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!!!Armadale!Early!Learning!Centre!Quality!Improvement!Plan!

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08!Fall"

Revision"No.:"1.1!Issue!Date:!7/8/2012!Issued!By:!Sarah!Wade!(Uncontrolled!once!printed)"

!Document! contains! excerpts! from! NQF! Action! Item! Excel! Spreadsheet.! Refer! to!Approver!listed!above!for!current!version!of!Spreadsheet."!!

Approved"by:!Name:!Annette!Baker!Position:!AELC!Director!!

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2 3 Fulton Street, Armadale 3143 Ph: 9509 3187, www.aelc.net.au!

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Table of Contents !Service Details ............................................................................................................. 3 Operating Hours ........................................................................................................... 4 Additional Information about AELC .............................................................................. 6 Statement of Philosophy .............................................................................................. 7 Standards and elements for QA1 ................................................................................. 8 Related sections of the National Law and National Regulations for QA1 .................... 9 Summary of Strengths for QA1 .................................................................................. 10 Key Improvements sought for QA1 ............................................................................ 11 Improvement Plan for QA1 ........................................................................................ 13 Standards and elements for QA2 ............................................................................... 16 Related sections of the National Law and National Regulations for QA2 .................. 17 Summary of Strengths for QA2 .................................................................................. 21 Key Improvements Sought for QA2 ........................................................................... 21 Improvement Plan for QA2 ........................................................................................ 24 Standards and elements for QA3 ............................................................................... 29 Related sections of the National Law and National Regulations for QA3 .................. 30 Summary of Strengths for QA3 .................................................................................. 32 Key Improvements Sought for QA3 ........................................................................... 33 Improvement Plan for QA3 ........................................................................................ 34 Standards and elements for QA4 ............................................................................... 36 Related sections of the National Law and National Regulations for QA4 .................. 37 Summary of Strengths for QA4 .................................................................................. 39 Key Improvements Sought for QA ............................................................................. 40 Improvement Plan for QA4 ........................................................................................ 41 Standards and elements for QA5 ............................................................................... 43 Related sections of the National Law and National Regulations for QA5 .................. 44 Summary of Strengths for QA5 .................................................................................. 45 Key Improvements Sought for QA5 ........................................................................... 46 Improvement Plan for QA5 ........................................................................................ 48 Standards and elements for QA6 ............................................................................... 50 Related sections of the National Law and National Regulations for QA6 .................. 51 Summary of Strengths for QA6 .................................................................................. 53 Key Improvements Sought for QA6 ........................................................................... 54 Improvement Plan for QA6 ........................................................................................ 56 Standards and elements for QA7 ............................................................................... 59 Related sections of the National Law and National Regulations for QA7 .................. 60 Summary of Strengths for QA7 .................................................................................. 62 Key Improvements Sought for QA7 ........................................................................... 63 Improvement Plan for QA7 ........................................................................................ 66 !! !!

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3 Uncontrolled Copy once printed 3 Fulton Street, Armadale 3143 Approved by S. Wade Ph: 9509 3187, www.aelc.net.au!

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Service Details Service name Service approval number Armadale Early Learning Centre

SE – 00003576

Primary contact at service Annette Baker

Physical location of service Physical location contact details Street: 3 Fulton Street

Suburb: Armadale

State/territory: Vic

Postcode: 3143

Telephone: 9509 3187

Mobile: 0457 120 501

Fax: n/a

Email: [email protected]

Approved Provider Nominated Supervisor Primary contact: Damian Dalton


Mobile: 0408 138 170

Fax: n/a


Name: Annette Baker


Mobile: 0419 608 814

Fax: n/a


Postal address (if different to physical location of service) Street: PO Box 8106

Suburb: Armadale

State/territory: Vic

Postcode: 3143

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Operating Hours !

4-year-old Groups

A Group Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time 09.00 09.00 09.00 09.00

Closing time 12.00 15.00 12.00 12.00

Extended hours Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time 08.45 08.45 08.45 08.45 08.45

Closing time 12.00 12.00 12.00 12.00 12.00

Opening time 12.00 12.00 12.00 12.00 12.00

Closing time 15.45 15.45 15.45 15.45 15.45

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3-year-old Groups

Kangaroo Group Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time 09.15 13.15 13.15

Closing time 11.45 15.45 15.45

Koala Group Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time 12.45 13.15

Closing time 15.15 15.45

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

Parking can be difficult at times, and in certain areas, time available is limited.

First day back at the start of each term is pupil free for staff meetings for preparation of the term.

Majority of the staff have been at the centre long term.

Generations of family are attending the centre and there is a strong sibling attendance as well.

How are the children grouped at the service?

The children are grouped in ages. There are two four-year-old groups as well as two three-year-old groups.

Name and position of person(s) responsible for submitting this Quality Improvement Plan: Nominated Supervisor - Annette Baker

Sub-Committee members – Stacey Farrell and Sarah Wade

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Statement of Philosophy !

At the centre, the aim is to develop and extend individual children socially, emotionally, physically and intellectually. AELC promotes positive attitudes by stimulating the children’s interests and awareness of themselves and of others. The programme provides challenging material and emotional support. AELC emphasises three particular areas of development:

• Independence - Children learn to be independent in their activities, in being a member of a group and in expanding their abilities and interests.

• Communication - Children learn to communicate their ideas, feelings and needs to others. • Values - Children need to develop respect for themselves, a strong feeling of self-worth and respect for others and for property. They

learn to share, co-operate, and listen to each other. AELC believes that:

• Each child has different needs and the Centre’s program offers a broad range of activities and experiences. A challenging, stimulating program aimed at enhancing each child’s skills and interests is provided.

• Play is the most significant way for children to learn and we link the concept of play with the themes of friendship, team building and enjoyment. Guidance towards self-discipline is part of the learning process. Appropriate and constructive behaviour is encouraged. Our goal is to prepare children in all aspects of development so they are ready for school.

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AELC Quality Area 1: Educational Program and Practice

Quality Area 1 !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. !

Standards and elements for QA1 !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.

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!Related sections of the National Law and National Regulations for QA1 !Standard/element National Law (section) and National Regulations (regulation)

1.1 section 168 Offence relating to required programs

1.1 section 323 Approved learning framework

1.1 regulation 73 Educational programs

1.1 regulation 75 Information about the educational program to be kept available

1.1 regulation 76 Information about educational program to be given to parents

1.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

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Summary of Strengths for QA1 Educators engage in meaningful and sustained conversations with children about their play and interactions. They seek children’s views, ideas and thoughts on their learning. Children are encouraged to take turns and listen to each other. Educators use group times to sing songs, read stories and engage the children in-group discussions. There are many examples of how educators scaffold children’s learning and this is evident in the play space provided to the children and in the interactions and conversations the educators have with the children. Each child is welcomed into the service by the educators and their individual uniqueness is acknowledged. Educators monitor the children’s play and interactions and assist them where required.

AELC has longevity of staff that is experienced and knowledgeable. It is rare that the children have an educator in the room that they do not know.

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Key Improvements sought for QA1

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

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.

Identified issue Consider encouraging children to write their own name on their artwork. Consider displaying words and phrases in the home languages of the children (where appropriate) or when the children show an interest.

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

Identified issue Ensure that each child is observed throughout the year and documented appropriately i.e. photos, updates in their portfolio etc. When adding samples of work to portfolios consider including photos of the children completing the work and/or an explanation from the child about what it is or why they wanted to include it in their book to demonstrate the process children engaged in. The portfolios contain examples of group and individual learning highlighting children's developing skills, abilities, learning dispositions and relationships. Consider linking the individual learning stories and observations to the outcomes of the framework. Consider including information on how educators will extend children's level of understanding, learning and knowledge, for example by adding to a play space, changing a play space, having conversations with children or families or sourcing additional resources or information. A daily diary is recorded after each session to reflect on what's worked and why. Consider including some of these reflections and further planning ideas into the program book to further demonstrate the process and thinking of educators. Children's individual records include information from the daily diary and program book where relevant as well as observations on children's emerging interests, abilities and relationships including conversations with educators and between children. Consider how this information is used and how educators will extend children's level of understanding, learning and knowledge, for example by adding

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to a play space, changing a play space, having conversations with children or families or sourcing additional resources or information. Consider providing links to the outcomes of the framework in children's individual records. A where to next section is included sporadically. Consider including this more frequently to reflect on how educators will extend children's level of understanding, learning and knowledge, for example by adding to a play space, changing a play space, having conversations with children or families or sourcing additional resources or information. Ensure that all educators can clearly explain the method used for programming as the assessor may ask either educator to talk about the process used.

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.

Identified issue The three-year-old teachers need to meet on a regular basis. The four-year-old groups currently have team meetings, documentation (minutes) of these meetings need to occur. Three-year-old staff to organize monthly meetings that all staff can attend.

!Required policies and procedures Quality Area 1: Educational Program and Practice Content of policy and/or procedure Action Educational Programs: Programming/planning policy Programming documents of evaluations and how they have influenced future planning

Programming policy needs to be written. Educators and Director to write policy. Documentation process could be improved.

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Improvement Plan for QA1

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

Standard 1.1 Programming policy needs to formulated, written and published

H 1. Discuss with other services what their programming policy entails 2. Formulate policy remembering to reflect kindergarten philosophy, code of ethics, our families and or community. 3. Display policy for feedback. 4. Further discussion with educators and committee. 5. Review and ratify policy and add it to AELC website

Program written, published, and implemented by educators.

September 2012

Allocated to Director 18/7/2012.

Standard 1.1 Improved documentation process for evaluations and how they influence future planning

L Investigate how documentation process can be improved and implement changes as required.

Document control system developed and implemented.

November 2013

Standard 1.2, Element 1.2.1!

Ensure that each child is observed throughout the year and documented appropriately i.e. photos, updates in their portfolio etc.

M Develop spreadsheet to monitor that each child is being observed and planned for effectively.

Spreadsheet developed and implemented.

December 2012 for 2013 enactment.

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Standard 1.2, Element 1.2.1

Improve the children’s portfolios so they are a more comprehensive document.

L Assign staff member to build a sample portfolio. When adding samples of work to portfolios consider including photos of the children completing the work and/or an explanation from the child about what it is or why they wanted to include it in their book to demonstrate the process children engaged in.

Sample portfolio that sets standard for teaching staff.

November 2013.


Improve the daily dairy (Group A) so it is a more comprehensive document.

L A daily diary is recorded after each session to reflect on what's worked and why. Consider including some of these reflections and further planning ideas into the program book to further demonstrate the process and thinking of educators.

Implement one of the following measures: use a different diary for recording ideas, writing ideas in an additional column of existing diary, or highlighting ideas/reflections in a different colour to flag for future programming.

November 2013


Improve the quality of the children’s individual records.

L Children's individual records include information from the daily diary and program book where relevant as well as observations on children's emerging interests, abilities and relationships including conversations with educators and between children.

Director to rise in staff meeting and confirm teaching staff understand.

November 2013

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Consider how this information is used and how educators will extend children's level of understanding, learning and knowledge, for example by adding to a play space, changing a play space, having conversations with children or families or sourcing additional resources or information. Consider providing links to the outcomes of the framework in children's individual records.


The four-year-old groups currently have team meetings, documentation (minutes) of these meetings need to occur. Three-year-old staff to organise monthly meetings for all staff to have input, and that all staff can attend.

M

H

Minutes taken at meeting. Whatever is documented to be followed through in program. Minutes taken at meeting. Whatever is documented to be followed through in program.

Minutes written for four-year-old meetings and distributed to all relevant staff. Monthly meetings held and documented for three-year-old staff.

Minutes to start being taken January 2013, or earlier. September 2012


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AELC Quality Area 2: Children’s Health and Safety

Quality Area 2 !This quality area of the National(Quality(Standard focuses on safeguarding and promoting children’s health and safety. !Standards and elements for QA2 !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.

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Related sections of the National Law and National Regulations for QA2 !Standard/element National Law (section) and National Regulations (regulation)

2.1.2, 2.3.1, 2.3.2 section 165 Offence to inadequately supervise children

2.3.2 section 167 Offence relating to protection of children from harm and hazards

2.1.3, 2.1.4, 2.2.1 regulation 77 Health, hygiene and safe food practices

2.2.1 regulation 78 Food and beverages

2.1.2 regulation 81 Sleep and rest

2.3.2 regulation 82 Tobacco, drug and alcohol free environment

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

2.3.4 regulation 84 Awareness of child protection law

2.1.4, 2.3.3, 2.3.4 regulation 85 Incident, injury, trauma and illness policies and procedures

2.1.4, 2.3.3, 2.3.4 regulation 86 Notification to parents of incident, injury, trauma and illness

2.1.4, 2.3.3, 2.3.4 regulation 87 Incident, injury, trauma and illness record

2.1.4 regulation 88 Infectious diseases regulation 89 First aid kits

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

2.1.1, 2.1.4, 2.3.2 regulation 90 Medical conditions policy

2.1.1, 2.1.4, 2.3.2 regulation 91 Medical conditions policy to be provided to parents

2.1.1, 2.1.4 regulation 92 Medication record

2.1.1, 2.1.4 regulation 93 Administration of medication

2.1.1, 2.1.4 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency

2.1.1, 2.1.4 regulation 95 Procedure for administration of medication

2.1.1, 2.1.4 regulation 96 Self-administration of medication

2.3.3 regulation 97 Emergency and evacuation procedures

2.3.3 regulation 98 Telephone or other communication equipment

2.3.2 regulation 99 Children leaving the education and care premises

2.3.1, 2.3.2 regulation 100 Risk assessment must be conducted before excursion

2.3.1, 2.3.2 regulation 101 Conduct of risk assessment for excursion

2.3.1, 2.3.2 regulation 102 Authorisation for excursions

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Related requirements

2.3.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

2.1.1, 2.3.2, 2.3.3 regulation 161 Authorisations to be kept in enrolment record

2.1.1, 2.1.4, 2.3.2, 2.3.3 regulation 162 Health information to be kept in enrolment record

2.1.1, 2.1.3, 2.1.4, 2.2.1, 2.3

regulation 168 Education and care service must have policies and procedures

2.1.3, 2.2.1, 2.3 regulation 168(2)(a) Policies and procedures are required in relation to health and safety, including matters relating to:

(i) nutrition, food and beverages, dietary requirements; (ii) sun protection; (iii) water safety, including safety during any water based activities; and (iv) the administration of first aid

2.1.4, 2.3.3 regulation 168(2)(b) Policies and procedures are required in relation to incident, injury, trauma and illness procedures complying with regulation 85

2.1.4 regulation 168(2)(c) Policies and procedures are required in relation to dealing with infectious diseases, including procedures complying with regulation 88

2.1.1, 2.3.3 regulation 168(2)(d) Policies and procedures are required in relation to dealing with medical conditions in children, including the matters set out in regulation 90

2.3.3 regulation 168(2)(e) Policies and procedures are required in relation to emergency and evacuation, including the matters set out in regulation 97

2.3.2 regulation 168(2)(g) Policies and procedures are required in relation to excursions, including procedures complying with regulations 100 -102

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2.3 regulation 168(2)(h) Policies and procedures are required in relation to providing a child-safe environment

2.1.1, 2.1.4, 2.3.3, 2.3.4 regulation 177 Prescribed enrolment and other documents to be kept by approved provider: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

2.1.1, 2.1.4, 2.3.3, 2.3.4 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

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Summary of Strengths for QA2

The staff at AELC is nurturing and is knowledgeable about each child, their needs and strengths. Educators sit with children during mealtimes and model healthy food choices. Mealtimes are relaxed and children are encouraged to engage in conversations with each other and the educators. Educators regularly practice the evacuation procedure for different types of emergencies. Educators effectively supervise children.

Effective hygiene practices are in place.

Key Improvements Sought for QA2

Standard 2.3: Each child is protected

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

Identified issue Practice different scenarios i.e. person in park with an object. Someone who is not authorized gains access to the kindergarten and threatens staff. Consider displaying a telephone list next to each telephone in the service which includes numbers such as:

• Poisons information • Nearest doctor • Nearest hospital

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.

Identified issue Educational Supervisor is investigating a seminar on Child Abuse for all staff to attend. Child Protection policy has been formulated. Policy needs to be published and distributed to all staff.

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!Required policies and procedures Quality Area 2: Children’s Health and Safety Content of policy and/or procedure Action Delivery and collection of children: Delivery and collection of children Policy

Requires updating. Currently out for review (19/3/2012). AELC also needs to develop procedures for unauthorised collection of children, procedures to follow when staff is concerned about the safety of a child being collected and, acknowledgement and confirmation of authorisation of a young person to collect a child, as per KPV guidelines.

Refusal of authorisations for a child to leave the service: Need to establish the requirements for this area. Dealing with infectious diseases: Infectious Diseases Policy

Check if same as HIV/AIDs policy

Dealing with medical conditions: Allergy Policy Anaphylaxis Policy Asthma Policy Medical Conditions Policy Completed medication forms Individual medical management plans

Requires updating Requires updating Requires updating Policy needs to be written Medication form needs to be updated in compliance with Regulation 92. Management plans are in place for allergies, anaphylaxis, and asthma. A management plan for diabetes needs to be written.

Emergency and evacuation: Emergency Plan Evacuation Procedure

Annette, Damian and Justine are currently reviewing the Emergency and evacuation procedures.

Health and Safety: Nutrition Policy Water Safety Policy Administration of First Aid

Establish if policy needs to be written Policy needs to be written Policy needs to be written

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Sleep and Rest Policy Previous programs incorporating physical activities and a balance of active and passive play.

Policy needs to be written Program needs to be documented.

Incident, injury, trauma and illness: Illness Policy Accident records

Requires updating Form needs to be updated, as there is no provision to record the age of the child.

Child-safe environment: Child Protection Policy OH&S Policy Chemical Hazard Policy Maintenance Policy Supervision Policy Educator training records on child protection

Policy has been written and approved but still requires publishing. Requires updating. Currently out for review (19/3/2012). Requires updating to include dangerous plants. Policy needs to be written Policy needs to be written AELC to investigate providing Child Protection training.

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Standard/ element


Priority (L/M/H)



Standard 2.3 Element 2.3.3

Various emergency scenarios need to be discussed with all staff present, and brainstorm strategies to deal with hypothetical emergency.

M Allocate a time at staff term meeting to discuss emergency scenarios. Minute the outcome.

Information from meeting/minutes distributed to all staff.

December 2012


Improve response method to an emergency.

H Consider displaying a telephone list next to each telephone in the service which includes numbers such as:

• Poisons information • Nearest doctor • Nearest hospital

Consider displaying bomb threat response next to telephones as outlined by KPV policy guidelines.

Emergency telephone numbers and guidelines listed by each telephone.

July 2012 Item completed (18/7/2012).


All staff to have attended a seminar on Child Abuse

M Educational Supervisor is investigating a seminar on Child Abuse for staff to attend.

All staff have attended seminar and completed required components.

December 2012

Regulation 99 Delivery and collection of children Policy requires updating.

M

AELC also needs to develop procedures for unauthorised collection of children, procedures to follow when staff is concerned about the safety of a child being collected and, acknowledgement and

Procedure reviewed and published

June 2012 Currently out for review (19/3/2012).

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confirmation of authorisation of a young person to collect a child, as per KPV guidelines.

Regulation 168

Determine the requirements for “Refusal of authorisations for a child to leave the service”

M 1. Use KPV guidelines to establish requirements 2. Formulate process for the participation of volunteers and students. 2. Document process and send out for review. 3. Once approved, publish procedure and distribute accordingly.

Requirements established and relevant procedure/policy written, approved and implemented.

December 2012

Standard 2.1 Establish if Infectious Diseases Policy needs to be written.

M 1. Use KPV guidelines to write an Infectious Disease policy. 2. Send out for review. 3. Once approved, publish procedure and distribute accordingly.


September 2012

Assigned to Melissa Larner 18/7/2012. Draft policy written and submitted for review 7/08/2012.

Standard 2.1 Update Allergy Policy

M Update policy as per KPV guidelines. Issue for review and approval.


December 2012

Allocated to Sarah Wade 7/8/2012.

Standard 2.1 Update Anaphylaxis Policy M Update policy as per KPV guidelines. Issue for review and approval.


December 2012

Allocated to Sarah Wade 7/8/2012.

Standard 2.1 Update Asthma Policy



June 2012 Currently out for review (22/4/2012). Resent out for review on 30/7/12 due to changes issued form Asthma Foundation.

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Standard 2.1 Update Medication Forms H Medication form needs to be updated in compliance with Regulation 92


June 2012 Currently out for review (22/5/2012). Form has been updated (19/6/2012).

Standard 2.1 Update Accident Records H Form needs to be updated, as there is no provision to record the age of the child.


June 2012 Currently out for review (22/5/2012). Form has been updated (19/6/2012).

Standard 2.1 Individual medical management plans are in place for allergies, anaphylaxis, and asthma. A management plan for diabetes needs to be written.

M 1. Use KPV guidelines to write management plan. 2. Send out for review. 3. Once approved, publish procedure and distribute accordingly.


December 2012

Standard 2.1 A Medical Conditions Policy needs to be written.

M 1. Use KPV guidelines to write policy. 2. Send out for review. 3. Once approved, publish procedure and distribute accordingly.


December 2012

Standard 2.3 Review Emergency and Evacuation procedure.



December 2012

Annette, Damian and Justine are currently reviewing the Emergency and evacuation procedures.

Standard 2.3 Establish if Nutrition Policy needs to be written

M 1. Use KPV guidelines to write policy. 2. Send out for review. 3. Once approved, publish


December 2012

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procedure and distribute accordingly.

Standard 2.3 Write Water Safety Policy M 1. Use KPV guidelines to write policy. 2. Send out for review. 3. Once approved, publish procedure and distribute accordingly.


December 2012

Standard 2.1 Administration of First Aid policy needs to be written



December 2012

Standard 2.3 Sleep and Rest Policy needs to be written

M 1. For relevant staff to provide their philosophies in relation to sleep and rest. Ensure expectations of relevant groups are included in the policy. 2. Send out for review. 3. Once approved, publish procedure and distribute accordingly.

Procedure reviewed, published and implemented.

December 2012

Standard 2.3 Programs incorporating physical activities and a balance of active and passive play needs to be documented.

M 1. Formulate policy remembering to reflect children’s interests/skills, kindergarten philosophy, code of ethics, our families and our community. 2. Display policy for feedback. 3. Further discussion with educators and committee. 4. Review and ratify policy and

Policy reviewed, published, and implemented.

September 2012

Allocated to Stacey Farrell on 19/7/2012.

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add it to AELC website

Standard 2.1 Illness policy requires updating.


Procedure reviewed, published, and implemented.

June 2013

Standard 2.3 Child Protection policy needs to be published

H Policy has been written and approved, just needs to be published and distributed accordingly.

Procedure published.

June 2012 Procedure has been published (19/6/2012).

Standard 2.3 OH&S policy needs to be updated.



September 2012

Currently out for review (19/3/2012).

Standard 2.3 Chemical Hazard Policy needs to be updated to include dangerous plants.



June 2013

Standard 2.3 Maintenance policy needs to be written.



June 2013

Standard 2.3 Supervision policy needs to be written



June 2013

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AELC Quality Area 3: Physical Environment

Quality Area 3 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. Standards and elements for QA3

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.

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

3.1.1 regulation 104 Fencing and security

3.2.2 regulation 105 Furniture, materials and equipment

3.1.1 regulation 106 Laundry and hygiene facilities

3.1.1 regulation 107 Space requirements—indoor

3.1.1 regulation 108 Space requirements—outdoor space

3.1.1 regulation 109 Toilet and hygiene facilities

3.1.1 regulation 110 Ventilation and natural light

3.1.1 regulation 111 Administrative space

3.2.1 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade

3.1.3 regulation 115 Premises designed to facilitate supervision

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! Related requirements

! Part 3 of the National Law: Service Approval

! regulation 25 Additional information about proposed education and care service premises

! Regulations 41-45 Service waiver and temporary waiver

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Summary of Strengths for QA3 !

The service engages in sustainable practices such as recycling, using water tanks to water the gardens, disposing of food scraps in the compost bin and using individual hand towels for children in the bathroom. The outdoor space is filled with plants, trees and gardens, which promotes appreciation and care for the natural environment. Further strengths include:

• Large yard with large shaded areas • Two sand pits • Lots of trees and plants • Vegetable garden • Big veranda area that is used each day • Two big play rooms • Separate sleep room for extended hours group • Lots of natural light

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

Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained. Identified issue The blue soft fall mat is beginning to show signs of wear and tear. Ensure this is monitored and

replaced when required. The tyres in the outdoor play space were filled with water. Consider drilling holes in them for the water to drain away. Some of the wooden outdoor climbing equipment is beginning to show signs of wear and tear. Ensure this is monitored and they are revarnished/replaced when required. Some of the paint is beginning to chip off the bars on the fort. Ensure this is monitored and they are repainted when required.

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. Identified issue Investigate the use of sensor taps in the children’s bathrooms to eliminate water wastage.

During the year we have our cooking programs. Perhaps we can look at taking some produce from the garden?

!Required policies and procedures Quality Area 3: Physical Environment Content of policy and/or procedure Action Cleaning and maintenance policy Establish if policy needs to be written. Environmental and sustainability policy or strategy. It is part of the program but an official policy/strategy needs to be written Environmental information and resources shared with families. Establish what practices are in place and whether improvements can be

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Improvement Plan for QA3 !

Standard/ element


Priority (L/M/H)




A comprehensive maintenance plan that encapsulates: • Feedback from staff of

jobs needed • A list of jobs needing

to be done • Estimated timeline for

completion • Monitoring of

equipment

M The blue soft fall mat is beginning to show signs of wear and tear. Ensure this is monitored and replaced when required. The tyres in the outdoor play space were filled with water. Consider drilling holes in them for the water to drain away. Some of the wooden outdoor climbing equipment is beginning to show signs of wear and tear. Ensure this is monitored and they are re-varnished/replaced when required. Some of the paint is beginning to chip off the bars on the fort. Ensure this is monitored and they are repainted when required.

Items listed are added to the maintenance plan. Items are monitored and fixed/replaced as required. No injuries recorded from faulty/aging equipment.

Plan/spreadsheet to be formulated by December 2012. Plan is to be updated continually.

Allocated to Maintenance Committee member 18/7/12.


Investigate the use of sensor taps in the children’s bathrooms to eliminate water wastage.

L Delegate maintenance committee member to research cost and installation procedure.

Item researched, and if suitable and cost effective, taps installed.

December 2012

Allocated to Maintenance Committee member 18/7/12.


Children to have a greater understanding of where food comes from.

L Using produce from the vegetable garden in the cooking program.

Implementing using produce from the vegetable garden into program.

December 2013

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Standard 3.1

Cleaning and maintenance policy needs to be written.



June 2013

Standard 3.1

Environmental and sustainability policy or strategy needs to be written.

M 1. Educators to provide philosophies and formulate policy. 2. Send out for review. 3. Once approved, publish procedure and distribute accordingly.


March 2013

Standard 3.1

To share environmental information with families.

M Establish what practices are in place to share environmental information and resources with families and whether improvements can be made.

Families are well informed in AELC environmental practices. Incorporate practices of sharing environmental information and resources with families into programming if required.

June 2013

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AELC Quality Area 4: Staffing Arrangements !

Quality Area 4 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. Standards and elements for QA4 !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.

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Related sections of the National Law and National Regulations for QA4 !!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

4.1 regulations 125–128 Educational qualifications for educators

4.1 regulations 129–135 Requirements for educators who are early childhood teachers

4.1 regulation 136 First aid qualifications

4.1 regulations 137–143 Approval and determination of qualifications

4.1 regulation 144 Family day care educator assistant

4.1 regulations 145–15 Staff and educator records—centre-based services

4.1 regulation 153 Register of family day care educators

4.1 regulation 154 Record of staff, family day care coordinators and family day care educator assistants

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4.1 section 161 Offence to operate education and care service without nominated supervisor

4.1 section 162 Offence to operate education and care service unless responsible person is present

4.1 section 163 Offence relating to appointment or engagement of family day care coordinators

4.1 regulations 46–54 Supervisor certificates

4.2 regulation 55 Quality improvement plans

4.1 regulation 168(2)(i) Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the responsible person present at the service and the participation of volunteers and students on practicum placements.

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Summary of Strengths for QA4

There is a friendly, relaxed and open atmosphere at Armadale Early Learning Centre. Educators demonstrated great examples of teamwork by assisting and supporting each other and engaging in respectful conversations and interactions. Educators share a range of tasks including setting up and packing away and leading different experiences. Educators communicate well with each other when entering and leaving spaces and work together to manage challenging behaviours. Educators demonstrated genuine interest, respect and empathy towards the children. They engaged in respectful interactions, conversations and play with children, taking into account their needs, interest, feelings and views. Further strengths include:

• Experienced Educators • Longevity of staff • AELC generally utilises educators within the service to relieve another. If this is not possible, there is a small pool of educators who

know the routines, our practices and even the children • All AELC staff have first aid and anaphylaxis training

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Key Improvements Sought for QA

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.

Identified issue Implement small group meetings each month to give staff the ability to reflect and think about new strategies to improve the programming and outcomes i.e. 3-year-old teaching staff, 4-year-old A Group and 4-year-old Extended hours. This has been captured in Element 1.2.3. Ensure/work towards future staffing levels meet the 2016 guidelines. More time is required for programming for both the 3 year old and 4 year old rooms. A networking folder needs to be provided where the relevant information can be gathered and made available for all staff to read and discuss further.

!Required policies and procedures Quality Area 4: Staffing Arrangements Content of policy and/or procedure Action Code of Conduct Code of conduct to be written Determining the responsible person present Establish requirements for this area Participation of volunteers and students Establish requirements for this area Staff Police checks

Some staff have police checks. Need to check if police checks are required for all staff.

Handbook for new educators which includes: • Philosophy • Code of ethics • Position descriptions • Professional standards for educators

Write handbook for new educators.

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Improvement Plan for QA4 !

Standard/ element


Priority (L/M/H)




The service meets the 2016 staffing guidelines.

M Establish staffing requirements for 2016 guidelines. Submit staffing proposal to committee for review/approval that includes timeline of how service is to achieve staffing guidelines.

Service has clear direction of how 2016 staffing guidelines are to be achieved, and how this is going to be done has been documented.

March 2013


More time provided to staff for programming.

M 1. Investigate how additional programming time can be provided. Why is allocated programming time insufficient? 2. Present findings to Director/Committee for review. 3. Implement findings if appropriate.

Issue investigated and findings implemented if appropriate.

November 2012


Staff are aware of networking opportunities available.

L A networking folder provided where the relevant information can be gathered and made available for all staff to read and discuss further.

An increase in networking for staff.

March 2013

Standard 4.2 Service to have a Code of Conduct


Code of Conduct written, approved and implemented.

June 2013

Standard 4.2 Establish requirements for Determining the responsible person present

M 1. Use KPV guidelines to establish requirements 2. Formulate process for determining the responsible

Requirements established and relevant procedure/policy

December 2012

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person present. 3. Document process and send out for review. 4. Once approved, publish procedure and distribute accordingly.

written, approved and implemented.

Standard 4.2 Establish requirements for the Participation of volunteers and students.

M 1. Use KPV guidelines to establish requirements 2. Formulate process for the participation of volunteers and students. 2. Document process and send out for review. 3. Once approved, publish procedure and distribute accordingly.

Requirements established and relevant procedure/policy written, approved and implemented.

June 2013

Standard 4.2 Determine if all staff require police checks.

H Investigate requirements for staff to have police checks. If required, ensure all staff are aware and request staff to submit the relevant paperwork.

All required staff have police checks.

July 2012 Allocated to Director 18/7/2012.

Standard 4.2 AELC handbook for new educators.

M 1. Write a handbook for new educators that incudes: • Philosophy • Code of ethics • Position descriptions • Professional standards for

educators 2. Submit handbook for review/approval. 3. Once approved, publish procedure and distribute accordingly.

Staff handbook written and published.

December 2012

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AELC Quality Area 5: Relationships with Children

Quality Area 5 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. Standards and elements for QA5

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.

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5.2 section 166 Offence to use inappropriate discipline

5.1, 5.2 regulation 155 Interactions with children

5.2 regulation 156 Relationships in groups


5.1, 5.2 regulation 73 Educational program

5.1, 5.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

5.1, 5.2 regulation 162(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156

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Summary of Strengths for QA5 Educators consistently respond positively to all children who require their attention by getting down at their level, using calm and friendly tones and listening to what the children have to say. Educators guide conversations to encourage children to problem solve and express their thoughts and opinions. Educators sit with the children at different play spaces and experiences, engaging in play and conversations with children whilst showing an awareness of the needs of the rest of the group. Educators engage in sustained conversations with children about topics that interest them. Educators participate in children's play (craft experiences, puzzles, games, sand play construction) and use their cues to guide their level of involvement to ensure children have opportunities to do things for themselves and to achieve success. !

Educators acknowledge children when they help each other, make positive choices, listen, share materials, participate in-group discussions, pack away, work together, wait their turn and persist with a tricky task. Educators monitor the interactions and play of children and provide support and assistance to children when they need help understanding each other or sharing spaces and materials, for example the block corner in the extended hours group. Educators talk about the behaviours they want to see from children and how their actions affect others. Pictures of how many people can be at each table or in each area allows children to use the spaces appropriately and negotiate their turn with other children. Educators assist with this and remind children to look at the number of people in the picture or the number of chairs at the table.

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

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.

Identified issue Is there a policy/document/plans that exist relating to children with additional needs?

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

Identified issue Enrolment forms or forms that families receive at the interview process before children begin the year at kinder. Do these forms allow parents the opportunity to state histories, cultures, languages, traditions, child-rearing practices and lifestyle choices of families using the service? A form for all families to add social preferences, relationship skills, child settling requests, whether or not you want your child to sleep etc. Support agencies – list them, what they do and their contact names and numbers/emails, etc.

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

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.

Identified issue Plans for inclusion of children with specifically diagnosed behavioural or social difficulties. Research behaviour management seminar for staff to attend.

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Required policies and procedures Quality Area 5: Relationships with Children Content of policy and/or procedure Action Service philosophy Review philosophy.

Inclusion plans for individual children

Establish if there are inclusion plans for individual children in existence at the centre. If not, inclusion plans need to be formulated.

Interactions with children policy Establish if policy needs to be written

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Standard/ element


Priority (L/M/H)




A service philosophy that is reviewed on a regular basis and captures/ reflects AELC values and goals.

M 1. Review current philosophy. 2. Compare with other early childhood learning Centre’s. 3. Ensure philosophy is aligned with AELC values and goals. 4. Submit to Committee for review and approval.

Formal Committee President sign off on approved service philosophy. Regular review date set for philosophy. Philosophy displayed in kindergarten foyer.

December 2012



Develop a plan for children with additional needs.

M 1. Educators to provide philosophies and formulate plan in conjunction with guidelines provided by KPV (if any) 2. Send out for review. 3. Once approved, publish plan and distribute accordingly.

Plan for children with additional needs written, approved and implemented.

December 2012


Ample opportunity for families to provide information on their child.

L

Assess if enrolment forms allow parents the opportunity to state histories, cultures, languages, traditions, child-rearing practices and lifestyle choices of families using the service adequately. Amend enrolment forms accordingly. Develop a form for all families to provide information on social preferences, relationship skills, and child settling requests (whether or not you want your child to sleep, how

Staff adequately informed about the children

December 2013

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they like to go to sleep, favourite toy etc.). This is to be included as part of the enrolment process.


Adequate information for both staff and families on support agencies.

L Concise list of support agencies, what they do and contact details.

List of support agencies and contact details on display as well as on AELC website.

December 2013


Plans for inclusion of children with specifically diagnosed behavioural or social difficulties.

M 1. Educators to provide philosophies and formulate plan in conjunction with guidelines provided by KPV (if any). 2. Send out for review. 3. Once approved, publish plan and distribute accordingly.

Inclusion plan for children with behavioural or social difficulties written, approved and implemented.

December 2012


Research behaviour management seminar for staff to attend.

H Director to research a seminar for staff to attend.

All staff have attended behaviour management seminar and documented accordingly i.e. recorded on staff records.

September 2012


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AELC Quality Area 6: Collaborative Partnerships with Families and Communities

Quality Area 6 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. Standards and elements for QA6

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.

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6.1, 6.2, 6.3 regulation 157 Access for parents


6.1, 6.2 section 172 Offence to fail to display prescribed information

6.1, 6.2, 6.3 section 175 Offence relating to requirement to keep enrolment and other documents

6.1, 6.2, 6.3 regulation 73 Educational programs

6.1, 6.2, 6.3 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

6.1, 6.2, 6.3 regulation 75 Information about the educational program to be kept available

6.1, 6.2, 6.3 regulation 76 Information about educational program to be given to parents

6.1, 6.2, 6.3 regulation 80 Weekly menu

6., 6.2, 6.3 regulation 86 Notification to parents of incident, injury, trauma and illness

6.3 regulation 99 Children leaving the education and care service premises

6.3 regulation 102 Authorisation for excursions

6.1, 6.2,6.3 regulation 111 Administrative space (centre-based services)

6.1 regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation

6.1, 6.2, 6.3 regulation 171 Policies and procedures to be kept available

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6.1, 6.2, 6.3 regulation 172 Notification of change to policies or procedures

6.1, 6.2, 6.3 regulation 173 Prescribed information is to be displayed

6.1 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

6.1 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

6.1, 6.2, 6.3 regulation 181 Confidentiality of records kept by approved provider

6.1, 6.2, 6.3 regulation 182 Confidentiality of records kept by family day care educator

6.1, 6.2, 6.3 regulation 183 Storage of records and other documents

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AELC has a warm welcoming homely environment. All parents, grandparents, and family members are greeted in a warm and happy manner; as of course are the children. Children are settled into the service at their own pace and each child is treated as an individual and at different stages of separation from guardians thus this needs to be acknowledged and the child is treated accordingly with care and respect. Parents are very much encouraged to contribute to their child’s kindergarten day through various ways e.g. fruit duty, reading stories, playing musical instruments, cooking projects, and multicultural ideas / suggestions. These contributions help with the children’s environment. Written and verbal information is provided on the child’s culture and family life to enhance positive integration into the kindergarten community. AELC has a thorough orientation process that allows direct two-way communication between the educators and families.

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Standard 6.1: Respectful supportive relationships are developed and maintained.

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

Identified issue Improve communication between staff to families with children who have additional needs e.g. communication books, emails and regular meetings. The use of cultural objects, tools, visual pictures in relation to multicultural diversity e.g. Aboriginal art, dreamtime, puzzles etc., Korean words, French words, multicultural music and instruments, range of foods from around the world (cooking activities). Asking families for artifacts / items relevant to their culture to use respectfully at kindergarten.

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

Identified issue Consider how families are given opportunities to comment on the program and experiences offered to children, for example in the program books or other feedback methods such as feedback forms or email.

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.

Identified issue Foster existing links and build on relationships with other Early Childhood Services in the area.

Element 6.3.3 Access to inclusion and support assistance is facilitated.

Identified issue AELC has some materials available in regards to children and people with disabilities being active participants in the community, but this could be improved on e.g. puzzles, books, and posters etc. demonstrating people with disabilities.

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!Required policies and procedures Quality Area 6: Collaborative Partnerships with Families and Communities Content of policy and/or procedure Action Risk assessments for excursions

Risk assessment needs to be developed.

Evidence of parent feedback on policies and the service philosophy

A noticeboard to display service policies that are under review for parent feedback.

Processes used to make and accept referrals to other agencies such as child protection, inclusion support and early intervention

Process could be improved. Review referral process and the agencies available.

Evidence of networking or other links with other children’s services, schools, health services, local businesses and other organisations working with families in the local area

Networking is conducted, perhaps process needs to be better recorded and information shared/available to AELC community. A calendar of events is to be included on the AELC website. Begin to network with other Early Childhood services in the area to compare programs and discuss relevant issues.

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Standard/ element


Priority (L/M/H)




Improved communication between staff to families with children who have additional needs.

M Research and implement the use of communication books, emails and regular meetings.

Evidence of regular interaction between families and staff via the communication books / emails. Scheduled meetings have taken place at a frequency agreed on by both families and staff.

December 2012


Improved cultural awareness.

L The use of cultural objects, tools, visual pictures in relation to multicultural diversity e.g. Aboriginal art, dreamtime, puzzles etc., Korean words, French words, multicultural music and instruments, range of foods from around the world (cooking activities). Asking families for artifacts or items relevant to their culture to use respectfully at kindergarten. Consider ways that AELC resources and equipment reflect the cultures of the service whilst exposing children to cultures of the wider community, including

Every term, a different culture has been explored.

December 2013

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Aboriginal and Torres Strait Islanders.


Review the opportunities families have to provide feedback/comment on the service.

L Consider how families are given opportunities to comment on the program and experiences offered to children, for example in the program books or other feedback methods such as feedback forms or email.

Provision for families to provide feedback.

December 2013

Standard 6.1 Develop a risk assessments for excursions

M 1. Use KPV guidelines to formulate risk assessment and add to Excursion Policy. 2. Send out for review. 3. Once approved, publish procedure and distribute accordingly.


June 2013

Standard 6.1 Include / invite families to provide feedback on AELC policies under review.

L A noticeboard to display service policies that are under review for parent feedback.

Policies displayed and parent feedback given.

December 2013

Standard 6.1 Networking process better recorded and information then shared/available to AELC community.

L A calendar of events is to be included on the AELC website. Begin to network with other Early Childhood services in the area to compare programs and discuss relevant issues.

Evidence of networking with other Early Childhood services. Calendar of events on AELC website.

December 2013

An ‘Upcoming Events’ page has been added to the AELC website (19/6/2012).

Standard 6.1 Improved process for referrals to other agencies.

L Review referral process and the agencies available.

Clear and concise referral process formulated and implemented.

September 2013

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Standard 6.3 Foster existing links and build on relationships with other Early Childhood Services in the area.

L Investigate possibility of services in local area organising for staff to get together (morning tea?) to exchange ideas about how their service works and compare the way things are done. Investigate possibility of staff from AELC visiting other services to observe the centre and provide feedback to the rest of the AELC staff.

Networking between AELC and other Early Childhood services evident. One service visit from AELC educator to another centre completed once per term.

December 2013

Standard 6.3 Improved resources on children and people with disabilities being active participants in the community.

L Source additional materials in regards to children and people with disabilities being active participants in the community e.g. puzzles, books, and posters.

Additional materials sourced and purchased.

December 2013

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AELC Quality Area 7: Leadership and Service Management

Quality Area 7 This quality area of the National( Quality( Standard focuses on effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community. An ongoing cycle of planning and review, including engagement with families, creates the climate for continuous improvement. Standards and elements for QA7

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.

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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.

Related sections of the National Law and National Regulations for QA7

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7.1.5 section 12 Applicant must be fit and proper person (provider approvals)

7.1.5 section 13 Matters to be taken into account in assessing whether a fit and proper person (provider approvals)

7.1.5 section 21 Reassessment of fitness and propriety (provider approvals)

7.1.5 section 109 Matters to be taken into account in assessing whether fit and proper person

7.3.1 regulations 158-162 Attendance and enrolment records

7.1.5 regulation 163 Residents at family day care residence and family day care educator assistants to be fit and proper persons

7.1.5 regulation 164 Requirement for notice of new persons at residence

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7.3.1 regulation 167 Record of service’s compliance

7.1.1, 7.3.1, 7.3.4, 7.3.5 regulations 168-172 Policies and procedures

7.3.1 regulations 173-176 Information and record-keeping requirements

7.3.1 Regulations 177-180 Prescribed records

7.1.1 regulations 181–-184 Confidentiality and storage of records


7.1.5 regulation 14 Application for provider approval by individual

7.1.5 regulation 15 Application for provider approval by person other than an individual

7.1.5 regulation 16 Matters relating to criminal history

7.2.3 regulation 31 Condition on service approval - Quality improvement plan

7.1.5 regulation 46 Application for supervisor certificate

7.2.1, 7.2.3 regulations 55-56 Quality improvement plans

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The leadership at AELC offers a warm and positive culture. Staff are able to talk about issues/concerns and are given support and guidance to address them. Staff are given opportunities to enhance their skills through seminars, written information as well as verbal communication. AELC’s philosophy and code of conduct allows the kindergarten to offer each child / family the best service possible. Through the Play and Learn philosophy, the staff are always learning and developing new skills, as each year, and each group of children, need different play experiences to help them grow and learn.

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

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

Identified issue Process for the induction of needs to be made more formal regarding qualifications, starting times (beginning/middle of the year, etc.), ensuring they have received all policies and procedures, and that a list of procedures in relation to the running of the centre has been gone through. This would apply to full-time and casual staff, as well as students.

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.

Identified issue Documentation of the development of the curriculum, expected learning outcomes and clear goals.

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.

Identified issue Service philosophy is to be reviewed and updated. This has been captured as part of Element 5.1.1.

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.

Identified issue What are the hours that each staff member is due with regard to professional development? Once this is established, identify if staff need to meet this? I.e., if a staff member is due 15 hours but only completes 10 hours of professional development, what happens with that unused time? Does AELC need to notify another organisation about how much professional development is undertaken/completed?

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A staff checklist is to be developed that indicates requirements and whether they have been met i.e. seminars attended, working with children check, familiar with AELC policies and procedures, familiar with NQF standards, and asthma and anaphylaxis training etc. This checklist is to be kept at the front of the individual staff records and signed off by both the service Director and the staff member. This list is to be reviewed on an ongoing basis and also at the annual staff appraisal.

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

Identified issue Quality Improvement Plan is being formulated in order to be able to conduct effective self-assessment.

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.

Identified issue Ascertain what the legislative requirements are in relation to records and information being stored confidentially. Filing cabinet in office to be locked when a staff member is not present in the office. Locksmith is to come out and fix the lock on the cabinet.

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

Identified issue Potential to increase Administration Officer hours from 2 to 3 days at some point. Added responsibilities will include potential tracking of the waiting list and assisting the Director and other staff with certain duties.

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.

Identified issue Certificate of Names displayed in the foyer needs to be updated. Director to discuss with the Committee President.

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!Required policies and procedures Quality Area 7: Leadership and Service Management Content of policy and/or procedure Action Educators Induction Policy

Policy to be written

Service management policies

Establish if policies need to be written.

All information to be displayed listed in the Act and Regulations is displayed correctly

Needs to be updated.

Review documentation of the policies and philosophy

Has been issued for review (18/3/2012) and waiting for approval. Needs to be published.

Service management policies

Establish if policies need to be written.

Documented process for planning and review against the National Quality Standard

Establish requirements for this area.

Staffing policies

Establish if policies needs to be written

Register of complaints

Develop register of complaints.

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Improvement Plan for QA7 ! !

Standard/ element


Priority (L/M/H)




Improved induction process for educators.

L Process for the induction of staff needs to be made more formal regarding qualifications, starting times (beginning/middle of the year, etc.), ensuring they have received all policies and procedures, and that a list of procedures in relation to the running of the centre has been gone through. This would apply to full-time and casual staff, as well as students.

Evidence that the induction process has been improved including the development of an educator’s handbook, and an induction policy.

December 2013


The establishment of clear goals and expectations for teaching and learning provided to all staff.

M Provide clear and concise documentation of the development of the curriculum, with expected learning outcomes and clear goals.

Documentation in place.

December 2012


Establish clear and concise guidelines for the professional development requirements of AELC

L What are the hours that each staff member is due with regard to professional development? Once this is established, identify if staff need to meet this? I.e., if a staff member is due 15 hours but only completes 10 hours of professional development, what happens with that unused time?

Both educators and Director are clear on what the professional development requirements are and how this is to be achieved.

December 2013

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Establish clear and concise guidelines for the professional development requirements of AELC.

L Does AELC need to notify another organisation about how much professional development is undertaken/completed?

n/a December 2013


Improved records of staff development and professional development, including educational qualifications.

M A staff checklist is to be developed that indicates requirements and whether they have been met i.e. seminars attended, working with children check, familiar with AELC policies and procedures, familiar with NQF standards, and asthma and anaphylaxis training etc. This checklist is to be kept at the front of the individual staff records and signed off by both the service Director and the staff member. This list is to be reviewed on an ongoing basis and also at the annual staff appraisal.

Educator checklist in place and completed with each staff member. Staff are aware of the checklist existence.

December 2012


Measure in place to conduct effective self-assessment.

M Quality Improvement Plan is being formulated in order to be able to conduct effective self-assessment.

Quality Improvement plan written, and identified issues documented and delegated for completion.

Ongoing 26/4/12 - QIP has been written. identified issues to be designated for completion.

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Records and information are stored appropriately.

H Ascertain what the legislative requirements are in relation to records and information being stored confidentially. Filing cabinet in office to be locked when a staff member is not present in the office. Locksmith is to come out and fix the lock on the cabinet.

Legislative requirements ascertained and staff informed. Signage to remind staff to lock the filing cabinet. Filing cabinet lock is fixed.

August 2012

Allocated to Administrative Officer 18/7/2012. 19/7/2012 - Locksmith came to fix the locks on cabinet, but the drawers are broken and unable to be repaired. Need to look at purchasing a new cabinet.


Improved Administration service.

L Potential to increase Administration Officer hours from 2 to 3 days at some point. Added responsibilities will include potential tracking of the waiting list and assisting the Director and other staff with certain duties.

Hours of Administration Officer increased.

December 2013


Up to date information is supplied to the Regulatory Authority.

H Certificate of Names displayed in the foyer needs to be updated. Director to discuss with the Committee President. All information to be displayed listed in the Act and Regulations is displayed correctly

Current information is displayed in the kindergarten foyer

June 2012 Up to date information has been provided to the Regulatory Authority. Other information yet to be updated. Allocated to Sarah Wade 18/7/2012. Information to be displayed has been updated to meet regulations (7/8/2012).

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Standard 7.3

Educators Induction Policy

M 1. Formulate Induction policy in conjunction with staff, Director and KPV guidelines (if applicable). 2. Send out for review. 3. Once approved, publish procedure and distribute accordingly.


December 2012

Standard 7.3

Service management policies to be developed.

M Establish if and what policies need to be written in conjunction with Director and KPV guidelines (if applicable).

Required policies have been written, reviewed, published, and implemented.

June 2013

Standard 7.3

A schedule for reviewing Centre policies and philosophy is to be formulated.

H Determine review frequency for policies in conjunction with KPV guidelines.

Review table kept in policy folder.

June 2012 Review documentation has been formulated and issued for review (18/3/2012). Waiting for approval. Review Table has been approved and issued (20/6/2012).

Standard 7.3

Documented process for planning and review against the National Quality Standard

M Establish requirements for this area in conjunction with Director and KPV guidelines (if applicable).

Requirements have been established and met.

June 2013

Standard 7.1

Staffing policies

M Establish if and what policies need to be written.

Required policies written, reviewed, published, and implemented.

June 2013

Standard 7.1

Register of complaints to be developed.

L Develop register of complaints. Develop/review complaints process and implement changes as required. Consider providing an email address for complaints.

Register of complaints developed.

December 2013

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