quality improvement plan - beaconhills college · 2018-06-19 · quality improvement plan 2 | p a g...

Quality Improvement Plan

2 | P a g e Little Beacons Quality Improvement Plan Updated June 2018

Quality Area 1: Educational program and practice

Quality Area 1: Standards and elements

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.

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.

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.

National Law and National Regulations underpinning Quality Area 1

Associated element

Section 51(1)(b) Conditions on service approval (educational and developmental needs of children) 1.1.1

Section 168 Offence relating to required programs 1.1.1, 1.1.2

Regulation 73 Educational program 1.1.1

Regulation 74 Documenting of child assessments or evaluations for delivery of educational program 1.3.1

Regulation 75 Information about educational program to be kept available 1.3.3

Regulation 76 Information about educational program to be given to parents 1.3.3



QA 1 Educational Program and Practise – Summary of Strengths

Educators and families enter a partnership prior to children commencing, families participate in a tour of the centre and have the opportunity to read the family handbook and access to the website. An introductory interview is undertaken with the HoC, the Educational Leader, the child and the family. This allows for exchange of information, the development of an individual transition plan based on the needs of the child and the family, the opportunity to share and exchange information and to build relationships. It also allows for some initial observations of the child and may provide a platform for discussion regarding further referral.

Families are provided with an overview of the educators (Sharing Journal page) prior to commencing at the centre, this supports the child and the family in knowing the educators names, their position and qualifications and a little more about their own families.

Parents complete a Family Overview, including their own expectations and the child’s thoughts about their transition; this allows time to reflect prior to attending an interview.

Every child’s name and photo is placed in the child’s sharing journal and families are encouraged to greet all children by name when entering the environment.

Documentation is gathered through a variety of methods and is developed in a number of areas to be used as an educational tool for educators and families; this includes E-Learning Statements, Sharing Journals, Daily Reflections, Mindful Moments, Program Flow and reports. Program flow demonstrates the scaffolding that occurs within the learning environment.

The environment reflects the individual interests of the children; children are involved in planning and are active and eager participants.

Educators respond to children’s ideas, their observations and conversations and use intentional teaching to scaffold and extend each child’s learning. They have the ability to critically analyse each child’s learning and development, both as individuals and in groups and use this information to alter play spaces, resources, group dynamics, etc. to support each child in reaching their full potential.

Educators have access to the Individual Program’s teacher to support inclusive and developmentally appropriate programs. This program provides further observation, appropriate referral, documenting and deciphering observations, implementation of a variety of strategies and coordination of external and internal providers. This is considered a key role to support the child in a seamless education as they move through the centre, across many years and into their Prep year.

Children, families and educators are respected in their roles and provide support and guidance to one another. Educators are supported to develop their knowledge and skills in this area, through mentoring of new staff, professional learning and critical reflection.

Children in the older room have access to their belongings in their lockers, in the younger rooms there are areas provided where the children can find their comfort toys and hats to encourage independence and choice making.

Documentation is shared from one learning environment to the next to support children in a seamless transition. Reports are provided to parents and regular conversations and parent/teacher interviews are conducted. An educator moves through with each group of children in the younger years, (where possible).

Families are provided with a developmental summary in the Seedling programs and a report in Discovery programs. They are also provided with an iMovie, that includes photos, video and work samples that have been used as a tool for educational leaders to plan and develop learning plans for each child.

Daily documentation is displayed to families and meaningful conversations are held regarding the child’s day and the learning that is occurring.

The children’s smooth transitions are a reflection of the children’s confidence in separating from families and into the learning environment.

Children of all ages are provided with leadership opportunities, for example in Seedling; being responsible for the care of pets, show casing new skills and areas of confidence, in Discovery; sharing their ideas and program with visitors to the centre, including participating in centre tours, being responsible for the flags, participating in College events, being actively involved with International students, Environmental Leaders program and mentoring opportunities. In Outside School Hours students are provided with opportunities to increase responsibility as they develop, they work in mentoring programs across age groups, are able to independently walk across from school, develop areas of the program and take on initiatives, such as being the library monitor.

Every child has an individual program developed to suit their interests, particular learning style and individualised learning outcomes. Collection of data and appropriate analysis supports the development of plans and provides a tool for communicating with families.

Children’s learning is observed, analysed and evaluated through a Beaconhills system for recording and tracking data. Information is presented to families and recorded on a College data base for future reference. Families access this information through the Portal in Discovery programs.

Mindful Moments are a key tool in providing insight into children’s learning, relationships and capabilities, each child receives one a term. These are powerful pieces of literature that demonstrate the relationship between an educator and the child and provides insight to allow families to see their child as capable and responsible members of our community.

The screen in reception provides an avenue to view children’s learning and to celebrate the children’s successes. It allows visitors and families to see the breadth of the programs and to begin to consider what is possible. It focuses on the Learning that Matters and provides a deeper understanding of the College’s key learning pillars.

Across the centre progressive morning and afternoon tea and lunch is provided to support the individual needs of children and facilitate the relationships and conversations that occur during these times. It allows the program to be organised in ways that maximise opportunities for each child’s learning. This is also reflected in routine times, such as nappy changing, where the child’s learning is respected and children are supported in making independent choices.

Critical reflection by both the Educational and Leadership Team focuses on a culture of ongoing improvement in all areas of service provision.

Strong focus on communication with families and exchange of information through; electronic photo frames, daily reflections, Sharing Journals, e-Learning Statements, emails, phone conversations, parent/teacher exchange meetings, transitional interviews, program flow, College website, Headmaster’s latest news and Facebook. Family contribution is considered essential and is noted through Sharing Journals and conversations, this is recorded on the program when relevant to the learning.

In Seedling – Developmental Summaries are provided in a formal context at the end of each year and in Discovery written reports are developed mid and end of year. Parents have the opportunity to discuss the content and be involved in developing strategies to support each child’s development.

Discovery reports include the Learning Mind set to support shared understanding between, children, families and Teachers.



Standard 1.1 The educational program enhances each child’s learning and development

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 leaners and effectiveness as communicators.

National Law and National Regulations

73 – Educational program 74 – Documenting of child assessments or evaluations for delivery of educational program

Learning That Matters Our world and cultures/ Environment/ Wellbeing/ Values and Character/ Citizenship and Service

Identified issue

Our aim is to be a leader in Indigenous curriculum. We acknowledge that together we recognise and celebrate our Indigenous history and culture. We aim to achieve this by encouraging students, staff and community members to be active citizens who are willing to embrace diversity as a source of national opportunity. Respect, Compassion and Integrity are important in our school community and underpin our educational values and social practices as we address the concepts central to what reconciliation means to Beaconhills College. We have identified that we must work collaboratively to support an awareness and an inclusive understanding. We need to develop a clear scope and sequence to achieve the listed outcomes.

Goal Priority Steps Success measure Timeline Evidence

We aspire to change perception, develop understanding and imbed in all areas of curriculum.

2016 – M 2017 – H 2018 - H

Timetabling for Indigenous Teacher to have scheduled time at Little Beacons Employed an Indigenous Teacher to support educational team in understanding and implementing curriculum Elder engaged to attend all programs across all age groups in 2016 One official visit with older children each term in 2016 Celebrating families event in 2016 to involve sharing of dreamtime stories at evening event RAP Indigenous Camp explored and implemented Explore language program The following activities are to be explored, implemented and/or reviewed. Coordinate Indigenous Forum Work with Aboriginal and Torres Strait Islander CO-OP Implementation Language Program Explore Jabiru visit Audit of resources Acknowledgement of country for visitors established Twilight Early Explorers Curriculum documents Family events Consultation of the master plan for Early Explorers Leading practise in Prep in the implementation of Early Explorers program An Early Explorers playgroup to be explorers Development of the new Early Explorers site, working collaboratively with Indigenous elder and teacher 10 year celebrations to show case Indigenous curriculum Sign off and relaunch of RAP Presentation to other EC professionals through pedagogical tours and professional learning opportunities

2 hours of timetable a fortnight Teacher attendance at Early Explorers Elder visits and outcomes delivered to families through Sharing Journals Celebrating families event delivered RAP launched Developed links for language program Attendance of 70% of LB staff, and 15 staff across College or wider community Development of curriculum documents Employment of additional Indigenous teacher Implementation of language program Strategic plan for visiting Jabiru Audit Implementation of acknowledgement Attendance at the RAP Synopsis attended by HoTL and HoII Master plan consultative committee Implementation of EE in Prep Implementation of playgroup by end of 2019 Successful new site established and in use by 2019 Families participate in Working Bee of new site Official opening 10 Year Celebrations Event completed Presentations undertaken

Jan 2016 – negotiate timetable Feb 2016 – Teacher commences March 2016 – Elder involved May 2016 – RAP Launch September 2016 – Celebrating families Jan 2017 – Develop plan for forum, consult College shop, book speakers, look at resources to be delivered Engage with CO-OP Advise families of events for the year and dates Masterplan CO-OP Feb 2016 – Booking taken and implemented in Term 2 Curriculum implemented Teacher delivers curriculum in EE March 2016 – Consult with Indigicate regarding Jabiru Twilight EE Explorers Ongoing consultation with masterplan Dec 2017 – Masterplan review of implementation Jan 2018 – Opening of space for children Term 1 – 10 year celebrations Term 4 – Playgroup Term 2 – Collaboration on site Term 3 –Opening of new site Term 3 – Implementation of program at new site Term 1 – Sign off of RAP Term 3 – Training modules Term 4 – Camp and review May/September – Women’s Business – Men’s Business Term 2 – Reconciliation Assembly

Timetable Indigenous Camp survey

responses – families, children and staff

Video reflections Camp video and reflections Interview of ABC774 Herald Sun article Channel 7 – Sunrise article Launch of RAP and

involvement of chn Sharing Journal pages with

Elder and outcomes identified

RAP completed Resources expanded Welcome for visitors

established Twilight Early Explorers Curriculum documents Agenda and minutes from

direct report meetings Goal Planning – Exec –

Summer Conference RAP Attendance data Parent satisfaction survey Children’s feedback from

site Evidence of learning RAP endorsement Camp Survey Training module – outcome

reports Photos and videos of

events Assembly overviews Sharing Journals Daily Reflections



Develop a video and resource tool through CompliSpace to support new educators understanding Expand on language program Extend time at Camp Jungai to provide families with extended time to develop an understanding of curriculum (as per feedback from families) Participation in Connection to Country Reconciliation assembly for 4/5 year olds Review of the voice of the child in Bulletins – highlighting their knowledge of the Indigenous Curriculum

Training tools developed New staff understanding and imbedding practise Deeper understanding from families following camp Deeper understanding of children’s knowledge Successful two day camp Increased resources Families overall understanding through varying events

PowerPoint presentation and video presentation

Progress 2016 Jan 2016 – negotiated timetable to achieve 2 hours a fortnight. Discussion with teacher regarding curriculum and implementation Feb 2016 – Teacher commences. RAP committee established. March 2016 – Elder involved across whole centre, including younger children. May 2016 – RAP Launch September 2016 – Celebrating families’ event, Indigenous puppet show and experiences delivered. Camp Jungai delivered, 38 children in attendance. October 2016 – review of camp and data. Establish guidelines for 2017 December 2016 – Final review 2017 Jan 2017 – College planning day to establish goals and scope and sequence across College. Distribute QIP for planning day in January. Feb 2017 – Support from the CO-OP to implement an Indigenous language curriculum. A Wunrundjeri man was provided to support implementation. Overview of curriculum was established. March 2017 – Visit from Harvard University to unpack the delivery of the Indigenous curriculum and how this was embedded in all areas. Opportunity for staff to review and reflect on practice and pedagogy. Introduced the Torres Strait Island flag. New family to the centre supported our understanding of this important connection and recognition. Further resources developed. Introduced to children in the curriculum. 5 and 6 May 2017 – Head of Teaching and Learning and Indigenous Coordinator attended the Reconciliation Synopsis in Queensland. Further planning was undertaken. June 2017 – Reconciliation Assembly for the 5 year old children, a guest presenter attended and children learnt a song in Woiwurrung language. The story ‘Sorry’ was read to the children and then unpacked in class. This was showed cased to families through the College Facebook page. The children prepared and baked lemon myrtle shortbread to provide to guests at the Reconciliation breakfast, one of the children represented Little Beacons at this event. July 2017 – Resource system developed. Staff member employed to support staff within learning environments in understanding and embedding Indigenous history and culture into the program. October 2017 - Camp Jungai delivered, 38 children in attendance. Review with all staff in attendance undertaken. Families provide feedback. Changes to the program and an increase in the days – two nights/three days mid-week to be delivered in 2018 November 2017 – A video of Early Explorers played during interviews to support applicants understanding of embedding the Indigenous curriculum in the program and to unpack their own understanding and commitment. Imbedded the acknowledgement of Country into Assembly program December 2017 – HOC and HoTL selected to present Beyond the Boundaries at the EC Conference January 2018 – Review of Indigenous Project and amount of time to support Seedling Programs. Scope and Sequence developed. Resources located in centralised location for easy accesses. February 2018 – RAP signed off through formal process. Launch of the RAP. LB’s students attend presentation and are provided with a token to represent their commitment to their responsibilities. Children involved in making gifts for visitors. March 2018 – Demonstration of the importance of the Indigenous Curriculum - LB anniversary celebrations, Murrindindi engages in welcome to Country, Indigenous Hip Hop Dancers engage with families, children sing Happy Birthday in the local language March 2018 – Professional learning session. Educational team reviewed of the importance of Relationships with families – ‘Children, families and educators are respected in their roles and provide support and guidance to one another’;– ‘Brofenbrenner’s Ecological Model April 2018 – Beyond the Boundaries presented to all new staff. Reviewed the assembly schedule to link to College pillars and for children to be involved in running the assemblies. Format developed. 9 May 2018 – Delivered a ‘Women’s Business Cultural Session’ including significant women in a child’s life, Indigenous Teacher shared songs and stories, dancing session with full participation for all 4/5 year old programs. 25 and 26 May 2018 – Presentation of Beyond the Boundaries at the ELAA Conference 23 May 2018 - Connection to country experiences 30 May 2018 – Reconciliation Assembly Children participate in free dress day to raise awareness and funds for Indigenous Children Fund June 2018 – Decision to run a two day conference in 2019. To include Indigenous session – participants will go out on Country. To be added to the QIP in 2018/19. Confirmation of Indicate for camp attendance.



Standard 1.3 Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

Element 1.3.1 Critical reflection of children’s learning and development, both as individuals and in groups, drives program planning and implementation.

National Law and National Regulation

74- Documenting and child assessments or evaluations for delivery of educational program

Learning That Matters Wellbeing, Learning

Identified issue

The Looking Glass Learning concept was development in 2013, with the idea that this title would encompass all programs that provided support and intervention through Individual Programs. The focus then shifted to the motor program and over three years an approach was developed and with a cycle of ongoing review a Yoga program was successfully established. With the ongoing development of staff understanding the program and imbedding the aspects of this into practise, a review and systematic approach needs to be developed. The Looking Glass Learning program encompasses Motor Program and Self-Regulation through the medium of Yoga, Social Skills, Speech Therapy, Occupational Therapy, Nutritionist and Food Behaviour programs. This also includes training and development of the educational team.


To review the Looking Glass Learning Program, in line with College programs and in collaboration with service providers. To establish KPI’s for service provides and an ongoing cycle of review and reflection to ensure the needs of children and families are being meet. To establish models of training for new staff to develop a base level understanding to support holistic implementation. Consideration of space for the delivery of programs and ongoing expansion of accessible programs. Consideration with time, being mindful of not over timetabling the curriculum. To explore opportunities to support children who have food refusal, sensory challenges or where families require further services to support appropriate eating behaviours.

2018 - M

Head of Individual Programs and Head of Campus to establish review process KPI’s developed Tender process considered Feedback from educational team gathered – use of Survey Monkey Feedback from families regarding program, practise notices, etc Consultation with the Head of Teaching and Learning regarding training models in particular for Zones of Regulation, Key word signing, Yoga Use of Compli-Space for an online training program to support educators competency Ongoing Twilight program to support professional development Delivery of programs in consultation with service providers Development of video library for professional learning Collection of food refusal data and presentation to the Leadership team Develop a strategy regarding data from the review

Classification of Individual Programs - training for all staff for support appropriate referral and intervention Documenting intervention available to educational team Information in Educational Leaders Handbook Training delivered in different models. Videos established. On line training in Compli Space Training questions and competencies tracked New programs delivered that meet the needs of the community Video staff with samples of learning and use of this on staff communication board

March 2018 – Review meeting with service provider March 2018 – KPI document developed May 2018 – Information added to Educational Leaders Handbook Survey – completed by Term 4 for each child accessing IP where meetings occur with families – parent survey May 2018 – Key word signing on communication board September 2018 – Videos of key wording signing Training videos September 2018 – Analysis of the data and implementation progress of application within classrooms – IP 2018 – Grant applications for funding of the roof to provide additional space June 2018 – Presentation of food refusal data

IP Classifications and interventions in Educational Leader Handbook - NCCD

Feedback from families – tracking impact of program

Feedback from educational team Tracking data of implementation

within classrooms Tracking data of children overall

progress – Semester 2 Information from Professional

Learning Session available to staff

Yoga kit PowerPoint presentations Food refusal data Zones of Regulation resources Food refusal data and

presentation Educational Leader and IP catch

up agenda’s Case notes Compli-Space Eventbrite – attendance data

Progress March 2018 – Initial conversations regarding review of programs with Little Beacons Leadership Team Negotiation of additional space in Junior School for implementation of Yoga Program. Identification of grant application for increase of additional space, softer furnishings, roof Reviewed motor program and incorporated skills learnt through the Zone of Regulation Zones of regulation and Language Professional development session for all educational team 21 March 2018 – Twilight program – Key word signing and Individual Programs in practise. Encompassed assessments of children. Review of Zones of Regulations. March 2018 – Review of implementation of Motor Program – Yoga, teachers to develop skills and implement on a fortnightly basis (formally) and informally throughout the program. IP Teacher to deliver fortnightly to support skills development of staff. Development of Yoga kit. Term 2 2018 – Motor program implemented on a fortnightly basis, Teacher to implement on the alternate week to support skill development and enhance opportunities for implementation within the classroom on an ongoing basis. Collection of food refusal data. May 2018 – Development of the Zones of Regulation information for families. Work with Marketing to make parent friendly. June 2018 – IP Teacher presented data to the Leadership Team. Strategy developed.



Quality Area 2: Children’s health and safety Quality Area 2: Standards and elements

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.

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.




Associated Element

Section 51(1)(a) Conditions on service approval (safety, health and wellbeing of children) 2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3

Section 162A Persons in day-to-day charge and nominated supervisors to have child protection training 2.2.3

Section 165 Offence to inadequately supervise children 2.2.1

Section 166 Offence to use inappropriate discipline 2.1.1, 2.2.1

Section 167 Offence relating to protection of children from harm and hazards 2.2.1

Section 170 Offence relating to unauthorised persons on education and care service premises 2.2.1

Section 171 Offence relating to direction to exclude inappropriate persons from education and care premises 2.2.1

Regulation 77 Health, hygiene and safe food practices 2.1.2

Regulation 78 Food and beverages 2.1.3

Regulation 79 Service providing food and beverages 2.1.3

Regulation 80 Weekly menu 2.1.3

Regulation 81 Sleep and rest 2.1.1

Regulation 82 Tobacco, drug and alcohol free environment 2.2.1

Regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs 2.2.1

Regulation 84 Awareness of child protection law 2.2.3

Regulation 85 Incident, injury, trauma and illness policies and procedures 2.1.2

Regulation 86 Notification to parents of incident, injury, trauma and illness 2.1.2

Regulation 87 Incident, injury, trauma and illness record 2.1.2

Regulation 88 Infectious diseases 2.1.2

Regulation 89 First aid kits 2.1.2

Regulation 90 Medical conditions policy 2.1.2

Regulation 91 Medical conditions policy to be provided to parents 2.1.2

Regulation 92 Medication record 2.1.2

Regulation 93 Administration of medication 2.1.2

Regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency 2.1.2

Regulation 95 Procedure for administration of medication 2.1.2

Regulation 96 Self-administration of medication 2.1.2



Regulation 97 Emergency and evacuation procedures 2.2.2

Regulation 98 Telephone or other communication equipment 2.2.2

Regulation 99 Children leaving the education and care premises 2.2.1

Regulation 100 Risk assessment must be conducted before excursion 2.2.1

Regulation 101 Conduct of risk assessment for excursion 2.2.1

Regulation 102 Authorisation for excursions 2.2.1



QA 2 Children’s health and safety – Summary of Strengths

Meeting children’s individual requirements has a systematic approach to ensure these are meet and to minimise risk. Individual Health and Individual Requirements are met to a high standard and a risk minimisation process is completed for each child with an identified health concern. Protocols have been developed to support students accessing both the School and Outside of Hours programs.

The use of Care Monkey supports the collection of information and allows families to update information as children’s requirements change. Educational leaders have access to this information to support flow of information and emergency information and contacts are easily accessible, when both on and off site.

All staff are required to have up to date First Aid Training to ensure any member can support a child when required.

Annual training in CPR, Anaphylaxis and Asthma ensures all staff are trained and aware of current practise. Staff participate in a compliance day annually and first aid training and updates are paid for by the College, these are completed within paid time.

Children’s wellbeing is supported in a variety of ways. Children are welcome to bring comfort items from home and are able to access these throughout the day. Family photos are provided to the centre and children are able to access these. Children will often tuck these under their arm as they move within the environments.

The quality and quantity of the food is of a high standard and the centre is a recognised with the Healthy Living Award. The children have access to fresh fruit and vegetables and many of the items are grown on the grounds. Children participate in the harvesting of produce to support paddock to plate concepts. Nutrition and active movement is promoted to families through publications and in conversations. Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

All meals are made on site and home grown produce is used where possible. Grounds staff work with the children to harvest the produce to enhance the learning through a paddock to plate curriculum. All menus meet the dietary requirements of the children and have been certified by Monash Health.

Educators and children sit down to a meal together and this is considered a learning opportunity. Educators model serving and trying of foods. The children are encouraged to participate in preparation and in serving meals. There is flexibility in serving meals both indoors and outdoors.

All meals are prepared by Beaconhills Food Services team and a Supervisor and Assistant are employed on a full time basis to ensure this area of expertise is managed to the highest level.

Fortnightly feedback meetings support communication between HoA and FS Supervisor. The HOC and the FS Manager meet monthly to review the program and develop a continuous improvement plan.

The Menu is reviewed weekly, with children and educators feedback included in the review process. A collaborative approach is considered essential to the ongoing review. The Individual Programs teacher also provides feedback where children may be food refuses or have sensory needs.

Indoor/outdoor environments allow children to move freely across the environments, this supports children being actively engaged and also promotes physical activity in both planned and spontaneous opportunities. All age groups have the opportunity to go beyond the boundaries in the Early Explorers program.

Supervision is paramount, adequate staffing and appropriate set environments support supervision of children and enhance engagement and learning outcomes.

Educators are supported by the Deputy Head and Head of Teaching and Learning to develop their understanding and practise. The Teacher of Individual programs meets with the Educational Leaders to discuss the individual needs of children. Strategies are explored to best support the child and the family and learning plans are documented.

Monthly OHS inspections are conducted within each environment to support maintaining programs and environments to the highest level. OHS inspections are electronically recorded and reports provided to the Head of Administration. Electronic maintenance system is used for request, providing reporting processes to the Business Manager and monthly meetings to discuss timelines and identified issues, all priority issues reported and acting on immediately. Serious concerns are reported to the OHS committee to ensure a broader review. The Head of Administration and Head of Campus are members of this committee. Broken items are repaired or replaced, this is supported through the Grounds and the Maintenance teams. Families participate in working bees bi-annually to support new projects and ongoing upkeep.

Regular audits, including test and tagging, Health Department inspections, OHS inspections and DET are conducted as required.

Communication with parents regarding incidents is of a high standard and open communication ensures parents are notified of incidents during the day. Educators discuss strategies to support families where incidents may be of a developmental concern or of an ongoing nature.

Educators have access to large open spaces and a variety of indoor environments at the College, this allows for a breadth of experiences to be provided to enhance children’s learning. Access of College facilities is promoted and ease of recording movement and risk minimisation has been established to support this being implemented within daily practise.

The excursion risk assessment has been a tool which has been implemented for some time and educators are confident in using this tool. Excursions outside the centre are frequent and all staff attending these experiences are competent and experienced.

Spontaneous opportunities for children to explore the wider College grounds, with a minimum of one opportunity per month for each program.

Access to the School Nurse provides an additional resource for educators should questions arise of a medical nature.

Emergency procedures are planned from a broader College perspective; this is supported through training with external agencies and ongoing reviews of the procedures. College Administration and Junior School staff ensures adequate support with children of a young age, particularly for children who are non-mobile. Electronic systems ensure parents can be notified of emergencies through electronic communication and through systems that allow Little Beacons staff to continue to provide a high level of care. There is a crisis management team that supports the College.

Vigorous procedures are developed to ensure children are protected from harm and any hazards likely to cause injury.

Equipment and materials are considered in relation to age appropriateness, safety and environmentally sound. Data safety sheets are maintained and equipment is categorised for easy identification.

The hygiene practises within the centre are clearly developed for all educators and are reviewed regularly. New staff are provided with a mentor to support their understanding. Induction processes are clearly documented to support staff in a smooth transition to the College.

Educators undertake annual training regarding Child Protection Protocols. Child Safe Standards have been developed and staff trained in this area.

Effective systems to support families and children’s awareness of UV ratings and appropriate measures, this is implemented through electronic mediums across the College.

Flexible sleeping arrangements support children’s individual needs, including cribs, pods, beds, three sided low cots, cots and sleeping sanctuary in Pebble Lane, opportunities to engage in sleeping both indoors and outdoors are provided, arrangements meet each child’s need for sleep, rest and relaxation.

Publication ‘Let’s Explore’ has been developed and available to families to extend the philosophy into their own homes. This is provided as part of the International Kindergarten program and available for purchase to those attending pedagogical tours.

Outside School Hours program delivered in two models – Prep – Year 2 and Year 3 – 6. This promotes independence and recognises the differing needs of students as they get older. Each program is delivered in an environment that is appropriate to the age of the children.

Child safe practises are followed and promoted. Visitors to the centre are required to follow College procedures to access programs. Staff have annual training and regular briefings in relation to Child Safe practises and the rostering of staff support implementation. College grounds are secured within peak times. Staff are identifiable by their lanyards, which are required to be warn at all times. The College Executive team support the ongoing review.



Standard 2.2 Each child is protected

Element 2.2.1 At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.


Section 170 – Offence relating to unauthorised persons on education and care service premises 90 – Medical conditions policy 91 – Medical conditions policy to be provided to parents

Learning That Matters Wellbeing

Identified issue

The process of recording and sharing information for children with individual food and health requirements is a complexed process. The College has explored Care Monkey, it has been established that this system would support the collection of information and accurate recording. The current system requires a number of processes to ensure that information is recorded accurately. This system would allow parents to enter data and to update as frequently as required. It would allow also for reports to be developed for the Food Services staff, excursions and camps.


To use Care Monkey to collect information from parents for the following information; Emergency Contacts Health requirements Food requirements DOB Address Phone numbers Consent for photos Consent for excursions/incursions Required information for camps

2017 – H 2018 - H

Engagement with Care Monkey Overview presented by Head of ExCom Training for LB administration staff Development of key questions Roll out to families Coordination of data and reports

Full roll out for all families Review of access to School Students for OSH and minimising forms to be completed by families Use of system for excursions IT Project Team – involving all stake holders to ensure seamless sharing of information between systems

100% completion by parents for 2018 Development of appropriate reports All data required for camp completed

Dec 2016 – Engagement with Care Monkey Overview presented by Head of Outdoor Education Feb 2017 - Training for LB administration staff Development of key questions March - Roll out to families Coordination of data and reports for 4/5 year olds Sep – Reports run for Camp May 2017 – New system developed, information sent to families Review of food and health systems December 2018 – New system developed and tested ready for roll out in January, new system to occur in May for new families to the College for trial sampling August 2018 – Food and Health review January 2019 – System for printing photo card and requirements for rooms and kitchen 2019 – Linking to Synergetic and SmartFees

Reports Compliance report Care Monkey profiles Staff access to Care Monkey

Progress Term 4 2016 – Engagement with Care Monkey. College enters into agreement with the organisation. Dec 2016 – Head of Outdoor Education presents concept to HoC HoC present to the Administration staff. June 2017 – Presented information to families regarding Camp collection of information. IT confirmed all Discovery children to be upload. Head of Outdoor Education advise this system will also support online booking of interviews. Information provided for trial group (those who expressed interest) Head of Administration to undertake training in system for implementation by 1 September 2017 October 2017 – Worked with Care Monkey Administrator to develop system for new enrolments. Trail of this group prior to whole centre role out. Training for administration staff. November 2017 – Implementation for whole centre for collection of information. December 2017 – Parents who did not meet requirements are contacted and supported to work through processes. Staff have access to individual student’s information. Administration systems with Microsoft no longer required – managed through CareMonkey. January 2018 – Review meeting with Administration staff to identify area of improvement. Identified Health and Food forms to be reviewed. February 2018 – Review with Enrolments, Care Monkey Administrator and Administration team regarding flow of information. Further changes to be developed. Use of responsible user agreement for Discovery to be distributed via this system. Incursions, excursion and risk minimisation to be developed to support staff with implementation. OSH children to be placed in a separate group to minimise the administration requirements on families access both locations. Policies, procedures, QIP, Archive QIP and training room located in Complispace for ease of access and ongoing reference by staff. February 2018 - Staff training in use of systems, appropriate communication, style guides, development of mentoring for proofing emails while confidence is established Staff access to direct emailing with families to support collaboration and connection. Ongoing feedback from families and Teachers. March 2018 – Identified access to medical policy to be reviewed and imbedded through Care Monkey when an individual need is identified. April 2018 – Review of access to Care Monkey for students attending OSH, interim systems put in place to minimise amount of paperwork to be completed and support families in enrolment. Review of Food and Health requirement forms and actions put in place to remove this requirement for families, all questions to be imbedded in CareMonkey. New system for collection of Camp information for parents developed, linked to the child, reduces burden on families while ensuring relevant information is collected. QandA session to be run, with face to face and phone support. May 2018 – Regular meetings with IT Project team. Negotiation with SmartFees Established a communication strategy between Synergetic and SmartFees to provide a one entry system. June 2018 – Update of children’s photos in templates while working towards new system.



Standard 2.2 Each child is protected


Section 51(1)(a), 162A, 165, 166, 167, 170, 171, Regulation 77, 78, 79, 80, 81, 92, 93, 94, 85, 96, 97,98,99, 100, 101, 102

Learning That Matters Wellbeing, Citizenship and Service, Learning, Environment, Our world and other cultures

Identified issue

With the revised National Quality Standards and Regulations the current policies require referencing to the new legislation. Through this review process improved practise also needs to be considered. The voice of the child is a key consideration in pedagogy and also needs to be considered within the policy documents.


To review all policies and reference new NQS and the Regulations and Act To include the voice of the child in all policies Develop collaborative conversations with children to gain their insight and additions. Head of Campus to join Policy and Compliance Committee to establish opportunities for shared vision and practise in relation to College policies. The long term aim being a share approach to best practise. The higher requirements in early years will provide a higher level of delivery in P-12.

2018 - H Attend forums on changes Reflect on changes and any impacts Review documents Engage consultant support achieving the required changes Collaborate with families and children Update all policies Launch to staff through Compli-Space and update on portal Engagement consultancy for change of Emergency Management Plan Review policy Review new area Briefing with all staff Practise with children

Engage consultant All policies update Consultation process Voice of the child included

December 2017 – Ensure all policies are update as per pervious legislation to ensure easier transition February 2018 – Review summary of changes Attendance at forums Discuss capacity of Compli-Space to support management of policy reviews Meet with consultancy to ascertain suitability Engage consultant Commencement of changes Commencement of collaboration with children July 2018 - Review of Emergency Management Plan with consideration of change of location. Stage 2. Review of policies – to include the voice of the child, conclusion by November 2018.

Attendance at KU session Policies Notes for engagement

meetings with children and families

Revised EMP and practise

Progress December 2017 – Finalise all policies as per pervious legislation to ensure easier transition All policies uploaded on Compli-Space for staff to review January 2018 – Ensure system for new staff to access Compli-Space prior to commencement February 2018 – Review summary of changes re NQR Attendance at forums to establish greater understanding – HoC, DH, HoTL Discuss capacity of Compli-Space to support management of policy reviews. Ascertain unable to support due to complex knowledge required. Begin to explore other consultants with expertise in this area. KU Services, Catharine Hydon, Anne Kennedy, John Tobin, Evolve Consultancy – Val Tillet, Dr Jane Page to establish a connection and request proposals and costing to provide support. Phone meeting with Evolve Consultancy – Val Tillet to look at administration of changes. May 2018 – New gates installed into tennis courts to allow easy access for children. Signage ordered. Path requested for ease of cot access. Discussion of scout to access requirement in process and add to this to the procedure. June 2018 – Phone meeting with Dr Jane Page. Established a meeting to undertake a research project regarding the Voice of the Child to support children’s contribution and sense of agency. Meeting to occur 20.06.18. Commencement of collaboration with children IT Project team to agrees to establish portal access for all families to access updated information Consultancy Company visits to ascertain current evacuation procedures for full College review. Major body of work completed for policy changes.



Quality Area 3: Physical environment Quality Area 3: Standards and elements

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

Fit 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.

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, and enable every child to engage in play-based learning.

Environmentally responsible

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

National Law and National Regulations underpinning Quality Area 3 Associated element

Regulation 103 Premises, furniture and equipment to be safe, clean and in good repair 3.1.2

Regulation 104 Fencing 3.1.1

Regulation 105 Furniture, materials and equipment 3.2.2

Regulation 106 Laundry and hygiene facilities 3.1.1

Regulation 107 Space requirements—indoor 3.1.1

Regulation 108 Space requirements—outdoor 3.1.1

Regulation 109 Toilet and hygiene facilities 3.1.1

Regulation 110 Ventilation and natural light 3.1.1

Regulation 111 Administrative space 3.1.1

Regulation 112 Nappy change facilities 3.1.1

Regulation 113 Outdoor space—natural environment 3.2.1

Regulation 114 Outdoor space—shade 3.1.1

Regulation 115 Premises designed to facilitate supervision 3.1.1



QA 3 Physical Environment – Summary of Strengths

The ongoing improvement of the facilities to support the learning outcomes for children is paramount. Indoor and outdoor environments continue to be modified and enhanced to support the needs of the children.

A Grounds and a Maintenance Team ensure the facilities are always of the highest standard. Passionate early year’s staff support the development of environments that are warm, welcoming and engaging for children.

Monthly OSH inspections completed to ensure regular maintenance of environment and equipment.

Online Maintenance Request systems to ensure items are rectified in a timely manner.

Two working bees are conducted each year with up to 60 parents participating in this activity, this supports children and families having ownership of the environment.

The furniture has all been designed to ensure the needs of children are met and the philosophy can be implemented. Furniture and equipment is considered regarding sustainable practises and materials and investment in quality and longevity is essential.

The environment is an important consideration in the learning and is one of our College pillars. Respect of environment is supported through implementation of programs. The space provided respects each age groups for their individuality and uniqueness, babies are provided with a dining area, school age students have high tables, there are sensory areas, large spaces that support collaboration and engagement such as media areas and the spaces are flexible to support the diverse learning needs.

The environment reflects home like experiences for children and there is a blend of new equipment and recycled equipment.

Children are empowered to use small, refined and breakable items and educators respect and support children in these experiences.

A generous resource budget ensures children have access to adequate equipment. A resource management system ensures all staff have access to equipment and that that this system supports spontaneous learning opportunities. The management of this system also supports a systematic approach to the purchasing on new equipment.

Children’s art work is displayed with respect and conveys the importance of the learning and the voice of the child, with displays facilitated by the use of documentation.

Petty cash budgets allow educators to purchase unusual equipment, which meets the needs of their individual program and the children engaged in this.

The design of the centre supports the philosophy and the active movement of children between the indoor and outdoor environments.

Natural shade and shade structures allow children to access environments, even when weather conditions are extreme. Windows and holes in the fence allows children to see beyond their own boundaries and allows previous students and siblings to engage and build connection between Little Beacons and Junior School.

The College pillar of environment is a key focus across all age groups, the children participate in the delivery of sustainable concepts, they have water tanks, worm farms, sort and classify matter, participate in rubbish audits, receive an environmental report card, discuss ways in which they can do more and most importantly have the time and opportunity to develop an affiliation with the environment. Mentoring from the older children also supports understanding and engagement.

Animals are considered a key in supporting children’s wellbeing and sense of responsibility. The children work with educators to care for our array of animals. There is a pet coordinator across the centre who is responsible for coordination of care and is available to support children in their understanding.

Reviews regarding sustainable practises are considered part of daily practise and all staff are encouraged to explore opportunities to minimising the impact on the environment. Current practises include minimisation of use of paper, including; electronic sign in, medication and accident records, recording children’s routines electronically, electronic bulletins, College View, annual report, Headmaster’s Updates, Board Updates, Facebook communication CareMonkey.

Technology is valued in the environment and children have access to technology to support their learning. Appropriate use of technology is developed through curriculum opportunities. A member of the educational team sits on CyberCOM. Tools are developed with the children in the 5 year old program that can be used by all educators.

Resources are managed in a way that ensures all educators have access to these, i.e. iPods are used to provide music across the centre, which allows for the sharing of resources, iPads are provided in the 2-5 year old learning environments to support children with particular learning difficulties, as well as to support all children learning and engaging with technology.

Our bin system is implemented across the College with the same images to support children’s long term understanding and implementation. Images of the system are provided to every College family to provide consistency from the learning environment to the home environment.

Early Explorers environment is provided on Campus and presents the opportunity for children to explore the broader natural environment, this also presents opportunity to establish boundaries, take risks, explore and connect with nature and enhance the curriculum. Our Indigenous teacher supports the developed on the curriculum on Country. Camp Jungai provides children and families with the opportunity to connect with Country and develop their own understanding through a hands on experience.

Design of the building facilitates sustainable practises including water tanks for flushing toilets and gardening, solar energy, natural light, evaporative cooling, natural air flows and many more features.

A variety of learning environments are available to cater for the varying needs of children including the internal court yard, the library, the nest (dining/multi-purpose room), internal waiting area, media areas, outdoor structures, kitchen garden, sensory spaces, as well as varied areas in both the indoor and outdoor environment.

Inclusion of herbs, vegetables and citrus plants is provided in all learning environments. This is further supported by the College vegetable gardens, Indigenous garden, fruit trees, and chook house. All age groups actively visit these areas on a regular basis.

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

The Yoga program is imbedded into curriculum areas to support motor development of children and to enhance language and skills in relation to Zones of Regulation.



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

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


105 – Furniture, materials and equipment

Learning That Matters Learning Environment

Identified issue

We are a very well-resourced service, however finding equipment location can be difficult. When ordering Educational Leaders are asked to contribute, however there is not a strategic approach to continuing to maintain resources and understand the needs for future ordering.


For Educational Leaders to be able to access the equipment they require to expand on the program in an efficient and effective manner. To develop a strategic approach to future ordering. To ensure a base requirement of equipment is maintained in every classroom. To establish environmentally sound resources and materials, with a conscious awareness of the impact on the environment.

2017 – H 2018 - H

Remove all equipment from storerooms Classify all items and sort as required Remove broken or damaged items Meet with Head of Library Services to review possible systems Establish protocols for system Purchase items required for storing Develop inventory lists for each room in consultation with Educational Leaders and Head of Teaching and Learning Stocktake in each program Order requirement equipment Input all data, using bar codes and item location ID Upload data into system Replace in storeroom Provide training for all staff, being able to search items and successfully borrow Strategic plan for ongoing ordering Ongoing system reviewed to support improved implementation. Classification of age appropriate materials MDS available

Full system of inventory and borrowing Reports when staff conclude with the College Second phase all puzzles and books Reduce wastage costs Improve resource access and use in programs All equipment classified according to age appropriateness

June 2017 – Meet with Head of Library Services System agreed and developed Storerooms completed July 2017 – All stock catalogued and stored as required New equipment purchased Borrowing of equipment August 2017 – Puzzles Feb 2018 – MDS April – Inclusion of name of equipment in tubs identified as a need – ongoing process to add this September 2018- Books

Oliver – system for borrowing

Storeroom catalogued and sorted

Resource in programs Borrowing times established Tubs labelled

Progress June 2017 - Meet with Head of Library Services to review possible systems Meet with Leadership team to look at implementation Established protocols for system Removed all equipment from storerooms Classified all items and sort as required Removed broken or damaged items Purchased items required for storing Develop inventory lists for each room in consultation with Educational Leaders and Head of Teaching and Learning Stocktake in each program Order required equipment July 2017 - Input all data, using bar codes and item location ID Upload data into system Replace in storeroom Provide training for all staff, being able to search items and successfully borrow August 2017 - Strategic plan for ongoing ordering developed December 2017 - Purchase scanner and link to separate computer January 2018 – Training and allocation of a staff member to coordinate borrowing. Maintenance request for improved storage facilities. Computer and scanner allocated. Desk space included March 2018 – review of art resources/store area. Data safety sheets provide for art materials. Items clearly labelled for use by under and over 3 years. April 2018 – Inclusion of name of equipment in tubs identified as a need – ongoing process to add these. Reconsolidate resources due to misplacement. June 2018 – Identified the need for a representation from each section to collaborate on materials purchases to have a coordinated approach. Meet with suppliers to discuss sustainability of products and look at advocacy across the College and profession. Request from Educational Leader regarding expansion of resources to support learning.



Quality Area 4: Staffing arrangements Quality Area 4: Standards and elements

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.

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.


Associated element

Section 51(2) Conditions on service approval (FDC Coordinators) 4.1.1

Section 161 Offence to operate education and care service without nominated supervisor. 4.1.1

Section 161A Offence for nominated supervisor not to meet prescribed minimum requirements 4.1.1

Section 162 Offence to operate education and care service unless responsible person is present 4.1.1

Section 163 Offence relating to appointment or engagement of family day care co-ordinators 4.1.1

Section 164 Offence relating to assistance to family day care educators 4.1.1

Section 164A Offence relating to the education and care of children by family day care service 4.1.1

Section 169 Offence relating to staffing arrangements 4.1.1

Section 269 Register of family day care educators, co-ordinators and assistants 4.1.1

Regulation 117A Placing a person in day-to-day charge 4.1.1

Regulation 117B Minimum requirements for a person in day-to-day charge 4.1.1

Regulation 117C Minimum requirements for a nominated supervisor 4.1.1

Regulation 118 Educational leader 4.1.1

Regulation 119 Family day care educator and family day care educator assistant to be at least 18 years old 4.1.1

Regulation 120 Educators who are under 18 to be supervised 4.1.1

Regulation 123 Educator to child ratios – centre based services 4.1.1

Regulation 123A Family day care co-ordinator to educator ratios—family day care service 4.1.1

Regulation 124 Number of children who can be educated and cared for – family day care educator 4.1.1

Regulation 126 Centre-based services – general educator qualifications 4.1.1

Regulation 127 Family day care educator qualifications 4.1.1



Regulation 128 Family day care co-ordinator qualifications 4.1.1

Regulation 130 Requirement for early childhood teacher – centre-based services – fewer than 25 approved places 4.1.1

Regulation 131 Requirement for early childhood teacher – centre-based services – 25 or more approved places but fewer than 25 children

4.1.1

Regulation 132 Requirement for early childhood teacher – centre-based services – 25-59 children 4.1.1

Regulation 133 Requirement for early childhood teacher – centre-based services – 60 to 80 children 4.1.1

Regulation 134 Requirement for early childhood teacher – centre-based services – more than 80 children 4.1.1

Regulation 135 Early childhood teacher illness or absence 4.1.1

Regulation 136 First aid qualifications 4.1.1

Regulation 143A Minimum requirements for a family day care educator 4.1.1

Regulation 143B Ongoing management of family day care educators 4.1.1

Regulation 144 Family day care educator assistant 4.1.1

Regulation 145 Staff record 4.1.1

Regulation 146 Nominated Supervisor 4.1.1

Regulation 147 Staff members 4.1.1

Regulation 148 Educational leader 4.1.1

Regulation 149 Volunteers and students 4.1.1

Regulation 150 Responsible person 4.1.1

Regulation 151 Record of educators working directly with children 4.1.1

Regulation 152 Record of access to early childhood teachers 4.1.1

Regulation 153 Register of family day care educators, co-ordinators and assistants 4.1.1

Regulation 154 Record of staff other than family day care educators, family day care co-ordinators and family day care educator assistants

4.1.1



QA 4 Staffing Arrangements – Summary of Strengths

A focus is the engagement of high quality educational team who have been appointed for their commitment to children, their educational philosophy and their experience. The educational team is considered key in delivering high quality outcomes and the College key objectives.

Beaconhills College is a Christian College, the culture is an environment of mutual respect, equity and inclusion.

Staff ratios are maintained at higher levels, this supports high quality engagement, supporting children with additional support needs, staff absences, flexibility in movement of children to participate in opportunities, excursions, implementation of meetings including TL, educators attending PD all while maintaining consistency for children.

The roster supports staff in being on one shift for the year. Staff and children remain in the one environment for the whole year. This supports continuity for both children and educators. The roster allows for coverage across planning times for educational leaders, meal and lunch breaks and requirement such as meetings such as with families, Individual Program teacher, College committee meetings.

The roster has been designed to minimise the impact on the children, with one additional staff member in each environment to cover breaks. This ensures that there is one early shift and one late shift in each environment in particular in the younger rooms, to support the communication. Educators are allocated shifts for the whole year and families are advised when staff are on leave and who is covering this to ensure that children enter the centre knowing who they will be greeted by. Staff are also flexible should the roster require some changes to support the needs of the children or the College.

A commitment to an ongoing review of staff rosters to ensure compliance with legislation requirements regarding child to staff ratios and a demonstrated commitment to uphold best practise.

The staffing structure supports high educational outcomes for children and ensures staff are supported. There is an Educational Leader in each learning environment who is responsible for the development of curriculum, overseeing and developing staff within their environment and the key liaison with families. The Deputy Head supports staff and student wellbeing, the Head of Teaching and Learning supports staff development in Learning that Matters and the EYLDF. The Head of Administration overseas the operational needs of the centre and ensures compliance with ratios and coverage of absentees.

Each year one educator moves up with the group of children to support a positive transition, maintain relationships with families and provide key strategies to other educators to support each child’s success in their new learning environment. An educator who is familiar within the learning environment and has had previous experience with this age group and can provide support and leadership to the team.

Community consultation supports the ongoing review of the structure of programs, a full review is undertaken each year and changes made where required to support the needs of the community. This is particularly important in the growth corridor.

Staff consultation occurs in September each year with regard to placement, consideration includes further study, external requirements, family needs and suitability to positions. Placement of staff is considered key in relation to staff wellbeing and relationships.

Educators working within the one environment for the full year provides the opportunity to build strong working relationships; however, the change each year builds collegiality and strength of relationships across the whole centre. It also offers for mentoring and staff development for future career progression.

Opportunities for educators to come together on a number of professional learning days supports relationships and a collaborative approach. The centre closes for four professional learning days to ensure high quality educators continue to develop their knowledge and skills. There is an Educational Leaders training day at the commencement of each year, a compliance day, staff wellbeing and personal development day and a celebration of learning day. This is further supported by all staff being invited to participate in the College Open Day, attendance at the Staff Board Dinner and the opportunity for development through the Twilight Professional Learning Sessions.

Key days are delivered through the College Executive teams to provide a broader College perspective.

Management of Compliance is through the College’s Human Recourse Department, and the management system of Connex.

Professional learning is linked to performance reviews to ensure areas requiring support or further extension are targeted. Performance reviews are conducted with the Deputy Head and Head of Teaching and Learning. Walk through protocols support observation and review of engagement in the learning environment between the educator and the child. Learning that Matters is the key focus that underpins review.

The QIP is located on Compli-Space so all staff have access to this and are empowered to provide recommendations and comment.

A cohesive approach to training ensures the team is confident in the Governance and leadership and that new ideas are able to be tabled and will be investigated further.

Early Learning Teachers are employed in all environments where children are turning 4, 10 kindergarten teachers are employed across the centre. All Educational Leaders are involved in a mentoring program before stepping into a position of responsibility. Reflection and review are an ongoing process to support professional development.

A variety of program models are offered in the Discovery programs, including sessional and integrated programs to support the diverse needs of the community. This also provides flexibility for part time staff, while maintaining consistency for children.

The Leadership Team are employed to provide support, leadership and direction to educators, these appointments report directly to the HoC and meet fortnightly to ensure strong communication and opportunities for delivery of new strategies. All staff feedback to members of the Leadership team for items to be added to the Leadership agenda. Minutes are documented and fortnight briefings are provided electronically to staff. Staff with ideas or key project areas are invited to present at meetings. Weekly Family Bulletins also facilitate communication.

Educational leaders are involved in professional conversations and meetings, where appropriate, with the team within the learning environment to support ongoing development and a deeper understanding of the College pillars and the EYLDF.

All staff are employed by the College, ensuring a high level of inclusion and collegiality across all sections of the College.

No staff member is employed on a casual basis, this ensures job security and enhances the stability of the staff.

Additional allocation of staffing is possible when peak times occur.

The Deputy Head takes on the role of Wellbeing and Engagement, this supports staff who need additional support, who would like to implement new strategies or who may need referral to the Employee Assistants Program.

The administration team consists of the Head of Administration, Administration Assistant and Receptionist, this provides support to families, allowing educational team to focus on children and the learning program. Reception is open daily from 8.30am-5.00pm.

The Head of Administration is available throughout the day to staff, families and children to provide leadership and direction as required.

The Individual Learning Teacher provides support and leadership to educators on an individual basis and collectively.

The Quality Improvement Plan is a collective process, where all staff are involved in the development and delivery of the goals. The QIP is reviewed on a cycle ensuring a clear vision is held by all members of the team. An archive systems has been developed to allow staff to see the journey of development and understand how the key strengths developed to be embedded in practise. It is considered important to look both forward and back.

The management structure with the Head of Campus and the Headmaster provides staff with consistency and clear expectations. All staff are valued for their contribution to the lives of children, to one another and to the organisation.

A formalised training calendar is developed in consultation with the Head of Campus, Head of Education and Head of Teaching and Learning. Four professional learning days and six twilight meetings scheduled each year. Provision of professional development is ongoing.

An Educational Leaders Handbook has been developed to support staff in having clear expectations and understanding timelines. This is reviewed on an ongoing cycle and provided to all staff to support development.



Educators work collaboratively to challenge and affirm change. A culture of reflective practise has been established. All staff are empowered to discuss areas of the program and to table areas for improvement.

The centre provides opportunities for ongoing learning more broadly, through Pedagogical tours, these are open to visits one day a month. Advocacy and unpacking the philosophy are the key outcomes during these sessions. Participants view daily practise and engage with educators.

Development of ongoing professional learning opportunities for staff, twilight sessions developed and provided to other services to support a culture of ongoing improvement and reflective practise.

Online management systems support staff in attending and recording professional learning.



Quality Area 5: Relationships with children Quality Area 5: Standards and elements

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

Positive educator 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.

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.


Associated element

Section 166 Offence to use inappropriate discipline 5.1.1, 5.1.2, 5.2.2

Regulation 155 Interactions with children 5.1.1, 5.1.2, 5.2.2

Regulation 156 Relationships in groups 5.2.2



QA 5 Relationships with children – Summary of Strengths

Relationships are built between the children and the Educational Leader prior to commencing at the centre. Children know the educators names in their room and have their profiles either the year prior, or prior to commencement to support a smooth transition in commencing at the centre.

Families are asked complete a Family Overview to provide further understanding about their child’s individual needs, their expectations, aspirations and concerns.

Relationships are strengthened with the same educators working with the children each day throughout the year. Families have strong relationships with educators and communication is open and honest. This is particularly supportive of children in the younger years, where staff need to have a deep understanding of children where communication is limited. This is further support through visual cue cards, key word signing and zones of regulations.

Opportunities continue to be explored to enhance relationships, including; centre tours, interviews, open evenings, circle time, information sessions, participation in playgroup, parent teacher interviews.

Each child is greeted by name when they enter their learning environment. Children’s photos are in the hall and throughout the rooms, family photos support children in understanding this is their place and they are honoured in this environment.

Photos are used on children’s drink bottles, lockers, bed boxes, to support children in identifying their own belongings.

Children are encouraged to discuss and develop their requirements of the room, the environment and of one another.

Sharing Journals are used to support children in conversation both within and outside the centre, as well as with their broader community about their learning at Little Beacons. This supports building children’s confidence and sense of belonging, while being proud of their school and what they have achieved.

Children in the 4/5 Discovery programs are provided with the opportunity to present their Sharing Journals to tour groups, this provides opportunities to build confidence, public speaking and to have a voice in reference to their thoughts regarding the centre.

Children are empowered to make decisions, the voice of the child is an essential component of the program, this is reflected in program documentation, reporting mechanisms and in daily practise.

Educators support families in seeing all children in a positive way through documentation. Mindful Moments are a key tool in providing families the opportunity to view their child as capable and competent to demonstrate the relationships that educators have with their child.

Children with English as a second language are encouraged to have key words listed in English and in their first language to support educators in knowing the needs of the child. This also empowers children to become teachers, educating other children and educators in their first language.

Educators will comfort children when this is requested or indicated by the child. Educators will ask children how they wish to be comforted and check they wish to be cuddled before initiating.

Mentoring is provided with less experienced staff to support their understanding of the philosophy and the value placed on the interactions. All staff promote questioning of practise and interactions to continually evaluate interactions. The interview process ensures a vigorous process to ascertain suitable applicants who also value interactions.

Parents and family members are greeted when they enter the centre and when they enter their child’s learning environment. All staff greet families when they move around the College campus. Parents and families are valued and respected.

Photos of the children engaged in learning and with educators are placed around the room.

The Educational team participates in community events and services such as; College Days, Church Services, Relay for Life and other such events.

Members of the child’s community are invited to participate in the program through both formal and informal opportunities. Events are conducted within the normal day and outside of hours to support inclusion.

A variety of learning opportunities are provided in individual, small and large group opportunities.

Smaller areas within the centre provide an opportunity for children to retreat to areas with a small group to support their emotional needs in a more intimate space.

The Looking Glass Learning Program provides children with the opportunity to develop specific skills in a targeted program, while building confidence.

The Individual Learning Teacher visits program rooms on a weekly basis and critically reflects on the relationships between children and educators and creates opportunity for critical reflection. The Head of Teaching and Learning further facilitated this by conducting walk through protocols. These are reported to the Head of Campus and Head of Education to provide concrete information to support the development of a continuous improvement plan.

The dignity of children is considered at all times, in particular during routine time, toilets in the 5-year-old bathroom have doors, educators are discrete when children may have had an accident, children are asked and encouraged to participate in nappy times, rather than being given a directive.

Parents are encouraged to step out of the room, telephone or make an appointment to discuss items of a sensitive nature that may impact on children.

Transition is planned throughout term 4 to ensure children are familiar with the new educators and to build strong relationships. This is further facilitated through incident and formal opportunities to visit their new learning environments. Families are provide with the new educational team announcements with sufficient time to build relationships.

Early Learning Teachers place children in their Prep classrooms to support positive relationships, visits to the Junior School are ongoing and children are familiar with the teachers and spaces throughout the College.

Moving outside the centre supports all children building a strong sense of community with the opportunity to engage in meaning relationships outside their learning environment.

Sibling are able to visit one another during the day or visit other educators, when this is appropriate and Junior School siblings come to the fence to greet siblings at lunch times supporting the children’s relationships. When school age children attend Outside School Hours programs they can visit their siblings and support the younger programs.

Multi aging in the dining room supports collaborative relationships across the centre and across age groups, this is particularly important when children move into the school environment.

Children are formally acknowledged for their contribution during tours, for their support and interaction with the International students and with the many leadership opportunities presented.

Children participate in supporting those less fortunate through can collections, empty Christmas Tree Appeal, Relay for Life, linen collection, shoe collection, rice and pasta collection and through contributions to Bangladesh. In the 4/5 Discovery program the children participate in Church Services and collect offerings for Bangladesh.

Wellbeing of ourselves and others is a key focus in supporting children’s understanding of service and citizenship.



Quality Area 6: Collaborative partnerships with families and communities Quality Area 6: Standards and elements

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.

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.

National Law and National Regulations underpinning Quality Area 6 Associated element

Section 175 Offence relating to requirement to keep enrolment and other documents 6.1.3, 6.2.1

Regulation 157 Access for parents 6.1.1



QA 6 Collaborative partnerships with families and communities – Summary of Strengths

The College presents the opportunity for children to be engaged in their broader community. All age groups of children move around the College, this supports building a positive sense of belonging.

Educators attend College events, providing children and families with a strong connection to the broader College.

A strong relationship with families is considered the key in presenting successful learning environment for children.

Orientation plans are developed in consultation with the family to meet the needs of the family and of the child. This is individualised and able to change based on the child’s needs on the day. It is also reflective of the needs of the family.

Families provide a Family Overview to discuss at interview regarding their child’s needs and their educational expectations.

Individual routines are discussed and documented to ensure that home routines are followed to support the individual requirements of the child.

Families participate in a tour of the centre to ensure they can see the full centre in operation prior to commencement; they also have the opportunity to ask questions and enhance their understanding of the centre’s philosophy and procedures. This also supports families in understanding their child’s pathway and the importance of the curriculum provide scope and sequence to scaffold a holistic approach to learning.

Families are encouraged to celebrate milestones with educators and share in their child’s life outside the centre.

Parents and extended families are invited to participate in the programs, this is supported through Child Safe practises and in a number of ways including, incidental opportunities, excursions, formal parental assistance, working bees, celebrating family days, Grandparents and special friend’s events etc.

Friends of Little Beacons provide a forum for families wanting to support the centre at a different level. This is conducted during evenings to support participation by working families. Parent representatives support opportunities to network and broaden their community outside the centre, as well as a link to provide feedback.

Broader events are established to involve the whole College community, Family Fun Night, Carol’s by Candlelight, Beaconhills Ball, Camp Jungai.

The website provides extensive information to parents who are considering utilising the service. Social media forums also support the promotion of children’s learning and capabilities and further supports extended families being involved in the learning. Extended families can contribute even if they live interstate or overseas.

The portal provides current families with all information including the Handbook, publications, policies, booking parent teacher interviews, examples of learning contact information, etc. There is a weekly bulletin to keep families informed of the daily operational information. Daily Reflections and the program provide families with information regarding curriculum. At collection families are provided with information about the learning that occurred, rather than simply focusing on routine information.

The electronic daily overview provides families with a snap shot of their child’s day and provides a platform for conversation.

Educators send photos to families of key moments during the year to build relationships and share in moments. Communication may also occur where children have extended absences or long periods of leave, to maintain connection.

The Educational Leader is the key contact for the family, providing continuity.

Phone calls occur to families during the day when there are concerns, but also when there are celebrations.

Older children may email their parent to build connection and aid transition with the support of the Educational Leader.

The website is an avenue for families to access information regarding the broader community.

Transition is seamless once children commence at the College and all information is flowed onto the next learning environment.

Documentation is interpreted into reports for every child in the centre and provided to families and the staff who will have responsibility for curriculum the following year. There is open discussion regarding strengths and areas requiring support and development. Educators provide strategies that have been implemented and support parents with strategies that may support the child within their home learning environment. Referral is also a key component in this process.

Orientation times for children moving at the commencement of the year are scheduled informally over the term, however also formally after hours to allow parents to view the new environment and meet the educational team.

Sharing Journal pages are provided to children prior to the conclusion of the year so children have these over the holiday period.

Interview times are available to all families to support the exchange of information, in Discovery these are conducted formally three times a year.

The Individual Learning Teacher is engaged to support educators working with children with additional needs, while also providing support to families in deciphering reports and providing guidance in their child’s learning.

Early Learning Teachers and Prep Teachers meet regularly to discuss learning environments for children and educational expectations. Teachers place children in Prep classrooms to ensure the right blends of children are placed with the teacher most suited to their learning needs. The Heads of Teaching and Learning in each section meet regularly to develop scope and sequence of curriculum and support a seamless transition.

The Head of Individual Programs and the Individual Learning Teacher provide consistency for children with individual learning needs, overseeing the children throughout their journey at Little Beacons and at Junior School. They are a resource to educators and to families. They are able to decipher reports and support strategies in the learning environment and at home. They also support the coordination of any funding applications and ongoing requirements.

Families are viewed as the greatest asset in providing information about their child. Parents are encouraged to share information and are supported in their decisions. Educators understand that each family unit is individual and that child rearing practises will vary and are non-judgemental in their interactions and responses.

Parent forums are conducted to support families in the gaining information. An introductory session to Discovery is conducted annually and a Circle time to families in Pebble Lane.

Guest speakers and key presentations are provided across the whole College to support families in areas such as child rearing, anxiety, electronic communication.

A marketing strategy has been developed to show case to the community and provide for families to learn what we have to offer, this also supports community education in the importance of early education.

Other service providers are welcome to use the facilities with in the centre to support families in accessing consultation and support services on site, i.e. meeting with Speech Therapist, O.T., MCH, etc. Beaconhills actively engages a service provider to facilitate the delivery of a number of services in-house and as private consultancy should parents require this.

The children have a strong connection with Country, which is supported through our Indigenous Teacher, they support the learning environments and at Early Explorers and supported the children in their connection and understanding of the aboriginal culture. The highlight of this program is the opportunity to attend Camp Jungai during the 4/5 Discovery program.

The children are developing as global citizens and recognise the opportunities for relationships with friends around the world. As an International school, visits from students from other countries are a common occurrence. Children learn about culture through investigation, discussion and interaction.

The ELLA program is implemented and the 4/5 Discovery program and the children engage in the Japanese curriculum.

Families are provided with the video and photo documentation that has occurred during the year in the format of Movie Maker, with music and key moments being provided.

Children are presented with transitional certificates, photos of the educational team and a Christmas gift at the end of the year to celebrate their learning and thank them for their contribution to the learning environment.



The 4/5 Discovery program’s develop a Transitional Presentation where all family members are invited. The children create an iMovie to share with the audience, as well as any other items they would like to include. This is also attended by the Headmaster, the Board and Executive members of the College and allows teachers and children to showcase their learning.

Families are invited to attend an Easter Church Service and a Christmas Service and Carols by Candlelight. This usually has over 500 people attend. It demonstrates a strong sense of community. All staff also attend this event.

Families are provided with a USB with the individual child’s photos and videos, a copy of the years Daily Reflections and the end of year iMovie.

Throughout the College, students will attend to engage in the learning environment, presenting the children the opportunity to build positive relationships with older students. This assists in building a strong sense of community and develops relationship and skills for our children and older students.

Students from the Junior School will interact with the children and teachers at Little Beacons, as many have attended themselves. There is a strong sense of community walking through the Junior School with children and families.

The Head of Campus attends academic assemblies and formal events to continue to connect with children and families and to promote advocacy for the early years and recognition of the importance of this program at the College.

College events are conducted in collaboration where appropriate, including the Art Show and Carol’s by Candlelight.

Systems have been developed for efficient and effective storage and updating of information. The administration team support the administering of this.

A Parent Satisfaction Survey is conducted by ISV on a bi-annual basis, providing comparative data analysis of services across Victoria. This provides opportunity for critical reflection and identification of areas for improvement. Survey Monkey supports the collection of feedback from families more regularly.

Parent Teacher interviews, reflective discussion and parents and child conferences are conducted to support collaboration and to highlight the voice of the child in their learning journey.



Standard/element 6.2 Collaborative partnerships enhance children’s inclusion, learning, wellbeing.

Standard/element 6.2.3 The service builds relationships and engages with its community.

Learning That Matters Wellbeing/Citizenship and Service

Identified issue

A playgroup was established in Term 4 2017. This has had an extraordinary response with an extensive waiting list. Review of this program is required to provide the opportunity for additional programs and to provide a coordinated approach.


To review the current playgroup program and look at expansion Employ a Playgroup Coordinator to expand and facilitate the program

2018 - H Discuss with current families the needs of the community Establish a waiting list Meet with the Community Facilitator to look at opportunities for Alumni Explore staff playgroup with 11 staff taking maternity leave from LB and additional numbers more broadly across the College Cost analysis Develop position description Advertise position Consider establishing a Berwick playgroup for new families joining Berwick in 2019, an Early Explorers playgroup, possible Dads playgroups on the weekends

Review of handbook Easy re-enrolment process Bulletins Access to information for families Visitors to the program, e.g. Internal – enrolments, HR and external , MCH nurse Successful implementation of more than two playgroups

March – Position description and advertising Term 2 – Appointment Term 3 – additional program and establish staff program

Bulletin Attendance reports Waiting lists Annual family feedback Enrolment process Marketing Material Reports from the College

shop – waiting lists

Progress Term 3 2017 – Established demand for program. Some families ringing on a weekly basis to ascertain a position. March 2018 – Position descriptions developed and position advertised. Cost analysis completed. May 2018 – A survey developed and distributed to families to support future planning and development. June 2018 – Playgroup Coordinator commences. Mentoring and induction undertaken. Re-enrolment established for families – option of two terms Review of end of session procedures – some families not wanting to conclude Introduce use of courtyard and Indigenous connection



Standard/element 6.2 Collaborative partnerships enhance children’s inclusion, learning, wellbeing.

Standard/element 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program.

Learning That Matters Learning/Wellbeing/Citizenship and Service

Identified issue

The demand for a service at the Berwick Campus has been high. The community, current families and Junior School teachers have been advocating for the development of a program on this campus.


To develop Little Beacons program at the Berwick Campus

2018 - H 2016 – Needs analysis 2017 – Develop design Apply for a Grant through DET Review processes to support delivery across two locations 2017 – Development of working drawings Permits Traffic reports 2018 – Tender processes Engage builder Commence build Review program development and needs of the community Review of staffing structure Multi campus and Campus based roles Consolidate enrolment process 2019 – Employ staff (40) Training program Enrolment offers Orientation Commencement of programs

Full enrolments Smooth transfers where appropriate Keeping community and staff informed of developments Building licensed CCS provided Kindergarten funding Exceeding rating Excellent rating

Dec 2017 – Announcement of grant April 2018 – Planning permit May 2018 – Tender process Finalise fixture plan June 2018 – Engage builder Ongoing site meetings 2019 – During the year, completion of building and commencement of programs 2020 – Successful quality assessment and rating undertaken 2021 – Application for excellent rating

Enrolment procedures Building design completed Traffic report Permit Permit Staff briefing presentation Floor plans Façade plans Landscape plans

Progress Dec 2017 – Successful submission for Capital funding for 1.6 million. Budget planning and ten year plan developed April 2018 – Plans finalised. Landscape plan completed. Plans presented to staff at an information session Permit granted by the City of Casey Completed bore hole assessment May 2018 – Tender processes June 2018 - Engage builder and tender documents signed Commence review of program development and needs of the community Commence review of staffing structure - Multi campus and Campus based roles. Establish current roles and responsibilities. Meetings with enrolments to consolidate enrolment processes Meeting with City of Casey (6 Officers) to establish programs and opportunities for collaboration to support families and service delivery



Quality Area 7: Governance and Leadership This quality area of the National Quality Standard focuses on effective leadership and governance of the service to establish and maintain quality environments for children’s learning and development. Effective leaders establish shared values for the service that reflect the service context and professionalism and set clear direction for the service’s continuous improvement. Governance refers to the systems in place to support effective management and operation of the service, consistent with the service’s statement of philosophy.

Quality Area 7: Standards and elements

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.

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.


Associated element

Section 21 Reassessment of fitness and propriety (provider approvals) 7.1.2

Section 51(2) Conditions on service approval (FDC co-ordinators) 7.1.2, 7.1.3

Section 56 Notice of addition of nominated supervisor 7.1.2

Section 56A Notice of change of a nominated supervisor's name or contact details 7.1.2

Section 161 Offence to operate education and care service without nominated supervisor 7.1.2

Section 161A Offence for nominated supervisor not to meet prescribed minimum requirements 7.1.2

Section 162 Offence to operate education and care service unless responsible person is present 7.1.2

Section 162A Persons in day-to-day charge and nominated supervisors to have child protection training 7.1.2

Section 163 Offence relating to appointment or engagement of family day care co-ordinators 7.1.2, 7.1.3

Section 164 Offence relating to assistance to family day care educators 7.1.2

Section 164A Offence relating to the education and care of children by family day care service 7.1.2, 7.1.3

Section 165 Offence to inadequately supervise children 7.1.2

Section 166 Offence to use inappropriate discipline 7.1.2



Section 167 Offence relating to protection of children from harm and hazards 7.1.2

Section 168 Offence relating to required programs 7.1.2

Section 169 Offence relating to staffing arrangements 7.1.2

Section 170 Offence relating to unauthorised persons on education and care service premises 7.1.2

Section 171 Offence relating to direction to exclude inappropriate persons from education and care service premises 7.1.2

Section 172 Offence to fail to display prescribed information 7.1.2

Section 173 Offence to fail to notify certain circumstances to regulatory authority 7.1.2

Section 174 Offence to fail to notify certain information to regulatory authority 7.1.2

Section 174A Family day care educator to notify certain information to approved provider 7.1.2, 7.1.3

Section 175 Offence relating to requirement to keep enrolment and other documents 7.1.2

Section 188 Offence to engage person to whom prohibition notice applies 7.1.2

Section 269 Register of family day care educators, coordinators and assistants 7.1.2

Regulation 31 Condition on service approval-quality improvement plan 7.2.1

Regulation 55 Quality improvement plans 7.2.1

Regulation 56 Review and revision of quality improvement plans 7.2.1

Regulation 158 Children’s attendance record to be kept by approved provider 7.1.2

Regulation 159 Children’s attendance record to be kept by family day care educator 7.1.2

Regulation 160 Child enrolment records to be kept by approved provider and family day care educator 7.1.2

Regulation 161 Authorisations to be kept in enrolment record 7.1.2

Regulation 162 Health information to be kept in enrolment record 7.1.2

Regulation 163

Residents at family day care residence and family day care educator assistants to be fit and proper persons

7.1.2

Regulation 164 Requirement for notice of new persons at residence 7.1.2

Regulation 165 Record of visitors 7.1.2

Regulation 166 Children not to be alone with visitors 7.1.2

Regulation 167 Record of service’s compliance 7.1.2

Regulation 168 Education and care service must have policies and procedures 7.1.2

Regulation 169 Additional policies and procedures—family day care service 7.1.2

Regulation 170 Policies and procedures to be followed 7.1.2

Regulation 171 Policies and procedures to be kept available 7.1.2

Regulation 172 Notification of change to policies or procedures 7.1.2

Regulation 173 Prescribed information to be displayed 7.1.2



Regulation 174 Time to notify certain circumstances to regulatory authority 7.1.2

Regulation 174A Prescribed information to be notified to accompany notice 7.1.2

Regulation 175 Prescribed information to be notified to regulatory authority 7.1.2

Regulation 176 Time to notify certain information to regulatory authority 7.1.2

Regulation 176A Prescribed information to be notified to approved provider by family day care educator 7.1.2

Regulation 177 Prescribed enrolment and other documents to be kept by approved provider 7.1.2

Regulation 178 Prescribed enrolment and other documents to be kept by family day care educator 7.1.2

Regulation 179 Family day care educator to provide documents on leaving service 7.1.2

Regulation 180 Evidence of prescribed insurance 7.1.2

Regulation 181 Confidentiality of records kept by approved provider 7.1.2

Regulation 182 Confidentiality of records kept by family day care educator 7.1.2

Regulation 183 Storage of records and other documents 7.1.2

Regulation 184 Storage of records after service approval transferred 7.1.2

Regulation 185 Law and regulations to be available 7.1.2

Regulation 358

Victoria

Working with children check to be read 7.1.2

Regulation 359 Victoria

Criminal history record check to be read and considered 7.1.2



QA 7 Governance and Leadership – Summary of Strengths

The College Board and the Headmaster oversee the governance of the College. The Head of Campus overseas the delivery of the College vision and mission for Little Beacons. There is a leadership team at Little Beacons that supports the implementation and delivery of the College pillars, the leadership team members are members of the College Leadership and Executive teams. A team of administrator’s focuses on the administration processes and educational staff focus on children, this ensures that children are the focus and educators are not removed from the learning environment unnecessarily. Collaboratively these positions work to achieving high quality programs,

A strong leadership structure provides direct support and leadership to the educational and administration teams.

The staffing structure provides direct leadership and support within the learning environment.

There is an annual review process of the staffing structure and ongoing improvements implemented. This is formally reported to the Headmaster on an annual basis.

There is a leading educator in each learning environment.

Ten Early Learning Teachers, 6 Leading Coordinators and 6 Coordinators and Coeducators are engaged to deliver programs.

There is a Company Accountant who meets monthly with the Head of Campus to ensure arcuate monthly reporting to the Board of Directors. An audit is completed annually by an independent body to ensure compliance and transparency.

A monthly report is provided to the Board outlining the learning outcomes, staff and student wellbeing, enrolment status and the implementation key initiatives.

The Head of Campus meets weekly with the Headmaster, fortnightly with the Head of Human Resources and monthly with the Business and Strategic Development Manager.

The Head of Campus is on the College Executive Team, who meet fortnightly.

The College Leadership Team meet termly for whole of College meetings.

Interview processes are vigorous and involve first round interviews with the Deputy Head and Head of Teaching and Learning and second round interviews are conducted with the Head of Campus and a representative with HR. The HR Manager and Headmaster are involvement in the recruitment of leadership positions. All interviews involve reference checking. Staff also complete child safe standards and are involved in online training sessions to support their understanding of College requirements.

Regular meetings are conducted with the Head of Administration for reporting on policies and procedures and to review processes.

The Administration Assistant manages the Smart Fees system, the Finance Department manages the issuing of statements, collection of fees and management of debtors.

Performance reviews are conducted and staff are able to develop their professional learning plan in conjunction with the Head of Teaching and Learning, the Deputy Head and the Educational Leader.

An annual survey is conducted for the parents to provide feedback to the centre and this forms the basis of the quality improvement plan.

A staff survey is conducted through ISV bi-annually to support the development of the culture of the staff and to address areas of quality and areas for improvement. A wellbeing survey is distribute annually.

Administrative systems are reviewed annually or earlier if required to ensure there is continual improvement.

A process has been put in place to ensure accurate reports are recorded and the Department is notified of any serious incidents.

Grievance are verbally discussed with the Deputy Head and where required by the Head of Campus. All grievances are tabled in meetings conducted between the Head of Campus and the Headmaster. Formal procedures are followed as required.

Procedures and policies are reviewed when issues are identified, rather than at a specified time, or alternatively annually. This ensures effective and efficient management of change. Feedback from all members is considered in this process. Changes communicated to families prior to implementation.

All staff participate in a Centre Tour and an induction process. The Head of Administration and the Deputy Head support and oversee staff inductions. There is a schedule of meetings with new staff to ensure they are supported and communication is open. Annual review of induction processes and continual development, including supporting midyear intakes.

Whenever possible there is a hand over period with any replacement staff. Each new staff member has a mentor to support their induction. The Quality Improvement Plan is stored electronically to ensure all staff have access to the up to date document. It is reviewed on a quarterly cycle.

The Department of Education and Training is notified of any serious incidents or complaints and is sourced when clarification required.

Annual review of philosophy.

Opportunities are presented to Educational Leaders to attend briefing meetings and be involved in raising concerns and the ongoing improvement of the centre.

All staff are involved in the development of the Quality Improvement Plan, opportunities to present new ideas and initiatives are encouraged, staff are empowered to present and lead key areas.

Pedagogical tours are conducted to support early years staff and students in developing their understanding of the College philosophy and implementation.

We are commitment to continuous improvement. We currently hold and Excellent Rating, awarded by ACECQA.



Standard 7.2 Effective leadership build and promotes a positive organisational culture and professional learning community

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.

Learning That Matters Learning/Wellbeing

Identified issue

Performance review and staff appraisals


To review the process of reflective practise and consolidate the concept of ‘Learning that matters’ for each individual staff member Develop a College approach to the review and development of all staff Implementation of CEAD Communicate key initiatives to families

2017 – M 2018 - H

Completion of documentation and consultation Walk through protocols HoTL to set on committee to establish requirements of early years Review of LB structure and implementation of Deputy Head to support processes Review induction and process from the time a staff member begins through to an ongoing review cycle Review of induction processes and roles and responsibilities of key members of staff Document process

Reflective practice Template to support this Completion by all staff Identification of professional learning needs Review meetings conducted Employment of Deputy Head Communication of QIP in bulletin Centre display reflecting EYLDF in practise Parent feedback Staff communication board – highlight programs

January 2015 Staff engagement March 2015 Reflective documentation June 2015 – Presentation to Executive staff January 2016 – Model and vision presented to the team. February 2016 – Classroom observations undertaken.. October 2016 – Classroom observation. Base line data developed. January 2017 – Walkthrough process and documentation of data/information March 2018 – Consideration of presenting data to families, linking to the Frameworks.

Staff appraisals and documentation

HR Development Plan CEAD Minutes from HoTL and

HoED Report presented to

College Exec – Summer Conference

Baseline data Structure review –

presented to Headmaster for additional position of Deputy Head

Position Description for DH Table of QIP areas

displayed Gallery of EYLDF Feedback from families Twilight schedule Centre calendar Survey Monkey feedback Handbooks Educational Leaders

briefing notes Flow of QIP

Progress January 2013 – Professional learning session, explore the College project and this impacts on the individual. Reviewed the College Goals and reflection time of how this relates to the individuals goals and personal and professional development plan. July 2014 – Position descriptions reviewed. New format developed linking to the Learning the Matters. November 2014 – All staff completed their yearly reflection and consider areas for improvement. January 2015 – Implemented Wellbeing session. Staff reflected on their own wellbeing and those around them. Each staff member meet with the HoC to reflect on their own personal journey and the areas for development. March 2015 – All teachers asked to complete a reflective document over the break period. Meeting with Coordinator of Performance Reviews to reflect on current practises and consider Little Beacons processes in the report to the Headmaster. June 2015 – Presentation by external company to Executive staff on electronic based system. Review of implementation. January 2016 – Model and vision presented to the team. HoC and HoTL involved in introduction and training model. February 2016 – Classroom observations undertaken. Individual meetings conducted with Educational Leaders to support reflective practise. May 2016 – Establishment of the Twilight program, the delivery of high quality ongoing professional development. Delivered by internal and external presenters. October 2016 – Classroom observation. Base line data developed and reported to College. January 2017 – Launch of draft to staff. Concept of teacher directed appraisal process presented to Exec. Walkthrough process and documentation of data/information to support professional development and structure of Twilight sessions Ongoing development of CEAD; ‘Continuous Engagement and Development’ June 2017 - Employment of Deputy Head December 2017 – Review of all Handbooks January 2018 – Review of induction process. Documented roles and responsibilities. Provided in staff handbook. More regular meetings with a greater focus on ongoing improvement and critical reflection. Sharing curriculum highlights with all staff on communication board in staff room. Introductory of Morning Briefing Sessions monthly to bring all Educational Leaders together. Ongoing development, review and collaboration. Consideration of the impact on 11 staff taking maternity leave in 2018 and how ongoing high quality practise can be established. Revaluation of the mentoring system and the induction process. March 2018 – New display area developed for families, linking to the Frameworks. Feedback areas established. QIP uploaded to Portal and link sent to families through Bulletin. Highlight of focus area added to the Bulletin. April 2018 – Feedback received form families. Review of areas and ongoing reflective cycle.



Communication Strategy

Ongoing reflection

Processes of communication and review

Key strengths communicated in staff briefings (fortnightly) and in Educational Leaders briefings (monthly)

QIP Gallery – highlights key areas of the QIP and provides families with the opportunity to practise in action. A new area is highlight each month. Information is placed in the bulletin for families to review.

Feedback box is placed in Gallery for families to contribute. This supports reflect practise and an ongoing cycle of review.

QIP is provided in a link to families through the bulletins. An overview document has been developed to support families understanding of a Beaconhills context and the NQS and legislative requirements,

Staff contribute areas, ideas and suggestions and these are tabled at leadership meetings. Staff invited to attend to present. Key working party developed when ideas are developed.

Communication board in staff room, focusing on key conversation areas to support professional conversation and to develop a further understanding of practise.

Each program contribute ideas and snap shots on the Communication Board in the staff room and in briefing minutes.

Working documents are displayed for staff to contribute. Key ideas and links to specific areas of curriculum and specific programs are documented.

QIP and Archive QIP is stored in Compli-Space for all staff to access. QIP and EYLDF are available to families through the new families Portal.

Visual display of the areas of curriculum, the EYLDF and the College pillars are displayed in the interactive visual gallery in reception.

Induction process provides an introduction to the QIP. Staff are provided with links to review. The QIP is reflected during review discussions and staff individual goals are linked to the key strengths. Staff are encourage to provide feedback and make suggestions during this process.



TEMPLATE

Standard/element XX

.

Regulations

Learning That Matters

Identified issue


College View

Progress

SUBMISSION OF ISSUE OR IDEA TO BE PRESENTED AT LEADERSHIP MEETING

Standard/element

Learning That Matters

Identified issue

Goal Steps Success measure

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