for both Barmera Kindy and Elisha, as Elisha is guaranteed work on the days her child is booked into child care and we now have the consistency of having 3 teachers available 4 days a week, therefore considerably reducing the likelihood of needing to find a TRT and thereby supporting consistency of learning.

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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. As part of our Site Inquiry in 2018 (Exceeding theme critical reflection), we were looking at ways of extending and promoting children’s oral language both at kindy and at home. Coralie shared with the Director a suggestion about developing a “Book Share Library” as a way of promoting reading at home. As although we had a library borrowing system at kindy, only a small percentage of families accessed this service and borrowing new books was limited to particular days, although if we set up an exchange library this would be available to all families all the time. Children who didn’t bring in a book were invited to choose a book to take home so they could also be involved, knowing the importance of hearing stories is to developing oral language and extending vocabulary. This initiative was commenced and well received by our families with many children regularly exchanging books to take home (Exceeding theme: engagement with families and embedded practice).

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

Issue identified during self-assessment

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

4.1.1 & 4.2.1

Over recent years numbers of children enrolled who have speech and language difficulties/delays has increased. Not all children are being supported through Support Services.

Provide speech and language support all children, either by extending their vocab (Tier 2&3) or supporting vocab development and articulation.

H Employ speech Path 0.1 in 2019 – (Speech Path has a different skill set to Educators). Develop programs and site strategies to support children’s oral language development. Speech Path to work collaboratively with all Educators to build site capacity.

Clear processes are in place to identify children’s oral language needs. Strategies are in place, either small group program or ways staff work with children to extend oral language and speech clarity.

Term 3 2019 19/3 Gretel works ½ day ever Friday. To date she has worked with staff to develop vocab cards related to weekly learning environments. Supported staff in analysing data to group children for literacy groups and developed resources for the speech group. Staff have been able to check in with Gretel when they have questions or concerns about children/ideas. Having a speech path has been extremely valuable to the site bringing a new skill set.

4.2.1 High levels of children with speech and language difficulties. Staff don’t have the skills to identify or support needs

Speech pathologist to share skills and knowledge with Educators to upskill staff.

H Speech pathologist to work collaboratively with all Educators to develop systems and strategies that support children’s speech and language development.

Systems in place for early identification of children’s speech and language needs. Staff have strategies to support the identified needs.

Term 3 2019 19/3 Each child is currently involved in a literacy group based on their current speech/language/phonological awareness.

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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.

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National Law and National Regulations underpinning Quality Area 5 The table below shows the sections of the National Law and National Regulations underpinning Quality Area 5 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.

National Law and National Regulations Associated element

Section 166 Offence to use inappropriate discipline 5.1.1, 5.1.2, 5.2.2

Regulation 155 Interactions with children 5.1.1, 5.1.2, 5.2.2

Regulation 156 Relationships in groups 5.2.2

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Quality Improvement Plan for Quality Area 5

Summary of strengths for Quality Area 5 Strengths

Barmera Kindergarten employs staff who live in the local community and this assists our connections with families and community organisations. Staff strive to make early connections with families either during Occasional Care or during Pre-Entry. The kindy has several programs that include children who need additional support. One of these are conducted in small group outside of the kindy in local sites. Two educators are allocated to support the ‘Writing and Sensory Processing Program’ (WASP). We also run a book based literacy group for children who have been identified as having developing language skills or lower confidence within a group setting, our ‘Read-it-Again’ program is run with a small group four days a week. Educators use visual cues and sign language to assist communication with child (both those with language delay and children for whom English is a second or third language). Staff also support the inclusion of children with challenging and non-compliant behaviours through positive interactions and use of visual cues and sensory support equipment to join in group experiences. Staff are employed to provide additional support to children with identified needs and they follow a programme specific to that child, based on the advice of professionals (eg Speech Pathologist). Children are made welcome at the site, with a named locker and special place to keep their belongings and a sign in sheet with their name. Each child has a Learning Journal, their photo displayed and their name available for copying. Educators support children to interact positively with others providing gentle and repeated guidance for those who find interactions a challenge. The kindy is supportive of maintaining the children’s culture and home language and educators have supported each other and together have familiarised children with a range of languages of families in the service. Children are included and supported to feel confident and secure and they are familiar with routines and processes. Educators ensure children are greeted in the morning and are farewelled before leaving. 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included. During 2018 we had a child attend kindy who was non-verbal (while at kindy). Initially when Kiralee started kindy she was very unsettled and spent a lot of the day upset, staff continued to try and support Kiralee throughout the kindy day. As staff reflected on individual children’s progress and wellbeing it was evident that she was still very unsettled and wasn’t making relationships with other children. (Exceeding theme: critical reflections and embedded practice). As a staff team we discussed how we could best support Kiralee at kindy and decided we would support her to try and develop a relationship with another child who we thought would be a supportive friend. Conversations also occurred with dad about Kiralee being non-verbal at kindy, he reassured staff that she was verbal at home, recording her conversations at home (Exceeding theme: Engagement with families). Throughout the year staff have continued to nurture Kiralee and develop a strong relationship with her. As a result, one day while driving back from Nature Kindy children were singing the wheels on the bus and Kiralee made a very quiet ‘beep, beep’ when Sally asked Kiralee again what sound the bus made she repeated the sound. This milestone was shared with dad who was extremely pleased that she participated. Later in the year while at the playdough table Kiralee made a snail and again made a snail sound, the Educator working with Kiralee was then able to get Kiralee to repeat the sound to other staff as they came inside. Although Kiralee has for most part of the year remained non-verbal, she is now a happy child who engages in the kindy program and regularly shares smiles and cheeky grins with staff. This relationship has enabled us to understand how capable she is, finding other nonverbal ways of enabling Kiralee to share her understanding and knowledge, for example pointing to pictures, holding up a number of fingers. These milestones have been shared with Dad who has been very appreciative of the time and modifications we have made to really get to know his daughter. With transition to school Amy had a conversation with Dad about concerns around changing environments and developing new relationships in a ‘bigger setting’. Dad was also concerned, highlighting that at home when there is no one else around she does talk,

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however when other people are around she becomes very anxious. Amy suggested that we organise extra transition visits to the school, where she is able to spend time in the class with a kindy staff member. Dad thought that would be of great benefit. Amy collaborated with the school to organise extra transition visits, after sharing the concerns we had around Kiralee’s anxiety the school were supportive of this plan (Exceeding theme: Engagement with families). 5.1.2 The dignity and rights of every child are maintained In 2018 we had a child attend kindy who had an issue with using the children’s toilets Staff found him having a wee in an area of the yard. After this incident he had a number of toileting accidents, through reflecting on the amount of accidents he’d had Sally spoke to his mum Staff learnt that at home Connor only weed in the garden. (Exceeding theme: engagement with families and reflective practice) To ensure Connor’s rights and dignity were maintained we encouraged him to use the staff toilet, leaving the door slightly ajar. This enabled Connor to happily use the toilet throughout the kindy day, preventing toileting accidents and supporting him to grow in confidence. (Exceeding theme: embedded practice) 5.2.1 Children are supported to collaborate, learn from and help each other. Our pedagogical approach promotes children to work collaboratively, learning and helping each other. This is particularly evident at Nature Kindergarten where staff regularly observe children’s social groups changing when they are exploring and learning within their natural environment. (Exceeding theme: Embedded practice). While trying to use a flint at nature kindy children sit and pass around the flint, encouraging, cheering and supporting peers as they have a go. The enthusiasm and excitement is shown on children’s faces when they or their peers manage to get a spark (even if it doesn’t ignite). The children then encourage each other to hold the flint closer or keep trying. Lane who prior to nature kindy, was disengaged and often defiant, once nature kindy commenced began to blossom, developing stronger relationships with staff. The day we introduced flints Amy observed his persistence and strong leadership skills, he was the first child to consistently get sparks, he then supported other children by demonstrating the hand action require and he provided encouragement and showed satisfaction as they achieved sparks. That afternoon at pick up time, Lane ran to his mum and shared his enthusiasm for what he had achieved that day and how he had helped his friends. Amy continued talking to his mum, further explaining what had occurred at Nature Kindy, his mum was so proud of her son and how much he’d changed from term 1. (Exceeding theme: Engagement with families). 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. In 2018 we had a child with ASD who was having particular difficulties interacting with peers and participating in group activities. Through on going conversations with mum around what was happening at home and new strategies she was trying, and staff modelling and discussing appropriate behaviours (Exceeding theme: Engagement with families). Arlo began to develop more prosocial behaviours, where he wasn’t walking through/destroying other children’s constructions, he was no longer walking through children to get to where he wanted to get, constantly interrupting group times. Staff modified routines to make them work for Arlo, providing a quiet place to sign in, enabling Arlo to get his ‘lap buddy’ when he needed, putting out his hand for counting number of children at kindy in the morning etc. (Exceeding: Embedded practice and critical reflection). All staff are aware of Arlo’s cues, and read these to consider a strategy that is most likely going to help him regulate his emotions and most effectively enable him to engage in kindy activities again. When discussing Arlo’s day with mum, staff ensure they focus on the positives of Arlo’s day to support anxiety around Arlo’s behaviours.

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Key improvements sought for Quality Area 5

Improvement plan

Standard/ element

Issue identified during self-assessment

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

5.1.1 2018 site inquiry highlighted interactions were affected by staff taking observations. Continue to focus on the role adults have in play and the impact on the experience.

High quality interactions between children and staff. Continue to increase site mean RRR Relationship score (3.9 – T3 2018)

H Through working with the speech pathologist professional learning will focus on staff interactions with children and the impact these have on extending the play. Staff providing intentional teaching experiences where they have an opportunity to listen and spend quality extended periods of time with children.

RRR mean score is above 4. Staff engaged in meaningful, engaging learning experiences with children.

Term 3 2019

5.2.1 Current documentation shows some children do go under the radar and voice isn’t included in the planning cycle.

Through intentional teaching all children have an opportunity to work collaboratively with staff and peers.

H Through intentional teaching and focus language/speech groups staff will work collaboratively with all children. To ensure all children are included a checklist will be included and dated in the programing book.

Documentation highlights each child’s learning journey for each term. Speech and language groups are developed to support children’s oral language development/confidence.

Term 4 2019 19/3: By generating reports through Appsessment staff are monitoring the amount of observations each child has. Initially we thought we had some children who were going under the radar, however further investigation we learnt that we were just tagging the observations wrong which impacted when we generated the reports. As a result we changed how we tag observations and we have learnt that we are capturing the learning of all our children.

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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.

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National Law and National Regulations underpinning Quality Area 6 The table below shows the sections of the National Law and National Regulations underpinning Quality Area 6 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.

National Law and National Regulations Associated element

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

Regulation 157 Access for parents 6.1.1

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Quality Improvement Plan for Quality Area 6 Summary of strengths for Quality Area 6

Strengths

Families are invited to share their talents/time/ideas with our centre as part of their orientation. They are subsequently invited to come into the centre and work in collaboration with staff to enhance our programme (eg assisting with book and literacy pack borrowing) on a regular basis with the children. Other parents come to assist with the garden, cook with the children (particularly foods from their culture) read stories, dance and gym work. We always have many willing parent helpers for excursions and special days. Over 90% of our parents joined in our Mother’s and Father’s Day Breakfasts and our Family Day at Bush Kindy. Barmera Kindergarten has developed a long term relationship with a number of outside agencies which enables us to offer extra services to our children, including walking to the local library and the library visiting the kindy once a week and W.A.S.P at St Joseph’s. We hold a number of family events each year which are very well attended by the community these include Twilight Kindy, Family Night, Christmas BBQ Night, Fathers and Mother’s Day Breakfast, Family day at Bush Kindy and Our Kindy Farewell. This event was an excellent opportunity for children and parents to reflect on their child’s learning journey and time at kindergarten and thanking them for letting us be a part of their child’s education. Our Kindergarten has strong relationships with our local CAFHS nurse who visits our site twice a term, an AEW from Barmera Primary School provides assistance to the kindergarten in support of our Aboriginal families, DECD Support Staff provide assistance such as speech pathology and physiology and Riverland Community Health and our feeder schools through work within the Berri Barmera Partnership and the Transition PLC (Professional Learning Community) which the Director helps lead. This PLC has provided a great opportunity to share Early Years Pedagogy with Junior Primary staff and highlight how we assess children during play based learning. This group has also worked collaboratively to coordinate and improve school transitions, enabling an agreement from all our Feeder School to have transition on the same day or same two days, which enables kindy staff to support children during their first couple of school visits and also enables kindy to offer pre-entry sessions. Since commencing Bush Kindy in 2014, we have had a number of feeder schools join us. St Joseph’s joins us every year attending one day a week during term 3. Cobby Primary school participated in this program fortnightly during term 3 in 2015- 2017. Other schools have visited on a less regular basis. The site regularly raises a flag (Australian, Aboriginal or Torrens Straight Islander or Barmera Flag) on the flag pole. Children are included in the experience learning how to handle our national flags with respect. We hold ceremonies to acknowledge Aboriginal people as the first custodians of our land including the local Ngarrindjeri peoples. We acknowledge he original custodians at the beginning of each Nature Day session with an Acknowledgement of Country which the children help read. The kindy provides a “New Parent Meeting Night’ which has been successfully attended since it commenced in 2014. Aspects covered at this meeting include staffing, current enrolment and available kindy sessions, the curriculum, the process of assessment, behaviour management, routines, special programs, what to pack in their child’s bag. The kindy has a website that provides families with up to date information such as parent information, policies, occasional care, the current QIP and the last annual report. 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions Prior to Pre Entry all families are invited to attend our New Parent meeting which highlights our staff team, pedagogical approach, special programs, the day to day running of the kindy and what to pack in their child’s bag. During the meeting a parent from the current year’s Governing Council promotes joining this group, from a parent perspective they highlight the benefits and the time commitment required, they share what happens at

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meetings and some of the outcomes they have supported. Since we’ve had a representative attend this meeting we have found that filling Governing Council places the following year hasn’t been an issue. Once the new year starts, families are reminded about joining Governing Council and again about the benefits and the AGM data is shared with families. (Exceeding theme: engagement with families and embedded practice) During our 2017 staff annual reflection, we discussed how we could increase parent voice into the curriculum decision making so it was more that just ideas from Pintrest, which were often fun activities but didn’t link to children’s goals or learning. (Exceeding theme: critical reflection). We decided that at our new parent meeting as Amy talked about how we teach and how the children learn at Barmera Kindergarten she would discuss learning dispositions and how these were life-long skills. Each family was given a list of learning dispositions and an aspirations sheet, parents were asked to write down three aspirations they had for their child during their kindy year. These aspirations were collated and formed our learning intentions for the 2018 kindy group. Children’s individual learning aspirations were captured by dream catches that children made with their family, these are displayed around kindy and will be given to the child as a memento as they leave kindy. The aspirations from families have also been included in each child’s Individual Learning goal, ensuring staff are monitoring children’s progress against the families chosen learning dispositions.(Embedded theme: engagement with families) 6.1.2 The expertise, culture, values and beliefs of families are respected and families share in decision-making about their child’s learning and wellbeing. In 2017 Amy supported a family who decided to send their severely disabled child to the local primary school instead of the special school. Although when Brock was initially enrolled at kindy the family had intended for him to attend the special school, throughout his 18months of kindy the family changed their mind. Appreciating and acknowledging how well he’d been accommodated in a mainstream kindy they decided they wanted the same opportunity at school. Amy worked collaboratively with Brock’s families, DECD Support Services, outside support agencies and his new school to support this decision. (Exceeding theme: engagement with families). As a group we reflected on the usual transition program and decided that the program wouldn’t support Brock’s needs or provide staff at the school with enough time to ensure a smooth transition. (Exceeding theme: critical reflection) A plan was developed enabling his new support worker to spend time at kindy working with his current support staff learning Brocks routines, cues and needs. Time was also allocated to enable support staff from kindy to spend time at the school supporting him in his new surroundings with his new support worker. Brock also attended the transition visits with the rest of the kindy group. This process enabled Brock to transition to school smoothly ensuring he was familiar with his surrounds and a complete handover was given to his new support worker ensuring she was aware of his cues and needs. 6.1.3 Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing. As Amy reflected on the parent opinion survey a couple of years ago, an area that was slightly lower was the information available to families. She began researching communication tools that were available and signed up with Konnective. This communication app not only enables families to be kept up to date with the learning, but events that are happening both at kindy and within the community. Many of our families speak very highly of the information provided within the app and comment on how it is also great to have the reminders sent out. In 2018 we reflected on how we can increase the use of this app and began to share daily learning experiences with families (Exceeding Theme: Critical reflection, engagement with families and embedded practice). 6.2 Our successful kindy transition is supported by our robust and expanding occasional care program, which provides children and their families within our community an opportunity to engage in a high quality early childhood program prior to kindy. Katie (Occasional Care Coordinator) and Angela (ECW) provide a similar program to our kindy program for children aged 2 ½ to 5. As Barmera is 20 minutes from child care and limited family day care services are located in the area this service provides affordable and accessible care options for families and a transition program for future kindy children. This service enables Katie and Angela to build relationships with families and to familiarise children and families to the learning

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opportunities at Barmera Kindergarten. (Exceeding theme: embedded practice) Reflecting on the delivery of this service in 2013 and its utilisation, in 2014 the program operated as a stand-alone service on Fridays when kindy wasn’t offered rather than in conjunction with our preschool program. (Exceeding theme: critical reflection) By changing this utilisation increased to 100% regularly filling within the 1st hour of taking bookings. In 2018 due to increased kindy enrolment we were no longer able to run Occasional Care as a stand-alone program as kindy now operated 5 days a week. After consultation with Governing Council about options we decided to develop a new Partnership with the local Catholic School who already had an approved service for 2year olds. (Exceeding theme: embedded partnership with families) As Occasional Care is a highly valued service within the community and for the site during term 1 & 2 whilst waiting approval to relocate the service the utilisation decreased significantly. Now the program is operating at the new location utilisation is close to capacity again. Due to lower enrolment numbers in 2019, Occasional Care is again operating at kindy, this year we are able to run the program alongside our kindy program on a Thursday morning when kindy numbers are low, providing opportunities for our kindy children to widen their friendship circles. 6.2.1 Continuity of learning and transitions for each child are supported by sharing information and clarifying responsibilities. Our Occasional Care Program enables kindergarten staff to develop a trusting relationship with families prior to starting kindy, this supports the transition process to kindy. In 2017 we a Punjabi child Simarpreet attend Occasional Care, he had minimal English and hadn’t experienced time away from family prior to Occ Care. Staff supported Simarpreet through this transition period supporting mum in separation, giving her the confidence to say goodbye and leave not stand outside the gate where she could be seen and supported and reassured her that he was going to be ok. Katie and Angela also gave him constant reassurance and time, allowing him to observe what occurred at Occasional Care and become familiar with the centre and our routines. Initially Simarpreet’s needs were supported by having shorter days, so he learnt that mum would be back. The length of time gradually extended as he became more settled. On starting Kindy he was finding separation easier, however language was still a barrier, Amy successfully applied for additional funding to employ a bilingual worker. Ajit was employed who was able to support the kindy staff in developing a stronger connection with the family and supported Simarpreet in learning some of the kindy routines and agreements, and sharing cultural understandings and traditions with staff. (Exceeding theme: critical reflection) By developing this ongoing partnership with the family, throughout his time at kindy Simarpreet became a confident, collaborative and social member of our community. We developed strategies to improve, communication with the family, ensuring brief written information was given so Simarpreet’s mum could take it home for dad. As we support Simarpreet through his next transition point, to school, information has been shared about the success and benefits of having Ajit’s support in the early stages to help develop relationships and understandings. We’ve shared Simarpreet’s growth as a learner and although his oral and receptive language may still be developing he is has made significant growth. (Exceeding theme: Embedded practice, engagement with families) 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program. Providing our Occasional Care program enables Katie and Angela to develop a picture of future kindy children, prior to pre entry. This information is used when planning pre entry. We organise support service personnel to visit and Angela and Katie are able to share information and concerns they may have regarding speech and language or behaviour, which enables early referrals to be made. This often results in support being in place when the child begins kindy. As Katie and Angela have developed strong relationships with parents during the occasional care program parents often share concerns they may have around their child and starting kindy. In 2017 one of our Occasional Care children was given a ASD diagnosis, the family shared this information with staff and therefore Amy was able to contact support services with the required documentation and support was in place for Arlo upon starting kindy. (Exceeding theme: embedded practice and partnership with families). 6.2.3 The service builds relationships and engages with its community. Barmera Kindergarten has well developed strong ongoing relationships with a number of groups within the community due to our off site programs including Barmera Public library which we visit and they visit the kindy on a weekly basis, Berri Barmera Council and North Lake Caravan Park where

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we attend Nature Kindy, our feeder schools especially St Joseph’s and Barmera Primary School where we visit for activities with the junior classes, special events or the feeder schools visits to kindy or nature kindy. (Exceeding theme: embedded practice) Whilst reflecting on our community partnerships during our 2017 during our staff annual reflection we considered our relationship with the local nursing home, which we’d previously only visited around Christmas to perform our concert songs. Amy suggested after researching our partnerships where preschools and nursing home have more regular contact, that we embark on developing a stronger more regular relationship. (Exceeding theme: critical reflection). Amy contacted the nursing home and shared her idea which was well received. Throughout 2018 kindy children have visited the nursing home 4 times a term, to sing songs, play games and have fruit. After a visit this term Cassie (a parent who volunteered to join us) spoke to Amy about how valuable they see this Partnership as a number of children don’t have the opportunity to interact with the older generation and many residents don’t get the opportunity to interact with young children and she thought it was great to see the residents and the children work together to during the game of shape bingo. Due to increased preschool enrolment numbers in 2018 a new partnership with St Joseph’s developed after working collaboratively with DECD and Catholic Education Barmera Kindergarten’s Occasional Care program was relocated off site, becoming the first DECD program to operate in a Catholic Education service in the State. This joint partnership has benefited the community enabling us to run a stand alone occasional care program meeting the need within the community for high quality early childhood care services (Exceeding theme: Critical reflection, engagement with families, embedded practice).

Key improvements sought for Quality Area 6 Improvement plan

Standard/ element

Issue identified during self-assessment

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

6.1.3 Parents are often unaware of developmental norms, therefore are unaware their child has delays.

Increase parent awareness of developmental norms. Provide strategies for families to support delays.

M Work with Speech Pathologist to develop, easy to understand information about language developmental milestones. Share information with families about Move-to-learn program, discuss with families observations about their child based on activities during the program.

Families more aware of developmental milestones. Families are accessing support for their child, either resources from kindy or outside agencies.

Term 3 2019 19/3 Information has been shared with families regarding developmental norms for speech. We have also collated parent perspective data using ‘Yakka Trakker’ on children as communicators. Visits from Jess have been shared through Appsessment.

6.2.1 The change in the way we document children’s learning, will change the type of information we pass onto the schools. Share our new learning with schools so they

For Feeder schools to value and appreciate our new PEDDOC and shift thinking away from traffic light tracking.

H Through Partnership Early Years Days share the work that started in 2018 around PEDDOC. Share examples of how we are documenting highlighting the value of this type of documentation and how this

Sharing has occurred between sectors. Schools value and appreciate new documentation and don’t expect traffic light data.

Term 4 2019 19/3 Discussed at Amy’s PDP meeting, Con and Helen mentioned sharing at Partnership meeting. Helen was going to follow up at exec.

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value our documentation.

will be reflected in the Statement of Learning.

6.2.1 Feeder schools awareness of the oral language work being done at kindy

For feeder schools to understand the speech and language programs we’ve implemented and their outcomes.

M Through Partnership Early Years Days and meetings share the work that is being implemented and the learning outcomes as a result of having a Speech Pathologist as part of the team.

Sharing has occurred between sectors Schools see the developmental benefits with phonological awareness once formal assessments start at school.

Term 4 2019

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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.

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National Law and National Regulations underpinning Quality Area 7 The table below shows the sections of the National Law and National Regulations underpinning Quality Area 7 and lists the most relevant element of the NQS associated with each section and regulation. Please note that this table serves as a guide only and regulatory authorities have flexibility in how they assign non-compliance with the National Law and National Regulations against the quality areas, standards and elements of the NQS.

National Law and National Regulations Associated element

Section 21

Reassessment of fitness and propriety (provider approvals) 7.1.2

Section 51(2) Conditions on service approval (FDC co-ordinators) 7.1.2, 7.1.3

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 7.1.2

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

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

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

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

Section 165 Offence to inadequately supervise children 7.1.2

Section 166 Offence to use inappropriate discipline 7.1.2

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National Law and National Regulations Associated element

Section 167 Offence relating to protection of children from harm and hazards 7.1.2

Section 168

Offence relating to required programs 7.1.2

Section 169

Offence relating to staffing arrangements 7.1.2

Section 170

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

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

Section 174A

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

Section 175

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

Section 269 Register of family day care educators, coordinators and assistants 7.1.2

Regulation 31

Condition on service approval-quality improvement plan 7.2.1

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National Law and National Regulations Associated element

Regulation 55

Quality improvement plans 7.2.1

Regulation 56

Review and revision of quality improvement plans 7.2.1

Regulation 158 Children’s attendance record to be kept by approved provider 7.1.2

Regulation 159 Children’s attendance record to be kept by family day care educator 7.1.2

Regulation 160

Child enrolment records to be kept by approved provider and family day care educator 7.1.2

Regulation 161 Authorisations to be kept in enrolment record 7.1.2

Regulation 162 Health information to be kept in enrolment record 7.1.2

Regulation 163

Residents at family day care residence and family day care educator assistants to be fit and proper persons 7.1.2

Regulation 164

Requirement for notice of new persons at residence 7.1.2

Regulation 165 Record of visitors 7.1.2

Regulation 166 Children not to be alone with visitors 7.1.2

Regulation 167

Record of service’s compliance 7.1.2

Regulation 168

Education and care service must have policies and procedures 7.1.2

Regulation 169

Additional policies and procedures—family day care service 7.1.2

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National Law and National Regulations Associated element

Regulation 170

Policies and procedures to be followed 7.1.2

Regulation 171

Policies and procedures to be kept available 7.1.2

Regulation 172

Notification of change to policies or procedures 7.1.2

Regulation 173 Prescribed information to be displayed 7.1.2

Regulation 174 Time to notify certain circumstances to regulatory authority 7.1.2

Regulation 174A Prescribed information to be notified to accompany notice 7.1.2

Regulation 175 Prescribed information to be notified to regulatory authority 7.1.2

Regulation 176 Time to notify certain information to regulatory authority 7.1.2

Regulation 176A Prescribed information to be notified to approved provider by family day care educator 7.1.2

Regulation 177 Prescribed enrolment and other documents to be kept by approved provider 7.1.2

Regulation 178 Prescribed enrolment and other documents to be kept by family day care educator 7.1.2

Regulation 179

Family day care educator to provide documents on leaving service 7.1.2

Regulation 180

Evidence of prescribed insurance 7.1.2

Regulation 181

Confidentiality of records kept by approved provider 7.1.2

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National Law and National Regulations Associated element

Regulation 182

Confidentiality of records kept by family day care educator 7.1.2

Regulation 183 Storage of records and other documents 7.1.2

Regulation 184 Storage of records after service approval transferred 7.1.2

Regulation 185

Law and regulations to be available 7.1.2

Regulation 344 Tasmania

Working with vulnerable people registration – staff members 7.1.2

Regulation 358 Victoria

Working with children check to be read 7.1.2

Regulation 359 Victoria

Criminal history record check to be read and considered 7.1.2

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Quality Improvement Plan for Quality Area 7 Summary of Strengths

Strengths

Barmera Kindergarten has a very strong and supportive Governing Council, who meet at least twice a term. This council is made up of parents, staff and a community rep (Principal from local Catholic School). The Governing Council actively supports events held at the kindy and improvements in pedagogy and the learning environment. The Director shares the task of administering the site with all staff, with staff openly nominating the duties they will undertake. The leader shows respect for and trust in staff that they will undertake their chosen task responsibly and timely. The Director uses a range of programs that assist in effective administrative systems and operation of the kindy eg FABSNET, EYS, VSP, IRMS, STAR, SPERS, HR. New staff members are mentored to familiarise them to the site and DECD (if first work site). Staff induction process, includes an information book and WHS information which is available on the desk top. During induction the Director also goes through the DECD induction process on the website with new DECD employees. Effective processes are in place to ensure continuity with educators through effective training opportunities both externally and with professional readings. The kindy follows the DECD merit selection process when selecting new staff. Processes are in place to provide continuity of staff with staff selection occurring in a timely way so that children have consistent permanent staff throughout their year at preschool. All staff have appropriate ‘working with children’ checks and a register of expiry dates is maintained. All staff are trained in Reporting Abuse and Neglect. All governing council members and practicum students have a current criminal history screening check (as currently determined by DECD). All staff are committed to make improvements and regularly review progress and set further goals both individually and as a team and are involved in performance development meetings. Parent complaints are handled confidentially and addressed promptly and fairly working towards an appropriate solution. Amy has been the Director at Barmera Kindergarten since 2014, in starting her position she reviewed current practices using the NQF and supported the staff through a significant change cycle, to ensure the site was meeting all elements within the National Quality Framework. Through critically reflecting on current practices the staff team supported the pedagogical shift of child initiated learning, moving away from the closed table top replication model to open ended activities with provocations. This new approach changed how staff worked and perceived children and learning and as a result was the catalyst for change. (Exceeding theme: critical reflection) 7.1.1 A statement of philosophy guides all aspects of the service’s operations. As a result of the pedagogical shift and the change in how children were viewed as learners, it was pertinent that as a staff team we reviewed our site philosophy. In 2014 Amy asked all staff to write down words that they thought were important to them that captured high quality early childhood learning experiences (Exceeding theme: Critical reflection). These were collated and as a group we developed our new site philosophy, each year at our annual staff reflection we review our philosophy and reflect on practices and beliefs and discuss if this still matches how we are working and what we believe, with any changes being applied (Exceeding theme: Embedded practice). During our new parent meeting our site philosophy is shared and explained highlighting the philosophy of the staff and hence explaining why we work the way we do. Parents are asked to choose 3 aspirations for their child for the following year, from a list of learning dispositions supporting our statement of philosophy. These are collated and the top 5 choices become the site’s learning goals and are incorporated into our Philosophy for the following year, where staff intentionally teach children what it means to be a collaborative / persistent learner etc (Exceeding Theme: Engagement with families). 7.1.2 Systems are in place to manage risk and enable the effective management and operation of a quality service

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Barmera Kindergarten is a Department Kindergarten, therefore Amy uses the management systems required by the Department to support her in the leadership position, such as EYS (Early Years System) for maintaining enrolment details, children’s current information and attendances, HR (Human Resources) maintaining staff details including required certificates and ensuring leave, pays etc are correct. FABSNET (Finance and budgeting system) enables Amy to develop her annual budget with current staffing costs, also provides information about RES (Resource Entitlement Statement). VSP enables Amy complete contracts for staff (Exceeding theme: Embedded practice) STAR enables Amy to track WHS requirements. In 2014 Amy reviewed WHS requirements and how WHS compliance was being recorded and maintained. (Exceeding theme: Critical reflection) In doing so she discovered that many of the processes and documentation weren’t easy to locate or clear. Amy approached staff with this concern and asked if anyone would be interest in being the WHS rep, Julie accepted the challenge. Julie was given time to focus on developing processes and organising the documentation so it was easy to locate and up to date. In 2017 Barmera Kindergarten was randomly selected to have a WHS audit through DECD, due to the embedded practices established we received 98% compliance which was the highest in the state. (Exceeding theme: Embedded practice) 7.1.3 Roles and responsibilities are clearly defined, and understood and support effective decision-making and operation of the service. Whilst preparing the budget for the following year Amy discusses a draft budget with Governing Council, during this discussion Amy explains particular staffing allocations and budget expenses, for example the contract cleaner is employed so educators don’t have to clean at the end or beginning of the day (Exceeding theme: embedded practice and engagement with families). A Finance officer is employed so a qualified book keeper can ensure finance records are kept accurately. Extra ECW hours are provided to ensure higher staff ratios to support implementation of intentional teaching or to support children with additional needs. These roles and responsibilities are shared and discussed with Governing Council to ensure they support the decision. In 2018 Amy proposed additional funds for a speech pathologist after ongoing concerns about the growing need for speech and language support and limited support being available within the community (both public and private) and within the Department. (Exceeding theme: critical reflection) Governing council approved this decision of the speech pathologist with her role to provide professional development for staff to improve early screening processes, develop and implement small group programs so unfunded children are able to access the required support, to improve practices across the site to increase oral language and early phonological awareness and to support in developing a process for tracking children’s development. 7.2.1 There is an effective self-assessment and quality improvement process in place In Term 4 a pupil free day is allocated for annual reflection (Exceeding theme: critical reflection and embedded practice) during this time Amy leads the team through a review of what we set out to achieve during the year. We reflect and discuss what occurred, any challenges and how we can improve. These reflections help form the QIP for the following year. Once results from the preschool parent opinion survey are received these are reviewed and also inform future planning, for example one year comments were received about communication to families reviewing the feedback a mobile app is now our main forms of communicating to families. (Exceeding theme: engagement with families) 7.2.2 The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle. During 2018 Amy and Coralie have been involved in LDAR (Learning Design Assessment and Reflection) project, as a result of this project we have critically reflected on current practices and our pedagogical documentation. Coralie shared her learning with staff and as a result throughout the year we have been trialling new methods of pedagogical documentation (Exceeding theme: critical reflection). This process has been a catalyst for significant change at Barmera Kindergarten with less group times and in-depth intentional teaching occurring throughout the kindy day, teaching staff actively recording children’s learning with the children and then extending this learning. The learning is now visible to families and families are encouraged to contribute to the learning journey. Through this shift the planning cycle is now more personal, in-depth and visible. Coralie shared

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our journey during a Governing Council meeting where she was able to highlight the changes in the planning cycle and the impact it is having our assessment. (Exceeding theme: Engagement with families) 7.2.3 Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support leaning and development. Amy meets with all staff biannually for a PD (Professional Development) meeting. During this meeting staff have an opportunity to set/reflect on goals, discuss ways of achieving these goals, successes since last meeting and any concerns or issues they may have (Exceeding theme: embedded practice). After reviewing this process and new Department process being introduced Amy reviewed the current site process; as a result, the format of recording PD changed but not the process (Exceeding theme: critical reflection). These plans are aligned to Berri Barmera Partnership Plan and our QIP, to enable Amy to focus quality professional development opportunities. Often during PDP meetings staff will recall feedback from families when discussing successes (for example; Angela recalled the feedback she had received after sending home information about the Greek Easter tradition of red eggs, many families reported how great sharing this cultural experience was and how they enjoyed this activity as a family). (Exceeding theme: engagement with families).

Key improvements sought for Quality Area 7 Improvement plan

Standard/ element

Issue identified during self-assessment

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

7.2.2 Due to significant changes in PEDDOC and intentional teaching, Educational Leader will require support and time to implement changes.

Clear processes are in place around PedDoc. Staff are comfortable and confident using PEDDOC

H Staff PD with Semann & Slattery. Director and Educational Leader to work collaboratively to review current practices around the planning cycle. Develop procedures to make the process more streamline.

Streamline processes are in place to support the planning cycle.

Term 3 2019 19/3 As we have been preparing for interviews staff have commented that collating the information is much easier as its all in the one place, contains photos and has been analysed. Programming reflections and next steps happen through Appsessment, part time staff have commented how this enables them to read what has happened from home.

7.2.3 In the past QIP has covered so much it has been challenging at times to provide a clear focus for PDP.

All staff PDP’s are aligned to the 3 site priorities for 2019

H Staff to develop site priorities for 2019. All staff to have a PDP meeting in Term 1, goals are to support implementation of site priorities.

Site has clear priorities for 2019, these priorities are clearly highlighted and supported in staff PDP’s.

Term 1 2019 19/3 Staff have developed PDP’s that support site priorities.

Supporting Evidence: Quality area 1: Educational Program and practice

As all staff recorded children’s learning through observations we needed to reflect on the process and how we ensured all children were being observed, so we established our data wall. This became a very visible way for staff to notice if there were particular children that didn’t have any or many observations and as all observations were kept under individual names it made accessing children’s data for reports an easier process. This data is then collated through a traffic light system to make tracking and monitoring of children’s progress easily visible to all staff. Critically reflecting on our practice in 2018 we began to document children’s learning differently ensuring analysis of the learning experience occurred. This resulted in us investigating a new digital platform for recording children’s learning for 2019, which was trialled at the end of 2018.

After attending some Professional Development throughout 2018, the Director and Educational leader reflected on current planning and reporting cycle. As a result, we began changing the way intentional teaching occurred how these learning experiences were recorded, analysed and extended. This also changed the way we reported children’s learning through their Individual Learning Plans to families.

These reflection pages were included in our program so all staff were able to contribute to the planning. At the end of each day staff consider the questions these reflections then impact on the following days/weeks program. All staff are involved as staff see aspects of the day differently and are involved in different learning aspects. As a result of critical reflection in 2019 we are further developing this process by uses a digital platform for recording observations, reflection, program and sharing the children’s learning with families. Which will support the changes we made throughout 2018 to the planning and reporting cycle.

Quality Area 2: Children’s Health and Safety

Using reports generated from STAR (DECD WHS online program). WHS jobs both site and centrally managed can be reviewed and if necessary time is allocated for WHS officer to focus on completing required tasks.

Children are involved in completing risk assessments so agreements on how we can stay safe can be developed. Risk assessments are developed for all off site activities.

We promote healthy eating through intentional teaching and visual displays developed with the children for the families. This display promoted lots of positive discussions with parents, children and staff in 2018.

Quality Area 3: Physical Environment

Once the plan was developed it was placed on our notice board with sheets seeking parent feedback. Over 1/3 of our families providing feedback which was overwhelmingly supportive of the design and the direction the site was heading in.

Quality Area 4: Staffing arrangements

Over recent years we have had a site inquiry, which has supported the staff team in collaboratively working together to improve pedagogy and learning outcomes. In 2018 we developed an inquiry book which enabled all our data and reflections to be in the one spot and support the reflection process.

During a site inquiry we use data and research papers to reflect on our current practice and critically reflect on how we change improve outcomes. During staff meetings and during pupil free days, time is allocated to our inquiry question and all staff are included in PD and agreed changes to pedagogy and site practices. Site inquires also influence staff PDP (performance Development Plans) as they underpin the Sites Improvement focus for the year. Staff have PDP meetings biannually, all staff use the same Development Plan and goals are aligned to site priorities.

Quality Area 5: Relationships with Children

In 2018 as part of our Site Inquiry we used RRR relationship scale observation tool to develop a mean score for our site (3.15). The results highlighted how observing children’s learning was impacting on interactions between staff and children. This resulted in critically reflecting on how we observe and record children’s learning. As a result of changing our practice throughout term 3 when we retested using RRR Relationship scale our mean score had increase to 3.95 as staff were actively engaging in the learning experiences.

Quality Area 6: Collaborative partnerships with families and communitieis

By tracking children early phonological awareness and sharing this information with feeding schools we improved our knowledge on how to support children. Data highlights that children who are yet to develop phonological awareness by the end of Preschool struggle to meet the Running Records bench marks once they start school. By collaboratively reflecting on this data with our feeder schools and speech pathologist during 2018 we focused on strategies we could implement as a staff team to improve children’s learning outcome.

After reflecting on how we could increase parent contribution to the learning programming in a meaningful way. During the pre-entry meeting in 2017 families were asked to consider 3 learning aspirations they had for their child during their time at kindy. These were collated and formed our learning intentions for the kindy during 2018. At the beginning of 2018 families were invited to spend time at kindy to make a dream catcher with their child, highlighting their aspirations for the year. These were displayed at kindy throughout 2018 and then given to the families during our farewell celebrations.

Quality Area 7: Governance and Leadership

During annual reflection pupil free days all staff are involved in reviewing the current QIP and strengths we have as a site. Through these discussions we develop focus areas for the following year, these form new priorities in the following years QIP. As all staff are involved in this process all staff are on board and aware of new priorities. This reflection process is also a review of leadership throughout the year, have I lead the site and supported the staff to achieve the priorities that were set.


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