2019 quality improvement plan - preschools.sa.gov.au

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2019 Quality Improvement Plan

Le Fevre Kindergarten QIP 2019

Statement of Philosophy

Le Fevre kindergarten is a place where educators, children and their families work together to create a learning environment that is responsive to the needs of

the children and the community.

We believe that every child is unique in terms of life experience, and cultural heritage. We value culturally and linguistically diverse backgrounds.

Therefore, we

provide a safe, nurturing, stimulating environment that accommodates and embraces diversity.

plan developmentally appropriate learning experiences that are provided through a play-based curriculum.

value and build on children’s strengths, skills, knowledge and interests.

We believe all children’s learning should be positive and enjoyable. Educators provide a learning environment which supports children intellectually, physically, socially,

emotionally and creatively

Therefore, we provide a quality curriculum which is

play-based, using the Early Years Learning Framework “Belonging, Being & Becoming”.

used to assess and support the individual learning, development and level of wellbeing of children through interaction, observation and record keeping.

interesting, inviting and challenging to allow children to build on their existing knowledge skills and interests. Opportunities are provided for the children to

discover new learning and foster independence for lifelong learning.

We as Early Childhood Educators work in partnership with families, the children’s first and most influential educators.

Therefore, we

build positive and respectful relationships with children and their families to enhance children’s learning and wellbeing.

work in partnership with the families to benefit the child and create a welcoming environment where all children and families are valued & respected.

encourage parents and caregivers to participate in the kindergarten community through the Governing Council, fundraising and social events, and to be an

active part of the Kindergarten program.

We as educators provide children with opportunities to maximise their potential and develop a foundation for future success in learning.

Therefore, we

draw on our creativity, intuition, knowledge and imagination to help improvise and adjust our practice to suit the context of the children’s learning. We allow

for flexibility to enable us to reflect and follow the child’s interest as well as promoting their wellbeing and involvement.

continue to engage in Professional Development and Training to build our professional knowledge and skills, to enhance and implement our learning and

understandings.

collaborate with colleagues to generate a culture of continual reflection and renewal of high-quality practices in early childhood education.

2018 National Quality Standard


About Us Le Fevre Kindergarten is a stand-alone full time preschool service within the Le Fevre Peninsula Partnership. It is situated 19kms north west of the GPO on the Le Fevre Peninsula. The centre is adjacent the Le Fevre Primary School which is our main feeder schools, other schools are North Haven, Largs Bay and the private Dominican school. The Kindergarten offers a flexible learning program within sessional funded preschool. We believe children learn best through play and social interactions, valuing and respecting each other as individuals with unique talents, interests and skills. We are committed to providing an accessible, inclusive play-based quality learning environment, which is safe and stimulating for children. The children are grouped into two groups, Monday & Tuesday are the Dolphins, Wednesday & Thursday are the Seals. The groups alternate on Friday mornings. We have a parent run playgroup which operates on Friday afternoons from 1pm – 2.45pm.

Acknowledgement of Country

Ninna Marni (A Kaurna word for hello and how are you?)

At Le Fevre Kindergarten we acknowledge the Kaurna people as the traditional owners of the land, and acknowledge the spiritual, cultural and custodial relationship that the Kaurna people have with the land. We acknowledge that the Kaurna people’s cultural and spiritual beliefs are still as important to the living Kaurna people today. We pay respect to the Kaurna elders past and present and acknowledge other Aboriginal

nations within our Kindergarten and community.


Centre Details Service name Service approval number

Le Fevre Kindergarten

Primary contacts at service

Shirley Hartman

Physical location of service Physical location contact details

Street 14 Hughes Street Telephone 08 84494580

Suburb Birkenhead Mobile

State/territory South Australia Fax 08 82423496

Postcode 5015 Email [email protected]

Approved Provider Nominated Supervisor

Primary contact Name Shirley Hartman

Telephone Telephone 08 84494580

Mobile Mobile

Fax Fax 08 82423496

Email Email [email protected]

Name and position of person responsible for submitting this Quality Improvement Plan

Shirley Hartman - Director


Operating Hours

Strengths and Self Review At Le Fevre Kindergarten all educators are committed to providing a caring, safe, inclusive, respectful learning environment for the children and families within our community. We operate a very flexible play-based curriculum to ensure the best possible educational outcomes for the Children. Most staff have worked at Le Fevre Kindergarten for many years which helps to provide continuity and consistency for the community. Staff work collaboratively and respectfully together and have a cohesive team approach. All staff have a strong understanding of environmental awareness and this is embedded in our practice and shared with the children and families. The Kindergarten works in partnership with families and the community to build positive and respectful relationships with the families to enhance their child’s learning and wellbeing. Individual children’s voices, interests and needs are embedded in our curriculum and we are very well resourced to support the children. The National Quality Framework and Early Years Learning Framework is used to support and drive our practice at the Kindergarten. Critical reflection is used as a way of reviewing our principles and practices.

Monday Tuesday Wednesday Thursday Friday

Opening time 8.30am 8.30am 8.30am 8.30am 8.30am

Closing time 4.00pm 4.00pm 4.00pm 4.00pm 4.00pm


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.

EYLf framework and Preschool Literacy & Numeracy indicators underpins fortnightly Programming, statement of learnings, learning stories,

first term reports, first term parent/caregiver interviews.

Program developed with children’s interests, observations and knowledge of the children, parent input and interests from home along with

teachers input. Also input from initial parent questionnaires. Input from support workers used.

Review and reflect and revise if needed the program and routines. Ongoing review of the flexibility of program and routines. Recording of

daily interests are collected weekly for curriculum planning and families

The documentation of each child’s progress is available to families via children’s portfolios and learning stories. Statement of learnings and

interview times are made available to families.

Recording of interests, inside and outside area available for the children. Extension of children are supported by staff.

Flexibility of programming, inside and outside activities, follow up with children’s thoughts and actions. Scaffolding the children’s learning,

listening and being receptive to children and encouragement of two-way communication.

Flexibility of the programming, availability of resources, responding spontaneously to children’s learning.

Observations and informal discussions with children and their families.

Children are provided with opportunities and are empowered to make choices and decisions within the daily program

Routines are organised in ways which maximise opportunities for each child’s learning which include long periods of uninterrupted play time and

a variety of large and small group times where children are supported.

As we ae a diverse community there is a strong focus on children’s identity and families’ connectedness to the centre. Each child’s culture,

interests, ideas and knowledge are the foundation of our program


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.

.

Enrolment form, health care plans, training and development for health needs, medication kept in plastic containers and are named, list of all

children with health requirements kept in cupboard, health plans for individual children

Individual enrolment meetings for each family are booked prior to starting Kindy, providing a confidential time for families to discuss care

needs for their child.

Active quiet times after lunch, children are provided with spaces to rest if needed. Families can work with the Director to work out individual

plans for their children around session times.

Mat time reminders about hygiene, staff model hygiene procedures, informal and formal reminders.

Follow procedures, notes out to parents, symptoms note is displayed on notice board for families.

Cooking experiences are provided for children that are nutritious and the kindy caters for the children with allergies or religious beliefs,

parent / families cooking is promoted with an emphasis on healthy eating. Water is supplied at lunch time and children are encouraged to drink

during the day. Vegetable garden is used for healthy cooking at Kindy.

Follow children’s interest, outdoor equipment is changed regularly for children, well-resourced for physical activities, staff observe and cater

for each child’s needs around physical activity.

Inside outside teacher roster and extra staff are allocated for outside if needed. Staff and children ratios are monitored and adhered too.

Daily inspection of outside learning environment, pole protectors installed, staff have discussions with children around safety.

All relevant training such as First Aid training and RAN is completed by staff.

emergency procedures are practiced termly.

All families are made aware of policies and procedures around children’s health and safety.


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.

The indoor learning environment was recently upgraded with new furniture in 2018 and has a combination of round and rectangle tables which

are natural in colour. The environment is enriched by green leafy pot plants which add colour and interest for the children. This provides an

inviting and stimulating environment for children to learn in.

Large visible outdoor area, easily supervised, easy access for children to all areas.

Equipment is updated regularly as needed.

Risk assessments completed for excursions and or equipment.

Toilets cleaned at lunchtime, spills mopped up and safety sign set up

The outdoor environment is made up of a large sandpit and mud area for the children to explore and create in. The children have a choice of

loose parts materials as well as access to swings, bikes and climbing equipment.

The outdoor learning environment has adequate shade plus and extensive veranda and pergola area.

There is appropriate fencing and child safe gates.

There is a flow of indoor and outdoor spaces that invite open ended interaction for the children in either small or large groups

Children are encouraged to be independent and staff support and encourage their learning of independence.

The Kindy has sufficient resources, equipment and furniture to meet the range of interests, curiosity and capabilities of the children. The

resources are cleaned regularly and stored safely.

The kindy is cleaned daily and morning and afternoon safety checks are completed daily.

Preventative and unplanned maintenance is managed through spotless

Outdoor and indoor environments allow for flexibility of learning experiences for all children.

Children are encouraged and supported to access or request their own choice of resources for the learning.

Children have access to natural materials such as sand, dirt, mud, bark, garden bed, trees, sticks and plants.

Sustainable practices are being embedded in the program with recycling, water conservation, energy aware. These practices are shared with

the children and families.


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.

Staffing arrangements meet the requirements of the Department for Education and the National Quality Standards.

Additional staff resourced to meet the needs of children with disabilities.

Collaborative and cohesive work team.

Allocated staff meeting times are scheduled in.

Ratios of staff to children are met.

Inside/outside roster

Code of ethics training completed by some staff


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.

All staff have good relationships with the children and talk with, laugh and share ideas.

Staff greet and fair well all children and their families by name.

Staff are positive and the children build attachments with individual staff members.

Staff engage in the children’s play and extend their ideas if the children permit

The centre builds a sense of security for all the children, helping them to feel comfortable and safe

Individual programs are set up for the children.

The centre promotes a strong sense of family and invite families in to be a part of the curriculum, siblings as well

Prior information is collected at enrolment meeting to help children to settle in the early days at Kindy.

Various strategies are used for individual children to help them settle into the Kindy environment

Long blocks of uninterrupted play are available for the children to deeply engage in their play experiences.

Staff are responsive to children’s interest and needs

Staff are aware and acknowledge the children’s prior learning, their background and their culture.

We have an inclusive practice that engages and supports every child’s learning.

Trusting relationships are built with the children.


Quality Area 6: Collaborative Partnerships with Families and Community

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.

Individual family meeting times are set up for enrolments

Staff talk individually with families about their child’s day at Kindy

Information is provided through the Governing Council, newsletters, parent rosters, parent information area, website, My Skoolbag app and

Facebook.

Parent library is available for families to access at any time.

Acknowledgement as parents as first educators is included in the sites philosophy

The Kindy coordinates and makes available Child & youth health screens for families.

Early entry, preschool screening tool, initial parent survey are collected from the families.

Open door policy for the families

Families night at the beginning of the year

Parent/teacher interview times are available in term 2

We provide a welcoming environment for the children and their families

Parent participation record is provided at every event for families to sign in and make a comment.

A parent run playgroup is available every Friday.

Governing Council is involved in planning and organising events and is consulted in relation to major changes such as Universal Access and

National Quality Standards.

Special events are planned to involve families e.g. Obstacle-a-thon, families’ night, end of year concert, pizza and dance night

Parents help on excursions, helping to build relationships between staff and parents.

Learning stories are made regularly especially for special events, excursions etc.


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.

Governing council folders are made each year outlining roles and responsibilities and confidentiality procedures.

National Quality Standards underpins all work

Systems and process are reviewed regularly and changed when required.

The induction of educators, co-ordinators and staff members is comprehensive

Administrative systems are established and maintained to ensure the effective operation of the service.

Our performance management process supports continual improvement through regular and ongoing team conversations and a formal educator

review process. The performance of the teacher is monitored, appraised and feedback provided via the Performance and Development Plan

(PDP), conducted twice yearly.

The efforts and achievements of educators and staff members is acknowledged and celebrated.

The National Quality Standards and Curriculum Framework guide daily decision-making and ensure that we are working towards quality

improvement in all areas in the service that we provide. All staff work cohesively and draw on each other’s unique strengths to challenge our

practices which enable us to become dynamic in our program delivery.

Staff members in the service work towards maintaining positive, mutually respectful relationships and commitment.

Staff training and professional development is relevant to staff member needs and personal interests as well as site priorities.


Key improvements sought for 2019 Throughout 2018 the Kindergarten went through many changes which was driven by the work of the LDAR project. It enabled all staff to work

through a self-review process and we all began thinking about our Kindergarten and our practice and critically reflecting on this.

Staff were able to have open conversations at staff meetings, shared staff meetings and partnership pupil free days around our philosophy,

curriculum, daily routines etc and it became a year of constant review and reflecting. We all knew we wanted to make some changes for improvement

and began to put these into place ready and to have them embedded in 2019.

It was decided that we would focus on 2 priorities for 2019

1)Improving and extending Children’s oral language in particular using language to connect and understand the language of their world. (Indicators

of preschool literacy)

Strategy 1 - Building staff capacity to implement quality literacy experiences

Strategy 2 - Engaging parents in understanding preschool literacy (bringing parents on board) (QA 1, 4, 7, 6)

2) For all children to be persistent, confident, critical and creative thinkers in their learning through play.

Strategy 1 - Development of outdoor learning environment

Strategy 2 (QA 1, 4) – STEM


Priority 1

Goal

Improving and extending Children’s oral language in particular using language to connect and understand the language of their world. (Indicators of preschool literacy)

Challenge of practice

Providing quality literacy experiences across the curriculum through a consistent whole site approach.

Strategy 1 (QA 1, 4, 7): Building staff capacity to implement quality literacy experiences Actions: Educators will:

Educators will Deepen their understanding of the Preschool indicators through professional learning. Engaging in professional learning. Term 1 staff will commit to a staff meeting which unpacks the preschool indicators.

Develop and implement a consistent approach to embedding story tables and book making into everyday practices. Pedagogical documentation clearly articulates the learning progress of all children. Documentation of children’s learning clearly identifies improvement and development in vocabulary and comprehension

Continuing involvement in Linking literacies project

Assessment & Reporting – LDAR inquiry project, Engagement in the LDAR inquiry with a view to deepening pedagogical documentation.

Time frames

Developing and implementing by the end of term 1

Implemented in term 1 and then embedded by the end of term 4 2019.

Throughout 2019 staff will attend the scheduled linking literacies workshops

Dates will be set in O week

To be determined through Partnership meetings


Regular staff meeting times and pupil free days will deepen understandings and further the inquiries.

Staff performance development plans reflect the priority of literacy within the Kindergarten

By the end of term 1

Resources Linking literacies

Resources available in different languages that reflect the Kindergarten cultures represented.

Developing more literacy tables for the children to use.

Sharing bag

TRT allocation

LDAR

TRT allocation

Financial commitment

$ TBA

$TBA

5 TRT days (4 days for workshops & 1 for other)

Site funded TRT days

Success criteria:

RRR – Children’s level of engagement is high across the curriculum program.

Children language will show progress in oral language and comprehension

Children will be participating in the story tables and book making pedagogy

Strategy 2: Engaging parents in understanding preschool literacy (bringing parents on board) (QA 1, 4, 7, 6) Actions:

Develop a program of literacy challenges for parents

Incorporate a story a day program for parents to become involved in

TIME FRAMES

Week 0

By the middle of term 1

Included in all newsletters


Encouraging parents to access the Great Start website through our Kindy newsletters.

Educators will be involved in supporting literacy programs to engage parents.

All educators will have defined roles re literacy by the end of week 2, term 1.

Resources

Educators allocated release time to develop resources

Financial commitment

$ TBA

Success Criteria

RRR – Children’s level of engagement is high across the curriculum program.

Children language will show progress in oral language and comprehension

Children will be participating in the story tables and book making pedagogy

High levels of involvement of parents as documented by educators.

Feedback from parents will indicate that they have a strong understanding of literacy within play at a preschool setting.

Progress Notes Date Tracking

Progressing on track Needs attention Not on track


Priority 2

Goal

For all children to be persistent, confident, critical and creative thinkers in their learning through play.

Challenge of practice

If we develop a whole site approach to providing a curriculum which challenges and extends children’s learning then all children will be persistent, confident, critical and creative thinkers.

Strategy 1. (QA 1, 2, 4) – Development of outdoor learning environment Actions: Educators will:

Design nature play space

Staff to attend relevant training to support the implementation of the nature play & loose parts pedagogy

Source out the relevant resources to support the curriculum

Time Frames

Term 1 draft design completed

Term 1 professional development completed

Relevant resources developed and purchased and staff confident and ready to implement in term 2

Resources

Source out expertise in regards to nature play environments. Contact asset services. (Claire Warden)

OLE – Outdoor learning environment guidelines

Staff attending T & D

Nominal allocation for a 3-year plan

Financial Commitment

$$

TRT allocation for staff to attend professional development


Success Criteria

RRR & Time sampling – Children’s level of engagement is high across the curriculum program.

Through observational data children will show high level of persistence and resilience.

Children will be actively leading their own inquires

Strategy 2 (QA 1, 4) – STEM Actions:

Staff to attend relevant training to support the STEM initiative. Time allocated at staff meeting as a consistent agenda item.

Staff performance development plans reflect the priority of STEM within the Kindergarten

Educators will document children’s individual and group inquiries.

Documentation of children’s learning clearly identifies improvement in their problem solving, critical thinking and creativity.

Term 1 professional development completed

Term 1 all performance development plans completed for all staff.

By the end of term 4 2019, it will be embedded in practice

By the end of term 4 2019, it will be embedded in practice

Resources Staff attending relevant professional development

Staff meeting time allocated to report discuss and share learning.

Purchase of resources

Financial commitment TRT

$$ allocated

Success Measures

Documentation of children’s learning clearly identifies improvement in their problem solving, critical thinking and creativity.

RRR & Time sampling – Children’s level of engagement is high across the curriculum program.

Through observational data children will show high level of persistence and resilience.

Children will be actively leading their own inquires


Progress Notes Date Tracking

Progressing on track Needs attention Not on track


Term 1 Review Goal 2: (Focus area for improvement)

What is the specific goal we have been working to improve? What is the Challenge of Practice we have been trying to solve?

2. Actions taken: What specific actions have we taken to bring about improvement?

3. Evidence collected: What evidence have we collected?

4. Lessons: What progress have we made? Enablers: What factors have been critical for success? Inhibitors: What factors have impeded further progress? How will we work through this?

5. Next steps: What are the next steps to take towards achieving the goal?

6. Tracking

Adapted from Simon Breakspear’s 50 Day Retrospective Review tool


Term 2 Review Goal 1: (Focus area for improvement)






6. Tracking



Term 3 Review

Goal 2: (Focus area for improvement) What is the specific goal we have been working to improve? What is the Challenge of Practice we have been trying to solve?





6. Tracking



Term 4 Review

Goal 1: (Focus area for improvement)






6. Tracking



Considerations for 2020 QIP Goals Challenge of practice Emerging themes Data

2019 quality improvement plan - preschools.sa.gov.au

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