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Education and Care Service

Kemblawarra Quality Improvement

Plan

Progress notes 2017 / 2018“There is no end, this is an ongoing cycle and there is always room to improve”

ECECD Sector Focus Group May 2015

Service Name Kemblawarra Public School & Preschool

Service Number SE 00007747

NSW Early Childhood Education and Care Directorate

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Kemblawarra Public School & Preschool Philosophy

Our preschool philosophy has been designed to inspire conversations, underpin all decision making and is fundamental in guiding our interactions & relationships with children, their families and the local community.

Children:

Families are children’s first and lifelong educators. It is from family that all children develop an understanding of their world. All children’s unique understandings have been influenced by their experiences, culture and the relationships they have formed. Educators value & embed all children’s individual perspectives in the curriculum. Children’s innate drive for curiosity and learning are central to all curriculum decision making.

The Early Years Learning Framework outcomes drive our high expectations for all children’s learning…

1. Children have a strong sense of identity

2. Children are connected with and contribute to their world

3. Children have a strong sense of well being

4. Children are confident and involved learners

5. Children are effective communicators

Families:

Educators believe that all children’s learning is enhanced when families share and communicate their individual expectations of their child’s learning. We are committed to developing trusting, responsive relationships with families. Developing and strengthening relationships between families and educators promotes home school continuity of learning.

Educators:

Educators continually reflect on their teaching, and on all children’s learning. This enables educators to plan accommodations, to make positive changes and to identify quality improvements that will ultimately enhance all children’s learning and development. We believe in providing an enabling learning environment which aims to promote children’s increasing independence in accessing their own materials. This will strengthen their leadership in their own curriculum choices.


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School readiness/intentional teaching:

Throughout all of our learning environments, intentional teaching takes place in a structured and an unstructured manner. The program reflects our intentional teaching and it is also documented within the child’s portfolio as well as reviewed on a weekly basis.

We introduce children to the basic needs for entry to school, on an academic as well as a social level. These include; name recognition (writing and reading), number and shape recognition, pencil skills, scissor skills, communication skills and self-help skills.

Our School Readiness Program is facilitated in conjunction with input from our kindergarten teacher and local schools to ensure a consistent transition. We will reinforce these concepts throughout the year with the use of flash cards, displaying names and numbers, letter copying, writing their own names and group activities.

In the final months before school, children who are going to school the next year will not have rest time and will start doing additional school type activities to greater enhance their development as well as structuring their day without a rest period.

Throughout the year, we will work with our kindergarten teacher and local schools who advise us of any open day for new children commencing in the next year, which we will provide to you as they are provided to us. The School Readiness program takes place daily through each school term. It is documented and reviewed weekly to extend or assist where necessary.

Around the end of Term 2, Parent Teacher Interviews are arranged to discuss your child’s progress and development. Of course, all communication is open and available each and every day. Formalised interviews offer an opportunity outside of the busy and rushed environment.

We strive to ensure that your child’s and your transition to the world of “big school” is as smooth as possible and will provide you with all the support necessary for this very important milestone in yours and your child’s life


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Quality Area 1: Educational program and practice This quality area focuses on ensuring that the educational program and practice is stimulating, engaging and enhances children’s learning and development through play and leisure. In school aged care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.

Our compliance with the regulatory requirements:

Refer to the relevant sections of the National Law and Regulations

Date of self-assessment :Ref. to Law (S) /Regulation (R)

Does your service meet these requirements? Yes / No

S.323S168R.254

Is either the Early Years Learning Framework or My Time Our Place 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 outlined by the learning framework?

Yes

R.74 If you have children who are preschool age or younger, 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

Yes

If you have school age children, do you document: An evaluation of each child’s wellbeing, development and

learning?

Yes

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

Yes

Is a copy of the program available for inspection on request: At the service for long day care, preschool or outside school

hours care, OR At each educator’s residence or venue for family day care

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

Yes


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Our Strengths

Standard 1.1: An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.

Standard 1.2: Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.

Each child’s educational program and practice is enhanced by:

Educator’s developing knowledge of the Early Years Learning Framework, their professional judgements, collaboration with families and amongst themselves under-pin the planning of the learning that occurs in the service. This occurs in our daily conversations, communication books and stay & play.

Interactions with children and families support staff to have a strong personal connection and knowledge of children’s needs and interests and the goal setting of learning outcomes.

Our service’s philosophy communicates the Educator’s pedagogy, personal beliefs and values about children’s development and learning. The philosophy is the foundation for the entire operation of the service and determines the directions and the decision making in our everyday practice.

Learning experiences are embedded in play and are a balance of child-initiated and teacher-led learning opportunities. Children’s curiosity about the world around them is at the forefront of curriculum decision making. Learning opportunities involve decision making, problem solving, inquiry and opportunities for children to develop their own risk assessments.

The routine reflects the context of our preschool and the significance of large community groups. This is translated in our large communal meal times.

Our Areas for Improvement


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Standard Describe the area for improvement What goal or outcome do you want to achieve?

Prio

rity

(H, M

, L)

Standard/element 1.1.1

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

Educators are continually building on their confidence in regards to their knowledge of the learning outcomes and ways to embed and target these outcomes effectively across all learning activities.

H

Standard/ element1.2.1

Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

Building on the cycle of planning, documenting and evaluating to ensure it is always evident.

We are aiming to improve the success of offering opportunity for families and children to provide feedback about the class programs.

H


Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

Children and families provide feedback about the program and this is used to inform future planning.

H

Standard/element1.2.3

Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.

All educators will become more efficient at critically reflecting on children’s learning and development daily.

H


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



Date of self-assessment:Ref. to Law (S) /Regulation (R)

Does your service meet these requirements?

Yes / No

R.90 – 91R.162

Have you ensured that all educators and families are aware of the medical conditions policy and always follow it?

Yes

R.92-96R.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? YesR.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? YesR.80 Do you display a menu if you provide food at your service? N/AS165 Have you ensured that educators are supervising children effectively? YesR.82-83R.97, R.103S.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

R.165-166 Have you ensured that all family day care educators follow service procedures about visitors to the residence or family day care venue?

N/A

R100-102 Have you ensured that all educators follow service procedures in relation to excursions, including obtaining authorisations and conducting appropriate risk assessments?

Yes

R97-98 Have you ensured that plans are developed to manage emergencies and evacuations and are displayed near each exit? Are emergency and evacuation procedures practised at least every 3 months?

Yes

R.84 Have you ensured that all educators are aware of their child protection responsibilities?

Yes


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Our Strengths

Standard 2.1: Each child’s health is promoted.

Standard 2.2: Healthy eating and physical activity are embedded in the program for children.

Standard 2.3: Each child is protected.

Each child’s health and safety is promoted by: Our education program is complemented by a focus on promoting each child’s

health and wellbeing. Health and wellbeing is fundamental to children’s play, and assists children to fully participate successfully in their learning.

The arrangements that we have in our service such as health and safety policies, our philosophy and maintenance of daily hygiene practices ensure that all educators and staff members consistently implement the best possible hygiene practices.

Individual health care plans are developed, discussed amongst all staff and regularly reviewed and displayed in locations in the preschool that maintain the confidentiality of the child and family. We prioritise all staff knowing about all children in the service by having healthcare plans displayed in both units, staff handbooks, office and kitchen.

Infectious diseases are managed through consistent hygiene practices, social stories for children and families are alerted immediately if there is an infectious disease that may cause harm to their child.

Our service keeps up to date with current best practice for managing infectious diseases and supports families to avoid risk of contamination by disseminating the information.

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

The school conducts a regular and well documented fire and emergency procedure and all staff is aware of the appropriate actions and precautions to take during safety evacuations.



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Standard Describe the area for improvement

What goal or outcome do you want to achieve?

[Prioritise your area for improvement when you complete Section 3] Pr

iorit

y

(H, M

, L)


Every reasonable

precaution is taken to

protect children from

harm and any hazard,

likely to cause an injury.

Obtaining more shade to create a larger

outdoor area that supports sun safe

practices at all times.

H


Each child’s health

needs are supported

guidelines.

Educators building on current practices

for promoting healthy eating habits more

actively throughout the service.

M


Effective hygiene

practices are promoted

and implemented.

To build on families being more aware of

our daily health and hygiene practices in

our daily routine that educators discuss

and promote with the children. For the

preschool to become more sustainable

with materials such as going from paper

towel to materialised hand towels.

M


Steps are taken to

control the spread of

infectious diseases and

to manage injuries and

illness, in accordance

with recognised

guidelines.

Improving on our current written process

for obtaining current immunisation

information from families.

M


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Quality Area 3: Physical environmentThis quality area of the National Quality Standard focuses on the physical environment and on ensuring that it is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.





Yes / No

R.104-115 Have you ensured the services premises, venue or residence meets 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 If you have children who are preschool age or younger, have

fencing that prevents them going over, under or through it Are there appropriate toilet, hand washing and nappy change

facilities Is there space for administrative functions and consultation with

families Is there adequate light, ventilation and shade Are all areas of the premises easily supervised

Yes

R.103 Have you ensured that the service premises, venue or residence 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

R.116-117 If you have a family day care service, Have you ensured that all educators’ residences or approved

venues are safe before children are placed in care, and at least annually?

Have you ensured that glazed areas of all educators’ residences or approved venues meet the required safety standard?

Do you require educators to inform you of any alterations or renovations to their premises?

N/A


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Our Strengths

Standard 3.1: The design and location of the premises is appropriate for the operation of the service.

Standard 3.2: The environment is inclusive, promotes competence, independent exploration and learning through play.

Standard 3.3: The service takes an active role in caring for its environment and contributes to a sustainable future.

Our Preschool’s physical environment is enhanced through :

Our learning environments promote opportunity for the two units to integrate during the day.

Our environment is dynamic, that adapts to suit the needs and curiosity of the children. We make increasing attempts to create a home like environment.

Materials and resources are made accessible to children to support their growing autonomy.

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.

There are opportunities for children to be active, messy and noisy both indoors and out.

Open-ended materials are being increasingly introduced into children’s play which opens up a world of learning opportunities, limited only to their skills, experiences and imagination.

Facilities are designed to ensure access and inclusivity of all participants and every child, including children with additional needs and cultural and specific needs.

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.


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Prio

rity

(H, M

, L)

Standard/ element 3.1.1

Outdoor and indoor

spaces, buildings,

furniture, equipment,

facilities and resources

are suitable for their

purpose.

Building on increasing the opportunities

to take appropriate risks in children’s

play and learning experiences.

To have an all-purpose sand pit built in our

outdoor environment to foster children’s

learning and development

H


Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.

Resource rooms and storerooms to be

kept clear of clutter and kept in an

orderly manner to prevent Workplace

Health and Safety risks.

H

Standard/ element3.3

The service takes an

active role in caring for

its environment and

contributes to a

sustainable future.

Building on providing more sustainable

and environmentally appropriate

experiences and resources in the

outdoor play spaces.

M


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Quality Area 4: Staffing arrangementsThis quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, coordinators and 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.





Yes / No

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

Yes

R.120R126R.129-135R.136

If you are a long day care or preschool or outside school hours care service,

Have you ensured that educators who are under 18 years of age do not work alone and are adequately supervised?

Have you ensured that educators required to meet the ratio hold or are actively working towards the qualifications applicable in your state and territory?

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

Yes

R.119R.127-128R136R144

If you are a family day care service, Ensure that all educators and educator assistants are at least 18

years of age? Ensure that all coordinators have an approved* diploma level

qualification? Ensure that all educators have or are actively working towards an

approved* certificate III level qualification? Ensure that all educators and educator assistants hold an

approved* first aid qualification and have completed an approved* training in the management of asthma and anaphylaxis?

N/A

If you employ educator assistants, You comply with the requirements of regulation 144

Yes


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Our Strengths

Standard 4.1: Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.

Standard 4.2: Educators, co-ordinators and staff members are respectful and ethical.

Our preschool’s Staffing arrangements are enhanced by:

The teachers in our service exceed the minimum qualifications that are required in the National Regulations.

Adult to child ratios are maintained throughout the day. Educators have chosen to have a communal morning tea with the children. Educators take their approved thirty minute lunch breaks away from the

children one at a time to ensure that there is always one Teacher and two SLSOs with the children during these times.

Whenever possible the same casual teacher and casual SLSO is used to cover for absent staff to ensure the children have existing relationships with the person arriving.

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.

Consistent and regular communications occurs between all staff members. Staff members attend weekly whole school staff meetings.

The preschool teachers are provided with 2 hours per week non-contact time (RFF) to engage in preparation, planning and communication with families.

A Teacher Professional Learning allocation is given to the school by the DoE to support school staff to undertake professional learning as targeted within the school improvement plan. Educators have access to a range of professional development opportunities, including conferences, staff development days and internal courses and information sessions.



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Prio

rity

(H, M

, L)


Educators, coordinators and

staff members work

collaboratively and affirm

challenge support and learn

from each other to further

develop their skills and to

improve practice and

relationships.

Building on systems so SLSO’s are

more actively providing input into the

daily program and intentional

teaching of implications and

extension of learnings such as

Kinderloop.

M


Educators, coordinators and

staff members work

collaboratively and affirm

challenge support and learn

from each other to further

develop their skills and to

improve practice and

relationships

Educators reflect on practice, explore new possibilities and plan forchildren’s experiences. For all staff to

be involved in IEP’s, PLP’s for any child

developmental areas.

H


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





Yes / No

R.155 Have you ensured that educators interact with children in a way that Encourage children to express themselves and their

opinions? Support children to develop self-reliance and self-esteem? Maintain the dignity and rights of each child? Provide positive guidance and encourage acceptable

behaviour? Reflect each child’s family and cultural values? 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

Our Strengths

Standard 5.1: Respectful and equitable relationships are developed and maintained with each child

Standard 5.2: Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

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. We also share our own stories with the families and children to strengthen relationships.

Staff members are responsive to children’s interests and curiosity and it is these interests that form the foundation for our interactions, our conversation and our planning for each child’s unique learning pathways.

Routines are planned to accommodate children’s differing learning styles, their levels of autonomy, independence and interdependence. All of these are observed through our daily conversations, our interactions with children during play opportunities.

Pride in children’s achievements is demonstrated through daily conversation


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with families and through the documentation of children’s learning. The conversations and interactions with families affect and inform ongoing

daily teaching practice.




Prio

rity

(H, M

, L)


Every child is able to

engage with educators

in meaningful, open

interactions that support

the acquisition of skills

for life and learning.

Improving on the Educators questioning

strategies that are currently being used

with children to extend and challenge

children’s learning.

Identify resources that will build on the

current support strategies being used and

include every child with additional needs.

H


Every child is able to

engage with educators

in meaningful, open

interactions that support

the acquisition of skills

for life and learning.

Every child that is required to have an

Individual Education Plan (IEP) is

supported through targeted teaching

strategies and resources with all staff

being involved in the processes.

H


Each child is supported

to work with, learn from

and help others through

collaborative learning

opportunities.

To build on and improve collaborative,

ongoing project work. To improve the

programming format to have a key to

represent areas of children’s ideas and

suggestions.

M


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



Date of self-assessment

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


Yes / No

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

Our Strengths

Standard 6.1: Respectful supportive relationships with families are developed and maintained.

Standard 6.2: Families are supported in their parenting role and their values and beliefs about child rearing are respected.

Standard 6.3: The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.

Our Preschool’s collaborative partnerships with families and communities are enhanced:

When partnerships with families are developed families will have a desire to invest in the preschool curriculum. We promote this by inviting family engagement into preschool experiences through our stay and play sessions, as well as concepts such as our travel bears that promote home/school continuity informing daily decision making.

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


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newsletters, parent/teacher interviews and our face-to-face availability to families if they have a concern.

We have developed a Family handbook which develops a shared understanding of the philosophy of the preschool and informs families of the daily operations of the service. The handbook aims to access feedback from families regarding their individual needs and how our service can address the needs.

We make every effort to meet families’ requests and make adaptions wherever possible.

We recognise the expertise of families and invite their feedback by sharing children’s work samples for families to comment on and provide insight into further directions. We provide families with children’s portfolios to share children’s successes and achievements.

Community partnerships enhance the richness and diversity of our service. Partnerships with other regional Departmental preschools have broadened our perspectives. We provide access to the preschool for local work experience students as well as TAFE and University students studying Early Childhood Education.

Each week families receive the school newsletter which gives them information about community events, including parent information sessions run by various outside agencies as well as whole school and preschool events.

Being a P-6 school, we are part of the greater school community. The children at our service have frequent visits to whole school events; this includes ongoing access for transition to school opportunities.




Prio

rity

(H, M

, L)


The service builds

relationships and

engages with their

local community.

Update and build on current

resources that we provide to children

to expose them with a balanced view

of contemporary Australians though

excursions and incursions.

H


The service builds

relationships and

engages with their

local community.

Build on the systems we have in

place and organise more invitations

to community organisations and

people who can share information

about our local community.

H


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Quality Area 7: Leadership and service managementThis 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.



Date of self-assessmentRef. to Law (S) /Regulation (R)


Yes / No

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

Yes

R.118R148

Have you ensured that a suitably qualified and experienced individual has been appointed as the educational leader at the service and that this person’s name is included in the staff record?

Yes

R. 146R.147R.154R163

Have you ensured that, where applicable, records of working with children clearances are kept for

the nominated supervisor, educators, coordinators and staff? family day care educator assistants? adults living in residences used to provide a family day care

service?

Yes

R55-56R31

Have you ensured that your Quality Improvement Plan contains a statement of the service philosophy? is reviewed and revised at least annually?

Yes

R.145-154 Have you ensured that all records relating to staff at the service are maintained and include all of the required information? including

records for the nominated supervisor, each educator, educator assistant, co-ordinator and staff member, volunteer and student

the name of the educational leader and responsible person a record of educators working directly with children a record of access to an early childhood teacher (if required by

R.152) a register of family day care educators (where applicable)

Yes

R.87R.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.165 Have you ensured that records of visitors to a family day care residence or approved venue are maintained?

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.29, R.180 Do you keep information about public liability insurance for your service on the premises?

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 the Regulatory Authority?

Yes


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Date of self-assessmentR.168-169 Do you ensure that all policies required by Regulation 168, and where

applicable R.169 are in place and available at the service?Yes

R. 170 Do you ensure that your policies and procedures are followed? YesR.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 Law and Regulations can be accessed by educators, staff, volunteers and families, including those seeking to enrol their child at the service?

Yes

Our Strengths

Standard 7.1: Effective leadership promotes a positive organisational culture and builds a professional learning community.

Standard 7.2: There is a commitment to continuous improvement.

Standard 7.3: Administrative systems enable the effective management of a quality service.

Our Preschool’s leadership and service management is enhanced through:

The leadership and management team promotes a commitment towards continuous improvement towards National Quality Standards.

The skills and capacity of the educators and staff members are strengthened through the availability of a leadership mentor which strengthened collegiality, team cohesiveness and helped to maintain our ongoing commitment to the National Quality Standards.

Information about the leadership of the service is displayed in the foyer for families, which enables a shared understanding of the grievance and complaints process and who to direct these to.

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

The efforts and achievements of educators and staff members is acknowledged and celebrated by the leaderships of the service.

The National Quality Standards and Curriculum Framework guide daily decision-making and ensure that we are working towards quality improvement in all areas in the service that we provide. All staff work together. We draw on each other’s unique strengths to challenge our practices which enable us to become dynamic in our program delivery.

Staff members in the service work towards maintaining positive, mutually respectful relationships and a commitment to developing a reciprocal understanding of each other and the families in the service.


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The Department of Education has provided ongoing professional learning around Early Childhood initiatives. Our professional understandings have been strengthened and focussed through collaborative partnerships with preschool networks.

Kemblawarra Public School Preschool staff use the Early Childhood Australia Code of Ethics to guide their relationships with children, families, colleagues and the community. Staff also adhere to the Departments Code of Conduct and participate in annual updates.

The performance of the teacher is monitored appraised and feedback provided via the Teacher Performance and Development Plan (PDP), conducted regularly by the supervising Assistant Principal and reviewed by the Principal (Educational Leader).

The Principal and Assistant Principal visit the preschool regularly to observe practice, assess resources and support staff.

The Assistant Principal conducts weekly information, professional learning and support meetings with all preschool staff.

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.

Consistent and regular communications occurs between all staff members. Staff members attend weekly whole school staff meetings every Wednesday and stage meetings every Tuesday.

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 staff 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, liaison between staff members, Quality Improvement Plan meetings with the Early Childhood Consultant, access to training at regional Network meetings.

We have regular program planning meetings, regular visits and discussions. Professional input is provided to guide our practice in terms of children's learning outcomes, school/Preschool liaison and involvement, reflective evaluations and positive feedback on performance. The governance of the preschool is informed by well-established Departmental policies and guidelines.

As a Departmental Preschool we have access to external support from the P-2 Initiatives Officers. We can contact the Early Learning Unit for support, as well as to discuss operational and educational issues and decision-making. The P-2 Initiative Officers visits our Preschool, supporting our staff in the self-assessment process and QIP preparation.

In meetings, Educators engage in discussions including the Early Childhood Australia and ACECQA newsletters, in particular articles pertaining to the National Quality Framework and EYLF. Educators reflect on their practices and determine how the information in the newsletter can enhance their practices.

Confidential records are stored appropriately at the service, including current records of children and families as well as archived records needing to be kept for a period of time as indicated in the regulations. We dispose of any confidential records that are no longer required or records not needing to be archived, by shredding.

Information pertaining to children and to their families, including emergency


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contact details are located on site at the preschool and backed up on the NSW Department database known as ERN. The school regularly requests updated information from families to ensure information is current.

Notices of children at risk of anaphylaxis are generated and displayed in strategic yet discreet locations throughout the preschool and the school. All members of staff are made aware when such a child is enrolled at the preschool.

Parents and staff are made aware when notification is received that a preschool child has been diagnosed with an infectious disease.

The preschool has a range of current technology available to enable staff to complete administrative tasks, programming and documentation. A laptop is connected to a large screen interactive whiteboard with Wi-Fi internet access in both the Buroo Room and the Wombat Room. Children also have access to these facilities for research purposes with staff assistance.

A Preschool Philosophy that underpins every aspect of our program, practices and decision making 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 preschool information booklet and is on display in the preschool foyer. Our preschool Philosophy has been shared with all staff and the wider community.

Staff members, including casual staff, work the same timetable each day, ensuring continuity of care for children. If a staff member is on leave we attempt to engage the same relief staff each time to work with the children. Familiarity with regular relief staff ensures that children continue to feel safe and secure, particularly in the first few months of their preschool experience.

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 have regular informal and formal discussions where they reflect on their own practices and suggestions made by families to improve service provisions. Recently the Assistant Principal has utilized the Growth Coaching model as part of the PDP process to support educators in their quests for self-improvement and development of their own leadership qualities.

The preschool is allocated one day per week office administration time by Department to process enrolments, correspondence to families and requests made by staff.

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 Assistant Principal and/or Principal manage complaints or grievances of a serious nature. Department Complaints Handling procedures are adhered to.

Most policies and procedures are developed by the Department. The preschool has a number of procedures developed by staff that relate to systems and requirements that are specific to it. All policies and procedures are available at the preschool and are provided to families on request.

Teachers meet with parents to discuss children’s needs, parental expectations and provide information about policies and practices prior to children attending the preschool in the following year.


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Standard Describe the area for improvement What goal or outcome do you

want to achieve?

Prio

rity

(H, M

, L)


An effective self-assessment and

quality improvement process is in

place. Re-creating the foyer for

parent street library.

Building and implementing

a more successful system

to review our philosophy

and QIP with staff and

families.

H


Service practices are based on

effectively documented policies and

procedures that are available at the

service and reviewed regularly.

Provide more successful

formal and informal ways

in which families may

contribute to the

development and review of

policies and engage in

discussions about the

services we provide. To

incorporate a street lbrary.

M


Improvement Plan Summary NQS Ref. Outcome/ Goal Strategies Person

responsible Timeframe

/Date

Success measure Progress notes

1.1.1 Educators are knowledgeable and confident in their implementation of learning outcomes in assessment and programs.

Learning outcomes will be displayed.

Outcomes will be consistently discussed during staff meetings.

Through productive team meetings children’s learning and development will be discussed by all staff.

Week 1, Term 3, 2018 (Educators, Principal, Assistant principal)

All Educators are familiar with and understand the language of the outcomes.

All educators have equal input into the learning outcomes for children

Commenced using web on whiteboards Term 4 2016 This area has now been adjusted. Parents have begun to place suggestions regarding the outcomes. This is still an ongoing progress as it is a new initiative. Revisit and see the success of the parent input in Term 2 week 1 2018. We have now extended on this by focussing on the NQS not just the outcomes.


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NQS Ref. Outcome/ Goal Strategies Person responsible Timeframe

/Date


Outcomes to be displayed in newsletter.

Ongoing1.2.1 There is a clear cycle

of planning, documenting and evaluating.

Educators to visit other DEC preschools in practice to gain additional ideas and knowledge around best practice

Developmental milestones checklist for each child, to track each term

Week 5, Term 4 2017(Principal, AP and Educators)

There is a seamless process between planning, documenting and evaluating which will lead to a higher quality learning environment.

Ongoing

Developmental milestones checklist – We have now introduced kinderloop, term 3, 2017. We are hoping this will be a thorough way of keeping data regarding all children’s developmental areas. It will also update parent’s with continual access to their children’s learning. Our preschool


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/Date


have now introduced Kinderloop to try to track data of the children’s overall development. OngoingKinderloop to be reviewed each term

1.2.1 Children and families provide feedback about the program and this is used to inform future planning.

Include family and child feedback section in the planning formats.

At the end of each term, send out feedback forms.

Week 1, Term 1 2018

End of each Term, 2018(Educators)

Feedback is informing future planning and is related directly to what children and families require.

We have revamped our foyer to include family feedback. We have re formatted our teaching programs to enable parents to place family feedback on. We have set up and are using Facebook as a means of connection with families.


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/Date


Ongoing

1.2.3 All educators will critically reflect on children’s learning and development daily.

Utilise templates to assist in the reflection process of documenting observations.Update programming proforma to support efficiency.Daily communication colour coded system to critically reflect learning.

T2 2016 (Teachers, AP)

T2 2016 (Teachers, AP)

T2 2016 (Teachers)

Review Term 2, 2018

Reflecting on a daily process enables educators to plan and implement a successful learning environment.

Worked with AP in term 2 to develop a new program proforma and colour coded system.We have devised a new programming system with the new teacher that is relieving in a maternity leave position. The new proforma is colour coded that has included the NQS the principles, practices and outcomes. This system will be reviewed termly.


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Improvement Plan Summary NQS Ref.

Outcome/ Goal Strategies Person responsible

Timeframe /Date


2.1.1 More actively promote healthy eating in our service.

Educators will promote ‘nude food’.

Information in newsletter Munch and move concepts in

daily program

Week 5, Term 3, 2018 (Educators)

Children will reduce the amount of packaged foods they bring to school.

OngoingStaff are role modelling good practices by having morning tea and lunch with the children. Cancer council and programs such as “eat it to beat it” are included in our transition programs. We promote munch and move throughout the day and reward children with healthy eating merit cards.

2.3.2 Ensure sun safe practices reflect best practice at all times.

Develop a risk management plan for outdoor sun safety

Raise funds during the preschool year to seek sun safe shade.

Contact local agencies to seek assistance with funding or shade

Week 3, Term 1 2018 (Educators)

Week 1, Term 3 2018

Children will be able to enjoy the outdoor area with adequate shade to ensure sun smart practices

The school needs to plan for extra shade over the fixed equipment. We need to investigate funds


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NQS Ref.


Timeframe /Date


material. (Educators) are met. and quotes to know the costing. Preschool staff to discuss these costing with executive staff.Ongoing

2.1.3 Share the services practices and programs around health and hygiene with families, so that we can work in partnership around health care needs.

Links in newsletter e.g. importance of hand washing.

More obvious signage around the preschool – using our children in the photos.


That we are working in partnership with families to promote health and hygiene practices.

Ongoing

Trial children’s own hand towels to reduce wastage of paper use and promote sustainability.


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NQS Ref.


Timeframe /Date


2.1.4 A written process for obtaining information about immunisation is available and implemented in the service.

Four year olds are flagged on Sentral.

Week 2, Term 4 , 2017 (Educators)

All of our immunisation information is up to date.

Ogoing

Waiting for LMBR to become live and operational



/Date


3.1.1 Elements of the outdoor environment offer chances for appropriate risk taking.

Reflect on our outdoor environment map during staff meetings.

Consider and implement where modifications to the environment can be made.

Weekly throughout Terms in 2017 (AP and Educators)

Children have increased opportunities to take appropriate risks in their play and learning.

Ongoing

Teachers have devised a new outdoor program to ensure staff are place appropriately within the playground to increase risk taking.

3.1.1 Elements of the outdoor environment offer chances for appropriate risk taking.

Develop a risk assessment of the physical environment

Reflect on our outdoor environment map during staff meetings.

Consider and implement where

Weekly throughout Terms in 2018 (AP and Educators)

Children have increased opportunities to take appropriate risks in their play and learning.

Ongoing

We will begin a SMP Sustainability Management Plan to work towards


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/Date


modifications to the environment can be made.

Source funding grants and send letters to organisations for all purpose sand pit for children to explore in the outdoors.

installing a safe sandpit/mud pit area.

3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.

Placing environmental importance into daily program.

Contact council about environmental education.

Asking children and families to contribute by bringing in a plant to protect and nurture.

Establish a compost bin – Possibly contact bunnings.

Weekly ongoing throughout the year 2017

T4 2017 (Teachers)

T4 2017 (Teachers)

Review in Term 2 2018

Children are more aware of protecting natural resources and have an increased awareness of the natural environment around them.

Ongoing

As a new initiative we will invite Bunnings, Warrawong to our preschool twice a term to talk about sustainability. Incorporating more sustainable resources such as recycle items fom home eg: pots, pans etc


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/Date


4.2.2 To ensure that all SLSO’s have positive input into the daily planning and intentional teaching strategies used to assist in the ongoing delivery of programming.

Educators will communicate with each other and use a reflection sheet that is placed in the room to record extension and the implication of activities.

Weeks 6 Term 4, 2017 (Teachers)

Educators will actively participate in the planning of ongoing activities.

OngoingRe: New program proforma

4.2.2 Educators reflect on practice, explore new possibilities and plan forchildren’s experiences

Staff meeting minutesCreate a reflective practice journal for each individual educator to use

Week 5 Term 4 Educators are consistently reflecting on their practice and using this to inform future planning.

Ongoing

New evaluations including reflections used from Aussie Children’s Network


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Improvement Plan Summary NQS Ref.

Outcome/ Goal Strategies Person responsible Timeframe /

Date


5.1.2 We increasingly use open ended questioning to extend children’s learning.

Write up an inquiry based question in our program that will inform the way we speak to children.

Week 1, Term 4, 2017(Educators)

It will become evident through documentation of the questions children ask, the content of their speech, play and activities and the focus of their further inquiries that children’s thinking is being extended.

OngoingNew lesson planning with education.com resources assist teacher in strategies and skills regarding questioning to further the children’s ideas.

5.1.2 Every child that is required to have an Individual Education Plan (IEP) is supported through targeted teaching strategies and resources.

Meet with the family to develop an IEP and Behaviour management Plan to promote positive behaviour.

Consult with the supervisor during staff meetings to communicate identified issues.

Refer children to the learning support team for assistance.


Weekly, 2018 (Educators)

Clearer communication and support through the development of IEPs to enhance every child’s learning.

OngoingChildren’s visual timetable is placed in an area accessible to the said child. We are now considering sensoy areas for children that may need calming time.

5.2.1 That our preschool curriculum includes

Record children’s inquiry or curious questions as the foundation for

Week 1, Term 2,

Rich dialogue will be created because of the Ongoing


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NQS Ref.

Outcome/ Goal Strategies Person responsible Timeframe /

Date


ongoing, collaborative project work leading to deeper knowledge of learning experiences.

ongoing provocations and provisions.

Document ongoing learning that is evident in the projects.

2018(Educators)

level of engagement the children will have researching their inquiries.

Introducing the KWL charts to gain understanding of the children’s knowledge, what they want to learn about and what they have learnt at the end of a project / play.


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Quality Area 6: Collaborative partnerships with families and communities Improvement Plan Summary NQS Ref. Outcome/ Goal Strategies Person


/Date


6.3.4 Images, books and resources are available to children which provide a balanced view of contemporary Australians.

Contact Henry Parkes Resource Centre to obtain culturally inclusive resources.

Apply for a Telstra grant to receive funding.

Access the schools main library to borrow resources.


Week 8, term 1, 2018

Culturally inclusive resources and materials of contemporary Australians and world views will be embedded in the daily program.

Ongoing

We are continually researching resources from the internet, local organisations and educational supplies and through family input.

6.3.4 Invite community organisation and people to the preschool to expose children to a more inclusive knowledge of their local lived community.

Contact agencies who will be able to come for incursions to share their knowledge of the local community and how they contribute to a better community.


Raising awareness of local communities.

Ongoing


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Improvement Plan Summary (template)NQS Ref.


Timeframe /Date


7.2.3There is a transparent review of the philosophy and quality improvement plan amongst all stakeholders.

The philosophy will be sent out to families for feedback.

Invite families to join with staff for the annual review of the QIP.

Week 1, Term 2, 2018(Educators)

Week 5, Term 3, 2018(Educators, AP and Principal)

Collective input informs future decision making.

Ongoing

7.3.5 Engage with parents in a formal review of the Curriculum Policy; and

Provide an informal way for parents to have an opportunity to provide feedback about the service we provide.

Invitation to parents to participate in the review;

Survey sent to those who cannot attend the meeting.

Focus parent attention on the “Suggestion Box” situated in the foyer through the weekly newsletter and face to face contact with parents.

Week 5, Term 3, 2018 (Educators and AP)

Week 5, Term 3, 2018 (Educators and AP)

Week 3, Term 4, 2018 (AP, Educators and Principal)

Week 11, Term 4, 2018(Educators and AP)

Attendance of parents at meeting and revisions or enhancement to the Curriculum Policy.Completed surveys with suggestions which are incorporated into the revised Curriculum Policy.

Number of parents providing suggestions each week;

Changes or enhancements brought about as a result of these suggestions.

Ongoing


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