quality improvement plan 2015 qip.pdf · four – guide to developing a quality improvement plan,...

QUALITY IMPROVEMENT PLAN 2015

1 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Service details

Service name: Service approval number Barbara Kiker Memorial Kindergarten

SE-00010156

Primary contact at service Steven Cameron

Physical location of service Physical location contact details Street: Sydney Avenue

Suburb: KIDMAN PARK

State/territory: SA

Postcode: 5025

Telephone: (08) 8356 3430

Mobile:

Fax: (08) 8355 0143

Email: [email protected]

Approved Provider Nominated Supervisor Primary contact:

Telephone:

Mobile:

Fax:

Email:

Name: Steven Cameron

Telephone: (08) 8356 3430

Mobile: 0430092139

Fax: (08) 8355 0143

Email: [email protected]

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

Suburb:

State/territory:

Postcode:


Operating hours

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

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

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

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

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

08:15 08:15 08:15 08:15 09:00

Closing time

15:45 15:45 15:45 15:45 11:00


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

Provide additional information about your service—parking, school holiday dates, pupil-free days etc.

How are the children grouped at your service?

We have 2 separate groups of children, Group A (Monday and Wednesday) and Group B (Tuesday and Thursday). There is no crossover of children between groups.

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

Nominated Supervisor, Steven Cameron


Service statement of philosophy Please insert your service’s statement of philosophy here.

At Barbara Kiker Memorial Kindergarten we are committed to providing a quality educational program that is inclusive for all children. We believe that children learn best through play and that a kindergarten curriculum needs to acknowledge that all children come to kindergarten with prior knowledge. It is our role to build on this knowledge and facilitate the learning by providing learning experiences that foster problem solving skills, risk taking, wellbeing, gross and fine motor skills, social and emotional development. As Early Childhood professionals we have an obligation to every child to maximise their learning potential while they attend our kindergarten program. At Barbara Kiker we are driven by the children’s passion for learning and we acknowledge the individual dispositions and interests of children to instil a lifelong disposition for autonomous learning. Our learning environment supports children to utilise nature as tools for their learning providing children the opportunities to investigate, create, inquire and imagine through play based engagement with nature. Risk taking is actively promoted in a way which encourages children to think critically about the risks involved and weigh them up against the benefits. Our core teaching staff are highly qualified, and have extensive experience in providing high quality learning experiences for young children where children are consulted and encouraged to become partners in their own learning. We promote a culture of inquiry and take a holistic approach to learning literacy, numeracy, science and wellbeing, where the learning environment provides scope for multifaceted learning. We work to provide children with a seamless transition from kindergarten to school and instil the belief of lifelong learning. We believe in providing a strong community culture where families are active participants in their child’s learning, and we encourage feedback from families to continually ensure that the directions of the kindergarten are consistent with the current needs of the community. Our improvement culture promotes change in a way that ensures we are always responsive to the needs of the community, utilise current research, identify and share best practice and through observation ensure that we are meeting the current needs of learners.


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

Quality Area 1: Standards and elements

Standard 1.1 An approved learning framework informs the development of a curriculum that 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 learners and effectiveness as communicators.

Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.

Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

Element 1.1.4 The documentation about each child’s program and progress is available to families.

Element 1.1.5 Every child is supported to participate in the program.

Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

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

Element 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.

Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.

Element 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.


Quality Improvement Plan for QA1 Summary of strengths for QA1

Strengths

• Following learning needs and interests more closely. • Our Student review meetings with Disability support staff have been ongoing and invaluable, with all staff involved in our termly student review processes. • Educational staff members have a genuine love of working with children and establishing high quality learning relationships. • All staff, despite changes in 2013 have maintained agreed beliefs around pedagogy and curriculum development. Changes to key members of our teaching

team either finding alternate employment or going on leave has been challenging, however pedagogy and curriculum development have remained intact. • Curriculum focus always fresh and relevant, and always keeps needs of learners and community at the foreground. • Excellent outcomes and feedback about learner achievement from parents. • High levels of learner engagement. • Tailoring learning experiences based on individual needs. • Flexible approach to teaching, adaptability. • Across the board competence of the staff in terms of pedagogical knowledge. • Knowledge of the children, their strengths and interests. • Sustainable Education focus – some fantastic stories about learning and public commendations. • Using professional development learning opportunities to inform site directions (Natural Play Spaces). • Clear routine outlined – follow same structure each day, visuals of routine, stick to similar times • Opportunities for choice • Environment set up to promote independence • Flexibility – follow children’s interests • Continual discussions and reflections on effectiveness • End of the day debriefs • Individual children’s needs and concerns discussed regularly • Positive verbal feedback given to children consistently • Encouragement and support with new and challenging learning experiences • Use of curriculum documents – EYLF and RRR to plan for and reflect/report on children’s learning • Differentiate experiences and expectations for individual children according to their needs e.g. smaller group for children needing extra support • Opportunities for challenge and taking risks • High expectations for all children • Ensuring opportunities for success • Inquiry based approach to learning • Detailed curriculum outline, providing clear definitions for expectations of learners, expectations for teachers and families. • Clear links to Early Years Learning Framework, learning outcomes


• Differentiating learning, same expectations for learning, but go about it in different ways for each child. • Share the curriculum with parents in multiple ways • Reflecting on children’s progress and educational attainment. • Links to Governing Council – sharing curriculum reports. • Providing opportunities for parents to look at children’s work. • Talk collaboratively as a staff team. Reviews conducted at staff meetings at the end of the term. • Termly student review meetings with regional Disability coordinator, speech pathologist and psychologist. Representation from local feeder school is there. • Opportunities for families to engage with staff exist, interviews, emails, informal conversations, workshops through Parent Learning Program.


Key improvements sought for QA1

Standard/element Improvements Sought

1.1.2, 1.1.4, 1.2.1 Defining a clear process for the collection of evidence of learner achievement, what will be collected and when. Look at the times this will be collected, and why. Ensure a clear link to planning, and incorporate when and how this information will be fed back to families.

1.1.3 Restructuring of our current daily timetable to allow for more uninterrupted play time, which will not only enable children to go deeper in their own play, but provide educators additional time to gather evidence of learner achievement during play.

1.2.3 Common priority with other preschools in the Western Adelaide Shores Partnership – Inquiry into perceptions around powerful learning which incorporates data collection from staff, children, parents and observations. Community aspect to link in with QA6 (6.3.4).


Improvement Plan

Standard/ element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when?

Progress notes

1.1.2 1.1.4 1.2.1

Defining a clear process for the collection of evidence of learner achievement, what will be collected and when. Look at the times this will be collected, and why. Ensure a clear link to planning, and incorporate when and how this information will be fed back to families.

H Establish a whole site process for collecting evidence of learner achievement. Determine what will be collected, by whom, and when this will occur. Collect baseline literacy and numeracy data in Term 1. Collect more data from parents on prior experiences, interests and strengths of children.

The development of a timeline which will determine what data we will collect, when and who will collect the data. Use baseline data to track children’s literacy and numeracy learning over the year, based on indicators developed by DECD.

2015

1.1.3 Restructuring of our current daily timetable to allow for more uninterrupted play time, which will not only enable children to go deeper in their own play, but provide educators additional time to gather evidence of learner achievement during play.

H Evaluate the routine over the course of the first half of Term 1, and look at ways to reduce transitions for children and allow for greater uninterrupted play.

Any changes to the routine that increase the amount of uninterrupted

play time children have each day.

End of Term 1

Completed. Changes made to the routine based upon observation of children, changing the sequence of the routine to reduce transitions and allow from greater uninterrupted play. Educators reporting more time to observe deep engaged play.

1.2.1 Common priority with other preschools in the Western Adelaide Shores Partnership – Inquiry into perceptions around powerful learning which incorporates data collection from staff, children, parents and observations. Community

M Kindergartens in the Western Adelaide Shores Partnership will all work together on collecting common data to inform practice and provide insight into staff and parent perceptions around learning.

The compilation of individual and collated data sets to provide insights

into staff, children and parent perceptions around powerful

learning.

End of 2015


aspect to link in with QA6 (6.3.4).

11 Barbara Kiker Memorial Kindergarten Quality Improvement Plan 2012

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


Standard 2.1 Each child’s health is promoted.

Element 2.1.1 Each child’s health needs are supported.

Element 2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Element 2.1.3 Effective hygiene practices are promoted and implemented.

Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.

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

Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

Standard 2.3 Each child is protected.

Element 2.3.1 Children are adequately supervised at all times.

Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.

Element 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

Element 2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.


Quality Improvement Plan for Q2 Summary of strengths for QA2

Strengths

• A weekly ‘physical skills program’ has been implemented to ensure that a wide variety of gross-motor skills can be practiced. This promotes all children becoming involved in physical activity, taking worthwhile risks in a supervised environment, receiving support and encouragement to persist, achieve and enjoy.

• Growing vegetables and fruit in the orchard. • Afternoon fruit time provides an opportunity for children to try different kinds of nutritious fruit and vegetables, makes eating a social

experience. Healthy eating is modelled by staff, and children are taught how to dispose of food scraps in an environmentally conscious fashion.

• Outside play equipment is regularly rearranged to maintain children’s interest and challenge them in their gross-motor play. • Application of sunscreen and washing of hands is integrated into the daily routine of pre-lunch preparation. • The centre program embraces strong curriculum links to children’s health and wellbeing by providing both intentional and spontaneous

teaching initiatives. • The centre has timetabled set food and drink breaks, rest and relaxation breaks and provides physical spaces for children to withdraw when

they need a quiet place to be. • Staff have all updated their Responding to Abuse and Neglect Training. • We offered 2 sessions of ‘Responding to Abuse and Neglect Training for Volunteers’ in Term 4, 2013. Another session planned for early 2014.



Standard/element Improvements sought

2.3.4 With an entire new group of families, we will need to ensure that we have as many parents as possible undertake the Responding to Abuse and Neglect Training for Volunteers.

2.3.2 Business Manager – ensuring tasks are all up to date and that it is utilised as a tool to inform practice.


Improvement Plan

Standard/ element


Priority (L/M/H)


Success measure By when? Progress notes

2.3.4 Aim to provide Responding to Abuse and Neglect training for at least 30 – 50 parents at the kindergarten.

H Hold 1-2 Responding to Abuse and Neglect training for Volunteers in Term 1, along with assisting parents to apply for Criminal History Screenings.

30-50 parents completing the Responding to Abuse and Neglect training by the end of Term 1.

Term 1, 2015 Completed. Over 60 parents now attended Responding to Abuse and Neglect Training for Volunteers workshop.

2.3.2 Business Manager – ensuring tasks are all up to date and that it is utilised as a tool to inform practice.

H Looking at any outstanding tasks. Look at training requirements for staff, and address any gaps. Revisiting daily, weekly and termly checklists.

Ensuring that all tasks are completed on time, and any gaps in training are addressed.

End of 2015.


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


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

Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.

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

Element 3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.

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

Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

Element 3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses.

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

Element 3.3.1 Sustainable practices are embedded in service operations.

Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.


Quality Improvement Plan for QA 3 Summary of strengths for QA3

Strengths

• Sustainable Education Focus • Lots of public commendations and awards • Partnerships with local community in achieving site environmental priorities • Setting directions and articulating visions • Targeting resources for improvement, such as council grants, fundraising for improvements • Staff work ethic in achieving goals. • Partnerships with families, sharing information about goals, how parents can help, and improvement processes. • Outdoor learning environment – creating natural play spaces. • Celebrating and valuing children’s artwork, and displaying in play area, even outdoors. • Environment as another teacher, making the physical environment a curriculum focus. • We have a long term vision for our outdoor learning environment. We recognise that the learning environment has the potential to provide

many more high quality learning opportunities for children. We have noticed a shift in the frequency of behavioural issues as a result of both changing the social context of the kindergarten but also as a result of the learning environment.

• We have outdoor learning environment spot checks which occur every day and are recorded. Actions taken are also recorded. This is part of our NQS compliance.



Standard/element Improvements Sought

3.2.1 Removal of existing slide and moss rocks, and redesigning the area to become an extension of our current native garden.

3.2.1 Creation of a permanent ‘mud kitchen’ to replace existing structures

3.2.2 Replace garden shed

3.1.2 Building or obtaining new changeable facilities


Standard/ element


Priority (L/M/H)



3.2.1 Removal of existing slide and moss rocks, and redesigning the area to become an extension of our current native garden. The current slide area is unsafe, and the fence line area is not utilised effectively as a learning environment.

H Obtain quotes and consult with children to redesign the area. Consult with Governing Council. Remove the slide and platform area as soon as practicable.

Mound area and garden space along the fence being landscaped.

End of 2015 Completed. Double slide purchased and installed, along with landscaping along the front of the kindergarten to extend the nature walk with native plants.

3.2.1 Creation of a permanent ‘mud kitchen’ to replace existing structures

M Look at obtaining funding to create new mud kitchen area. Consult with children as to how they want the area to look, and what needs to happen for it to occur.

Upgraded mud kitchen area.

End of 2015

3.2.2 Replace garden shed. The current shed is very old, and is not structurally sound or big enough to meet current needs.

M Obtain quotes for new garden shed and associated concrete and ensure the work falls within site budget for the year.

New garden shed. End of 2015 The old shed was removed and a new shed was donated in Term 2 and concreting provided by one of the families.

3.1.2 Building or obtaining new changeable facilities due to increasing numbers of children starting kindy who are not toilet trained and children who have additional needs.

H Obtain quotes for new change facilities. New change facilities End of 2015


Quality Area 4: Staffing arrangements This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.

Quality Area 4: Standards and elements Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.

Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times.

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

Element 4.2.1 Professional standards guide practice, interactions and relationships.

Element 4.2.2 Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships.

Element 4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.

Quality Area 4: Related sections of the National Law and National Regulations

Standard/element National Law (section) and National Regulations (regulation)

4.1 regulation 169 Offence relating to staffing arrangements

4.1 regulation 118 Educational leader

4.1 regulations 119–120 Age and supervision requirements

4.1 regulations 121–124 Minimum number of educators required



Strengths

• Funding support for children with additional needs who have not been covered, or have received reduced funding through the Preschool Support budget.

• Human Resources are well managed, all TRT and contract staff paperwork always processed timely. • Always having ongoing discussions about our progress towards site goals, and identifying what needs to be changed/modified. • ECW’s have all completed their Certificate III in Children’s Services. • We are very good at articulating our vision of the site and working collaboratively to ensuring that this happens, including doing work ourselves,

targeting resources, engaging in professional development. • All staff have a voice in setting organisational directions. • Staff nominating each other for awards recognising excellence, such as the Australian Family Early Education Awards and the SA Public

Teaching Awards. • Staff are very supportive, and provide a strong work environment building high levels of morale and job satisfaction. • Knowledge of the children, their strengths and interests. • We have a ‘true’ shared leadership model and work together well. • All staff have an implicit knowledge of what needs to be done, for example centre can operate well even when the 3 fulltime staff are away. • Leaders are all approachable, and have respect for all staff and their abilities as early childhood professionals. • Strong culture and directions. • Many staff have key roles and responsibilities so that we all now know who to see with specific needs or information. • Staff are all active learners; teaching staff are acknowledged as strong leaders in curriculum. Teaching staff are both operating at some Lead

Teacher standards in terms of the provision of professional learning to other teachers and staff through Regional days and out of hours speaking arrangements.

• Staff training and Professional Development has been a lot more involved this year. All staff have participated in First Aid, Anaphylaxis, Asthma and Intra-Nasal Midazolam training, and we have also had our teaching team go on international visits to other Early Childhood Centres and engage in documentation and pedagogical professional development.

• We have higher than required educator-to-child ratios (1:9 as opposed to 1:13) • Everyone puts in extra time to improve the centre. • We have a clear vision statement within our Quality Improvement Plan, which is evaluated yearly during self assessment processes. • Solid shared leadership models with delegated responsibility for key areas. • Staff regularly evaluate the curriculum in collaboration and influence the direction that it takes. • Performance development, professional learning are all site expectations of staff which are followed by all staff.


Key improvements sought for QA4 Standard/element Improvements Sought

4.2.2 Monitoring staff wellbeing, particularly in relation to workload related stress through continuing to build team culture. Whilst wellbeing was not identified as a problem at this point in time, staff noting that increases in workload were contributing to higher levels of stress.

23 Barbara Kiker Memorial Kindergarten - 2014 Quality Improvement Plan

Improvement plan Standard/ element


Priority (L/M/H)

How will we get this outcome? (Steps) Success measure By when? Progress notes

4.2.2 Monitoring staff wellbeing, particularly in relation to workload related stress through continuing to build team culture

H Talking about staff wellbeing and ensuring that our workplace environment is highly supportive of staff in all roles, and that we continue to ensure that we have open and honest discussions with each other about workload pressures and demands. Compile a list of duties that have changed significantly and ways that we can address any additional stress caused by changes to duties.

Holding ongoing conversations. Ensure that all staff are aware of the Employee Assistance Programme.

Ongoing


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


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

Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.

Element 5.1.3 Each child is supported to feel secure, confident and included.

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

Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.

Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.

Element 5.2.3 The dignity and the rights of every child are maintained at all times.


Quality Improvement Plan for QA5

Summary of strengths for QA5

Strengths

• Knowledge of the children, their strengths and interests. • Tailoring learning experiences based on individual needs. • High levels of engagement in the curriculum (RRR) • This area has been the highest rated area in the last 4 parent surveys. • Clear behaviour management processes which all staff follow. • We provide opportunities for children to learn in small and large groups • Focus on wellbeing and supporting transition to kindergarten. • Use of a “Problem Solving Table” to encourage children to manage their own conflicts prior to adult intervention • Use visuals to support interactions with children • Relationships are a significant strength of the staff team. We all work well with children and families, as well as each other.



5.2.1, 5.1.2 Linking to QA1, extending uninterrupted play times following explicit teaching time to allow for deeper learning opportunities and to enhance connections with children and staff.


Improvement plan

Standard/ element


Priority (L/M/H)



5.2.1 5.1.2

Extending uninterrupted play times following explicit teaching time to allow for deeper learning opportunities and to enhance connections with children and staff.

H See QA1. Stronger relationships with children and a greater knowledge of the skills and interests of individual learners.

2015


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

Quality Area 6: Standards and elements Standard 6.1 Respectful supportive relationships are developed and maintained.

Element 6.1.1 There is an effective enrolment and orientation process for families.

Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.

Element 6.1.3 Current information about the service is available to families

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

Element 6.2.1 The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.

Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing.

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

Element 6.3.1 Links with relevant community and support agencies are established and maintained.

Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

Element 6.3.3 Access to inclusion and support assistance is facilitated.

Element 6.3.4 The service builds relationships and engages with their local community.



Strengths

• Excellent outcomes and feedback about learner achievement from parents. • Our partnerships with the local community in achieving site priorities (Bunning’s, NRM, KESAB, City of Charles Sturt) • Providing opportunities for parents to be involved and provide feedback. • Core families that help have gone above and beyond in terms of helping out, specifically recognising staff and centre achievements (awards). • Staff nominating each other for awards recognising excellence, such as the Australian Family Early Education Awards and the DECD Public

Teaching Awards. • Community events, Celebration night, Art Show and Quiz Night are very successful and engage the majority of the community. • Partnerships with parents – offering opportunities for feedback and ensuring that such feedback is addressed effectively. • Parents are always informed and included to a high level in decision making processes. • Feedback around parent interviews has been very positive, and a valuable experience both teachers and parents. • Approachable and non-judgemental attitudes to parent queries and concerns. Effective management. • Engaging the community and other stakeholders to build towards the vision of the centre. • Involving parents in the improvement process through Governing Council • Parents and community still acknowledge staff through award nominations (which staff have won) and arrange for local acknowledgement

through councils. • Community minded service. We are always looking for ways to include parents in decision making beyond formal opportunities. • Governing Council has been very effective again this year in managing issues and adapting to changes, being advocates for the kindergarten

and connecting us with the community. • When issues or complaints have been raised by parents they have been dealt with in a timely and effective manner. • Relationships with our community have always been a strong component of our success. Parents sharing their perceptions of our site open and

honestly has always been a valuable experience. We have additionally always had a solid return rate for Parent Opinion Surveys.



6.3.4 Evaluation of current communication methods with families. Consultation with Governing Council around community engagement and involvement.

6.3.2 Strengthening relationships with local private schools around transition, approximately 38% of children transitioned to a private school in 2014.


Improvement plan

Standard/ element


Priority (L/M/H)



6.3.4 Providing parents with more information regarding high quality early childhood teaching and learning to clarify expectations.

H Survey parents to find out what they want from their children’s kindergarten experience – what do they want them to learn? Establish a Parent Learning Program which utilises the expertise of members of the local educational community to provide key information around literacy, numeracy, learning, health and nutrition, and parenting, including behaviour management. Aim to offer 2 sessions for parents to attend per term.

Rate of return of parent surveys and attendance at workshops.

Ongoing yearly cycle

Parents surveyed at the start of 2015, and information about individual children and their interests as well as parent interests for professional learning have been identified. Parent learning program has continued to run in 2015.

6.3.4 Evaluation of current communication methods with families. Consultation with Governing Council around community engagement and involvement.

H Have conversations with families who have identified that English is not their first language as to any additional modes of communication they require to engage in the kindergarten community.

Look at the involvement levels of parents from non-English speaking backgrounds at parent workshops and events throughout the year, etc volunteers, Governing Council, fundraising events.

Ongoing .

6.2.1 Greater engagement with parents in terms of curriculum. Provide more information, and opportunities to be involved in development.

M More curriculum within the newsletter. Use whiteboard and other information displays more effectively (whiteboard, digital photo frame, pin up boards)

Parent Surveys Parent Learning Program Specialist programs such as Bush Schools.

Ongoing We continue to have regular discussions at Governing Council meetings around the display of information, and when certain types of information have been missed.


Key parents are now able to post and share on behalf of the Governing Council through the kindergartens official Facebook page

6.3.2 Strengthening relationships with local private schools around transition, approximately 38% of children transitioned to a private school in 2014.

M Consulting with local private schools as to what information they find valuable as part of transition processes. Discuss way that transition can improve between kindergarten and private schools.

Any dialogue and improvements to transition and information sharing as a result of collaborating with private schools.

Commence conversations in late Term 2/early Term 3.

Quality Area 7: Leadership and service management This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality environments for children’ learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the servi function as a learning community. An ongoing cycle of planning and review, including engagement with families, creates the climate for continuous improvement.

Quality Area 7: Standards and elements Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.

Element 7.1.1 Appropriate governance arrangements are in place to manage the service.

Element 7.1.2 The induction of educators, co-ordinators and staff members is comprehensive.

Element 7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.

Element 7.1.4 Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning.

Element 7.1.5 Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.

Standard 7.2 There is a commitment to continuous improvement.

Element 7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.

Element 7.2.3 An effective self-assessment and quality improvement process is in place.

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

Element 7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements.

Element 7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.

Element 7.3.3 The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and any complaints which allege a breach of legislation.

Element 7.3.4 Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner.

Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.

Quality Improvement Plan for QA7 Summary of Strengths

Strengths

• Sustainable Education focus – some fantastic stories about learning and public commendations. • Achievement of priorities in the Site Improvement Plan. • Leaders are all approachable, and have respect for all staff and their abilities as early childhood professionals. • We are very good at articulating our vision of the site and working collaboratively to ensuring that this happens, including doing work

ourselves, targeting resources, engaging in professional development. • All staff have a voice in setting organisational directions. • Engaging the community and other stakeholders to build towards the vision of the centre. • Very good at centre financial management. • Processes for purchasing of resources for the curriculum are in place. SA Gov Purchasing Cards used by full time staff for all purchases. • Funding support for children with additional needs who have not been covered, or have received reduced funding through the Preschool

Support budget. • Facilities management has been a huge focus, over $50K spent on upgrading facilities with funds sourced through DECD, fundraising, grants,

local community and the local council. Financial reserves are still very strong, and allow for our environmental project next year. • Annual Self Review Process in place (DIAF). We have a lot of improvement and system processes in the embedded range. • Using parent feedback, staff feedback and self-review processes to determine directions for next year. • Involving parents in the improvement process through Governing Council. • Always having ongoing discussions about our progress towards site goals, and identifying what needs to be changed/modified. • Using professional development learning opportunities to inform site directions (Natural Play Spaces). • We have integrated Federal, State and local priorities into our processes and practice to a high standard. High levels of consultancy with

parents and Governing Council. • Staff are aware of policies, planning, and have embedded review processes. All have similar values. • More staff now have some core responsibilities. All Early Childhood Workers now have recognised roles and responsibilities, some of which

are person specific based on skills or experience. • Staff are all active in Regional hub groups, leaders days, stakeholder meetings. Our site is regarded as a leader in many areas and we have

regular visits from other site staff to engage in professional discussions. • We have had international visitors, study groups with environmental focus and teachers on performance plans visiting. • Governing Council is very strong and all members extremely active throughout the year.

• Informal culture of feedback and professional conversations. A lot of processes are informal. • Everyone enjoys working here; staff team acknowledge that this is a workplace conducive to positive thinking and working. Situations of

negativity and conflict are few and far between, but when they have occurred they have been resolved quickly.

• Utilising a comprehensive range of data for improvement processes. • Always seeking feedback on performance from other staff. Staff team are extremely open and honest with each other around performance. • Data is always used to inform directions, decisions and practices. • We have high expectations for staff and children. • Our Quality Improvement Plan comprehensively highlights the outcomes of our site self-review processes and we have had success in acting

upon recommendations each year in our Quality Improvement Plan. • DIAF Site Self Review, Annual Report and Quality Improvement Plan are all rigorous documents with clear links to one another, and not

designed to sit alone. All are shared with families, Governing Council, Regional leaders and staff. Staff all have input into all three documents. • Our site management of resourcing has been one of the key reasons for having such a high success rate with achieving site priorities which

have required significant investment of finances and human resources. The consistency of having the same key staff has enabled us to act each year on our priorities, and budgeting, fundraising and grant applications have been vital in building both the physical capacity of the site, as well as the expertise of staff.

• We have always budgeted towards key improvement priorities, including spending additional money on staffing when necessary. • Our site review processes have been endorsed by Regional leadership for a number of years, leading on from our Site Validation in 2011. • The level of detail and rigour put into our self-reviews ensures we gain a balanced perspective from all staff, as well as providing us with a

more detailed account of our journey as a site and thus the focus we take for our Quality Improvement Plan. • Formal and informal feedback processes. • Weekly staff meetings. • End of day debriefs • Performance development, professional learning are all site expectations of staff which are followed by all staff. • Curriculum is always ‘new’, we don’t recycle past curriculum outlines. • Staff work collaboratively. • Solid shared leadership models with delegated responsibility for key areas. • Self review processes are very comprehensive, and incorporate key data and stakeholders. • Governing Council is very active, and empowered to contribute to the direction of the kindergarten. • Leadership creates a strong site culture and positive working environment. • Leadership is approachable and supportive in performance development processes. • Everyone is encouraged to participate in Governing Council and site decision making processes.

• Parent learning program is a powerful point of engagement for families. • Staff regularly evaluate the curriculum in collaboration and influence the direction that it takes. • Children are empowered to take an active role in decisions which affect their own learning. • We have a clear vision statement within our Quality Improvement Plan, which is evaluated yearly during self assessment processes. • We have a strong site culture; all staff have a shared understanding of what our focus is and what we are about as a site. Shared

expectations for learners. • Parents usually come to the site with a pre-existing expectation of parent involvement within the site. • Everyone puts in extra time to improve the centre. • Parent perception data for the past 5 years has indicated that our vision and culture through community engagement is a significant strength

of the site. • Community culture through the Partnership, relationships and shared learning with other kindergartens and schools.


7.2.3 Review of the self-review process. Whist comprehensive, there are other data sets we could potentially access which would enable us to gain a more complete picture of the site – such as the Numeracy and Literacy Indicators to be release later in 2015. Also look at Guy Claxton’s dispositions rubric.

Standard/ element


Priority (L/M/H)



7.2.3 Review of the self-review process. Whist comprehensive, there are other data sets we could potentially access which would enable us to gain a more complete picture of the site – such as the Numeracy and Literacy Indicators to be release later in 2015. Also look at Guy Claxton’s dispositions rubric.

H Discuss current self-review process during Term 3, and conduct a review of the review processes. Staff to decide which data sets to utilise, and if current self-review practices gain the most comprehensive insights of our kindergarten. Consult with Governing Council, and also seek parent representation at our closure days in Term 4.

Changes to the self-review process, staff and parent feedback following the self-review.

End of Term 3, 2015.

On the agenda for discussion at our Governing Council meeting on 27/7/2015.

7.2.1 Review our philosophy and values and visions statement to reflect current site focus and thinking.

H Ensure that we revisit our values, vision and philosophy statements as part of our annual site review processes. Update as necessary to reflect current practice.

Staff agreement that these statements reflect who we are and what we offer.

During the annual review

process.

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