2019 quality improvement plan hendon pre-school · 2019 quality improvement plan hendon pre-school...

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2019 Quality Improvement Plan Hendon Pre-school

Hendon Preschool QIP 2019

Our vision:

“To empower our children to become lifelong learners who care for and respect themselves, each

other and the environment”

Statement of Philosophy:

At Hendon Pre-school we believe children:

Should have access to equal and inclusive learning opportunities

Have the right to feel secure safe and happy

Should develop a love of learning in an environment which encourages experimentation, exploration, risk taking and collaboration

Will develop an understanding of the world and become unique independent capable individuals

Lead the learning As Educators our team provides

A safe, secure, caring, respectful learning environment

A range of activities which allows children to develop life skills, through real world experiences and play

An environment where all children have the ability and right to develop to their full potential At Hendon Pre-school we believe family and community are vital to a child’s educational success and therefore we:

Promote trust and respect

Value and celebrate diversity

Promote a sense of community and mutual support

Support families to access community agencies

Actively promote communication

Will develop a strong sense of identity through fun and social learning experiences

Our philosophy has been developed by our educators, children and families. The Quality Improvement Plan has been developed by the team of Educators at

Hendon Pre-school, Incorporating feedback from our children and families.

2018 National Quality Standard


Our Team

Sue Mittiga Hendon Principal Hendon Primary School

Nick Papadopoulos Deputy Principal Hendon Primary School

Jill Berry SSO educator – part time

Aella Leaver Senior Leader Early Years – full time

Georgia Hicks Teacher - full time

Jon Holbrook SSO educator- part time

Victoria Harwood Teacher – part time

Bec Knowles- SSO educator and administration– full time

Mikaela Chitty SSO Coordinates Occasional Care


Kaurna miyurna, Kaurna yarta, ngadlu tampinthi

We recognise the Kaurna people and their land. Hendon Pre-school acknowledges that we are meeting and learning on the traditional country of the Kaurna people of the Adelaide Palins. We recognise and respect their cultural heritage, beliefs and relationship with the land. We acknowledge that they are of continuing importance to the Kaurna

people living today.

Respectfully, we incorporate Aboriginal perspectives into our daily program

Nina Marni,

Here is the land, Here is the sky,

Here are my friends And here am I


Artwork produced by Audrey Brumby (Grandmother of a previous child at Hendon Pre-school) The “U” shape represents Tji Tji’s (children) gathering to learn.

Centre Details Service name Service approval number

Hendon School Based Pre-school SE-00010470

Primary contacts at service

Aella Leaver

Physical location of service Physical location contact details

Street Cedar Avenue Telephone 83453190

Suburb Royal Park Mobile

State/territory SA Fax 84451493

Postcode 5014 Email [email protected]

Approved Provider Department for Education Nominated Supervisor

Primary contact Name Sue Mittiga

Telephone Telephone 83453190

Mobile Mobile 0413457970

Fax Fax

Email Email

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

Sue Mittiga – Principal Aella Leaver – Senior Leader Early Years

Monday Tuesday Wednesday Thursday Friday

Opening time 8:40 8:40 8:40 8:40 8:40

Closing time 3:10 3:10 3:10 3:10 3:10

mailto:[email protected]


Hendon Pre-school Self Review Improvement Planner

NQS Term 1 Weeks

1-6

Weeks

7-11

Term 2 Weeks

1-5

Weeks

6-10

Term 3 Weeks

1-5

Weeks

6-11

Term 4 Weeks

1-5

Weeks

6-10

QA1 Educational

program and

practice

Review centre philosophies Document steps in planning cycle and documentation. Determine reporting process and schedule Display literacy and numeracy indicators. Educators model literacy and numeracy language in conversations and documentation with children and parents. Inquiry research promoted and discussed. Caring for the environment and sustainable practices – throughout the year.

Develop learning plans/ priorities in collaboration with chn /families/ educators

Seek feedback from schools re previous years Statements of Learning Parent and educator feedback collated, analysed and incorporated Feedback from children collated, analysed and incorporated Progress in sustainability documented on Sustainability rubric

RRR ALE Observations, Analysis and Reflection Inquiry approaches, projects

All documentation reviewed – walls etc Philosophy Statement updated on the internet, parent handbook, walls etc Unpack the numeracy Indicators

Inquire further into identified aspects of RRR observations or implement new strategies

Ongoing reflection Documentation procedure developed Unpack the literacy Indicators

Ongoing reflection Sustainably procedure developed

RRR ALE Observations, Analysis and Reflection Document any difference in RRR T2 and T4-record in QIP progress and for Annual Report. Prepare Statements of Learning for children

Develop folder with shared agreements

Inquire further into identified aspects of RRR observations or identify/implement new strategies-add to QIP


NQS Term 1 Weeks

1-6

Weeks

7-11

Term 2 Weeks

1-5

Weeks

6-10

Term 3 Weeks

1-5

Weeks

6-11

Term 4 Weeks

1-5

Weeks

6-10

QA 2 Children’s health

and safety

Develop Child protection curriculum implementation plan Ensure current Health support plans are developed (prior to child starting with the service), dated, and health care information shared with the team. Identify risks & undertake risk assessment. Regular outings identified and risk assessments developed accordingly. Introduce evacuation drills to the children and teach them the process (part of inducting children into the site). Check expiry dates on medications

Ongoing Risk Assessments and review Conduct Evacuation Drills with each cohort of children document and review

Ongoing Risk Assessments Electrical testing Check expiry dates on medications

Conduct Evacuation Drills with each cohort of children to practise - document and review how the practise went.

Ongoing Risk Assessment Check expiry dates on medications

Conduct Evacuation Drills with each cohort of children to practise - document and review how the practise went.

Ongoing Risk Assessments

Check expiry dates on medications

Review enrolment & attendance recording practices Review Risk Assessment folder data Conduct Evacuation Drills with each cohort of children to practise - document and review how the practise went.

QA3

Physical environment

Review existing risk assessments and procedures - Refer DECD policies/standards Daily Inspection Guide-Outdoor learning area guide

Outdoor learning area checklist (quarterly) Undertake risk assessments, devise procedures or strategies to address any issues identified

Outdoor learning area checklist (quarterly)

Outdoor learning area checklist (quarterly)

Undertake whole site inspections Classrooms checklist Outdoor learning area checklist (quarterly)

https://searchadmin.learnlink.sa.edu.au/s/redirect?collection=DECD-Intranet&url=https%3A%2F%2Fmyintranet.learnlink.sa.edu.au%2Flibrary%2Fdocument-library%2Fchecklist%2Fhr%2Fhealth-and-safety%2Fmanaging-health-and-safety%2Fdaily-outdoor-learning-area-guide.docx&index_url=https%3A%2F%2Fmyintranet.learnlink.sa.edu.au%2Flibrary%2Fdocument-library%2Fchecklist%2Fhr%2Fhealth-and-safety%2Fmanaging-health-and-safety%2Fdaily-outdoor-learning-area-guide.docx&auth=%2FIk4Yg4XsrjTfuXC0GGX%2FQ&profile=_default&rank=2&query=daily+inspection



https://myintranet.learnlink.sa.edu.au/library/document-library/checklist/hr/health-and-safety/managing-health-and-safety/quarterly-outdoor-learning-area-inspection.docx










https://myintranet.learnlink.sa.edu.au/library/document-library/checklist/hr/health-and-safety/managing-health-and-safety/classroom-checklist.docx

https://myintranet.learnlink.sa.edu.au/library/document-library/checklist/hr/health-and-safety/managing-health-and-safety/classroom-checklist.docx





NQS Term 1 Weeks

1-6

Weeks

7-11

Term 2 Weeks

1-5

Weeks

6-10

Term 3 Weeks

1-5

Weeks

6-11

Term 4 Weeks

1-5

Weeks

6-10

QA4 Staffing

arrangements

Performance Development Plans developed with each educator WHS Training Needs Analysis Survey Set up staff meeting/PD schedule High quality training and development promoted (ongoing)

Conduct a training needs analysis with Governing Council members following AGM

QIP priorities -update at staff meetings/ collaborative discussions

Revisit books given to us by the partnership

Site leader to provide feedback to staff following Performance Development meetings. Strategy for meeting identified professional learning needs created

Conduct a site Psychological health survey

Revisit books given to us by the partnership

Engage staff in a self-review process based on current QIP – Incorporate feedback, new priorities and strategies into QIP for next year.

Site leader to provide feedback to staff following Performance Development meetings. Strategy for meeting identified professional learning needs created.

QA5 Relationships with children

Gather information from children, families, educators about each child – surveys, questionnaires, meetings Establish site routines and rapport with children and families

RRR Relationship observations, analysis & reflection

Inquire further into identified aspects of RRR Observe or implement new strategies - Develop an inquiry approach based on data collected.

Seek feedback from children, families, educators about the service

RRR Relationship observations, analysis & reflection Document and discuss

Inquire further into identified aspects of RRR Observe or implement new strategies

Seek feedback from children, families, educators about the service

QA6 Collaborative partnerships

with families and communities

Share draft QIP with Governing Council/families, educators & children - seek input Identify partners to support the QIP priorities

Seek input and/or feedback from children /families /educators/ community re strategies in QIP Share progress of priorities with

Seek input and/or feedback from Chn/Families/educators/ Community re strategies Reflect/Review parental feedback

Analyse partnership summary data. Identify any aspects that show positive outcomes of preschool participation.

Seek feedback from children /families /community /educators re strategies Parent Opinion Survey etc

School handover meetings Finalise school orientation visits Round 2 Preschool offers sent out

Seek input and/or feedback from children / Families / Community re strategies & outcomes, assessment & reporting for inclusion in the


NQS Term 1 Weeks

1-6

Weeks

7-11

Term 2 Weeks

1-5

Weeks

6-10

Term 3 Weeks

1-5

Weeks

6-11

Term 4 Weeks

1-5

Weeks

6-10 families – newsletters, displays, GC agenda .

Identify any areas where the preschool could contribute to improving outcomes.

Seek input from parents and children re transition to school planning Round 1 preschool offers sent out Plan parent interviews Reflect/Review parental feedback

Plan transition for next preschool group

statement of learning. Conduct enrolment Interviews, orientation to kindy visits, and induction for families. Reflect / Review parental feedback

QA7 Leadership and

service management

Ensure a comprehensive induction process for all staff members and children / families is conducted. Update TRT folder Complete Annual Report Annual Report Shared at AGM - Send to ED/ECL Feedback from self review incorporated into QIP Promote enrolment registrations for next year

Develop action plans for identified priorities within the QIP. Distribute leadership of these action plans to staff. Comprehensive induction process for all new Governing Council members once elected.

Share progress of priorities with families – newsletters, displays, QIP as GC agenda Week 4 Attendance data collection due

Add progress notes and data to QIP - Share with all partners and celebrate achievements. Review parent information packs Update website

Week 4 Attendance Data & Annual Census collection due

Add progress notes and data to QIP Celebrate achievements

Engage Governing Council in a self-review process based on current QIP – Incorporate feedback, new priorities and strategies into QIP for next year. Identify recommendation Prepare draft budget Attendance data collection Due

Celebrate achievements Identify recommendations for next QIP Prepare Annual report Commence refinement of QIP based on self-review findings.


Quality Area 1: Educational Program and Practice

Hendon Pre-school’s educational program and practice is stimulating, engaging and enhances children’s learning and development. Our program is child centred and maximises opportunities for enhancing and extending each child’s learning development. Educators support all children to progress towards their learning outcomes by catering and modifying the environment, providing multiple entry points, encouragement, building strong relationships, formal and informal meetings with parents/caregivers and our tweet book. We learn about each child’s knowledge, strengths, ideas, culture, abilities and interests by regular meetings with families, sharing identity posters, conversations, building relationships and observing and listening. Educators plan and implement educational programs that are relevant and engaging for children by planning for minimal transitions, flexible and predictable routines, child driven experiences and listening to the child voice. Educators offer a range of experiences to allow children to work collaboratively or independently by providing a variety of experiences that are open ended. Our team is thoughtful and intentional when setting up the learning environment. Educators use conversations and interactions with children to make routine times enjoyable and meaningful learning opportunities by listening and valuing the children. Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learning and effectiveness as communicators. Educators are constantly engaged in critical reflection on our current curriculum planning, assessment and documentation process and the responsibilities of all educators contributing to the ongoing cycle of observation, analysing learning, documentation, planning, implementation and reflection. Curriculum decision making is guided by the principles, practices and learning outcomes. We use our philosophy to consider our approach to learning development and well-being and the way these guide our practice. Quality resources and materials support our curriculum and program and the organisation of our environment compliments our planning. The Early Years Learning Framework (EYLF) and the Literacy and Numeracy Indicators guide and underpin our teaching and learning practices. The curriculum plan ensures that all children reach their full potential in our pre-school. The EYLF not only offers crucial thinking points in relation to how children learn but also how we as educators can extend this learning through intentional teaching and our everyday practices. Documentation about the children’s progress towards the learning outcomes includes snap shots, individual learning plans, Tweets, photos, videos, end of year statements and floor books. Our educators adopt a holistic approach to planning and facilitating learning throughout the program. Educators extend children’s learning during planned and unplanned experiences and support children to follow their interests and engage in uninterrupted play. Our daily routine is organised to ensure that the children have blocks of uninterrupted time to play. Routines are flexible yet predictable and are modified if needed. Educators also modify the environment to allow for the development of skills progression and child led experiences.

Educators challenge children through questioning, asking open ended questions and showing interest to encourage thinking and conversation. We encourage children to problem solve, make choices and decisions and drive their own learning, manage and assess risks and take on more responsibility, express their opinions and questions and learn from mistakes, think how their choices may affect others, how they can express their feelings and negotiate, create, interpret, experiment and explore.

Hendon Preschool educators build and nurture the relationships with children and families. We provide a play based, intentional and responsive program where children are actively engaging in children’s learning and share in their decision making. We use everyday interaction with children during play, routines and ongoing projects to stimulate children’s thinking and enrich their learning. Educators demonstrate intention in their practice by planning individually for each child, being intentional, listening to child voice and giving careful thought to the learning environment. Educators extend the program and experiences by offering open ended opportunities with multiple entry points, having high expectations, using child experts, encouragement, sharing and P.L.O.D’s (possible lines of development).


Communication with parents is essential to create a partnership with families within the Hendon community to provide information about the wellbeing, learning and development of their child. Children’s snapshots are available and examples of learning are on display. We continually ask for parental feedback, for example using PMI charts, termly feedback forms, surveys, Parental / Caregiver questionnaire, informal and formal meetings and feedback posters. We use this information to inform our practice and add to the key improvement areas of our Quality Improvement Plan. Feedback from parents is also gained during Acquaintance meetings, IEP/NEP meetings, and often at the end of the day when we have the opportunity to talk with parents/care-givers about their child’s day. Educators work in partnership with families and keep them informed about the program and their child’s progress in a multifaceted approach to cater for all. These include displaying a slide show of photos in the foyer TV capturing the days highlights, displaying the program, posting on Facebook, photos and highlights in the centre, sharing conversations and success stories, storing observations, learning stories and artefacts in our “snap shot folders, termly newsletters and overviews, use of floor books, formal and informal discussions and end of year Statements of Learning. Reflective practice is a form of ongoing learning that involves all our educators thinking about our program, principles and practices that guide them. Critical reflection guides our planning, program and implementation. A safe, supportive environment has been established to encourage educators to be thoughtful, analytical and objective. We hold weekly educator meetings, which are used as a time to plan, review and reflect with all educators. Educators use this time to analyse observations and plan for areas of extension and differentiation. Critical reflection on all aspects of events and experiences occurs by closely examining areas such as equity, inclusion, and diversity, helping our educators to build on their skills and knowledge to identify areas that are working well and areas that need to be modified or changed.


Quality Area 2: Children’s Health and Safety

Children have the right to experience quality education and care in an environment that provides for their health and safety. At Hendon we support this by promoting each child’s wellbeing and healthy lifestyle and support each child’s growing competence, confidence and independence. We learn about healthy lifestyles such as nutrition, personal hygiene, physical fitness, emotions and social relationships. The following are some of the practices that are embedded into our practice:

encouraging children to eat their growing food in their lunch box first

cooking healthily in the preschool

learning about healthy food choices

encouraging hand washing after toilet and before all meals

setting up daily physical activities in the outdoor area

inviting sporting agencies into the pre-school

talking about our emotions

encouraging independence and self-help skills

having yearly “Lift the Lip”visits

Termly Health Care checks

Yearly Aboriginal hearing, health checks

Physiotherapy program

Weekly Occupational Therapy visit Children’s health, comfort and wellbeing strongly impact on their learning, confidence and self-growth. All children have the right to safety and protection from harm. A child’s health and wellbeing impacts on their ability to concentrate cooperate and learn. We work together with families and, where relevant health professionals to help support this. When a child enrols we have a meeting with the families to learn more about their child, where needed areas are documented in the child’s folder/tweet book and or health care plans discussed. Children’s health requirements can change over time so these are reviewed termly. Educators plan for areas of physical activities based on the children’s interests and needs. We have a free flow of outdoors and indoors and ensure quiet sanctuaries are set up both inside and outside learning areas, allowing for quiet times, rest and relaxation. Families who need more support are encouraged to meet with our Wellbeing Practitioner or other services. Families are encouraged to pack spare clothes in case of accidents; the pre-school also keep a collection to ensure the dignity of the child is maintained. Educators at Hendon Pre-school are proactive in safeguarding and promoting children’s health and safety. As a category one Pre-school our ratio of 1 adult per 10 children is in place. We are well staffed and we always keep our ratio, educators ensure children are engaged and are having their needs met. Continued Educator reflection has ensured relevant policies and procedures have been developed and implemented into the Pre-school. The AEDC survey creates an opportunity for educators to analyse and reflect on the findings. The 2018 AEDC census for our community revealed that 42.8 % of our children were developmentally at risk or vulnerable in the area of Physical Health and Wellbeing. This domain measures children’s physical readiness for the school day, physical


independence, and gross and fine motor skills. 42.8 % of our children experience a number challenges that interfere with their ability to physically cope with the school day. These may include being dressed appropriately, frequently late, hungry or tired. Children may be usually clumsy, have fading energy levels, poor coordination skills, and /or poor fine and gross motor skills. Therefore at Hendon Pre-school we ensure Physical activity is promoted daily through both planned and spontaneous learning experiences. There is a balance of both passive and active experiences and children’s voice considered and implemented into the program. Fruit time is provided twice daily and children use hygienic methods. Hand washing/ tongs and individual food bowls are provided for children to use from the shared plate. Tables are cleaned before the consumption of food and toys are regularly wiped down and cleaned. We encourage families to pack water for the children. When children don’t have water bottles, they are provided. Educators set up quiet sanctuaries for children both indoors and out to provide opportunities for rest and relaxation. We ensure spare clothing, sunscreen and hats are available for children and set up interest areas throughout the centre both indoors and out to maximise comfort and avoid overcrowding and allowing for loud and quiet periods throughout the day. Educators provide breakfast to children who haven’t eaten before they arrive and lunches when required. We encourage families to pack nutritious foods for children’s lunch boxes and offer parenting workshops and support information. Oz Harvest attends playgroup each Friday with fresh food donations. Educators provide cooking experiences to further children’s understandings of health and nutrition and provide daily experiences for the development gross and fine motor skills.

Children have the right to attend and be kept safe. Unsafe settings and situations impact on children’s health and wellbeing. Therefore at Hendon Pre-school we identify supervision risks and position ourselves throughout the service. Educators undertake risk assessments and consult the National Law and Regulations; Department for Education and site policies; National Quality Standards and Australian Playground Standards. Staffing is increased during higher risk activities. The Child Protection Curriculum is implemented incidentally throughout the day and all educators are aware of their responsibilities in regards to Responding to Abuse and Neglect and our site procedure. A daily yard check occurs and hazards are stored in locked cupboards away from child and all children and educators practice emergency evacuations/invacuations regularly.

We have a number of families who are in crisis. We check in with these families (as per improving attendance strategy) through regular phone calls and home visits with our Child Wellbeing Practitioner and Aboriginal Community Officer. Where needed, we liaise with Department for Child Protection to ensure the safety of children. All educators are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect. All educators are trained in child protection and respond appropriately, depending on the issue this is done either online or via phone call. These reports are documented thoroughly and stored confidentially.


Quality Area 3: Physical Environment

Hendon Pre-school’s environment has large open spaces that provide the children with a variety of individual and small and large group opportunities. We program around the interests of the children and their cultures and interests are visible throughout the centre. Careful thought is given to ensure that all children can achieve success. The physical environment is crucial to contributing to the child’s wellbeing, creativity and developing independence. We provide a diverse range of experiences that promote children’s learning and development creating/organising space to reduce the risk of injury to keep them safe.

Redeveloped In 2016, our area has been rejuvenated, allowing more space and purpose built areas. Our outdoor and indoor spaces were designed and organised to engage every child in quality experiences in both natural and built environments. There is sufficient space, equipment and facilities at the service which enhance the children’s learning and development and ensures their health and safety. A balance of natural and artificial lighting and adequate ventilation and fresh air is available. The new outdoor area is large and welcoming. The garden is flourishing and plenty of shade is available. The outdoor learning environment is set up to allow for both passive and active play. Our premises, furniture and equipment are clean and maintained. Cleaning materials are locked. Hazards are identified, reported, and removed. Space is organised to encourage choice and facilitate engagement with the environment. Our resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses. Risk benefit assessments of the physical environment are undertaken where needed.

Our Pre-school is welcoming, homelike, inclusive, vibrant and has flexible environments. Families and children are encouraged to contribute ideas, interests and questions. Our spaces are designed to support our children’s diverse interests. We design the environment to allow equity, diversity and inclusivity. We encourage flexible thinkers and investigators as they engage in play based learning. Children are encouraged to take increasing responsibility for their own health, hygiene and personal care. Learning environments are set up for both passive and active play and there is enough space to avoid distraction from either. Our learning spaces are open ended and encourage interactions, spontaneity, risk taking, exploration, discovery and connectedness to nature. Rigorous self-reflection, use of RRR reflection document and critical reflection ensures resources, materials and equipment allow for multiple uses, are sufficient in number and enable every child to engage in play-based learning. There are a large variety of resources, materials and equipment for all the children to engage with and use for play and educators set up provocations and play experiences based on the children’s interests. Sustainable practices are embedded and we take an active role in caring for our environment. In 2017 Educators implemented a research Inquiry into “Bringing back Butterflies” to our garden. We liaised with Natural Resource management (NRM). We undertook a sustainability audit and developed an Environment for Sustainability Plan. After successfully winning approval for a NRM grant, the children researched the butterflies they wanted to attract and the plants needed. After much research and planting a butterfly attracting garden was established. Kaurna Warra Karrpanthi gave cultural permission for a Kaurna name for our garden. A parent who is a mosaic artist was commissioned and a beautiful mosaic butterfly was designed for the Preschool which also depicted the lifecycle. A celebration with our families and people who helped support our project was held at the end to unveil our masterpiece and celebrate our learning. Liaising with the Charles Sturt Council and entering the Children’s Garden awards we were successful in winning ‘Best Children’s Garden of 2017’. Children are involved with caring for our garden and contributing towards to a sustainable future.


Quality Area 4: Staffing Arrangements

Hendon Pre-school promotes the requirements of Education and Care Services National Regulations (National Regulations) by ensuring our educator to child ratios and qualifications are maintained at all times, and the organisation of educators contributes to a high quality learning and care environment for children. Our qualified educators pride themselves on developing warm, respectful relationships with the children and families. We create a safe predictable environment which encourages children’s active engagement in learning. Our strong relationships are highlighted with many families returning to the centre to let us know how school is going and families returning with children’s siblings and other family members.

Our staffing roster supports continuity of care and positive experiences for the child by ensuring part time educators are organised so they are reaching one group of children over at least four days a fortnight. This helps educators to develop positive and respectful relationships with families and children and supports children to have opportunities to engage in meaningful learning and interactions with educators with whom they are comfortable and familiar. Our educators are rostered on predictable and consistent days to strengthen relationships with children and families. We employ additional educators for children who with special rights and/or for children who require Bilingual support, which results in improved educator to child ratios during these times. Administration and planning time is given to all educators to enable quality reflection, planning, assessment and documentation. The organisation of educators across the service supports children’s learning and development. We are fortunate at Hendon Pre-school to have had consistency of core staffing for numerous years. The children and returning families have had consistency of staffing and demonstrate trust and comfort knowing this. As the pre-school numbers have increased we have been fortunate to employ more educators. An extensive educator induction process takes place. We take pride in our centre and have built a close team, educators enjoy their time at Hendon and are keen to stay. A performance Development process is developed and implemented throughout the year. Our team demonstrate positive relationships with each other that are based on the principles of mutual respect, equity and fairness. The educators have built a collaborative team environment where we build from each other’s strengths, nurture constructive professional relationships, communicate effectively, and offer a calm welcoming environment. At Hendon Pre-school, educators consistently demonstrate a high level of collaboration. They affirm, challenge, support and learn from each other to continually improve skills to enhance practice and relationships. Educators work together co-operatively to achieve common goals, they collaborate by sharing information through joint planning and developing common understandings. As a team we meet weekly, educators have the opportunity to share critical reflection and planning steps for individual learner growth. Staff planning and programming occurs in these meetings and they are used to reflect on best practice, our interactions, analysing learning and relationships with the children and families. At Hendon Preschool our professional standards are embedded in practice, interactions and relationships and this promotes positive relationships and a safe and predictable environment for children and adults. We constantly reflect and evaluate our programming, planning and practice to ensure that professional standards, practices and interactions are inclusive and explicit in our centre. This occurs through ongoing educator, parent and child communication, observations and feedback processes. Our interactions consistently convey mutual respect, equity and recognise individual skills and strengths which results in a very supportive and positive atmosphere. Areas of expertise and interests are highlighted and encouraged. Hendon Pre-school is both professional and respectful. This is reflected in the feedback we have received from parents and families in parent feedback sheets and surveys.


Quality Area 5: Relationships with children Hendon Educators provide an environment that encourages mutual trust, open, respectful communication, empathy and openness to others’ views, values and perspectives. We ensure shared decision making processes and have an appreciation of others knowledge and experience. We consistently show a willingness to negotiate and compromise towards achieving positive outcomes for children. Effective relationships with children help them feel secure, which enables them to explore, play and learn and contributes to children’s sense of identity. We believe one of the most important pedagogies educators engage in with children is being present in conversations. When children have opportunities to investigate and solve problems with each other and have the support of engaged educators, their thinking and learning become deeper, richer and more complex. Children’s learning is supported when there is a strong and positive relationship between the educator and the child’s family. Learning begins with prior knowledge and our families are the children’s first teachers. We enhance these relationships through a strong commitment to communication. Information is gathered from families through meetings, conversations, feedback sheets, surveys etc. to further enhance children’s learning. Educators consistently provide emotional support and help build children’s strong sense of wellbeing, belonging and independence. Hendon educators view the children as competent and capable individuals. We plan our program around the interests and needs of each child. Each child is supported and planned for in the program and the tweet book ensures that all children are catered for. Whilst visiting Hendon Pre-school, you will see educators engaging with children and responding openly and positively, talking about learning and showing enthusiasm and respect. Educators encourage and acknowledge children’s efforts and support children to achieve success. We differentiate experiences and using appropriate techniques such as picture cues to support communication with all children and model complex skills such as reasoning, predicting. Through collaborating with children and participating in and or observing children’s play we also monitoring play patterns and interactions with others Our relationships with children are responsive, respectful and promote each child’s sense of security and belonging. This enables the educators to gain insight into children’s experiences and interests and provides valuable information for future planning. Children are supported to get to know each other; learning each other’s names, sharing their identity posters, their likes and interests. When setting up for the day, educators reflect on the learning environment (both indoors and out) to ensure there are areas conducive to the development and maintenance of children’s interpersonal relationships. Educators’ planning is centred around the interests of the children, so children naturally gravitate to areas of interests. Children are given large uninterrupted times of play to help them engage deeply in play opportunities and projects. Educators model collaboration strategies and positive / respectful relationships throughout the day and highlight “child experts”(other children that have mastered a skills etc.) that could help them with the task/activity they are engaged with. Educators also acknowledge cooperative behaviour when it occurs. The AEDC 2015 school summary indicated that 9.5% of our children were developmentally vulnerable and 33.3 % of our children were at risk in the area of Emotional maturity. This domain measures children’s pro-social and helping behaviours and absence of anxious and fearful behaviour, aggressive behaviour, hyperactivity and inattention. Children who are at risk or vulnerable may experience a number of challenges related to emotional regulation. For example they may experience problems managing aggressive behaviour, easily distracted, inattentive, impulsive, helping other children, being kind to others, waiting their turn or be distressed when a caregiver leaves, etc. Educators have spent considerable time critically reflecting on our children’s behaviours and all educators undertake “Strategies for Managing Abuse Related Trauma” biennially. We encourage each child to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts. Children are encouraged to reflect on how their actions affect others they are counselled through behaviour and the dignity and rights of every child maintained at all times.


We model cooperative and helpful behaviour and encourage children to express their feelings and responses to others confidently and constructively. Educators support children to communicate effectively to resolve disagreements and implement planned and unplanned conversations about emotions, feelings and how a child might feel if…..We plan and implement strategies to support individual children’s behaviour and provide a safe place for children to explore calming strategies. Educators work collaboratively with families in need and direct them to appropriate family support services and assist with appointments/meetings (where appropriate). We collaborate with the school, other professionals or support agencies occurs when there are children who have behavioural, language, speech or social difficulties. Holding termly child review team meetings (CRT) with our Integrated Support Services and school leadership / Special Education teacher allows for us to review children with special rights and to discuss a range of strategies and support. Close links are also established with non-Departmental agencies, including Novita and Autism SA, through the NDIS. Allowing other services into the preschool provides holistic support approaches around the child and encourages providers to share common goals, achievements and strategies that support individual learning development A school-based preschool offers unique opportunities; we have the privilege of working collaboratively with the Hendon Primary school teachers. Participating in the P-1 Learning Team has enables us to work alongside the Foundation and Year One teachers. Throughout 2018, the Preschool and Reception teachers have been fortunate to participate in high quality training together. ‘The Bridge Project’ has been an initiative from the Western Adelaide Shores Partnership to close the gaps transitioning from Preschool. Bookmaking and reading has been explored as common pedagogies in Preschool and Foundation and been warmly received as our educators are liaising with the teachers and sharing practice. The children will transition to school as confident bookmakers and readers (with early childhood pedagogy) and the teachers will be able to extend on their strengths using the same language. At Hendon we have a seamless transition from preschool to school, the wellbeing of our children is of the upmost importance At Hendon we provide and oversee a high quality early years program in which children are seen as strong and competent learners. Through the use of Inquiry-Based learning we use the children’s questions, interests and curiosities to drive the learning. This makes learning relevant, encourages children’s sense of agency, critical and creative thinking skills and incorporates the wider community. The children are actively engaged in learning, asking questions, showing interest and are excited by this work.


Quality Area 6: Collaborative Partnerships with Families and Community

Families are children’s first teachers and are partners in the preschool experience. Communication with parents is essential to create effective partnerships within the Hendon community. Our relationships with families are meaningful and strengths based, which is critically important to children’s wellbeing and social development. Working in partnership and providing active communication, consultation and collaboration contributes towards reciprocal relationships built on mutual trust and respect. Educators encourage parent participation through Governing Council, participating in preschool activities, excursions and incursions. A variety of documentation is available parents can read floor books and documentation, observe the daily slide show of their child’s day or view our regularly updated Facebook page.

Respectful relationships with families are developed and maintained and families are supported in their parenting role. Hendon Preschool educators pride itself on developing supportive respectful relationships with families. We believe these are fundamental to achieving high quality outcomes for all our children. We value family’s beliefs and values and work together to help children develop a positive sense of self and experience respectful relationships. The diversity of our families is celebrated and respected and families are encouraged to participate and share their knowledge. Open, respectful, non-judgemental communication between educators and families occurs and helps build a shared understanding of children’s learning and participation. Our children benefit from the local community as these links also help develop children’s skills, interests and participation in the local community. We support families by providing and displaying an array of information on practical information, services and resources in the local community. There is an effective enrolment and orientation process for families, parents and caregivers are offered a tour of the Pre-school, school grounds and facilities and are encourage to attend our local playgroup. Our friendly educators answer any questions or concerns the parents may have. An enrolment and induction booklet has been designed for parents to help ease the transition to Pre-school life and to answer any questions. Our website includes comprehensive information and our Facebook page is regularly updated. An effective transition process has been developed and Pre-school visits occur in term 4 for children starting the following year, offering the children and families the opportunity to become familiar with educators, peers and the environment. A parent information session occurs in term 4 and acquaintance meetings are held in term 1. The majority of our children enrol at Hendon Primary; therefore strong links to the school are made. We utilise the school facilities such as attending the school library weekly, attend and participate in assemblies attend school performances (when appropriate) and visit the Kaurna garden. We share success stories share our learning with the school leadership team and P-1 team and liaise closely with the Leadership team when planning class placements and ensure that children are placed in friendship groups. An educator attends a fortnightly Learning Team meetings with Foundation / One teachers. The Learning Team provides the opportunity for ongoing, regular communication. Planning time supports seamless curriculum delivery and enables continuity of learning to occur. Children thrive when educators and families work together in partnership. This has a significant impact on each child’s participation, access and success in learning. Some of the ways we have supported this is by:

Learning about the family (e.g. Identity posters

Learning about the child’s interests, strengths, abilities etc. e.g.). Acquaintance meetings, snap shot feedback forms

Individual learning plans

Tweet book comments

Working closely with support services


Identifying potential barriers

Feedback on policies, snap shot folders, and program

Parental surveys Educators constantly reflect and analyse information that has been presented and continually strive to improve. Our reflection journal, tweet book and documentation reflects our passion for engagement and reflection. We ensure close links are also established with Departmental and non-Department agencies including:

the Smith Family

Child and Youth Health

Department for Education support services

Outside agencies such as Novita and Disability SA

TAFESA,

Hendon Play group

UniSA,

Close links with local Pre-schools and kindergartens occurs within our Western Adelaide shores partnership.

Allowing other services into the preschool provides holistic support approaches around the child and encourages providers to share common goals, achievements and

strategies that support individual learning development. The Volunteers in schools policy and Services providers documentation is adhered to.

Educators work collaboratively with other early years Directors and Principals in our Partnership by attending Directors think tanks and Partnership meetings. This

contributes to the improvement agenda in our Partnership and share information to all educators at the site. Working collaboratively in inquiry projects and the Partnership

agenda helps build quality learning outcomes for both educators and the children at Hendon Preschool.

Educators have created a collaborative culture within the preschool environment this was evident when developing our philosophy statement, shared Vision, Quality

Improvement Plan (QIP) and National Quality Standards (NQS) review. Educators, children, families and the community have been involved in the development. This has created

an environment where all stakeholders have a voice and shared understandings of our key improvements for the year. It also ensures our team strives for continuous

improvement.


Quality Area 7: Governance and Leadership

Our educators are skilled and passionate, we have sound administrative practices and up to date risk management strategies in place. Our policies and procedures are documented and we provide a safe, healthy learning environment for our children. Our self-review and evaluation procedures create a climate of constant improvement. There is an effective governance framework established. A statement of philosophy has been developed and is displayed in the pre-school, in enrolment packs, on our sites website and in our induction folder. The philosophy was developed and is reviewed regularly with the assistance of the local community, educators and children. The philosophy underpins our beliefs and is evident in all aspects of our operations. A comprehensive self-improvement planner has been developed and systems are in place. Every effort is made to promote continuity of educators and coordinators. The continuity of educators over the years has been beneficial for consolidation of practice and a culture of self-review and reflection embedded into our daily interactions. Our day book, staff meetings, closure days for self-review, planning and programming, and general dialogue enable us to continuously question how to improve our teaching methods to achieve the desired learner outcomes. To ensure consistency of practice and continuity of teaching provision we try to use regular relief teaching staff wherever possible. When one of our teachers went on maternity leave we were able to employ our regular relief teacher to replace her. This enabled a seamless transition to occur as the contract teacher was already known to the families, children and staff. A comprehensive induction process has been developed for all new educators. Hendon Pre-school has a positive work culture where there is a focus on:

Quality education

Professional learning community

Reflection and questioning

Relationships with families and children The self-review process with educators ensures that a continuous cycle of reflection is in place. Student-free review days, weekly staff meetings and fortnightly learning teams support this process of review and improvement and to continually reflect on and make changes where required. Self-assessment and monitoring also occurs through:

Learning stories/observations

Individual learning/education plans

Statements of learning

Literacy and Numeracy Indicator overviews

Group time meetings

Parent Annual survey

Governing Council meetings

Regular formal and informal meetings with parents and caregivers

Professional development plans


Planning meetings

Self-reflections

Mentoring

Surveys

Reflections and discussions on EYLF, Literacy and Numeracy Indicators and NQS at staff meetings and closure days

Progress notes against the QIP

Reviewing the National Quality Standard and how we can ensure we are exceeding in the areas

Professional development

RRR scales

Annual report and AGM

Quality Improvement Plan

AEDI data and community profile

Attendance data

Reviewing Feedback and complaints

Weekly staff meetings (Panpa-Panpalya’s)

Hendon Pre-school has effective leadership and management that contribute to quality environments for children’s learning and development. There are documented policies and procedures, well-maintained records, shared values, clear directions and reflective practices which enables us to function as a learning community. Our Site specific policies are readily available for families. Hendon School Based Pre-school is in a fortunate position that we are located on Hendon Primary School grounds. The school leadership team comprises of the Principal, Deputy Principal and Well Being Leader. The team oversees the management of the centre and provides advice. The Governing Council is made up of parent representative from the school and Pre-school and also contributes to service management and decision making. The pre-school senior leader and educators help parents/families and the community gain an understanding of the importance of play in the early years. All Educators participate in Performance reviews, the Department for Education performance plan is provided to all educators to develop their goals for improvement. These include our work priorities taken from the Quality Improvement Plan. Educators are also encouraged to incorporate areas which they require to further develop to meet the requirements of the Australian Professional Standards for teachers. An educator timetable and information about our team is displayed and accessible to all families at all times.


Key improvements sought for 2019 Goal - Engage families in children’s learning growth over time. If we improve the quality of documentation by highlighting children’s thinking and learning dispositions, sharing these regularly, families’ engagement and understanding of their children’s learning growth over time will increase. After participating in the Learning Design and Reflective Practice (LDARP) the team decided they would like to investigate to change some of the ways we presented our documentation and information delivered. A focus on documenting the learning rather than the doing was developed in 2018 and needs consolidating in 2019. Parental feedback in 2018, from the DECD Parent Opinion survey highlighted that 77% of parents strongly agreed that Teachers let me know how my child is doing. 15% agreed and 8% were neutral. Success of this goal will be monitored by developing a consistent and shared approach where all educators are aware of the expectations in relation to documentation and develop a procedure. All educators will document children’s learning and growth and highlight children’s thinking and learning dispositions as documented in the procedure. Educator’s will model language (using learning dispositions and learning processes) whilst children are engaged in play experiences, and throughout conversations with parents and caregivers. Documentation of children’s growth over time will be shared with parents and caregivers in a variety of ways. Parent and caregiver feedback will be collated and reviewed and analysed. Goal -Improve children’s Literacy and Numeracy skills in the outdoor learning environment If we value the importance of the outdoor environment as a learning space and intentionally plan for, implement, observe and analyse literacy and numeracy learning outdoors, then we will improve children’s Literacy and Numeracy skills in the outdoor learning environment. Western Adelaide Shore Partnership data has noticed a decline in results in writing in NAPLAN. A partnership focus has been to increase writing results therefore Hendon Preschool is placing writing (mark making) as a goal for 2019. During a practitioner inquiry in 2018 for LDARP, an educator audit acknowledged a sharp contrast in facilitated and spontaneous conversations between indoors and outdoors. Given the amount of time some children spend outdoors we felt it would be appropriate have a literacy and numeracy focus. Upskilling educators in the outdoors, to be intentionally planning, implementing, observing and analysing literacy and numeracy. The 2018 AEDC school profile indicated a significant change in developmentally vulnerable children in the areas of social competence, emotional maturity. Language and cognitive skills and communication skills and general knowledge. We are excited to have been selected to participate in the Trauma Aware Schools initiative. Through participating in this program, educators will embrace new knowledge learnt and implement this in a holistic manner. Success of this goal will be by conducting another conversation audit which will reflect a more even balance between indoors and out. All Educators will feel confident and capable noticing and recording children’s literacy and numeracy skills in their documentation. Literacy and Numeracy skills will be identified, highlighted and extended whilst outdoors. Educators will set up open ended experiences and use an inquiry approach with our children. Building questioning and reflection skills and providing opportunities for children to explore and investigate over time. Goal - Increase children’s understandings and stewardship of the environment and sustainability. If we partner with families and the local community to develop experiences that focus on sustainability and care for the environment then we will increase children’s understandings and stewardship of the environment and sustainability. A high priority in 2017 with the children, we would like to deepen and embed this goal, re-establishing and maintaining community links and local businesses and involving families. Through an inquiry approach, Children and families will be involved and engaged in caring for the environment and sustainable practices. Parental feedback in 2018 in the Parent opinion survey, suggested that 15% of our parents were neutral when asked “I am given the opportunity to be involved in the pre-schools educational activities” we would like to see this move to agree and highly agree.


Priority 1

Goal Engage families in children’s learning growth over time.

Challenge of practice If we improve the quality of documentation by highlighting children’s thinking and learning dispositions, sharing these regularly, families’ engagement and understanding of their children’s learning growth over time will increase.

National Quality Standards QA 1 Educational program and practice. 1.1.1,1.1.2,1.1.4 1.2, 1.2.1, 1.2.2,1.2.3 QA 5 Relationships with children 5.1,5.1.1,5.1.3,5.2,5.2.1,5.2.3 QA 6 Collaborative partnerships with families and communities 6.1,6.1.2,6.2.1

Actions Resources

1. Engage all educators in LDARP strategies from 2018 inquiry. 2. Encourage Professional development in quality documentation

opportunities 3. Engage with Leaders to review our current documentation processes

and highlight areas for development and establish a documentation procedure and folder. Develop shared agreements for documentation.

Parent feedback – surveys, snap shot feedback, discussions

Tweet book – record discussions with families

Disposition booklet

LDARP videos and notes from Moodle

WASP Early Childhood Leader

Early Years Learning Framework

Literacy and Numeracy Indicators

RRR document

Success Measures All educators will be aware of the documentation expectations and will participate in the development of procedure.

All educators will document children’s learning and growth and highlight children’s thinking and learning dispositions as documented in Shared agreements folder.

Parent and caregiver feedback will be collated and analysed

Teachers will model complex questioning techniques and dispositions being used.

Children are able to talk about their learning


Progress Notes Date Tracking

Progressing on track Needs attention Not on track


Priority 2

Goal Improve children’s Literacy and Numeracy skills, particularly in the outdoor learning environment

Challenge of practice

If we value the importance of the outdoor environment as a learning space and intentionally plan for, implement, observe and analyse literacy and numeracy learning outdoors, then we will improve children’s Literacy and Numeracy skills, particularly in the outdoor learning environment.

National Quality Standards

QA 1 Educational program and practice 1.1,1.1.1,1.1.2,1.1.4,1.1.5,1.1.6 1.2,1.2.1,1.2.2,1.2.3 QA3 Physical Environment 3.1.1,3.2,3.2.1, QA 7 Leadership and service Management 7.2,7.3.5

Actions Resources

1. Educators will have an emphasis on the Literacy and Numeracy Indicators when planning, implementing, observing and analysing in the outdoor learning environment.

2. Revisit and unpack literacy and numeracy Indicators as a team.

3. Educators will continue to engage, reflect, implement on Lisa Burman and Matt Glover readings and professional development.

Professional development and reading material on loose parts and nature play

Lisa Burman and Matt Glover readings and professional development notes

Strive for five technique

Literacy and Numeracy Indicators

facilitated and spontaneous conversation audit

Success Measures Conversation audit will reflect a more even balance between indoors and outside learning environments between facilitated and spontaneous conversations.

All Educators will feel confident and capable noticing and recording children’s literacy and numeracy skills in their documentation.

Literacy and Numeracy skills will be identified, highlighted and extended whilst outdoors.

Children’s literacy and Numeracy skills will improve in the outdoor learning environment.

Children’s conversations will incorporate literacy and numeracy language.


Priority 3

Goal Increase children’s understandings and stewardship of the environment and sustainability to be active citizens of change.

Challenge of practice

If we partner with families and the local community to develop experiences that focus on sustainability and care for the environment then we will increase children’s understandings and stewardship of the environment and sustainability to be active citizens of change.

National Quality Standards

QA3 Physical Environment 3.3,3.3.1,3.3.2 QA6 Collaborative partnerships with families and communities 6.3,6.3.1,6.3.4 QA7 Leadership and service management 7.3.5

Actions Resources

1. Plant butterfly attracting plants on our front verge 2. Include parent and volunteers in planting seedlings and

harvesting plants from our seeds in the garden in community workshops.

3. Investigate options for frog pond, insect hotels, and micro bats through children’s inquiry.

4. Apply for grants through NRM, Charles Sturt Council and Bunnings

5. Develop a Sustainability procedure

Bringing back Butterflies Team

Promotional Signage

Facebook, notes, newsletters to advertise

habitats for micro bats, frogs, insect hotels research

Natural Resource Management (NRM team)

NRM resources such as night cameras etc

NRM website for PD

NRM Sustainability rubric

“The contribution of early childhood education to a sustainable society” resource

Success Measures Children will be actively engaged in our inquiry research projects.

Partnerships with local businesses will be developed and maintained.

Children and families will be involved and engaged in caring for the environment and sustainable practices.


Progress will be recorded on sustainability rubric

Sustainability procedure developed




Approvals

Site Leader

Name: ______________________________________ Signature _____________________________ date:__________________________

Governing Council Chair


Education Director



Term 1 Review

Goal 1: (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 Progressing on track Needs attention Not on track

Adapted from Simon Breakspear’s 50 Day Retrospective Review tool


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






6. Tracking



Term 2 Review

Goal 1: ( Focus area for improvement)






6. Tracking



Term 3 Review







6. Tracking



Term 4 Review







6. Tracking



Considerations for 2020 QIP

2019 quality improvement plan hendon pre-school · 2019 quality improvement plan hendon pre-school...

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