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C.a.F.E. Enfield Children’s Centre Quality Improvement Plan 2014

1 C.a.F.E. Enfield children’s Centre Quality Improvement Plan


Service detailsService name Service approval number

C.a.F.E. Enfield Children’s Centre

Primary contact at service

Joan Gilbert – Director, Education and Care

Physical location of service Physical location contact detailsStreet: 17a Wilkins Street

Suburb: Enfield

State/territory: South Australia

Postcode: 5085

Telephone: 8342 3329

Mobile:

Fax: 8342 3309

Email: [email protected]

Approved Provider Nominated SupervisorPrimary contact:

Telephone:

Mobile:

Fax:

Email:

Name: Joan Gilbert

Telephone: 8342 3329

Mobile:

Fax: 8342 3309

Email: [email protected]

Postal address (if different to physical location of service)Street:

Suburb:

State/territory:

Postcode:


mailto:[email protected]

mailto:[email protected]


Operating hours

For each day of the week this service is open, indicate the times of the day when education and care is provided.

For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using 24 hour

clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour.

If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.

For family day care services or multi-site services, please provide the operating hours of the service office.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time07:30 07:30 07:30 07:30 07:30

Closing time 18:00 18:00 18:00 18:00 18:00



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

Additional Information about our Service

C.a.F.E. Enfield is an integrated site that has many components that include Community managed Long Day Care, Department of Education and Care (DECD) funded Preschool, Child and Family Health Services, Learning Together, a range of Parenting Support Programs, and Adult Education and Training.

The Preschool sessions are aligned to State School terms; Dates for 2014 are Term 1 28/01/2014 – 11/04/2014; Term 2 2014 28/04/2014 – 4/07/2014;Term 3 21/07/2014 – 26/09/2014; Term 4 13/10/2014 – 12/12/2014. And operate between 8:30-15:00. We request our validation visit is during these dates.

Parking is available in the Carpark at the end of Pateela Street, Enfield – the Children’s Centre is situated on the Eastern side.

How are the children grouped at your service?

Crèche - Mixed age group, supporting parent education and programs on site

Under 2’s

Over 2’s

4 year old Room and DECD Preschool

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

Site Improvement Team: Joan Gilbert Director Education and Care and Nominated Supervisor; Lee Jones Assistant Director



Service statement of philosophy

C.a.F.E. Enfield Children’s Centre is an integrated site with many components including Community managed Long Day Care, Department of Education and Care (DECD) funded Preschool, Child and Family Health Services, Learning Together, a range of Parenting Support Programs, and Adult Education and Training. These services work together towards a shared commitment to supporting health, social, emotional and educational outcomes for children and their families.

We believe our practices reflect the belief that children are competent learners from birth and unique in their own individual way.

We believe that our family friendly environment provides opportunities for children and their families to visit and participate in activities and/or network with others from the community. We believe families have a critical role in early development of their children’s learning. We believe young children are happier and achieve more when early year’s educators work together with families to share views, aspirations and documentation to support and extend children’s learning and development. Primary care giving practices will provide the framework for Educators to work with families, whereby all interactions will be caring and affirming and reflects a shared understanding of each child’s strength and abilities.

.We believe play is fundamental to young children’s learning as they engage in exploration, imagination and investigation, while socialising and communicating with children and adults around them. Our environments both indoors and outdoors are valued equally as important learning spaces. We believe the role of the learning environment is to provide flexible, ever-evolving materials and spaces to allow children to participate uninterrupted to work alone, or in small intimate groups or as a member of a large group.

As educators of young children we believe we have an active and significant role in ensuring children experience wonder in their world. Educating for sustainability is a strength in our curriculum and the children have many opportunities to engage in gardening, recycling and connecting with nature. We will facilitate many opportunities for children to develop skills, knowledge and dispositions to connect them to their environment and their community.

We believe the quality of Educators is the key to the provision of high quality care and education of young children. This notion is supported through an environment of trust and respect with the community in a culture of continual reflection and renewal of ideas and understandings. Educators are actively encouraged to access and continue training and professional development.

Reviewed Jan 2014


Quality Improvement Plan for QA1Summary of strengths for QA1

Strengths Programming for individual children, rooms and whole of site is of a high standard that utilizes current research and support documents such as Belonging, Being and Becoming: The Early Years Learning Framework for Australia, Australian Early Childhood’s Code of Ethics and the UN Rights of the Child. 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.o Children’s individual learning dispositions are embraced and acted upon

Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.o Information is sought from families on a regular basis, both formally and informally

questionnaires conversations

o Observations Formal Conversations

o Relaxed meaningful conversations are facilitated throughout the day between children and with Educators during play and routine times such as at meal times. Differing points of view are shared and discussed.

o Children’s experiences are a balance of child initiated and intentional teachingo A range of docents such as Learning Portfolios, Daily routine books, Workbooks and/or Curriculum recordings are located in such a

way that parents are able to continuously access to them The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

o Regular reviews are conducted to ensure routines and environments are maximising opportunities Every child is encourage and supported to participate in the program.

o Primary Care Groups come together at regularly intervals throughout the dayo Claire Warden style Floor-books are used capture holistic views of the child during the day – spontaneous experience during the day

are extended, and individual stories are written upo Wendy Lee style Learning Stories are recorded in a way that recognise the child’s uniqueness in a strength base approacho Educators work in a multi-disciplinary team that address and identifies each child’s learning and development in a holistic manner.

Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Educators use a Marte Meo approach to support development through relationships in everyday communication.

o Children are supported to direct their learning environmentso Children are comfortable about trying out new ideas and sharing these with others.

Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.o A variety of methods are used to ensure a holistic picture is recorded

Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning

7C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan 2014

o Materials are provided in a way that supports a multitude of ideas and flexibility – These ideas initiate from children and educators

Key improvements sought for QA1

Standard/element1.1

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

Identified issue As a Centre we have been actively using the Early Years Learning framework for the past 5 years. We have had changes in the staff team and to bring about cohesion around curriculum across the service Educators revealed a desire to revisit understandings underpinning curriculum documents.


Improvement PlanStandard/Element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

1.1 To deepen educators understanding and reflection using a suite of curriculum documents

M Introduce readings for discussion Articles Chapters from books Provocation about

practice

Each educator subscribes to Early Childhood

Australia webwatch P.L.P. – Professional

Learning Program

Educators demonstrate a sense of safety and well-being through

Robust conversation

Shared Critical reflection

2014


Quality Improvement Plan for Q2Summary of strengths for QA2

Strengths Each Child’s health is promotedo Centre has participated in site projects to critically reflect on practices in the areas of Healthy Eating and Physical Activity. We continue

to participate in the Enfield Port Adelaide Council funded OPAL project. Topics have included, suitable drinks, healthy foods and snacks and physical activity. (MOU) Posters and flyers are displayed and distributed around the Centre.

o Vegetable gardens have been created at the entrance to the centre; the gardens are highly visible to promote conversation with families, children and educators.

o Fruits and Vegetables from the garden are used in the kitchen, in programme curriculum cooking and families are encouraged to take produce home.

o All Community events have a checklist of considerations around good nutrition and physical activity and these are incorporated into the overall stricture of the celebration.

Healthy Eating and physical activity are embedded in the program for childreno The Centre Get and Grow as an underpinning document incorporating these principles in our daily practices.o Physical activity is promotedo Outdoor Programming ensures there is a high level of age appropriate activity and exploration occurring on a daily basis and all

educators are invited to be a part of the evaluation process.o The school oval is a wonderful resource to use with small groups of children for gross motor activities such as running and jumping as

well as using equipment such as balls and hoops without the confines of smaller centre outdoor play space. A gate at the end of the yard allows direct access for regular planned and spontaneous visits.

o Centre funds a Speech and Occupational Therapy Educational playgroup (SPOTed) in collaboration with other services on a weekly.

Each child is protectedo Regular environment risk assessment of both physical and emotional environments are conductedo Incidents are recorded and mapped to highlight areas of concerno A register is maintained to ensure all staff have up to date relevant training requirementso Training for all staff is conducted on a regular basis


Key improvements sought for QA2Standard/element

Identified issue

Standard/element

Identified issue

Standard/element .

Identified issue

Standard/element


Priority (L/M/H)



Improvement Plan


Quality Improvement Plan for QA 3Summary of strengths for QA3

Strengths The design and location of the premises is appropriate for the operation of a serviceso Educators continuously review and evaluate the indoor and outdoor environmento Consideration is given to the impact of the layout and use of space on children (sensory impact)o All children of all ages have access the wide scope of the outdoor environment

The environment is inclusive, promotes competence, independent exploration and learning through playo The use of natural materials is highest considerationo Children take an active role in planning the environment

The service takes an active role in caring for its environment and contributes to a sustainable futureo The Centre continues to work with Natural Resource Management Education to ensure education for sustainability

remains embedded in our day to day curriculumo Numerous vegetable and flower garden beds are located around the site- Engaged with OPAL to sponsor ongoing activitieso Food scraps are recycled through feeding the chickens and excess to the compost bins.o Soiled hay bedding from the animal yards is mixed with compost bin material and placed on vegetable gardenso Produce from the gardens are used in the centre kitchen, curriculum cooking experiences and shared with families.o Waste paper is recycled



Standard/element 3.1.1

The design and location of the premises is appropriate for the operation of a service.

Identified issue During 2013 a number of Educators were actively engaged in the South Australian Government’s Thinkers in Residency project with Carla Rinaldi, from Reggio Emilia, Italy. One of the principles of Reggio is to critically look at how space is used and ask are all spaces used to the maximum benefit. Does the space support children’s learning?


Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments

Identified issue Several Educators attended workshops (Adam Bierestock, Tim Gill), movie screenings(Project Wild Thing) and lectures(Richard Louv) around themes of nature play. These presentations have inspired the team to investigate increasing the amount of play with nature across the curriculum.


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

Identified issue At a recent Staff Development session the aspect of caring for the total environment was raised. Areas identified1. Inclusion of children in conversation and actions2. Actively reducing waste

as a group we have elected to focus on these 2 areas as a project during 2014.


Quality Area

Standard/element


Priority (L/M/H)



3.1.1 To ensure all spaces are used to the maximum benefit to support children’s well-being and learning

H Conduct an audit with Educators to view how space is used throughout the day- identify areas of the environment that are difficult- identify times of the day that are problematic

Thinking critically consider all spaces as equal rather than as they are currently used

Document, plan, implement and reviewrecommendations

Term 1 2014

The dining area currently used by the over 2’s and the Preschool children is crowded and rushed

The main foyer area is a large open space – with a hard floor space that could be used as a dining room for the 4 year olds

Consultation with other users of the foyer area to ascertain impact on other services

Improvement Plan


Quality Area

Standard/element


Priority (L/M/H)



3.2.1 To investigate and implement increasing the amount of play with nature across the curriculum.

H Include in Site Environment Management plan (SEMP)

Provide professional development to build capacity of all educators

Research for suitable grants to support work

Communicate and engage families in the nature play practices and outcomes of project

Encourage critical thinking and problem solving by individual educators as they acquire further knowledge

Educators beyond the leaders group from across the site taking responsibility for nature inclusion in everyday practice.

Information collected from and distributed to families

Creative and insightful ideas being acted out throughout the centre.

Throughout 201

Planned session at April 2014 professional development day


Quality Area

Standard/element


Priority (L/M/H)



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

H Include in Site Environment Management plan (SEMP)

Provide professional development to build capacity of all educators

Investigate, plan children’s input and role in caring for environments

Communicate and engage families in the sustainable practices and outcomes of project

Encourage critical thinking and problem solving of individual educators as they acquire further knowledge

Audit conductedEvaluationPlanImplement

Share information with children and their families

End 2014



Strengths Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeingo Careful monitoring of the rostering system is conducted to ensure qualifications of staff, regular continuity of staff, and educator to child ratios

is maintained in accordance with regulations at all times throughout the day.o Educator rostering supports primary care-givingo Non-contract time is arranged to accommodate the ability of educators to attend meetings with a range of professionals, families and

colleagues and programme

Educators, co-ordinators and staff members are respectful and ethical.o Educators use documents such as the Early Childhood Australia, Code of ethics, United Nations The rights of the Child to guide practiceso Programming is organised to facilitate time each week for Educator teams to meet for discussion with the Educational Leadero Educators are rostered on a weekly basis for non-contact time for reflection, review and planningo Educators engage in

a range of site projects professional development formal study

o The Governing Council supports 4 closure days per year for whole team professional development. This gives opportunity to deepen understanding and sharing by all Educators their ideas and aspirations To explore issues in greater depth through bigger picture thinking around ethical considerations and children’s rights and then work in

teams to explore ways that this information impacts on our service, how we will use the information in everyday situations and links with Curriculum and National Quality Standards

o The centre has a comprehensive induction procedure. There is an induction checklist to ensure all areas are covered. Regular informal and formal conversations are conducted to support the transition into the team; This is a two way exchange of information and is conducted with the team leader, and/or the assistant Director or Director.



Identified issue


Improvement planStandard/element


Priority (L/M/H)



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C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan 2014


Strengths Respectful and equitable relationships are developed and maintained with each child.o Educators continue to develop Primary caregiving relationships with children and families – we value the role of the familyo Information is shared through conversations and written communication. This sharing of information facilitates smooth transitions

between centre and home; home and centre.o We work from a strengths based perspective.

Each child is support to build and maintain sensitive and responsive relationships with other children and adultso The Management of the Site has actively supported higher than mandated educator/child staff ratios to ensure high quality

relationships with children and their families.o Adequate staffing enables scaffolding of social relationships, play and learning through intentional teaching in small groups.o Educators come together in a range of ways to learn and share knowledge with each other.o Learning opportunities are maximised through unhurried relaxed routines and transitionso Educators have regular opportunities to discuss children’s behaviours within the team, with families and multi-disciplinary staff eg

Occupational therapist.o On-going access to professional development is promoted and encouragedo Children are treated equitably and assistance is given to children to resolve conflict in a positive and patient manner, understanding

that children are in the process of learning and the educator’s role is to support this learning in consultation with families.o Children are supported to resolve conflicts through effective communicationo High percentages of children at the centre have speech and language difficulties, and/or speak a home language other than English.

- Educators respond sensitively to all children using appropriate verbal, non-verbal cues, and augmentative communication systems such as Compics, Boardmaker and sign language.

o Several primary care educators are bi-lingual, and additional Bi-lingual Educators are sourced through external agencies such as DECD Bi-lingual Program and Inclusive Directions.

The dignity and rights of every child are maintained at all times. Reference documents such as the Early Childhood Australia, Code of Ethics, and the United Nations Conventions on the Rights of the

Child are used to guide and support daily practice and educator’s continual reflection on own practises.

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Standard/element


Priority (L/M/H)



Improvement plan

25C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan, 2014


Strengths Respectful supportive relationships with families are developed and maintained On commencement at the centre Families and/or Carers are given a comprehensive folder of information about the centre; this is in

conjunction with a personalised tour of the centre and its facilities.o Regular newsletterso Daily diaries for recording day to day informationo Learning stories are displayedo Posters about guidelines and regulations are displayedo Daily information charts are written up with current details about the dayo Surveys are conducted to gather comments about the services eg feedback about the induction process

Many avenues are taken to encourage the participation of families at the centre.o Families participate in a roster to come in on weekends and holiday times to check on and feed the animals, to water and attend to

garden areas such as the Butterfly and Vegetable gardenso Produce from the gardens are shared with families along with favourite recipes from home and the centre using the fruits and

vegetables.o A roster of Parents/carers to come and cook with the children in the Kindy roomo Dance classes are conducted by a parent for the 4 year old children on a regular basiso Celebrations and Family nights; for example obstacle-a-thon, where dads designed the track, parents and staff shared the

supervision on the nighto Playtime Saturday morning playgroups for Dads.o Community out of hours playgroupso Planning Groups and Working bees

Current Centre information is available throughout the site through Leaflets, Newsletters, Displays, Parent Meetings, and one to one conversations with families

Families are supported in their parent role and their values and beliefs about child rearing are respected.o Transitions are tailored to each child and their family

- This applies to both initial transition to the centre, transitions between rooms, and when starting school- Questionnaires are distributed to families to gather information for improvement

o Families and Community Members are encouraged to share aspects of their home cultures through cooking, dance, stories, music and language experiences.


Centre educators work closely with external agencies to gain additional information and resources to support children with additional needs


Identified issue


Improvement plan

Standard/element


Priority (L/M/H)




Quality Improvement Plan for QA7Summary of Strengths

Strengths Effective leadership promotes a positive organisational culture and builds a professional learning communityGoverning Council and Leaders have worked together to explore ways to maximise retention of staff Each year the Management Committee approves up to 4 centre closure days for the purpose of whole of staff Professional Development.

Evaluation data from these days is collected to check the suitability of topics and content, and at the same time collect ideas for future professional development days. The main benefit of these days is that the staff team come together to jointly engage in the uptake of information and the discussion about how this can be incorporated into our daily practices.

All staff are encourage to continue their formal education; during 2014 we have staff studying- Bachelor of Early Childhood Education- Bachelor of Health Science- Diploma in Children’s Services (5)- Certificate III in Child Care Studies

Staff are encouraged to attend networks to support their own professional growth. For example;- Early Years collaboration with local primary school- Community Children’s Centres of South Australia (CCCSA)- Preschool Teachers Hub- Assistant Directors support group and Cooks support group- Early Childhood Australia

There is a commitment to continuous improvement Each staff member receives a comprehensive induction pack; there is an induction checklist to ensure all areas are covered. Regular

informal and formal conversations are conducted to support the transition into the team; this is a two way exchange of information and is conducted with the team leader, and/or the assistant Director or Director.

Regular surveys are conducted to gather information and feedback to inform the soul of the program. Many voices are valued as a collective to truly represent our community.

Each Educator is encouraged and supported to maintain a personal Reflective Diary, through Staff development sessions, small team discussions, leadership team posing critical questions for reflection, distribution of current articles, centre membership with several Early Childhood organisations, eg Early Childhood Organisation (ECHO), Early Childhood Australia (ECA)

Administrative systems enable the effective management of a quality service Each staff member receives a comprehensive induction pack;

- There is an induction checklist to ensure all areas of operations are covered. Regular informal and formal conversations are conducted to support the transition into the team; this is a two way exchange of information, both formally and informally to support and maintain consistency of service delivery. Staff Appraisals are conducted

Regular Staff Performance and Development is conducted for all staff

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C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan 2012C.a.F.E. Enfield Children’s Centre - Quality Improvement Plan 2014


Standard/element7.2.1

A statement of philosophy is developed and guides all aspects of the service’s operations

Identified issue Over the years we have conducted reviews of the philosophy and made minor changes to the document. We felt it was time to conduct an extensive examination of the document with the input from the current Families and Educators.

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Improvement plan

Standard/element


Priority (L/M/H)



7.2.1 To make our philosophy more visible by conducting an in depth comprehensive review of this document

H To work to gain true representation of the many voices across the Centre.

Work with groups across the program Children Families Educators Community

Use a range of techniques to gather information eg Questionnaires Guiding questions

Greater understanding of the organisation of the Centre

A diverse range of voices represented in forums such as the Management Committee

A sense of belonging demonstrated by families

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