McRitchie Crescent Children’s...Individual Learning Plans are completed for each child by the end...

McRitchie Crescent Children’s

Services Centre “A place where children learn skills for life”

Quality Improvement Plan

2019

MCCCSC 2019 QIP Page 2 of 26

Table of Contents Service details ................................................................................................................................... 2 Additional information about your service ....................................................................................... 3 Service statement of philosophy ...................................................................................................... 4 Strengths Summary .......................................................................................................................... 5 Improvement Goals…………………………………………………………………………………………………………………….…….7 Task Planner………………………………………………………………………………………………………………..…………………..10

Service details

Service name Service approval number

McRitchie Crescent Children’s Services Centre Service Approval No: SE-00010622 Provider Number: PR-00006069

Primary contact at service

Lavenia Dadleh

Physical location of service Physical location contact details

Street: 55 McRitchie Crescent Telephone: 08 86493535

Suburb: WHYALLA STUART Mobile: 0438816165

State/territory: SOUTH AUSTRALIA Fax: 08 86492031

Postcode: 5608 Email: [email protected]

Approved Provider Nominated Supervisor

Primary contact: Department for Education

Ms Anne-Marie Hayes

Name: Lavenia Dadleh

Telephone: (08) 8226 3463 Telephone: 08 86493535

Mobile: 0407474884 Mobile: 0438816165

Fax: (08) 8226 0159 Fax: 08 86492031

Email: [email protected] Email: [email protected]

Postal address (if different to physical location of service)

Street: PO Box 2220

Suburb: WHYALLA NORRIE

State/territory: SOUTH AUSTRALIA

Postcode: 5608

Operating Hours

Monday Tuesday Wednesday Thursday Friday

Opening time 8:45 AM 8:45 AM 8:45 AM 8:45 AM 8:45 AM

Closing time 4:00 PM 4:00 PM 4:00 PM 4:00 PM 4:00 PM


Additional information about your service

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

Our Centre offers a Department for Education preschool and occasional care program, which operates during

the South Australian school term times.

Term One: Monday 29th January, 2019 to Friday 12th April, 2019

Term Two: Monday 29th April, 2019 to Friday 5th July, 2019

Term Three: Monday 22nd July, 2019 to Friday 27th September, 2019

Term Four: Monday 144h October, 2019 to Friday 13th December, 2019

As a Department for Education Preschool we are entitled to two pupil free days per year for site priorities and

an additional two pupil free days per year for the Learning Design, Assessment and Reflection Strategy.

Families are given a minimum of four weeks’ notice to allow time to make alternative arrangements. A pupil

free day has been scheduled for Tuesday 3rd December 2019. Dates for the three remaining pupil free days

in 2019 are yet to be confirmed.

There is adequate parking at the centre for staff and about 10 cars but parents mainly park on McRitchie

Crescent. A bus service stops next to the centre.

How are the children grouped at your service?

Our Centre is a full time site with a site enrolment capacity of 40.

Children who are enrolled in preschool sessions are eligible for 15 hours of preschool per week. Children

attend a combination of 1 or 2 full day sessions and half day sessions in the morning or afternoon from

Monday to Thursday.

Our Aboriginal children and children under guardianship of the Minister who are 3, are eligible for 12 hours of

preschool per week and attend either full days or half day sessions.

Children are divided amongst the 3 educators who take observations, work 1:1 with these children and are

then responsible for writing their Statement of Learning at the end of their kindergarten time.

Occasional Care operates on Wednesday 9:00AM– 11:30AM, Thursday 9:00-11:30AM and 12:30PM– 3PM

and is inclusive throughout the sessional kindergarten times.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan

Nominated Supervisor, Lavenia Dadleh (Preschool Director)


Service statement of philosophy

McRitchie Crescent Children’s Service Centre believe that:

Early Childhood is the time of huge growth and development for children. We share the

responsibility for fostering the development and teaching of the whole child with

Parents/Caregivers.

Each child is individually unique in their progression of development and has their own style of

learning, behaviour and communication skills.

When children are in a safe, healthy and supportive environment they are able to form secure

attachments with educators and peers. These attachments, when combined with routines and a

well-structured program, enable children to take safe risks and explore.

The child’s whole development is nurtured through a play-based curriculum focussed on children’s

interests, parent input, educator observations and assessments and The Early Years Learning

Framework and The Preschool Numeracy and Literacy Indicators.

When educators work in a safe, healthy and supportive environment they are able to continuously

learn and develop their own professional knowledge and skills.

When Parents/Caregivers feel welcome and valued, they will work in partnership with staff and

contribute to their child’s learning and development.

As part of the community, our role is to value and promote participation with other local/cultural

groups, service providers and communities.

Therefore:

Our vision is to promote a collaborative teaching and learning community with a focus on communication (speech & language) and behaviour (social skills).

We acknowledge and appreciate the connection Aboriginal and Torres Strait Islanders have to this land. We plan to deliver a high quality, balanced program/curriculum to develop a holistic approach to children’s learning.

We value and respect the rights of the child.

The effectiveness of our centre is reliant upon the relationship between educators and all stakeholders.

“CHILDREN ARE AT THE CENTRE OF EVERYTHING THAT WE DO”


Strengths Summary

In September 2016 McRitchie Crescent Children’s Services Centre was assessed against the National

Quality Standard (NQS) and the National Regulations. The outcome of the rating assessment and

rating across the 7 Quality Areas (QA) was:

QA1: Educational program and practice – Exceeding NQS

QA2: Children’s health and safety – Meeting NQS

QA3: Physical environment: Meeting NQS

QA4: Staffing arrangements: Meeting NQS

QA5: Relationships with children: Exceeding NQS

QA 6: Collaborative partnerships with families and communities: Exceeding NQS

QA7: Leadership and service management: Meeting NQS

At McRitchie Crescent Children’s Services Centre, all educators work cohesively and collaboratively

to maintain embedded practices.

Process for developing the 2019 Quality Improvement Planning

We committed a staff meeting to reflecting on each element of the National Quality Standard as a

team. This year we used the exceeding guidance for each standard to challenge our thinking. We

also reflected on data sets including the Parent Opinion Survey, children’s learning data against the

Early Years Learning Framework outcomes, attendance patterns, behaviour log and oral language

screening. We identified strengths and areas for improvement.

Our findings indicated three broad improvement areas:

Critical reflection processes

Partnerships with families – communication about children’s learning outcomes

Assessment for learning – collecting and analysing learning data


QA1 Educational program and practice- Strengths

Curriculum decision making contributes to each child’s learning and development outcomes and the service implements The Early Years Learning Framework (EYLF), DECD Preschool Numeracy and Literacy Indicators (IPNL) within a play-based curriculum influenced by Reggio Emilia principles. The EYLF underpins our planning, practice and pedagogy for teaching and learning. Our program utilises child led learning, intentional teaching, incidental teachable moments and interactions during play and routines to re-inforce and support learning.

Children’s learning is paramount to our everyday practice, as everything we do is for our children. Our programme, planning and reflections are displayed in a “Floor book” which is displayed on a table in front of the main entrance door. Children’s learning and engagement is captured via photographs and reflected in the Floor book. This is a great opportunity for children to reflect on their learning and discoveries.

The programme is linked to Children’s Voice, EYLF learning outcomes and the IPNL. A space is provided for spontaneous learning opportunities. Children are given opportunities to contribute their ideas to the weekly programme through quality conversations with educators. All educators are responsive to children that require additional support to engage in learning.

Each child has a Portfolio Book which is accessible to families and children to view on a daily basis, which provides snapshots of learning opportunities that their child has had. The Portfolios allow educators to include children’s learning stories and their learning progress.

The staff team has devised a planning cycle that includes all of these processes. Data is collected in Terms 1 3 and includes Speech Screeners, fine motor skills and Literacy and Numeracy knowledge. Educators use a variety of methods to collect and document information about the program, practice and children. Some of these include displays, observations, notes, photos, program reflections, spontaneous learning, newsletters and formal/ informal discussions with families. Observations focus on strengths, interests, relationships and dispositions and how to extend learning.

Educators use open-ended questions, shared thinking, and intentional teaching to provoke and extend children’s thinking and learning. We value and act upon children’s ideas and interests.

McRitchie Crescent Children’s Services Centre’s Planning Cycle

Initially all educators are allocated children who they are then responsible for reporting on, observing and planning for during their time at kindergarten. Parent questionnaires are distributed and added to the child’s kindy book when they are completed.

Individual Learning Plans are completed for each child by the end of that child’s 5th week of attendance.

Educators are responsible for documenting observations of 2 children per week to then plan for. Plans relate back to the individual’s ILP and are stored in a centre folder.

Incidental observations are also included in the planning format.

Children’s and family voice are also included – this is a work in progress.

The program is written weekly according to the individual observations, incidental observations, children’s voice and community/upcoming events. Activities planned relate back to the individual observations, ILP’s and EYLF, Literacy, Numeracy and we are working towards including STEM.

The program is evaluated with documentation/data recorded in the children’s books as well as on the program.

Educators are responsible for reviewing the learning progress of the children allocated, to ensure that every child has had the right to access a quality educational environment.

The planning cycle has developed over time as a result of collaborative critical reflection processes.

Educators reflect on children’s engagement and participation on a daily basis through conversations and reflective practices.

Educators plan to improve their reflective practices by accessing relevant professional development.

Staff continuously seek professional training and development opportunities to find innovative ways to improve pedagogy. This includes our involvement in several projects as well as a whole staff commitment to engage in professional learning community (PLC) with other early years educators in the Whyalla community. The PLC meets once a term to engage in learning that is relevant to our Partnership context.

Critically reflective processes during 2018 have resulted in plans to ensure that regular meetings for staff discussions and reflections are documented and that planned and spontaneous discourse between educators is acted on.

Positive interactions with children and families are shaped by consistent and meaningful engagement.

Information is gathered from families during the enrolment process and through parent questionnaires, Parent Opinion Surveys, Individual Learning Plans, planned and incidental conversations and parent participation in Governing Council, the Fundraising committee, and volunteering in the preschool program for cooking and other special events.


QA2 Children’s health and safety Strengths

Policies and procedures are in place to promote healthy eating, children’s health, water and sun safety, first aid, medical conditions, personal and general safety.

Enrolment forms are completed before a child attends the site to ensure appropriate information is obtained. If a child requires a health care plan this is developed before attendance so adequate training and development can be in place for educators.

The curriculum delivery is focused on teaching skills for lifelong learning. Educators promote healthy lifestyles such as healthy eating, sun safety, hygiene, toileting, washing hands, blowing noses etc. Routines are in place to support children’s needs such as rest time or quiet activities after lunch time. Also, snack/fruit times are scheduled for morning and afternoon sessions.

Once children have washed their hands, they are encouraged to sit to consume food and drinks in a safe and hygienic manner.

First Aid kits are both inside and outside and are checked and restocked every term or as required.

The Healthy Eating Policy is included in Enrolment Packages and reminders are included regularly in the newsletter or on our Facebook Post.

Children help to set and pack up the outdoor activities. Educators encourage children to participate to their own ability in physical and movement activities.

All educators are trained in responding to abuse and neglect, anaphylaxis, asthma and first aid. Most educators have completed the Child Protection Curriculum training and update this when required. All educators have updated RAN training and understand procedures. All documentation is kept in filing cabinet in Director’s office. Staff have access to a folder of Health and Safety procedures.

Educators use the Child Protection Curriculum which is ongoing. All educators have current Screening Checks.

Each child’s comfort is provided for and there are appropriate strategies in place to meet each child’s needs.

Children are supervised adequately at all times both indoors and outdoors. Additional educators are employed to support the learning and development of children and ensure ratios are adhered to.

The Business Manager is used to track, monitor and complete WH&S requirements within set timeframes. These include site specific policies, electrical testing, safety inspection checklists, hazard management, risk assessment, purchasing processes, health care management, induction process etc. Risk assessments are in place for excursions.

An emergency plan is in place for the evacuation of the building, external threats and in the event of a town-wide emergency. These procedures are practices on a regular basis each term to ensure children and educators are clear of the expectations.

Hazards and risks are recorded, assessed and actioned by Director. All staff are aware of their WHS obligations. Emergency numbers are displayed by phone. Emergency family contacts are in a portable folder. Emergency procedures are displayed and included in the orientation folder. All educators understand their roles and responsibilities.

All educators reflect on children’s health and physical activities, individual needs and how they can support children and families through the design and delivery of the educational program.

Educators reflected critically on opportunities for promoting health eating at the preschool. As a result, we re-established our vegetable gardens to promote children’s awareness on how healthy food is grown. Children are responsible for its care and harvesting. Food is harvested for cooking and shared with families. Our cooking program offers healthy recipes such as fruit smoothies & salads.

An ‘Interoception’ program provides the children with learning opportunities to self-regulate and manage their emotions. Educators across the Whyalla Partnership have worked with Dr Emma Goodall to build their professional knowledge about the development of self-regulation and to implement a range of strategies for recognising and supporting children’s self-regulation needs.

All educators actively promote children’s health and physical activities with families and community

Notifications of infectious diseases and Anaphylaxis conditions are displayed on the cupboard near entrance to inform parents.

Set processes in relation to infectious diseases are outlined by the ‘You’ve Got What?’ resource. Educators follow appropriate protocols if a child presents with signs of an infectious disease.

Each Term the Centre engages with Child and Family Health to conduct health checks.

Food from the preschool’s vegetable garden is harvested for cooking and shared with families. Families are invited to join us for cooking experiences.

We receive regular donations from Food Bank and display these for extended families to take home. Some families make juices from the left over fruit and veggies or take these for their chooks.


QA3 Physical environment- Strengths

The site’s facilities indoors and outdoors are well maintained and presented to a high standard. The environment is welcoming and aesthetically pleasing. The indoor and outdoor environments are developed to foster all children’s learning and development. Resources, materials and equipment are provided to stimulate and invite children to explore, participate and learn. The indoor environment consists of a main area, office, toilets, change room and storeroom. It has adequate heating and cooling systems. There is adequate lighting in each area to support visibility. The furniture is modern in appearance, consisting of both adult and child sized. The outdoor environment has a range of permanent structures, natural vegetation and open space. The area is adequately fenced to ensure safety of children. There is sufficient shade due to trees and shade structures.

Educators are actively involved in the gardening activities to impart respect and responsibility to children and contribute to a sustainable future.

Children’s voice guides educators’ practice – particularly in terms of creating learning spaces indoors and outdoors using natural elements and materials.

Children are provided with open-ended materials both inside and outside. For example role-play, music arts and crafts.

There are general safety rules for riding bikes, tree climbing and equipment.

A wide range of resources both with natural and manmade “loose parts” are available to support children’s learning and development.

Procedures are in place to complete regular safety checklists to identify hazards and address within set timeframes.

A cleaner is employed to clean the site every night from Monday through to Friday. During vacation periods a range of tasks are completed as directed by the Preschool Director. A gardening service accessed each Term to complete a range of general tidying up tasks. During day to day operations educators ensure areas are kept tidy, clean and orderly to comply with WH&S requirements. Resources, equipment and furniture are checked and cleaned after use and at the end of each term.

In conversations with a Workplace Health and Safety officer from the Department for Education, we became aware of manual handling risks associated with our nappy change facility. As a result, the centre has been equipped with a new nappy change station.

Over the past few years, educators have reflected on the importance of nature play and physical activity for children’s learning and wellbeing. A high amount of energy has been directed towards creating a more natural and appealing and engaging outdoor learning environment where learning is meaningful and concrete.

Program reflections highlighted to educators the learning that was occurring in small group interactions. It has therefore been a focus to create learning areas both indoors and outdoors to accommodate small groups of children. This increases the opportunity to support children’s sense of belonging, to socialise, establish friendships, encourages competence, independent exploration, agency, risk taking, creative and imaginative play learning skills. In 2019 we will extend our noticing around small group learning opportunities by structuring mat times as small groups rather than whole group experiences.

Critically reflective processes during 2018 have led to the development of an action plan for the physical environment moving forward. Actions to be undertaken include: Manual handling procedures for children and equipment need to be updated Maintenance works needs to be followed through and correct schedule conducted per term Sandpit area is covered with solid roof which provides shade and protection in summer and winter but we need

add fixtures to the walls to protect it from wind, dust and debris

Educators welcome, reflect and draw on the voices, priorities and strengths of children and families when designing learning spaces

Discussion and collaboration with families and community members has shaped the design of changes to the physical environment. Through Governing Council, families were invited to participate in the redevelopment (painting, planting and donating plants).

Community supports kindy with endless supplies of loose parts and children’s consumables.


QA4 Staffing arrangements- Strengths

When educators work cohesively and collaboratively, lifelong learning occurs. We learn and grow together, sharing ideas,

opinions, strengths, skills and interests to improve our practices. Reciprocal and positive relationships promote a respectful

working environment.

The staff team has been consistent in the last 3 years, which has been beneficial. We have 3 permanent staff members; the Director who is a permanent teacher, one teacher and the Early Childhood Worker. This consistency allows for collaborative work and professional growth. Educators and children learn and grow together.

The educator to child ratio (1:10) is adhered to and allows educators to be responsive, purposeful and considerate at all times.

All teachers have a Bachelor in Early Childhood Education. There are 2 ECW 2s with the Diploma of Children’s Services and an ECW1 with a Diploma who is currently studying her Bachelor in Early Childhood Education.

As a staff team we aim to form a professional and personal relationship. We meet every Wednesday as a team to discuss centre issues, reflect on practices, child reviews and the activities or special events for the programme.

A positive team culture is enhanced by an informal practice of regularly gathering after work to debrief and share information and funny stories.

We recognise the importance of communication to positive culture. Educators engage in discussions each morning during preparation/organisational times. Other incidental information is delivered through the use of a Staff Communication Book for educators to access freely.

Educators are aware of their timetables in office and kitchen area. These outline the roster for inside/outside supervision, mat times, breaks and NIT time. However, good communication allows us to be flexible with the roster if children’s interests and routines require.

Our approach to staffing arrangements reflects robust debate, discussion, and opportunities for input by all educators, and is informed by critical reflection and past incidents.

We meet as a team every Wednesday for collaborative, critical reflection.

All educators contribute to the QIP, staff meetings, planning and review practices, policies and procedures.

Critically reflective processes during 2018 have resulted in plans to improve opportunities to plan together to ensure that individual needs of children are being reviewed, plans are developed collaboratively and opportunity for team building and training.

Opportunities for collaboration with family and community partners are built into the services approach to organisation and continuity of educators.

The staff team regularly plan and are present at after hours for family gatherings

Photos of educators and their roles are displayed.

Parent feedback, through surveys and informal comments, indicates that families appreciate staffing arrangements at the centre.

The centre offers Occasional Care to children aged three years and over. The decision to prioritise this age group was based on discussions with staff and Governing Council about children’s preschool year being delayed due to their birth date (after 30th April).


QA5 Relationships with children- Strengths

We provide an aesthetically warm and pleasing environment that invites children and families to have a sense of

belonging. We invite families to provide a family photo for our family wall to further support a sense of belonging. Educators continuously build positive relationships with children and their families to ensure we are providing a

nurturing and responsive environment that accommodates children’s social and emotional wellbeing. Positive everyday interactions and shared learning experiences are evident. Educators warmly greet children and their

families at each session and spontaneous, meaningful interactions occur throughout the day to increase children’s learning and development.

Educators converse with children to identify their interests and use this information to plan learning experiences. Educators discuss each child’s behaviour and develop strategies to respond to children and share with families. Educators ensure 1:1 interactions occur over the session, being respectful and listening to each child’s voice. Children are involved in decision-making, risk assessments, choosing experiences and co-designing learning areas. We hold collaborative discussions with children to gain their voice about routines, expectations and experiences. Educators follow the Department for Education policies regarding Site Behaviour Policy, Code of Conduct and Code of

Ethics and ensure that all children’s rights are maintained. Educators support children to develop and grow self-regulation skills and strategies to manage conflict situations by

saying “STOP that I don’t like it!” and using appropriate verbal and non-verbal language as well. Children are encouraged to voice or use non-verbal means to explain their feelings and concerns to discourage physical actions to resolve problems. Educators support children with challenging behaviours and discuss the situation calmly to ensure the child understands and is aware of their actions e.g. what happened, who was affected, feelings and consequences.

All educators systematically reflect on their interactions with children across the service on opportunities to further enhance children’s lifelong learning and sense of belonging within the world they live. Throughout 2017 and 2018 educators have undertaken professional learning with the Whyalla Partnership on ‘Visible Learning’. As a result, we have enhanced our practices in: Promoting the acquisition of learning dispositions through intentional and explicit teaching, role modelling and

relationships with families. Using the language of the learning dispositions to build the children’s awareness of these lifelong learning skills. Facilitating open-ended experiences that provoke children’s participation/engagement – enthusiasm, curiosity,

imagination and exploration etc. Educators encourage children to communicate their thoughts and ideas about their learning and to have a go and take risks in their own learning, which increases confidence and self-esteem.

Guiding children to independently solve problems and teaching them strategies for future challenges.

This work has been undertaken with a partner preschool, Neta Kranz Kindergarten.

Our approach to building and maintaining respectful and equitable relationships with each child is strengthened by meaningful relationships with families and the community. Educators actively seek, values and considers family input to inform positive interactions with children, policy and practices. Educators inform families about challenging behaviours and work in partnership with families to supporting children’s

self-regulation, wellbeing and social-emotional development.

Individual plans are developed with families to support smooth transitions for children experiencing separation anxiety. The family photo wall has been a successful strategy for supporting children through the transition from home to preschool.


QA6 Collaborative partnerships with families and communities – Strengths

We seek and value information from families about their children. At the beginning of each year when families enrol,

we provide them with a survey called ‘getting to know your child’ which we ask families to fill in. It is a conversation starter for parent to approach educators, as this is when they are informed about who their child’s focus teacher will be for the year. The information that families provide about their child’s interests and skills is used as the basis for their Individual Learning Plans. Parents are also invited and encouraged to join our Governing Council. An AGM is held at the beginning of each year and new members invited to join.

The QIP is displayed for families to see. The Program is also displayed to families Communicating with families is very important. We have a preschool newsletter that is distributed to families twice a

term and posted on our Facebook page to inform families as well. Previously the newsletter was written fortnightly but we have recognised that social media is a more effective vehicle for communication with our families. It provides detailed information about up and coming events and curriculum information. It also allows connections with the Whyalla community as we place information about up and coming community events as well as community promotions. Along with newsletters, notes on the gates, display boards are also in a prominent position for families to see. It displays our philosophy, weekly program and up and coming kindy and community events. Posters are displayed throughout the Centre as another source of information for families.

Families are encouraged to provide ongoing information to guide their child’s learning through incidental conversations and in consultation with educators completing their child’s Individual Learning Plans.

Families are invited to attend special events throughout the year. Parents are advised of relevant workshops through the newsletter, Facebook post and displays. Educators are available to answer parent enquiries about their child’s learning, both formally and informally, and

encourage them to share information with us. These practices form the basis of establishing positive reciprocal relationships with families. We encourage families to participate in any way they feel comfortable to share their skills, interest and knowledge.

We have developed positive working relationships with Department for Education colleagues and other professionals within our community.

Educators attend Child Development Unit meetings at the hospital to discuss progress with the preschool program and potential strategies and goals that can be used for the kindy and home environments. We support families during these interactions with health professionals and share information about how goals can be modified for children for the home and preschool environment. We also network with schools to support families through the transition process.

The Whyalla Partnership is committed to working collaboratively with Kindergartens and Schools towards improvements in child/student wellbeing and attendance, transitions and continuity of learning, pedagogical practice and connection with families and the wider community.

We have established and maintained close working relationships with Department for Education Support Educators and Speech Pathologists who provide important services for our children and families. Referrals are conducted through the Early Years System. Children requiring additional support have SMARTAR goals included in the Individual Learning Plans.

Child and Youth Health Services conduct health screenings for children at kindy regularly. University and TAFE students have conducted their placements at the Centre. We support relationships with families by intentionally considering other ways of engaging, supporting, enhancing family participation at the service. Educators actively draw on their knowledge of each family to provide thoughtful and tailored opportunities for each family to participate in order to build a sense of belonging and connection. Educators explore ways to build trust and support families to contribute to the educational program in ways that celebrate and share their strengths, beliefs and culture with children, families and service team.

We conduct surveys to find out about families’ skills and interests in order to encourage participation and engagement with the centre.

We invite families to stay to help with cooking, reading with children or sharing a special skill or interest. For example, one parent with an interest in scrapbooking donated materials for the writing table and stayed at preschool to make cards with the children. Another parent volunteered to do face painting when the preschool held a “Yee Ha” Day in 2018.

Educators build relationships with families: during enrolment processes to gauge preferred ways to communicate and tailor individual children’s needs and strengthen outcomes. Educators show families and children around the centre and invite conversation about their child’s strengths, interests and needs. Educators at our centre are attuned and responsive to families’ needs and are able to discuss sensitive issues in a respectful manner.


QA7 Leadership and service management- Strengths

At McRitchie Crescent Children’s Services Centre - Kindergarten educators promote a professional environment that

aims to promote life-long learning for all children. To develop a collaborative working team to improve practices, whole staff team meetings are scheduled each week. Educators are passionate learners who continually review and reflect on their practice to identify areas for improvement. Other formal and informal meetings occur to discuss topics.

Continuity is important to ensure successful collaboration and communication to establish a positive and respectful working environment and culture.

A local induction process has been developed to ensure educators and volunteers are informed about basic operational procedures.

A statement of philosophy has been developed involving all educators to guide all aspects of the service operations. The improvement plan outlines contextual information, strengths and areas to be further developed.

There are clear governance arrangements in place to ensure the centre is managed appropriately. A Governing Council is elected at the beginning of each year which includes a Chairperson, Vice Chairperson, Secretary and Fundraising Committee Members. Our Governing Council meets twice per term and parents/caregivers are given the opportunity to attend. They are encouraged to table new ideas, discuss points, concerns and issues on behalf of the Centre. New and updated policies are ratified by the Governing Council.

The staffing arrangements for the site are formally managed through the Department for Education. All educators meet the minimum requirements as set out by the Department. The Preschool Director is appointed through a merit selection process for a tenured period of time. Other educators are appointed through local selection processes in place. It is a priority to promote continuity of high performing educators at the site to benefit the overall delivery of services, and most importantly for children and their families.

Educators are dedicated in sharing their values, have clear direction and vision for the kindy and are collaborative in their engagement with our community and their families. The daily operation of the Centre is collaboratively facilitated by educators to support the learning experiences and service provision for children and their families.

A range of administration systems are used to ensure the effective operation of the service including Early Years System, WH&S task organiser (‘STAR”), Financial Analysis and Budgeting System, Incident and Response Management System and Human Resources Management System. Such systems allow the management of data and information pertinent to the site in a confidential manner. Other documentation held on site is managed in an appropriate and secure manner. Inactive documentation is archived regularly in an allocated location.

Set departmental policies and procedures are followed in the operation of the site including serious incidents, grievances, complaints and operational procedures. A range of local policies and procedures have been developed and reviewed regularly.

Performance Development Plans are conducted twice per year, documented and filed appropriately. Strategies are in place to provide feedback, support the development and identify strengths and needs of each educator. Educators attend relevant training and development as a team or individually and then share their learning at staff meetings.

Performance Development Plans are reviewed and updated regularly. The centre responds to and learns from incidents, complaints and feedback from families Through the governance structure, we engage in regular reviews of systems, policies and procedures to ensure these are

effective, align with quality practice and are responsive to feedback identified through the risk management and quality improvement systems, and support consistent, high quality practice across the service.

We actively support families and the community to meaningfully engage with the service Philosophy, policies and procedures, and to provide feedback and contribute to regular reviews. Policies under review are displayed and a notebook is provided for families to record feedback or suggestions. Plans are in place to include policy information on our Facebook page.


GOAL 1: Critical Reflection

CHALLENGE OF PRACTICE: to ensure educators are critically reflecting on everything they do If we engage in critical reflection and act on those reflections children will benefit by having better opportunities to learn and grow.

CH

ECK

-IN

Child voice [What do children experience now? How are groups/individuals advantaged/disadvantaged?]

Most children show us that they

Have a strong sense of Belonging

Have a strong sense of Identity

Have a strong sense of Wellbeing

Are connected with and contribute to their world

Educators are responsive to children’s voice by

Acting upon children’s requests in a timely manner

Catering for children’s needs spontaneously

Family voice [What do families experience now? How are groups/individuals advantaged/disadvantaged?]

Families are involved in critical reflection on centre practices through:

Governing Council

Parent Opinion Survey

Informal conversations

Individual Learning Plan meetings We have observed that our families have a sense of belonging. They demonstrate comfort in the centre and confidently access educators for information sharing

Educator voice / Current practice [What is our current practice? What are the strengths of our practice? Where do we see improvement is needed?]

Educators generally enact

Spontaneous and responsive interactions with children and families

Positive reciprocal interactions and relationships with children and families

Planned experiences based on observations of children

A culture of inclusivity

Intentional listening to all stakeholders However, we have noticed:

That ‘busy-ness’ distracts us from reflective practice at times, particularly in terms of being available to notice and respond to children

the need to develop consistent quality practice across the whole team including new staff, relief staff and contract staff

Ongoing, regular and focussed critical reflection that is documented and analysed will prevent us from doing things ‘the ways they’ve always been done’ without deeper connection to the needs of children, families and community

Quality Practice [What do our frameworks tell us about quality practice? Do we have access to research/readings which could add to our understanding of quality practice?]

Reflective practice is a form of ongoing learning that involves engaging with questions of philosophy, ethics and practice. Its intention is to gather information and gain insights that support, inform and enrich decision-making about children’s learning. As professionals, early childhood educators examine what happens in their settings and reflect on what they might change? Critical reflection involves closely examining all aspects of events and experiences from different perspectives. (Early Years Learning Framework)

Educators will improve their critical reflection processes.


AC

T

What do we plan to do?

Leader actions: Lead professional reflection on an aspect of practice at each staff meeting:

Professional readings and resources Early years news and issues

Work cohesively and collaboratively with the staff team to develop a Critical Reflection template/journal to capture quality conversations; observations on children’s learning progress and services priorities

Evaluate changes in practice – observation and feedback

Educator role:

Engage in robust dialogue to reflect on our pedagogical practices to be ongoing practice and documented

Act on / implement changes to practice agreed upon through critical

reflection as documented in the journal

Assessment and evaluation:

Critical reflection and resulting changes in practice are documented and evaluated

Children show progress in involvement and wellbeing

WH

AT

HA

PP

ENED

?

What have been the learning / wellbeing outcomes for children?

- Who? - How many?

Key learning… How do you know? For how many children…

What has this learning meant for our partnerships with families and the community?

What has this learning meant for educators? How has it improved whole site practice?

I/we used to do/think this…

I/we now do/think this… How do you know?

What are the implications for system learning?

[What are the main key messages / learnings you would want to share with others?]

WH

ERE

TO

FRO

M H

ERE?

How will we embed /strengthen these effective strategies for continuous quality improvement?


GOAL 2: Assessment and Data

CHALLENGE OF PRACTICE: to improve assessment and data collection process If we develop effective strategies for collecting and analysing learning data, educators will develop a deeper understanding of children’s thinking and provide meaningful and challenging learning opportunities. This will enable educators to track and monitor learning and to make progress visible to children and their families.

CH

ECK

-IN


Children’s voice are illuminated through

Learning areas that provoke children’s curiosity, imagination and exploration.

Observations, recording evidence in children’s portfolios, wall displays and program book.

Educators are responsive to children’s voice by

monitoring children’s engagement

creating spontaneous and intentional learning areas and experiences

intentionally listen to children’s discussions to inform their practice


Families voices are heard

through the enrolment processes, Individual Learning Plans, both formal and informal discussions.

Parent surveys and questionnaires – provide feedback

Suggestion box or pin board display on what families would like to see educators do more off


Educators have a strong understanding of the planning cycle which is in place, but although learning data is collected, improved collaborative analysis would provide greater insight into children’s thinking and support us to offer meaningful ‘next steps’ to stretch our learners. This in turn would allow us to track children’s progress and share this with children and families.


Assessment for children’s learning refers to the process of gathering and analysing information as evidence about what children know, can do and understand. It is part of an ongoing cycle that includes planning, documenting and evaluating children’s learning. It is important because it enables educators in partnership with families, children and other professionals to: • plan effectively for children’s current and future learning • communicate about children’s learning and progress • determine the extent to which all children are progressing toward realising learning outcomes and if not, what might be impeding their progress

Educators will collect and analyse meaningful and purposeful data…

AC

T


Leader actions: To implement a more manageable process for collecting, analysing and

using data in 2019 Develop Yearly Overview that incorporates Data Collection, analysis and

use; important dates; special events etc. Director to attend LDAR (Learning Design, Assessment and Reflective

Practice) training in 2019 to implement the Reflective Practice Program for Preschool Services (LDAR) modules. 4 x per year – then support staff team on its implementation

To create a ‘Learning Journey Wall’ Display Collaborate with other preschools (Tracey) to develop ways of tracking

progress Develop a process for educators to reflect on children’s learning

collaboratively (e.g. bring a photo of a child engaged in a learning experience to staff meeting – describe their thinking and analyse through a lens such as the IPNL for next steps planning)


Learning environment: provide learning areas that provoke children’s participation and

engagement – including children’s voice Well-being: continue to implement the Interoception Program – daily to

empower children to seek support when needed (Self-Regulation; Sensory Integration Program)

Play-Based learning & intentional teaching to enhance learner engagement, nurtures children’s creativity and promotes a sense of agency


Educator role: To strengthen our assessment for learning processes within the context of

the Early Years Learning Framework Planning Cycle through the implementation of the Learning Design, Assessment and Reflective Practice (LDAR) modules.

Engage in robust dialogue to reflect on pedagogy in our context, incorporate numeracy and literacy learning progress for every child and design high quality learning for the capable and competent numerate/literate child using the Early Years Planning Cycle.

The creation of a clear, concise planning cycle and assessment process that is manageable and provides quality, informative learning evidence in a range of ways.

Build teacher capacity to strengthen their understanding of our assessment and data collection processes – using the EYLF, PNLI & LDAR

Allow educators time to reflect and consolidate knowledge and practice Educators engage in robust discussions to reflect on current Pedagogy. - Particularly on what and how data is currently collected to assess children’s

learning progress - to track and document our planning assessment and reporting cycle

processes Critical Reflection – pedagogy and children’s learning and engagement

progress Educator’s to follow data collection sequence Educators to implement programmes identified by the Partnership priorities Focus – Learner Engagement; Wellbeing; Numeracy & Literacy; STEM; LDAR;

Early Years Professional Learning Communities; Interoception, Critical Reflections on how we track and monitor all children’s learning and engagement progress.

Need to develop a documentation format for the year that maps this over Terms 1,2,3,4 2019 Assessment and evaluation:

Current research support educator’s pedagogy QIP – guides improvement develop deeper critical reflections to guide our planning. Gathering evidence over the year to gain a better understanding of where

children are at. Informative evidence when educators are writing children’s Statement of Learning.

Using tools RRR; EYLF: Quilt; LDAR: PNLI Service specific:

- -Family input – enrolment process - ‘Getting to know your child’ survey to inform ILP & NEP - observation sheets; photo evidence; learning Stories - children’s workbook/Portfolios - Interoception checklist – Behaviour Log - Oral Language Screeners - CORWIN: Visible Learning - Learning Dispositions – influence - Foundational data collection

Assessment of ALL children to be tracked and monitored as an ongoing cycle Display learning cycle to families for their information and understanding To develop and implement a clear, concise assessment process that is

manageable and provides quality and informative evidence on children’s learning progress that is meaningful and purposeful.

To document children’s learning and make it visible – evidence based with learning intentions and outcomes in planning and reporting process.

Data Collection – to develop, implement and monitor data collection format 2019

educators to engage in critical r3eflection about the usefulness of the format

develop ILP and NEP (SMART goals format) in Term 1 2019 Centre (QIP), Partnership & DECD priorities to link and align


WH

AT

HA

PP

ENED

? What have been the learning / wellbeing outcomes for children?

- Who? - How many?








WH

ERE

TO

FRO

M H

ERE?



GOAL 3: Partnership with Families

CHALLENGE OF PRACTICE: improve effective communication with family If we involve families in their child’s learning through effective communication children’s learning outcomes will be enhanced.

CH

ECK

-IN


Children’s voice is demonstrated through:

Floor book: Planning; Portfolios & Observations

Making Learning Visible to the child and encourage learner engagement through a stimulative play-based environment.

Regular attendance which benefits children’s sense of agency, confident and secure, consistency between home and education and care setting, supports their learning and development etc.

children’s comfort and confident is increased through quality relationships and interactions


Families voice is evident through:

Collaborative & supportive environments that invite families to be more involved and engaged in their child’s learning and educational program.

Meaningful collaboration with families about the importance of attendance ensures successful learners

Family’s voice incorporated in plans for children’ experiences and learning

Establish and maintain respectful & reciprocal relationships with children and families are paramount.

Importance of the Governing Council Body in decision making about the Centre & reviewing of the services policies.

Families making decisions about their child’s learning and developing Individual Learning Plans.

Completing questionnaires such as ‘Getting to know your child”; Parent Opinion Surveys; progress reports; Preschool Support SMART goals and learning progress.


Educators are proactive they:

spend time getting to know families

are supportive and respectful to each family

make families feel welcome and valued

provide current relevant information

understand and respond to individual family needs appropriately – support with appropriate services if needed

ensure that the program is flexible and supportive to family needs

Advocate the importance of regular attendance & learner engagement

Individual Learning Plans completed for ALL children in consultation with parents.

Establish & maintain respectful, reciprocal and positive relationships and interactions with educator’s/ staff team, children, families and community.


Ongoing open and honest communication is paramount in establishing genuine respectful relationships and partnerships with families. To ensure this occurs, educators:

invite families at every opportunity to be involved in their child’s learning and service to develop a sense of belonging.

provide an aesthetically warm, welcoming and pleasing environment that promotes effective communicate and culturally appropriate processes.

develop a comprehensive means of communicating with families about children’s learning progress – making links to NQS; EYLF; PLNI; Service; Partnership and DECD priorities.


Educators will improve communication strategies on how best to inform families about the Kindergarten. A

CT


Leader actions:

to ensure information is provided to ALL families by doing regular

newsletters, incidental notes in parent pockets, on entrance gates, sign-in

area, Facebook post, parent display boards & verbal communication.

Parent Handbook to be updated with current information

Ensure policies and procedures are reviewed and updated in consultation

with families.

To develop a register of families willing to discuss or share expertise, job,

interests, skills, culture and general knowledge.

Learning environment:

to ensure that children’s Portfolios accessible daily for families

Educator available to families for informal and formal conversations daily to discuss individual requirements and play preferences sensitively, respectfully and confidentially.

Educators to plan and implement experiences to support children’s understanding of the community within which they live.

Play-Based Learning Environments – open-ended opportunities, natural and manmade elements & pockets of intentional learning spaces both inside and outside.

Educator role:

to ensure communication is based on children’s learning and developmental progress – evidence provided to support this.

Educators sharing with families, some of the daily interactions that they have had with children, their successes and achievements.

Educators support families to build relationships with relevant community services and agencies that enhance children’s wellbeing, learning and engagement in the educational program.


Assessment and evaluation: Gain feedback that supports educators to evaluate the effectiveness of their

practices and overall service

Planned experiences to be displayed in Program Floorbook, Learning Stories and in children’s portfolios (evidence base)

Allow time for educators to engage in critical reflection at staff meeting and prior session start/end times to ensure strategies are relevant for effective communication with staff team, children, family and community.

For example: communicate about children’s progress; clarity on hindrances to children’s progress; identify needs; effectiveness of learning programs and approaches and reflect on pedagogy that will suit the context and the children.

Educators brainstorm ways to better engage families who may seem a little reluctant

Set times for parents to contribute to their child’s ILP’s & learning progress – Portfolios, Health meetings and data collections.

- Use Identity Webs – sense of Belonging

- Family Wall Display – Photos: sense of Belonging

- Children’s work samples – Foundational Skills & Knowledge

- EYLF – QUILT

WH

AT

HA

PP

ENED

?

What have been the learning / wellbeing outcomes for children?

- Who? - How many?








WH

ERE

TO

FRO

M H

ERE?



Quality Area

Task Steps involved Timeline Responsibility Resourcing Completed

1:1:1 Approved Learning Framework 1.2.2 Responsive teaching & scaffolding 1.3.1 Assessment and planning cycle 1.3.2 Critical reflection

Nil, Follow Foundational Data Collection for assessment for each child’s learning Assessment of each child’s learning is an ongoing process #cycle includes – observations analyse learning documentation planning implementation reflection Processes need to be clear, concise, manageable & meaningful

Nil Attend LDAR T&D in Port Augusta To strengthen the quality of formative assessment of children's numeracy and literacy learning using the Indicators of Preschool Numeracy and Literacy (IPNL) To strengthen effective Learning Design with the IPNL through a strategic focus on the documented analysis of children’s numeracy and literacy learning in order to support high engagement.

Nil Once per Term 1 Term 2 Term 3 Term 4 2019 ongoing

Nil Director All educators All educators

Nil LDAR Modules Distributed from the DECD Learning Division – Adelaide IPNL

Nil

Develop & implement a purposeful & responsive educational program that reflects on the knowledge, strengths, ideas, culture & abilities of ALL children Visually display the EYLF Cycle – Question Plan Act/Do Reflect/Review For parents to understand the planning cycle and have input in their child’s learning and educational program. Develop format/checklist to collect meaningful & purposeful data by using informative tools: EYLF; PNLI; RRR; recording; observations; photos etc. Analyse data collected effectively to monitor and track the learning or educational progress of all learners

Term 1 – ongoing By end term 2 Term 1

Educators consult with children and families Educators Director in consultation with educators

Foundational Data Collection Format Display Poster


Quality Area


1.3.3 Information for families

Parent input – sharing information about their child

Enrolment conversations with families support educators understanding about their child Parents complete questionnaires to help us have a better understanding about their child e.g. ‘Getting to know your child’ survey & Identity Webs Regular newsletter and updated information distributed to all families

ongoing Term 1 2 per 4 x Terms

All educators Director Director

Centre enrolment packages Questionnaire and survey templates

2.1.2 Health practices and procedures

Ensure all relevant paperwork & medication for children’s health needs are stored appropriately and medical records accessible

Children’s medical records updated Displayed appropriately – on kitchen cupboard, induction book

Term 1 Director All educators

EYS

3.2.1 Inclusive environment 3.2.2 Resources support play-based learning

Continue to revegetate vegetable garden beds; care for established trees, lawn, sensory gardens and shrubs Improve both indoor and outdoor environments that reflects the principles form the: Reggio Emilia Kathy Walker Learning Approach Nature Play

Promote Inclusive environments to enhance children’s active engagement and encourages environmental awareness and/ or responsibility Create ‘learning pockets’ in both inside and outside that include elements of nature play and manmade recycled materials and resources

Term 1 ongoing

All educators All educators

Outsource local community for donations of natural elements and loose parts

4.2.1 Professional Collaboration

Staff team work with mutual respect and collaboration and challenge and learn from each other , recognising each other’s strengths and skills

To maintain a positive working environment and culture at our service – by demonstrate a high level of collaboration, affirming, challenging, supporting and learning from each other Support educators with relevant personal and professional development opportunities

Ongoing Ongoing


Track and monitor Professional training and conduct


Quality Area


To attend early Years Professional Learning Communities Statement of Learning – Children’s Reports Organise off site meetings to continue moral and rapport team building

Ongoing Week 5 Term 4 2 per Terms 1,2,3,4 2019

All educators Educators x 3 All educators

All Whyalla Directors facilitate agenda with Early Childhood Leader – once per term

5.2.1 Collaborative Learning 5.2.2 Self-Regulation

Educators to support children to collaborate, learn from and help each other. Interoception – self-regulation; sensory integrated program

Educators to provide consistent cooperative and collaborative learning opportunities in appropriated group sizes to ensure children are supported Provide ‘calm zone’ and other spaces where children can remove themselves to Use strategies from the Interoception program Document children’s behaviours in a log book discuss with educators, families and DECD Services Review this weekly to monitor children’s behaviours Implement a sensory integration program on a weekly basis

Ongoing Term 1


Behaviour Log Weekly Program

6:1:3 Families are supported 6.2.2 Access and Participation

Keep families well informed about Centre operations, children’s learning/progress and community services for support. Effective partnerships support children’s access, inclusion

Parent noticeboards to be updated regularly Update pamphlets of services required Update Parent Handbook Create a ‘Learning Journey’ wall display Children’s learning, wellbeing and participation to be maintained with

Term 1 ongoing ongoing

All educators Director Director to initiate – then all educators All educators

Daily attendance record sheets Observations –


Quality Area


and participation in the program. Decision making about children’s learning and Centre goals

collaboration of community and support agencies Wellbeing and Interoception program to focus on social/emotional development more closely Involve families in developing their child’s Individual Learning Plan Set time for families to contribute to the ILP’s Regularly review ILP’s to support learning and development

Week 6 Term 1

All educators

Photos and Program Floorbook ILP Format EYLF DECD Support Services CHAD Unit – Whyalla Hospital

7.2.1 Continuous Improvement

All educators to build common understandings Informed by critical reflection – regular staff meetings

Educator’s to work collaboratively to understand the intent behind our practice, and have a shared understanding of quality pedagogy that supports children’s learning.

- Develop Statement of Intentions each Term

- Observations used to track and monitor children’s learning progress

Educators to contribute meaningfully to quality improvement processes. Educators engaging in robust dialogue and strengthens educator’s knowledge on using data tools such as EYLF Learning Outcomes: RRR: NQS & PNLI - LDAR Each educator to provide a photo of a children to use at staff meeting to discuss the learning that is occurring. This photo and notes discussed can be either

Ongoing Weekly


Document in staff meeting folder


Quality Area


7.2.3 Development of Professionals

Educators to engage in robust debate, discussion, and opportunities for input.

displayed on ‘Learning Wall’ or in a Floorbook named Critical Reflections. This practice will support educators in addressing ALL learners at the service. It will provide evidence of the child’s learning ability Educators will be able to track and monitor progress which in turn will support – ILP; NEP: SOL Build on educator’s capacity & support ongoing professional development opportunities. Educators Critical reflection: -promotes collaboration between professionals -high level of quality practice -better outcomes for children and families -awareness of values and beliefs – connects to service Philosophy -challenge and change practices -leads to inclusive environments -current research/resources and advice Allow time for educators to engage in meaningful dialogue that supports professional outcomes

Date post:	23-Jun-2020
Category:	Documents
Upload:	others
View:	0 times
Download:	0 times

McRitchie Crescent Children’s...Individual Learning Plans are completed for each child by the end...

Documents