canley heights public school preschool › content › dam › doe › ... · 2019-10-17 · canley...

Canley Heights Public School Preschool

Mrs Eleanor Hidson-Principal, Nominated Supervisor, Educational Leader and Responsible Person

Canley Heights Public School Preschool is a Department of Education preschool and is located on site within the school grounds of Canley Heights Public School. The primary school has a student population of approximately 580. Twenty of these children are accounted for as pre-schoolers. The preschool has 40 children enrolled for 2018, however we have two groups that access the centre during the week. Red group with 20 children attending Monday-Wednesday (Semester one) and Monday-Tuesday (Semester two) and Blue group with 20 children Thursday- Friday (Semester one) and Wednesday-Friday(Semester two)

The preschool is located in South Western Sydney in a low/medium density residential area in the Fairfield Local Government Area. Our families come from predominately low socio-economic backgrounds. Just over 90% of our children come from language backgrounds other than English and are

supported by significant EAL/D and Community Language support.

NSW Department of Education, Early Learning and Primary Education, November 2017

Service number SE -00006843 Approved provider NSW Department of Education

Educators Mrs Carol Trethewey Service approval number PR-00005345

Service contact Canley Heights P.S. 97243320 Approved provider contact Early Learning, 02 9266 8165

Canley Heights Public School Preschool Statement of Philosophy

We at Canley Heights Public School Preschool believe in providing a warm, encouraging and friendly, nurturing environment where children feel safe to

explore their world, develop their independence, enjoy new experiences and have a sense of belonging.

We believe that children are capable and competent learners who should be supported in their learning, on their journey to becoming independent

lifelong learners. To help us achieve this we believe in catering for the individual needs and abilities of each child, by providing a wide variety of meaningful

learning experiences based on their interests and prior experiences both within and outside the centre. We strive to develop their sense of being through

building and maintaining relationships, engaging in joyful and challenging activities and helping to make meaning of their world.

We recognise that parents are the child’s first teacher. We believe in providing an encouraging environment where parents feel welcome to openly

communicate with staff regarding their child’s social, emotional, physical and intellectual developmental needs. We see families as a valuable resource

and we encourage them to become a partner in their child’s learning.

We believe that the educators at Canley Heights Public School Preschool play a vital role. In order to provide a high quality program we value the skills

and knowledge that each individual staff member brings with them, and encourage ongoing professional development.

At Canley Heights Public School Preschool we believe that our Pre-School belongs to the children, parents and staff. Together we collaboratively make

decisions in developing and expanding the child’s curiosity through meaningful play in a happy, stimulating and safe environment. We are invested in

developing strong respectful relationships with our families and celebrate the diversity of our families’ cultural heritage.

Our philosophy is based around the Early Years Learning Framework of Belonging, Being and Becoming.

Revised Feb 2018

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.

Step 1: Assess your compliance with the regulatory requirements

Date of self-assessment: February, 2018

Ref. to Law (S)

/Regulation (R)

Does your service meet these requirements? Confirmed

S.323

S.168

R.254

Is the Early Years Learning Framework used to guide the development of the program?

Yes

R.73 Have you developed a program that contributes to each child’s learning and development outcomes, as

outlined by the learning framework?

Yes

R.74 Do you document:

● An assessment of each child’s development, interests and participation in the program?

● An assessment of each child’s progress towards the program outcomes?

Yes

R.75 Is the information about the program displayed in a place at the service that is accessible to parents?

Is evidence of the program available for inspection on request?

Yes

R.76 If requested, do you provide families with:

● Information about the content of the program and service routines and how they operate in relation to

their children, including their participation?

● A copy of their children’s assessment/evaluation documentation?

Yes

If any of these regulations are not implemented in your preschool, take immediate action to rectify this non-compliance.

Step 2: Identify and record your strengths.

What are the practices that demonstrate quality in your preschool?

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.

At Canley Heights Public School Preschool:

• Canley Heights Public School places great emphasis on the preschool program promoting learning and teaching in a safe caring, happy and supportive environment. The curriculum is play-based, and centred on children's individual needs and interests. Canley Heights Public School Preschool uses the Early Years Learning Framework — ‘Belonging, Being & Becoming,’ to plan experiences to promote the development of children’s life skills and competencies. The curriculum reflects and responds to the individual child in the context of his/her family and community, developmental needs and learning styles.

• The educators have a deep understanding of the principles and practices of the Early Years Learning Framework. This is reflected in the

preschool philosophy, learning program, reflections on the learning, professional judgements and collaboration with families. As a result, the

children are exposed to a wide variety of experiences that encompass all learning outcomes. The educators provide a range of activities that

allow children to make choices and engage with other children.

• The development of children’s interests is evident in the centre. The educators are aware of and follow up on children’s interests through the

range of activities that are provided. Future planning and the future directions are written in their learning stories.

• The educators view the children as competent and capable and value their ideas and the choices they make.

• Learning experiences are embedded in play and are a balance of child-initiated and teacher-led curriculum decision making. The educators

use intentional teaching at various times of the day as well as during routine times, for example, washing hands, eating times.

• At Canley Heights Public School Preschool we believe that play is the most important way for children to develop and learn. The children have

daily opportunities and experiences in literacy, numeracy, imaginative play, construction, art, problem solving, sensory play, curiosity, music

and movement, fine and gross motor play.

• Numeracy and literacy concepts are incorporated into play, in the environment, interactions and routines.

• Blocks of time are given to indoor and outdoor play in the program and the number of transitions during the day are limited. Regular

routines are adhered to so children can feel comfortable and secure and allow them to predict coming events and activities.

• Learning opportunities and experiences are planned to include opportunities for individual play, small group times and whole group

experiences.

• Children and families cultural identity is respected and celebrated and this is evident throughout the centre. Vietnamese language support is

provided by community language teacher’s team teaching in the centre.

• Interactions with children and families support staff to have a strong personal connection and knowledge of children’s needs and interests

and cultural backgrounds. The Schools Family and Community liaison officer is used extensively in the preschool as a translator and has good

personal connections to the families. Notes are translated into the two-main languages identified in the centre. (Vietnamese, Chinese)

• Parent Teacher interviews occur before the children start at the Preschool and again during the year. These interviews are an excellent chance

to learn more about our families and children including their cultural and religious backgrounds, languages spoken, children’s interests,

strengths, abilities and the family’s aspirations and goals for their children. Preschool staff and families work in collaboration to achieve these

goals throughout the year.

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.


• Documentation is continuous and cyclic. Each day anecdotal notes are made about the learning that has occurred in the Reflection Folder.

These anecdotal notes are used to reflect and plan future learning experiences that extend and challenge the child. Notes and anecdotal records

are then used to record the child’s learning in the form of a learning story. Verbal reflection is carried out each day between the educators, and

conversations with parents are ongoing.

• Observations and learning stories are completed on each individual child and used as an assessment tool to map and extend each child’s

learning. Evaluation of programs is ongoing and is used to reflect on teaching and guide for future planning.

• Intentional teaching is incidental or planned. The educators aim for intentional teaching is to support the child or a group of children to achieve

an outcome that they are working towards or that the educators would like them to achieve. The program is critically reflected on each day.

Notes are made in the daily program and Reflection Folder, documenting what worked well, what the children enjoyed, significant individual

achievements made by a child and what requires extending. This information helps to inform the following day’s experiences and allows

educators to reflect on and plan for continual improvement.

• During the day opportunities arise that are ‘teachable moments’ where the educators endeavour to build on something that the children have

started. Activities are often provided with the intent to extend the children’s learning, develop further an interest or draw the child to a

learning experience that they may not usually come to. This experience offers the child valuable learning or skill development.

• Educators continually engage in professional learning, professional reading and collegial discussions to ensure up to date practices are

embedded in the Preschool program.

• Educators have a strong focus on promoting curiosity and creativity through exploration and play as they help children acquire and retain a

thirst to find out about their world. Educators provide rich and varied opportunities of learning that allows the children to discover, imagine,

question, challenge and create.

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.


• A cycle of planning includes observations and interactions with children, reflection, planning implementation, evaluation and the further

reflection and planning.

• Daily discussions with children, families and educators ensure reflection on the children’s learning and experiences and the program. They

then guide future planning.

• All educators that work and teach in the centre are asked to reflect on their time with the children and discuss with the preschool educator.

Educators communicate throughout the day about the children’s needs, events that are happening and changes to routines. As a result all

educators are aware at all times of the needs of the children. A daily reflection time each day is held in the afternoon after the children and

families have left for the day. The program is critically reflected on each day. Notes are made in the daily program, documenting what

worked well, what the children enjoyed, significant individual achievements made by a child and what requires extending. This information

helps to inform future planning.

• The daily and weekly program is displayed in the foyer and parent feedback and suggestions are encouraged either written or verbally.

Documentation of children’s participation in the program is displayed throughout the room.

• The preschool celebrates the diversity of our family’s rich cultural background and endeavours to communicate successfully with all families

using the schools Family and Community Liaison Officers who are fluent in English, Chinese, Vietnamese and Arabic. They enjoy getting to

know the families and are able to translate notes and important documents for the families. The Families and Community Engagement

Officers encourage the preschool families with site based activities; support their participation in the educational setting such as parent-

educator meetings, parent group meetings and forums. They support our families to understand the Australian educational system such as

the importance of learning through play in the Early Years.

• Our centre regularly engages with families about the educational program and their child’s progress. This enables families to understand

their child’s strengths, abilities and knowledge. The educators encourage families to share progress and abilities with the educators so they

can share successes and milestones together. For example our parents may access their child’s portfolio which has their child’s name clearly

displayed on the front of the document. The child’s portfolio documents the child’s learning through Learning Stories, Anecdotal records,

work samples and photographs documenting their Learning Journey of Belonging, Being and Becoming. Parents may ask to view their child’s

folder which also has samples of art and craft activities and any other work that their child has completed.

• The Preschool places an emphasis on informing parents about their child’s learning through photographs as it is a universal form of

communication and relays information to families of all language backgrounds. The parents are also informed about the program through

the School Newsletter which is distributed to parents every fortnight and the school website. Daily conversations with parents also inform

them of their child’s progress.

Step 3: Improvement Plan

Standard /Element Rationale for goal or identified issue Priority L/M/H

1.3.3 Parents need to be informed about their child’s learning and progress. Pictures, videos and

comments on an easy to access app are an effective way to communicate to families from non-

English speaking backgrounds.

M

What goal or outcome

do we seek to

achieve?

Steps or strategies to achieve

goal

When? Who? Progress notes and reflection

Parents are

communicating regularly

with the preschool

educators through the

Seesaw app which they

can access on their

phones, tablets or

computer

1. Preschool educators attends

a TPL outlining how to use

Seesaw app effectively in the

preschool

2. Preschool classes are set up

on the app and parent QR

codes are downloaded.

3. Photographs and comments,

notes, reminders are added

to the app for each child.

4. Parents are given QR codes

with letter attached explaining

Wk 5 t1

Wk5 t1

Wk6 T1

Wk 7 T1

Cathie

Carol

Cathie

Carol

Carol

Val

Carol

Educator attends individual TPL and learns how to

use app and get the classes established.

Classes are added to the See saw app on the

preschool ipad. Parent QR codes are down loaded

for to use the app and are

asked to download app.

5. Parents and educators use

the app regularly to

communicate

Wk 8 T1

Parents

Carol


1.3.2

1.3.3

Families, parents and children need to be aware of clear learning intentions for groups of and

individual children and have input and impact on the learning program.

M


do we seek to

achieve?


goal


Learning goals will be

evident and

communicated to

parents

1. Weekly learning goals will be

displayed in the preschool for

staff, children and parents to

see and read.

2. Learning goals will be

communicated with parents

through the Seesaw app

weekly

3. Individual learning goals for

each child are displayed, and

each child has agency over

their goals.

4. These individual learning

goals are communicated to

parents via Seesaw app and

parents can discuss the goals

with their child and feedback

given.

Wk 6 T1

Wk 8T1

Wk 2 T3

Wk 2 T3

Carol

Carol

Sarah

Sarah

Learning goals established and discussed with the

children and families informally.

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.



Ref. to Law (S) /Regulation (R)


R.90 – 91R.162 Have you ensured that a copy of the preschool’s medical conditions policy/procedures document has been provided to a parent of a child enrolled who has a specific health care need, allergy or medical condition?

Yes

R.92-96 R.161

Have you ensured that all educators, families and, where applicable, children are aware of the procedure for administering medication and always follow it?

Yes

R.81 Have you ensured that you meet each child’s need for sleep and/or rest? Yes

R.88 Have you ensured that all educators and families follow the service’s policies and procedures around preventing and dealing with the outbreak of infectious diseases?

Yes

R.85-87 Have you ensured that all educators follow service procedures in the event of an accident, injury or illness? Yes

R.89 Do you have sufficient first aid kits? Have you checked that they are fully stocked and removed all out-of-date items?

Yes

R.78-79 Do you ensure that food and drinks served to children are consistent with your nutrition policy and that children can access water at any time?

Yes

R.77 Is food stored, handled and served safely? Yes

S165 Have you ensured that educators are supervising children effectively? Yes

R.82-83 R.97 R.103 S.167

Have you ensured that all educators follow service procedures designed to ensure the environment is safe and that children cannot access dangerous items?

Yes

R.99 Have you ensured that all educators follow service procedures about the delivery and collection of children from the service?

Yes


Step 2: Identify and record your strengths


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.


• Our educational program is complemented by a focus on promoting each child’s health and wellbeing. Health and wellbeing is fundamental to

our children’s play, and assists our children to fully participate successfully in their learning.

• The Preschool is committed to ensuring infectious illnesses and diseases are controlled and monitored at all times. The Department of

Education and support services keep the preschool up to date with current health requirements that provide us with information on

immunisation and infectious illnesses. The Staying Healthy In Childcare – Preventing Infectious Diseases in Childcare handbook is used to

inform families of any health outbreaks in order to prevent further spread of infection. The Department of Education Preschool Handbook

contains health and hygiene procedures to ensure optimum health and safety are maintained at all times. This handbook is embedded into our

daily practices and programs to effectively educate our young children on maintaining positive healthy behaviours and attitudes.

• Hygiene practices are discussed and modelled with both children and parents and visual displays are located in the bathroom.

• Children’s health needs are discussed at our initial interviews with families to ensure that all requirements are completed prior to their child

beginning preschool.

• Supervision of children is of the utmost priority at all times both in the indoor and outdoor environment.

• The school conducts regular and well documented fire and emergency procedures and all educators are aware of the appropriate actions and

precautions to take during safety evacuations.

• The service has a procedure for administering medication. The centre also has an administration of medication book containing, parent’s

authorisation, use by date, dosage, etc to record the administration of any medication. The service has a first aid kit, which is out of reach of

children, where long term medications such as Ventolin, Epipen, etc, is safely kept. Medications that are kept in the preschool are clearly

labelled with the child’s name and a chemists label outlining instructions. A consent form signed by the parent is required.

• All medications stored in the preschool including Epipens and Asthma puffers are checked each term for the expiry date and parents are

notified if they are required to replace the medication.

• Children with allergies/ medical issues have their name and photos displayed in the centre and in the casual folder along with type of allergies

and how to treat them in an emergency.

• Educators are continually monitoring the children’s health and wellbeing and communicate any issues identified with the families.

• Our preschool has both indoor and outdoor quiet areas where children can relax or sleep in. Beds are available for children who would like to

rest or sleep.

• A time for rest, relaxation or quiet time is included in the daily routine.

• Areas for active play are available both in the indoor and outdoor areas.

• Educators are aware of cultural differences in dress code and respect this. The children’s cultural identity is celebrated throughout the year.

• Daily, weekly and termly cleaning checklists are maintained and strictly adhered to.

• Teacher and School Learning Support Officer (SLSO) are both trained in CPR and the SLSO is trained in First aid.

• During the initial interviews parents are informed about the centre’s healthy eating policy. During the first few weeks of the year, children

participate in discussions about healthy eating and healthy foods. Healthy eating and healthy foods are promoted throughout the year. Much

of the children’s learning about healthy eating is done at recess and lunch when children open their lunch boxes.

• Individual children’s dietary needs are discussed with families throughout the year and at initial interviews. Conversations with parents are

ongoing relating to food choices and amount eaten.

• Should children bring food that needs to be kept cold such as yoghurt, or sandwiches they are encouraged to bring a small icepack in their

lunch box. Children always have access to water always at Preschool. The children are reminded to drink when they are at Preschool,

particularly at eating times and when they are participating in physical activities.

• Healthy eating is promoted through the School Newsletters and the Preschool Parent Information sheet. A breakfast club is run by the school

three mornings a week offering healthy breakfast items which the preschool children are encouraged to go to.

• Children are regularly stimulated with different sporting activities and sporting equipment during their outdoor time. Every day the outdoor

environment is set up to encourage physical activity and quiet experiences. All activities that are set up outdoors are set up with our children’s

safety in mind.

• Children have input into what is made available to them outdoors as the educators ask them what they would like to play with. Alternatively,

the children tell the educators what they would like to play with. They help the educators pack up the play equipment. The importance of

physical activity is relayed to the children through incidental discussion and intentional teaching during group time. During group time the

children engage in dance, creative movement, drama and listen to stories.

• Educators engage in intentional teaching of sporting skills and physical games with the children.

• Children are engaged in experiences around the outdoor vegetable garden with many different vegetables grown and eaten at the centre.

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.


• Educators have completed the Department of Education and Communities Child Protection training annually. The principal holds a register of

all staff that have completed and updated their training. Educators are made aware of the signs of child abuse and neglect. Educators are

aware that it is mandatory to report if there is any concern for a child’s well-being. The Preschool is able to and has supported families using

the Services of our School Counsellor. The School Counsellor supports families by directing them to Community and Medical Services that may

support them to support their children. Brochures and fact sheets are available in the foyer that informs families of community support

available.

• Educator to child ratio is always maintained. When indoors, the educators endeavour as much as possible to work with the children at opposite

ends of the room to ensure maximum supervision of all children. During transition times the educators strategically position themselves to

ensure that all children are supervised.

• The preschool undertakes emergency evacuation and lockdown drills each term with the preschool and/or with the whole school. The

educators ensure both groups of children participate in these drills and record them in the preschool register and Departmental data base.

Educators extend children’s understanding of emergency drills by linking it to what they would do at home. The procedures for an emergency

evacuation and a lock down are prominently displayed in the Preschool.

• The Preschool has fire extinguishers and a fire blanket that are in working order to use in the event of a fire. The extinguishers are checked

regularly by Department of Education inspectors to ensure that they are in working condition according with Work Health and Safety

standards.

• The educators inspect the outdoor environment daily upon arrival to ensure that it is safe for the children to venture outdoors. Any

maintenance issues are reported to the General Assistant who follows up with the appropriate action. The educators check toys and equipment

that the children use each day.

• Hazards and safety concerns are reported to the Work, Health and Safety committee. Any urgent matters are referred to the Supervisor,

Principal or General Assistant and the hazard removed or fixed immediately or the area secured to ensure the safety of the children and

educators.

• Safety checks of electrical equipment are conducted annually and equipment is tagged to record the date of the safety check in accordance

with Department of Education Work, Health and Safety standards.

• Canley Heights Preschool is a certified Sun Smart school.

• All staff working in the preschool have a current Working with Children Check verified by the Principal.

• Families are asked to give “Permission to Publish” as part of the enrolment form so that photographs can be taken of their children and included

in Newsletters, learning stories or on the school’s website.

• In relation to the collection of children from the Preschool, parents nominate who has permission to collect their child when they enrol. This

information is kept on the child’s enrolment form. Educators ensure that families sign, date and record the time of arrival and departure of

their child.

• In a family emergency, when parents are unable to collect their child, they telephone the Preschool to notify the educators that someone who

is not listed on the enrolment form will be collecting their child on that day. Children are not released to siblings under 18 years of age. All

children are signed in and signed out of Preschool on a daily basis.

• Visitors to the Preschool must sign in and sign out of the Preschool. They must write the reason for being on the premises in the Visitors Book.

All visitors are supervised by the educators.


Standard /Element Rationale for goal or identified issue Priority

L/M/H


do we seek to

achieve?


goal


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.





R.104-115 Have you ensured the services premises meet all regulatory requirements? For example: ● There is the required amount of unencumbered space for the number of children in attendance at the

service ● Arrangements for dealing with soiled clothes, linen and nappies

Yes

● Do your premises have fencing that prevents children going over, under or through it? Yes

● Are there appropriate toilet, hand washing and nappy change facilities? Yes

● Is there space for administrative functions and consultation with families? Yes

● Is there adequate light, ventilation and shade? Yes

● Are all areas of the premises easily supervised? Yes

R.103 Have you ensured that the service premises and all equipment and furniture are safe, clean and in good repair?

Yes

R.113 Have you ensured that children are able to explore and experience the natural environment? For example, are there trees, plants and sand?

Yes




Standard 3.1 The design of the facilities is appropriate for the operation of a service.

Fir for purpose Element 3.1.1 Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.

Upkeep Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.


• The location of the preschool is included within the grounds of Canley Heights Public School and is considered an important part of the school.

It is close to the Kindergarten classrooms which allows for visits and aids with the continuity of learning and transition to the larger school

environment for both the children and their families.

• Our learning environments are specifically planned to provide children with quiet and active learning opportunities, with spaces that suggest

individual, small group and large group experiences, and with provisions that reflect children’s growing interest and arouse children’s curiosity

and innate creativity.

• Although the indoor classroom environment is not purpose built, the furniture and equipment is appropriate for the children and fosters

learning and development. The outdoor learning environment is spacious, offers shade in the form of natural and artificial shade.

• The indoor and outdoor learning spaces offer opportunities for children to extend their curiosity and risk taking in a safe manner through

experiences such as balance beams, bike riding and climbing equipment. There are opportunities for children to be active, messy and noisy

both indoors and out.

• Facilities are designed to ensure access and inclusivity of all participants and every child, including children with additional needs, for example

a ramp access and wide gates.

• Learning environments are regularly organised to maintain optimal engagement of every child, and children’s ideas, initiatives and voices are

encouraged in the decision-making process during the changes of the physical environment.

• Children can easily access toys and games and have the freedom to select their own materials and make decisions relating to their own

interests. Children are taught to care for belongings and pack away the things they have used. They are taught to care for the equipment and

the environment.

• Educators provide open ended activities and engage with children both individually and in small groups. There is a balance of indoor and

outdoor activities.

• The outdoor learning area is fully fenced and includes both natural and non-natural areas.

• Vegetable gardens are located within the preschool grounds and are tended to by the children and educators.

• Children have easy access to toilets and hand washing from both the indoor and outdoor areas.

• Schedules for cleaning equipment, furniture and toys are adhered to and documented. The Preschool is cleaned daily by a contractor employed

by the Department of Education. Educators check the cleanliness and report any problems to the Principal. Carpet cleaning and fumigation is

completed annually.

• An office area is available for meetings with families and to attend to administration tasks.

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

Inclusive environment

Element 3.2.1 Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.

Resources support play-based learning

Element 3.2.2 Resources, materials and equipment allow for multiple uses, are sufficient in number, enable every child to engage in play-based learning.

Environment-ally responsible

Element 3.2.3 The service cares for the environment and supports children to become environmentally responsible.


• When setting up the environment the educators take into account what the children have told them they are interested in as well as

providing activities that the educators have observed that the children have shown an interest in. Challenges are differentiated for the

differing abilities of the children. Educators provide open ended activities and engage with children both individually and in small groups.

• Children are encouraged to make choices as to what they play with, where they play and whether they play in a group or individually.

• There are designated areas within the preschool both in the indoor and outdoor areas that focus on home corner, literacy, quiet play, active

play, mathematics, technology, art/craft. These familiar areas are where the children know the expectations and know they can access

particular resources or engage in the type of play they wish to. The indoor environment is set up in an open manner so the children can

freely move around the activities and have positive interactions with educators and one another.

• Resources and material are readily available and organised and sufficient in number for children to use and explore.

• Outdoor area contains both man-made and natural fixtures including garden beds, and trees for the children to interact in, with and around.

We have a rich natural environment which we encourage the children to use creatively in their play eg collecting leaves, dirt, rocks and other

natural resources to experiment with in the mud kitchen/sandpit.

• Sustainability is embedded within our Preschool program. Children learn and appreciate how to preserve our environment and take home

their ideas with their families. For example:

➢ The preschool has numerous garden beds that are planted each year and tended by educators and children. The gardens include

vegetables, flowers and a sensory herb garden. The children are taught to care for the plants and enjoy harvesting the produce

and tasting it.

➢ Children are involved with seed planting and watching the plants grow all the way to harvesting.

➢ The preschool also has a compost bin that the children add to daily with their fruit scraps and this is in turn used on the gardens.

➢ The preschool has a large rain water tank that is used by the children to water the gardens. Many learning opportunities arise

from the care and tending for the gardens.

➢ The preschool recycles and reuses paper and cardboard

➢ Within the program of teaching, recycling and sustainable living are discussed. Ongoing planned and spontaneous discussions

and learning experiences about sustainable practices are incorporated into the program as part of the curriculum.

➢ The preschool has an active worm farm that the children enjoy looking after.



L/M/H

3.1.2 There are a number of steel poles in the outdoor area that need attention in the form of padding

around them for the children’s safety

H


do we seek to

achieve?


goal

By

When?

Who? Progress notes and reflection

All outdoor steel poles

will be padded for the

children safety

1. Discussion with principal over

the need for padding.

2. Count poles needed to be

padded, measure poles

3. Source padding for poles and

obtain quotes.

4. Purchase padding and install

Wk6 t1

Wk 6 t1

Wk7 t1

TBA

Cathie

Cathie/Val

Cathie?Bh

umi

Bhumi

Discussion with Principal in weekly meeting over

need for safety pads around poles to ensure no

accidents occur with collisions.

Poles counted and measured

Quotes obtained for the padding and a supplier

decided on.


L/M/H

3.1.1 The preschool outside area needs to be updated and the area improved so it is inviting and as

safe as possible for children, families and staff.

M


do we seek to

achieve?


goal

By

When?


An extra shade sail

added over the deck

area to provide extra

shade for the children to

play under.

1. Meeting held with the

principal to discuss a new

sun shade.

2. Quotes sought for sun shade

3. Area measured and quoted.

4. Company selected

5. Appropriate forms filled and

submitted to Department

6. Risk management plan

written and conveyed to all

stakeholders

7. Sun Shade erected

Wk 5 T1

Wk 6 T1

Wk6 T1

Wk 6 T1

Wk 6 T1

Wk 7 T1

TBA

Cathie/Elle

Bhumi

Companies

Bhumi/Elle

Elle/Bhumi

Cathie

Company

Meeting held and sunshade agreed upon.

Quotes organised and received and company

selected

Garden beds need to

have the edging re-laid

and new bark or mulch

spread to add to the

1. Discussion with Principal

over work needed to be done

re garden beds.

Wk 5 T1

Cathie/Elle

Discussion held with Principal and work agreed

upon

appeal of the preschool

grounds

2. Site inspection with General

Assistant and discussion over

what needs to be achieved.

3. Ordering of mulch and edging

4. Risk Management plan is


stake holders

5. Re-edging of gardens occurs

6. Mulching of garden beds

occurs

Wk 7 T1

Wk 7 T1

Wk 7 T1

Wk 7 T1

Wk 8 T1

Elle/Cathie

/Carol/Val/

Jim

Jim

Cathie

Jim

Jim

Site inspection held with all stake holders

present.

A bike track will be

painted onto the

concrete area to make

the area more

interesting for the

children whilst riding

bikes.


the addition of a bike track on

concrete area.

2. Site inspection of area, and

plan made

3. Concrete patched and

sanded where needed.

4. Concrete painted matte

colour

5. Bike track painted onto the

concrete

Wk 5 T1

Wk 7 T1

Wk 8 T1

Wk 8 T1

Wk 9 T1

Elle/Cathie

Elle/Carol/

Val/Cathie/

Jim

Jim

Jim

Discussion held with Principal

Site inspection held


L/M/H

3.1.2 The Kitchen in the Preschool is outdated and needs to be replaced. M


do we seek to

achieve?


goal

By

When?


The Preschool’s kitchen

will be replaced and a

new one installed with


the need for a new kitchen

Wk5 T1

Wk 7 T1

Cathie/Elle Discussion held, all present agreed a new

kitchen would be beneficial.

adequate storage and

bench space.

2. Site inspection of kitchen

area

3. Quotes for flat packs and

installation acquired

4. Area measured and quoted.

5. Company selected

6. Appropriate forms filled and

submitted to Department

7. Risk management plan


stakeholders

8. Installation completed

Wk 7 T1

Wk 7 T1

Wk 9 T1

Wk 9 T1

TBA

Cathie/Val/

Elle/Carol/

Bhumi

Elle/Bhumi

Bhumi/Elle

Elle/Bhumi

Cathie

Company

Site inspection held

Quotes sought and received. Cost was at this

stage deemed too high to go ahead. This project

will be reviewed at a later date when more funds

are available.

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.





R122-124 Have you ensured that the educators to child ratio is maintained and that only educators working directly with children are included in ratio?

Yes

R.135 R.152

Have you ensured that a suitably qualified and experienced individual has been appointed as the preschool teacher?

Yes

R.120 R126 R.129-135 R.136

Have you ensured that School Learning Support Officers hold, or are actively working towards, an ACECQA approved certificate III level qualification?

Yes

Have you ensured that at all times children are in attendance at the service there is at least one person with an ACECQA approved first aid qualification available, and at least one person who has completed training in the management of asthma and anaphylaxis?

Yes




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.


• As a Department of Education Preschool, one of our educators is a teacher who holds an approved Early Childhood teaching qualification and

the School Learning Support Officer has a Certificate III from TAFE. All educators working in the Preschool have valid and current Working

with Children Checks.

• Educators are included in all professional development offered by the school and are present at all regular Teacher Professional Learning

(TPL) meetings.

• The centre philosophy was developed after consultation with parents, children and preschool staff.

• Educator to child ratios are always maintained, using school staff during preschool staff break times. Educators coordinate their position in

the outdoor learning area to maintain adequate supervision of children at all times.

• Learning Support teachers are used for small group teaching. The centre has a Vietnamese teacher who works with the children each week

and Family and Communities Liaison Officers who are available to translate both verbal and written communications in Vietnamese and

Chinese and Arabic.

• There is a commitment to quality programming and planning with the provision of Release from Face to Face(R.F.F.) time to plan learning

opportunities, to meet with families in order to deliver a holistic, responsive, educational program.

• Educators at the service have positive and respectful relationships and support each other throughout the day, working collaboratively to

complete responsibilities throughout the Preschool. They challenge and extend one another and value each other’s skills and attributes.

• Parents who want to meet with the educators can make an appointment and a time is scheduled to meet prior to 9.00 a.m. or after 3.00 p.m.

Parents may arrange a telephone interview if this is more convenient. The educators are also available to meet with parents during release

from face-to-face teaching. The educators are available on a consistent basis to work with the children each day. In the event of absence,

every effort is made to source a replacement staff member that the children are familiar with to ensure the children have existing

relationships with the person arriving and continuity of learning.

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.


• Preschool educators are updated yearly on Department of Education Code of Conduct. The educators endeavour at all times to be guided by

the Department of Education Code of Ethics Policy and the Department of Education Code of Conduct Policy. The educators are respectful,

caring and empathetic when dealing with both the children and their parents/carers. The educators take the same approach when dealing

with other adults and staff that they come into contact within the course of their day.

• The Preschool Philosophy, Early Years Learning Framework, policies and the preschool handbook form the backbone of Canley Heights

Preschool and are adhered to at all times and consulted in all decision-making processes.

• Preschool educators, supervisor, and school executive work together as a team to promote excellence within the centre. Regular meetings are

held between the Preschool educators and the Supervisor and Principal to ensure that the Principal has an insight into what is happening in

the Preschool. The Supervisor also ensures that the educators receive information which supports their work within the Preschool.

• The Educator is included in all professional learning offered by the whole school including school initiatives such as Assessment for Learning

and Positive Behaviour for Learning.

• Preschool educators work collaboratively and share their roles and responsibilities and communicate respectfully with each other.

• Educators participate in termly network meetings, regional and state conferences with other Department of Education Preschools. This has

allowed the educators to further their knowledge and skills and network with other local preschools. Educators are committed to improving

their professional practice, keeping up to date with current research and best practice.



L/M/H

4.1.1 The Preschool needs to employ a new teacher to start in term two who is early childhood

trained, who will fit our preschool philosophy and support the children’s learning and

development.

H


do we seek to

achieve?


goal


To employ a full time

teacher who fits our

preschool philosophy

and to support their

induction to ensure that

they make a confident

and informed start in

our Preschool.

1. Principal advises department

of vacancy in the preschool.

2. Department of Education

allocates an early childhood

teacher to Canley Heights

preschool.

3. New teacher visits the

preschool and shadows the

current temporary educator

for a day.

4. Induction program is started

with new teacher

5. New teacher starts in the

preschool.

6. Induction program for the

new teacher is ongoing

Wk 10 t4

2017

Wk 2-3

t1

Wk 11 t1

Wk 11 t1

Wk 1 t2

Wk1 t2

Elle

Dept

Carol/Sara

h

Cathie/Sar

ah/Mim

Mim/Cathie

Department is advised of staffing need.

Teacher is appointed to Canley Heights

Preschool and the school has been advised that

she will start in term two. A temporary teacher

has been employed until then.

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.





R.155 Have you ensured that educators interact with children in a way that ● Encourages children to express themselves and their opinions?

Yes

● Supports children to develop self-reliance and self-esteem? Yes

● Maintains the dignity and rights of each child? Yes

● Provides positive guidance and encourages acceptable behaviour? Yes

● Reflects each child’s family and cultural values? Yes

● Is appropriate for the physical and intellectual development and abilities of each child? Yes

R.156 Have you ensured that the size and composition of each group of children provides them with the opportunity to interact and develop respectful and positive relationships with each other and with educators?

Yes




Standard 5.1 Respectful and equitable relationships are maintained with each child.

Positive educators 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.


• The centre is a warm, responsive, relaxed and happy environment where the children feel comfortable. As a result, the children have developed

trusting relationships with the educators. The trusting relationships are built through a two-way process of our centre getting to know families

and the families getting to know the values and beliefs of the educators in the centre.

• Children are given opportunities to investigate their interests through play, individually and in small groups. Educators develop these

interests as they observe the children. Activities are planned to accommodate children’s differing learning styles, their levels of autonomy,

independence and interdependence. As a result, children have positive experiences of achievement. All of these are observed through our

daily conversations, our interactions with children during play opportunities.

• Children feel a sense of community at our preschool. This is developed through the positive home – centre relationships. Children have formed

positive relationships with each other and as a result collaboratively engage in play and learning opportunities.

• Relationships with children develop before the children begin attending our preschool. Relationships with children are developing during our

individual interviews with parents/carers and the child before the child starts at the centre. We have committed to make time for each family

to share information and for us to build a relationship based on genuine trust and rapport.

• We promote warm and nurturing relationships between educators and children by greeting each child and family upon arrival and departure

of the preschool, and always being available and approachable to all families.

• Lunch and break times are times used to sit and talk to children in small groups or individually.

• The children’s cultural background is respected and celebrated and this is evident throughout the centre. Resources such as multicultural

puzzles and books are readily used by the children. The centre has a yearly Multicultural celebration with all children and their families

encouraged to dress in National costume and share food from their countries.

• The preschool has in place an excellent transition program from preschool to kindergarten with many opportunities for both children and

their parents to engage in activities to help bridge the gap between preschool and kindergarten.

• A transition period also operates at the beginning of the year supporting the children who are struggling with separation and need extra time

to adjust. Parents are encouraged to settle the children into the centre before leaving for the day.

• Pride in children’s achievements is demonstrated through daily conversation with families, through the documentation of children’s learning

and the celebration wall displaying children’s achievements.

• The conversations and interactions with families and children affect and inform ongoing daily teaching practice.

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.


• A variety of stimulating activities are offered to the children daily for them to choose and interact with. The children are able to choose whether

they work with others or on their own to discover, explore and investigate. Each child is encouraged to work with, learn from and help others

through collaborative learning opportunities.

• Educators spend time discussing, modelling and reinforcing expectations in both indoor and outdoor areas.

• Each child is positively reinforced for making good choices and behaving in an appropriate manner. Children receive the message that they

are making good choices with verbal and non- verbal cues.

• From Preschool to year 6 we have a Positive Behaviour for Learning (PBL) program. This program enables our children to develop clear

understandings of expectations, become responsible for their own behaviour and work together to create a positive, caring and harmonious

learning environment. Children and educators discuss Positive Behaviour for Learning (PBL) expectations together at the start of the year

and take an active role in maintaining the expectations throughout the year. Through discussion, stories and role play the children are aware

of acceptable behaviour. The children are regularly reminded of the importance to play and explore safely and to consider the rights of their

peers to do the same.

• If necessary, the School’s Learning Support Team can be notified about a child’s behaviour or wellbeing and a meeting will be held to discuss

the options available for the child. The School Counsellor can be brought in to do an observation and/or assessment of the child presenting

these behaviours. As a consequence of the observation/assessment undertaken by the School Counsellor strategies are tried to assist the

child in their behaviour or area of need.

• Expectations in the Preschool are very clear and are consistently applied from the children’s commencement at the centre.

• Educators talk to the children about their emotions and how their emotions affect them. Educators model social and emotional strategies the

children can use.

• Fairness and equity are constantly promoted with all children understanding that they work together to ensure a happy safe environment. As

a staff, our role is to support all children to be accepting and inclusive of one another. Whilst working with the children, the educators model

acceptance and inclusive behaviour through all their interactions.

• Children are helped to develop relationships with adults by engaging with a variety of educators who access the preschool setting.

• Children develop relationships with other children in the wider school during planned activities such as buddy groups, breakfast club, special

days and library times.



L/M/H


do we seek to

achieve?


goal


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.





R.157 Do you respect the right of parents to enter the service when their child is in attendance unless ● Allowing the parent to come into the service poses a risk to the safety of children or staff? ● Allowing the parent to come into the service would prevent you or educators and staff from carrying out

your normal duties, such as supervising children, delivering the program or meeting health and safety needs? or

● You reasonably believe that allowing them entry would contravene a court order?

Yes




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.


• Communication is the key to building trusting relationships with families. We do this by our daily conversations with families, our learning

stories, journal, newsletters, web site and our face-to-face availability to families if they have a concern.

• The educator holds parent interviews before the children start at the centre. These interviews inform parents about the educational programs,

routines and procedures of the centre. It also gives the educators an opportunity to meet the child and gain information from the parents about

the child. This process assists immensely in the transition to the centre.

• Parents are informed that the centre welcomes parent involvement and are welcome to join in with special events such as Multicultural Day,

and other yearly celebrations. Parents are asked to contribute to the centre through a questionnaire and are asked if they can contribute to

the centres educational program through special talents or skills that they may have and would like to share with the children. In the past

parents have demonstrated cooking, helped in the garden and have painted a mural in the preschool grounds.

• Parent feedback is encouraged weekly via the educational program and journal where they can comment on the happenings in the centre.

Parents are free to communicate with the educators and discuss their concerns when they drop off and collect their child. If they need an

extended amount of time to do this, an appointment is made out of Preschool hours and their concerns are addressed. Likewise, at drop off

and pick up time, parents have informal conversations with the educators where both parties relay information to each other about the child’s

learning. The educators also learn about the family’s values and expectations and use this knowledge when making curriculum decisions.

• Families are informed about the happenings in the centre via the family pockets, educational program, weekly journal and photo displays.

These are clearly displayed in the foyer. The centre philosophy is clearly displayed in the foyer. It is displayed in English, Vietnamese, and

Chinese

• Parents are encouraged to keep up with the centre’s events via the school website, the school newsletter, the skool bag app, and translated

notes.

• The centre has access to Community Language teachers (Vietnamese and Chinese) who are able to translate information and liaise with parents

who have limited English when needed.

• Newsletters and brochures from the local council about parenting courses and parent facilities available are regularly passed onto the parents

to assist our families in making links to their community resources. Many of these are available in community languages and are often

interpreted.

• Preschool families are invited to all school events, including concerts, grandparents day, mother’s day and father’s day breakfasts, and Parent

Information meetings.

• Staff that speak Chinese, Vietnamese, Arabic, Fijian, and Greek can be available if required to facilitate effective communication between

families and staff where English is the families second language.

• The Principal and Deputy Principal are available to answer questions and share advice during the initial interviews.

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.


• The local community are welcomed into the preschool regularly to engage with the children. This includes the police, fire brigade, Responsible

Pet Program, music and aboriginal performance groups.

• As the preschool is a part of a Department of Education public school there is an extensive transition program in place with many varied

opportunities for the children to engage in activities that will prepare them for school. This supports both children and their families to make

a smooth transition to Kindergarten. This allows the children to become familiar with the school setting, and the expectations of

Kindergarten.

• This transition includes:

➢ visiting the school library, hall, and playground throughout the year

➢ teachers from Kindergarten are rostered onto playground lunch duties in the preschool in term four

➢ A series of in class visits to Kindergarten classes during term four.

➢ A weekly developmental play session with the Kindergarten children in term four providing the children with time spent with

Kindergarten teachers and the current Kindergarten children who will become buddies in the playground.

➢ A series of orientation visits for children and parents during term four with a comprehensive parent workshop program.

➢ Information packages for families that include Department of Education publications and important information about Canley Heights

Public School.

• There is a community playgroup that meets at the school once a week and parents are encouraged to take their 0-5 year olds along. This is an

excellent opportunity to interact with other parents and community members whilst the children are playing together.

• The centre has an up to date excursion policy in place so that transitions from the centre to other places of interest are smooth and safe at all

times. Risk management plans are written for any out of centre activities.

• Community partnerships are promoted to enhance the diversity of the centre through links to other Department of Education preschools.

These partnerships are a source of collegial support and professional learning.



L/M/H

6.2.1 The preschool would like to be a part of the wider school community and participate in the whole

school events and activities to aid in the smooth transition of both families and children to the

primary school and to consolidate family’s ties to the school.

M


do we seek to

achieve?


goal


The Preschool is

included in all whole

school activities

including Easter hat

parade, Multicultural

Day, end of year

concert, book parade

etc

1. Organisers of whole school

events are reminded through

an email to remember the

preschool when organising

events.

2. Organisers of whole school

events to invite preschool to

participate and include

preschool educators in

planning process

3. All whole school notes

detailing events to be sent

Wk 5 T1

Wk 9 T1

And

througho

ut the

year as

Cathie

Event

organisers

Email sent to all staff reminding them of the

importance of including the preschool in all whole

school events.

Term one

- Preschool are a part of the Responsible Pet

Program with kindergarten to year 2 students.

-Preschool are invited to join the Easter hat

parade. Notes sent home. Hats to be made in the

Preschool.

home from the preschool as

well as wider school

4. Preschool to promote events

and send reminders to

parents through Seesaw app

5. Preschool children and

parents to attend events.

events

occur

Office

staff

Carol

Sarah

Quality Area 7: Governance and Leadership

This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality

environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, an ongoing cycle

of planning and review, including engagement with families, create the climate for continuous improvement.





R.173 Have you ensured that all of the information included in R.173 is displayed so that it is clearly visible from the main entrance to your service?

Yes

R55-56 R31

Have you ensured that your Quality Improvement Plan ● Contains a statement of the service philosophy?

Yes

● Is reviewed and revised at least annually? Yes

R.145-154 Have you ensured that records for staff including teachers, School Learning Support Officers, volunteers and students are maintained and kept on the preschool premises? These include:

● Working with Children Checks ● Educational qualifications ● ACECQA approved training, including first aid

Yes

Have you ensured information is displayed that notes the principal as the nominated supervisor, educational leader and responsible person in charge?

Yes

Have you ensured a record is maintained of all educators working directly with children in the preschool? Yes

R.87 R.158-162

Have you ensured that all records relating to children at the service are maintained, including enrolment records, attendance records, health information, records of illness or accident?

Yes

R.92, 99, R.177

Have you ensured that records related to children contain all the required information including authorisations for the administration of medication, medical treatment, the collection of children from the service and excursions?

Yes

R.181-184 Have you ensured that records are stored appropriately to ensure confidentiality and are retained for the period indicated in R.183?

Yes

R. 174-176 Do you ensure that changes to the operation of the service, serious incidents and complaints which allege a breach of Law or Regulations are reported to Early Learning within the required timeframes, who inform the Regulatory Authority?

Yes

R.168-169

Do you ensure that all policies and procedures required by R.168, are in place, regularly reviewed, and available at the service?

Yes

R. 170 Do you ensure that your departmental policies and local procedures are followed? Yes

R.172 Have you ensured that families are informed at least 14 days before changes are made to service policies or procedures that might have a significant impact on them, including changes in fees and the way they are collected?

Yes

R.185 Have you ensured that a copy of the Education and Care Services National Law and Regulations can be accessed by educators, staff, volunteers and families, including those seeking to enrol their child at the service?

Yes




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.


• We are a Department of Education preschool and are guided by their policies and our localised procedures. The preschool has a number of

procedures developed by educators that relate to systems and requirements that are specific to it. All policies and procedures are available

at the preschool for educators and families to view.

• Policies are regularly reviewed by the Department of Education and the school as required. Procedures are monitored and reviewed as

necessary or annually, reflecting best practice and continual focus on improvement.

• Department of Education has a hierarchical structure which all Department of Education employees follow.

• Canley Heights Public School Preschool has a Philosophy that underpins every aspect of our program, practices and decision making which

has been developed by staff. The Philosophy is based on our pedagogical beliefs, understanding of children and families in the wider

community. The Philosophy is made available to families in the child’s portfolios and is on display in the preschool foyer. Our preschool

Philosophy has been shared with all staff and the wider community. The Preschool philosophy is based around the Early Years Learning

Framework and parents are invited each year to be a part of the revising process.

• There is appropriate governance arrangement. We have displayed in the foyer the name of the approved provider. Family information is

stored in the school office electronically and student record cards are also stored in the office. This ensures that this information remains

confidential. These record cards contain student information including medical records and parent contact details.

• Children’s records are stored and maintained according to Department of Education and school policies and procedures to ensure accuracy,

confidentiality and accessibility. Educators keeps a profile of all children’s needs both medically and socially including documents from

doctors and specialists in a secure position in the office.

• Procedures relating to injuries, illnesses and accidents are records stated in the Department of Education Preschool Handbook. Effective

procedures are in place to notify the department of serious incidents and complaints. This must be done within a twenty four hour time limit.

• Department of Education has a grievance procedure which is followed and adhered to. All complaints are dealt with in accordance with the

Department of Education Guidelines. Systems are in place to notify the Regulatory Authority of serious incidents and complaints which allege

a breach of a regulation. Effective practices and consolation processes minimise escalation of grievances and complaints. The preschool

teachers manage minor complaints and the Principal manages complaints or grievances of a serious nature. The Departments Complaints

Handling procedures are adhered to. The policy can be viewed by families and is available in many different languages on the Department’s

website. A complaint form is included in the schools newsletter each fortnight.

• The Preschool endeavours to promote continuity of educators where possible. Where one or both of the educators are not available to be on

class, every effort is made to replace these educators with educators who are familiar to the children and the children’s families. The Release

from Face-to-Face Teacher is consistent.

• For new/casual staff, relief from face to face educators and duty teachers we induct them by a walk around the environment, indicating the

exits, First Aid kits, fire extinguisher and blanket, evacuation and lockdown procedures, toilet, children with medical conditions and/or

allergies and anaphylaxis. There is a casual folder with Preschool information which new staff read. This ensures a continuity of practice and

that the safety and wellbeing of children is maintained at all times.

• As a Department of Education preschool all staff complete annual Child Protection updates and have valid Working with Children Checks. The

principal keeps a record of these in the office, and copies are kept in the preschool.

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.


• Educators are engaged in numerous professional learning opportunities. These are available as a whole staff or on an individual basis and are

planned to reflect the school Vision, School Plan, Strategic Directions, and Preschool Philosophy, priorities of the Quality Improvement Plan or

personal development plan goals. As a Department of Education preschool the educators have a personal development plan and are observed

by supervisor and peers during the year.

• The educators and the Preschool supervisor meet on a weekly basis to discuss aspects of the preschool happenings and the progress of

identified issues in the Quality Improvement Plan. Our self-assessment and quality improvement process is ongoing and meaningful. We are

committed to the process of continuous improvement. The Assistant Principal and preschool Educators on their own practices and suggestions

made by families to improve service provisions.

• The Quality Improvement Plan (QIP) is reviewed, added to and improved regularly throughout the year. The self-assessment is completed

annually. It is available for staff and families.

• The Preschool Philosophy underpins the teaching and learning programs and the practices of educators in the Preschool setting.

• An annual budget is available to the preschool for resources, projects and staffing (planning days and Professional learning) to facilitate the

continuous improvement cycle.

• Staff members at the service have positive and respectful relationships and support each other throughout the day, working collaboratively to

complete responsibilities throughout the Preschool. They challenge and extend one another and value each other’s skills and attributes.

• The school Principal is the Educational Leader and is a highly trained and experienced leader. The Assistant Principal provides regular and on-

going support to educators at the Preschool. Support for the process of quality improvement has been provided by way of additional planning

time, discussions, suggestions, written and verbal input, and liaison between staff members. The P-2 Initiatives officer offers ongoing support

and expertise in the Early Years Learning Framework.

• Families are informed of the strengths and future directions for improvement for all sections of the school, including the Preschool, as outlined

in the School Vision, School Plan and Strategic Directions. Information is shared through the newsletter and website.



7.1.1 All stakeholders need to have an active role in the formation of the Preschool Philosophy

M


do we seek to

achieve?


goal


The Preschool

Philosophy will be

reviewed annually with

all stakeholders

involved.

1. Preschool Philosophy is reviewed

and rewritten.

2. Philosophy is read by Principal

and executive team and

suggestions, comments and

revisions welcomed.

3. Preschool Philosophy is

translated into main languages of

Vietnamese and Chinese and sent

home to parents to read and review.

Comments and suggestions are

welcomed.

4. Community Liaison Officer to

spend time in the Preschool talking

to parents and families and asking

for comments and suggestions on

the Preschool Philosophy.

5. Comments and suggestions from

all stake holders are taken into

Wk 5 T1

Wk 6 T1

Wk 7 T1

Wk 1 T2

Wk 3 T2

Cathie/

Val/Carol

Elle

Vincent

Carol

Vincent

Educators and supervisor met to review and rewrite

the preschool philosophy.

Philosophy is shared with principal in a preschool

weekly meeting and discussed together with

additions and revisions made.

Philosophy is translated into Vietnamese and

Chinese

consideration and final review of

Preschool Philosophy completed.

6. Preschool Philosophy on display

in the Preschool and on the school

website.

Wk 4 T2

Cathie/

Val/

Sarah

Sarah


7.2.1 The principal, supervisor and preschool staff need to become more familiar with the revised

National Quality Standards to ensure they can effectively self-assess and reflect on service

practices.

M


do we seek to

achieve?


goal


The principal,

supervisor and

preschool staff will

become more familiar

with the revised

National Quality

Standards

1. All staff will be given a copy of the

Revised National Quality standards.

2. Quality Improvement plan will be

written to reflect the revised

Standards.

3. Revised National Quality

Standards to be read by all and

discussed at team meetings.

4. P-2 Initiatives officer to hold

professional learning around

National Quality Standards.

Feb t1

Wk 4 t1

Wk 7 t1

Ongoing

throughout

t1 and 2

Wk 3 t2

Cathie/C

arol/Elle

Carol/Cat

hie /Val

Cathie/Ell

e/Carol/V

al/Sarah

Sarah/Va

l/Jeanine

All staff given copy to read.

Quality improvement plan written reflecting the

revised National Quality standards.

canley heights public school preschool › content › dam › doe › ... · 2019-10-17 · canley...

Documents