Port Lincoln Children’s Centre 2017 Quality Improvement...

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Port Lincoln Children’s Centre 2017 Quality Improvement Plan

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Service details

Service name Service approval number Port Lincoln Children’s Centre

CS-00057370 : Provisional not yet assessed under NQS

Primary contact at service Joanne C Smith

Physical location of service Physical location contact details Street: 80 Saint Andrews Terrace /Box 787 Suburb: Port Lincoln State: South Australia Post code: 5606

Telephone: 0886833073 Mobile: 0474457283 Fax: 08 8683 2466 Email: [email protected]

Approved Provider Nominated Supervisor Primary contact: Ms Ann-Marie Hayes Telephone: 08 82263463 Mobile: N/A Fax: 0882260159 Email: [email protected]

Name: Joanne Smith Telephone: 08 8683 3073 Mobile: 0474457283 Email: [email protected]

Postal address (if different to physical location of service) Box 787 Suburb: Port Lincoln State: South Australia Postcode: 5606

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Operating hours

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

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

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

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

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

Monday Tuesday Wednesday Thursday Friday

Opening time Childcare Preschool

08.30am

08.30am 08.30am 08.30am 08.30am

08.45am 08.45am 08.45am 08.45am 08.45am

Closing time Childcare Preschool

17.15pm

17.15pm 17.15pm 17.15pm 17.15pm

15.00pm

15.00pm 12.00pm 15.00pm 15.00pm

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Additional information about your service

The following information will assist the Regulatory Authority to plan the assessment visit.

Port Lincoln is a city on the lower Eyre Peninsula, South Australia. It is situated on the shore of Boston Bay, which opens eastward into Spencer Gulf. It is the largest city in the West

Coast region, and is located approximately 280 km as the crow flies from the State's capital city of Adelaide or 646 km by road. The main industry in Port Lincoln is fishing and

farming. Within the Port Lincoln partnership, there are 5 other DECD preschools and 8 DECD schools. There are also 2 non- Government Schools.

The Port Lincoln Children’s Centre kindy program opened in 1966 in a hall on Kooyonga Avenue for Aboriginal children; it later relocated to Third Avenue before moving to its

current location in 1996 to include a Childcare program. It was the foresight of the Aboriginal community elders in 1995 to seek assistance from the Commonwealth Government to

establish a Childcare program to support Aboriginal families in our community. In November 2016, we celebrated our 50th Anniversary for our kindy program and 20th Anniversary for

our Childcare program. We held an Open Day and invited special guests Aunty Gerry Miller, who was a parent in 1966 and supported the kindy program and Aunty Faye

Goldsworthy, who was one of the first ‘teachers’; both ladies having a long connection to our centre. We are very proud of our history and how far we have come in terms of our

grounds, play spaces, building, learning experiences and staffing. The Director and teacher were also former enrolments in 1966 when it first opened. We are equally proud of our

strong connections with the Aboriginal community and the deep sense of belonging the Port Lincoln Children’s Centre creates for our families. We have an excellent representation

of Aboriginal parents on our Management Committee. They meet on a monthly basis to make decisions to support curriculum planning, purchasing of resources, review policies,

monitor finances, staffing and attend to work health and safety requirements. We value our connection to our community, we support community events as a whole site and our

events on site are well attended and supported, not only by our centre community but by our Aboriginal community. Our connection and country is reflected in all aspects of our

outdoor spaces and learning environments. This is portrayed in our Philosophy Statement which is prominently displayed in our front entrance.

Currently we have 43 children in our 3 and 4 year old kindy programs, including 41 who are Aboriginal children. There are 25 children enrolled in our Childcare program, including 19

who are Aboriginal children; including 10 who attend PLCC kindy. We are a category 1 site with 1:10 staff to child ratio in kindy and a physical capacity of 32. Our Childcare program

is a small mixed group with a physical capacity of 21. The capacity for the whole site is 53 however it is a shared floor space between kindy and childcare programs. In the Childcare

program, we adhere to the NQS staff to child ratio for Birth to 23mths, 24mths to 35mths and 36mths to school age. We are currently entitled to 1.0 Director, 1.0 teacher, 0.5 ECW

and 3 preschool support workers (who share 31.8hrs per week) to work with our high numbers of children who require additional support i.e. 65% of children speech and language

support. All children attending our kindy programs have their speech and language assessed in their first term of preschool. As part of the Aboriginal Family Literacy Strategy we

have a dedicated teacher for the 3 year old Aboriginal children as well as 2 teachers in the 4 year old kindy program. There are 3 Aboriginal support workers employed by the PLCC

Management Committee, through the Indigenous Advancement Strategy funding, and our bus driver to assist the delivery of our kindy program and support children’s learning.

https://en.wikipedia.org/wiki/City

https://en.wikipedia.org/wiki/Eyre_Peninsula

https://en.wikipedia.org/wiki/South_Australia

https://en.wikipedia.org/w/index.php?title=Boston_Bay_(South_Australia)&action=edit&redlink=1

https://en.wikipedia.org/wiki/Spencer_Gulf

https://en.wikipedia.org/wiki/As_the_crow_flies

https://en.wikipedia.org/wiki/Adelaide

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Mary Ware (support worker) also provides a cultural perspective to the learning program by sharing her ways of knowing, being and doing through storytelling and artwork.

Roxanne and Mary are currently taking the children through a process of learning about Australia’s history. This includes talking to them about how Aboriginal people lived before

white settlement, travels of Captain James Cook including what Port Lincoln looked like before white settlement. We believe this is a significant inclusion to our planning to teach

children about our history as a nation in a manner that is easy for them to understand.

The Port Lincoln Children’s Centres Management Committee employs our staff in our Budget Based Funded Childcare program which includes an Assistant Director, 2 Diploma

qualified and 3 Certificate 3 staff members, however this includes 2 staff who are enrolled and working towards their Diploma. We have a core pool of relief staff for kindy and

Childcare to maintain consistency for children and families. We all share high expectations for our children as capable and competent learners, we focus on fostering dispositions for

learning which is reflected in our planning and implementation of all learning experiences.

Port Lincoln Children’s Centre works with the local feeder schools to implement an orientation program for children starting at their school in the following year. Our feeder schools

include Kirton Point Primary School, Port Lincoln Junior Primary school and Lincoln Gardens Primary School and the occasional enrolment at St Josephs and Navigators (Non-

government schools).

We provide a bus service for our kindy program to maximise attendance and participation. Our future planning for Childcare is to support our families in need to access our childcare

program by offering a bus service.

Our kindy school holidays are in line with State holiday schedule, however our Childcare program is open 50 weeks per year.

We have had 2 Pupil Free Days on Friday 24th March with a focus on self-review for each quality area and Thursday 13th April with a focus on Critical Reflection on

Pedagogy/children’s progress against the Preschool Indicators: Numeracy and Literacy. We have a planned Pupil Free Day for Tuesday 13th June focussing on curriculum planning,

self-review and our 2 projects that we are involved with in 2017/2018. The 2 DECD projects include: Accelerating achievement in year 3 reading for Aboriginal children which is a

partnership project with the Kirton Point Primary School and a Critical and Creative Thinking project which is designed to collaborate with 3 other preschools across our portfolio

including Wudinna Kindergarten, Tumby Bay Kindergarten and Cowell Early Learning Centre.

Our whole site priorities for 2017 are the Wellbeing of our children, Keeping Safe: Child Protection Curriculum, Sustainability in the sense of caring for our earth, including sustaining

relationships and caring for each other, Aboriginal perspectives, as well as a focus on literacy and numeracy. We have introduced the ‘Fill a Bucket’ concept which is a positive

character building program to support our site priorities.

There is parking in the front of the building for parents and visitors as well as parking at the rear for our staff.

We are a Risk 2 (R2) site: on forecast of CATASTROPHIC the Port Lincoln Children’s Centre is closed.

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How are the children grouped at your service? Long Day Care operates as a small mixed group with staff child ratio as per NQS requirements: birth to 24months (1: 4), 25months to 35months (1: 5), 36 months to school age (1:

10).

Children who are eligible to start kindy before 1st May each year, attend our preschool program for two full days a week on Monday and Tuesday which totals 12.50 hours per week

(8:45am-3:00pm). They also attend a half day on Wednesday mornings 8:45am to 12:00pm which totals 3.15hrs per week. The hours are deliberate due to our bus run and low

attendance of the majority of our children as they do not always access their full 15 hours per week entitlement. An Early Learning Kindergarten program operates on Thursday and

Friday 8:45am to 3:00pm specifically for 3 year old Aboriginal children. Due to the low attendance of the majority of our children they do not fully access the 12 hours of preschool.

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

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Service statement of philosophy

Port Lincoln Children’s Centre supports Aboriginal culture, lifestyles and child rearing practices by valuing parents and extended families and acknowledging and respecting the cultural heritage that children, families and staff bring to the centre. We will refer to the articles in the child friendly UN Convention on the Rights of the Child.

We believe: • Every child has the right to secure, trusting, nurturing relationships (article1,2,3,19) • In respect for children, families, each other and the environment (article 29) • Families are important, they are the main educators and caregivers (article 5,28) • In equality, fairness and diversity (article19,23,30) • In being responsive to children, parent, staff and community voice (article 12,13,17) • That children have the right to positive play and rest throughout the day (article31) • All children are capable and competent learners (article 28,29) • In play based learning (article13,28,29) • In the importance of staff developing and maintaining trusting relationships with children, families and each other(article3,4,29) • Healthy eating is essential for physical and mental development (article 24) • Every child has the right to be safe (article19) • Every child has the right to challenge their capabilities (article 29)

We will: • Follow the requirements of the National Quality Framework and the principles and practices of the Early Years Learning Framework • Value and respect children, families, each other, community and the environment • Develop partnerships with families by listening and supporting them in their role of nurturing children • Be inclusive and respectful • Listen and respond to children, parent, staff and community voice • Provide a diverse environment that supports the opportunity for intentional teaching and includes areas for both quiet and active play that promotes individual knowledge,

strengths and interests • Make ourselves available to build and maintain close relationships with children, families, community and each other • Encourage, promote and provide healthy food choices • Model appropriate interactions and practices with children, families, staff and wider community as well as providing intentional teaching for safe practices • Encourage and support children to explore and learn through experiences • Create an environment that is safe but allows children to challenge themselves

Reviewed 15/4/2016 Reviewed Term 2 2017 (14 parents have reviewed Philosophy statement during Term 2 and agreed that there doesn’t need to be any changes or additions at this time)

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

Quality Area 1: Standards and elements

Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.

Element 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

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

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

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

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

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

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

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

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

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

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Quality Area 1: Related sections of the National Law and National Regulations

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

Quality Improvement Plan for QA1 Summary of strengths for QA1

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, and confidence as learners and effectiveness as communicators. We have streamlined our processes for gathering information from parents and children to be similar in both Childcare and kindy. Individual learning Plans are mandatory for all Aboriginal children in preschool however we encourage all families to complete an ILP to inform the planning and design of our individual children’s programs. We have interviews with parents prior to a child starting Kindergarten and Childcare as well as weekly kindy home visits to encourage families to participate in decision making and designing an individual program for their child. Educators observe children’s interests which is incorporated within programs. Developing relationships is a high priority for us as this allows for community connections to be established through families. One of our priorities for 2017 is the Wellbeing of our children which has been implemented through the ‘Fill a Bucket’ concept. Educators are using what they have learnt at professional development opportunities and access professional reading to support and guide our discussions about the links between Literacy and Numeracy Indicators, critical and creative thinking, executive functions, oral language, wellbeing and learning. Resources we use for programming: Belonging, Being Becoming/ Preschool Indicators: Numeracy and Literacy/ Keeping Safe: Child Protection Curriculum/ Reflect Respect Relate. Documents we use for programming: Individual learning Plans, Information sheets from families, Individual programs, group goals, evaluation of individual programs, staff minutes to reflect on what worked and what didn’t, Our Journey programming book, A2 floor book to record, educator observations.

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Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program. We gather information through our programming cycle that includes parent and child voice, educator observations and knowledge, speech and/or language goals/ additional needs to plan and implement individual programs for each child. Educators use this information in conjunction with information gathered from families to collaboratively make decisions on the teaching and learning programs for individuals and groups of children. Educators come together to critically reflect on children’s progress in weekly meetings informing our next program cycle. Children are encouraged to think about what they would like to happen when it is their program time. Whole site goals are focussed on our priorities for 2017 that enable children to be active participants in learning of new knowledge and skills. Whole site and individual programs are developed using the interests, ideas and culture of the children as well as incorporating the knowledge of families and educators. Childcare programming cycle is based on children’s interests and whole group goals which is recorded in a floor book.

Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning. Visuals and bells are used to support children with additional needs or low language to assist them in knowing when transition points and routines happen. Ringing the bell is one way in which kindy uses to support children to transition from outside play to morning whole group time and morning tea, it is used by the helper of the day who also uses the microphone to stand in front of the whole group to say good morning to children and educators as part of our roll call and attendance check. Visuals are used to remind children to use sunscreen before going outside, selecting a locker for them to use on the day and baskets of resources. We have a predictable routine which enables children to become familiar with what is happening throughout the day to develop their self- help skills such as unpacking their lunch items that need to go in the fridge, finding their name tag at beginning of the kindy day, selecting a locker and packing their belongings away. We believe that a lot of valuable learning occurs within the context of our daily routines that support children to be lifelong learners. Throughout the day, children are provided with opportunities to build on or learn self-help skills, taking care of their belongings (such as putting their shoes/jumpers/hats in their lockers) at mat-times (speaking in front of a group, eye contact, listening, asking questions, and thinking). Meal times provide opportunities for educators to sit with and talk to children about healthy food choices, where the food comes from, table manners and turn taking.

Element 1.1.4 The documentation about each child’s program and progress is available to families. Many of our families utilise our bus service so we needed to approach the way we share and gather information from families differently. Kindy implemented a home visiting program in 2007 which enabled families to have input in to their child’s individual learning programs and whole centre events. We have a few different ways to provide feedback to families through home visits – sharing profile folders, newsletters, talking to them about the display at Woolworths supermarket twice a year as well as being available to parents/caregivers when they come into the centre. Individual program feedback forms have been implemented in 2017 to show families that we value their input by including their voice in children’s programs. Children’s profile folders are readily accessible for families and children to look through, the folders document individual and group learning as well as documenting special events and learning opportunities at PLCC. Educators are involved in documenting children’s progress via daily program book, individual learning stories, and evaluating children’s individual programs.

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Element 1.1.5 Every child is supported to participate in the program. We employ Preschool Support Workers in the kindy to support individual children and small groups to enable each child to fully participate in the program. Children with additional needs are referred to Support Services with parent permission. We liaise with the DECD Special Educator for assistance with preschool support hours for speech, language and behaviour guidance and specific strategies to support children. We liaise with Port Lincoln Aboriginal Health Service and Community Health Allied Health Services for children not enrolled in preschool. We have Healthy kid’s clinic through the Port Lincoln Aboriginal Health Services Maternal Health team to provide general health checks and follow ups with families for additional referrals. Parents must sign a consent for their child to participate in the Healthy Kid’s Clinic. Our visits to TAFE library is an opportunity for children to participate in reading and selecting books of interest to borrow for the centre. To ensure all children are supported to participate extra support is put in place when going on excursions. Children with diagnosed speech and language needs have 1:1 and small language group support with an educator who works on specific programs which cater for the needs of the child. The DECD Speech Pathologist, Amy Jolly provides detailed programs/strategies which are known and followed by all educators.

Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world. Educators have developed skills in identifying children who need additional guidance to make positive choices and participate in the learning program. The introduction of a positive character building program in term 1 has assisted children to develop their confidence and ability to make choices, it has also enabled most children to have the ability to express their feelings in a positive way which has a flow on effect that allows for children to make decisions confidently that enhance their learning. We include children’s voice at every opportunity, whether it’s a decision about the learning environment or assessing benefits/risks of particular activities or pieces of equipment.

Element 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation. We document children’s learning and share the learning with families through newsletters, profile folders and individual program updates. Statements of learning are provided in term 4 for families and the relevant Reception teacher, detailing a child’s learning journey against the 5 EYLF outcomes and the Preschool Indicators: Numeracy/Literacy. We take lots of photos to capture/record the learning that is happening on a daily basis. We support the parents of children with additional needs who at times struggle with separation by providing a phone call, a photo via SMS (parent permission is sought to be a part of this information sharing program), or a page of photos as a reassurance that their child has settled into kindy or Childcare. Educators reflect on site priorities and collaborate on what works, what didn’t, why and where to next, discussions are held at staff meetings and informally between educators.

Element 1.2.2

Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning. Educators respond to children’s ideas and play through providing props requested by children and involve children in thinking about what else could be added to their play. The outside environment offers a wide range of areas to extend children’s ideas and the equipment that they use. Intentional teaching moments are not only confined to indoor mat times but in the way the environment is set up to enable children’s learning to continuously grow. Whole group mat times and small group times are used to introduce new concepts, extend children’s thinking, revisit children’s understanding and knowledge using the stop and think concept, educators are implementing a visible thinking process for the children.

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. Educators use the information from families, their observations and knowledge of children and the children’s interests to work together to plan and implement whole site goals and individual learning programs. Information from Support Services is readily included in planning for individuals and groups of children.

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Key improvements sought for QA1

Standard/element 1.1

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

Identified issue In previous years we have been skimming the surface of various topics but this year we want to go deeper in the learning for children and ensure that all educators are active participants in the intentional teaching opportunities.


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

Identified issue In previous years the questioning and “who is doing the thinking” has been educator led – we need to empower children to do the thinking and be problem solvers of their own learning.


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

Identified issue Educators not documenting critical reflection in program book.

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Improvement Plan

Standard/ element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

1.1.3 BLUE is Specifically for Kindy improvement plan

That deeper learning and recording of this learning reflects the intentional teaching by all educators

H

All educators being active participants in the planning and implementation of priority areas for children including intentional teaching and children’s progress Improved documentation of all components of the learning cycle.

Feedback from families – informing of deeper learning Children showing evidence of deeper learning outcomes across the 5 EYLF areas/IPNL Evidence and documentation reflecting the intentional teaching moments

Immediately ongoing

Term 1 – whole centre panning day identified priorities for year – wellbeing, keeping children safe, sustainability, Marte Meo, literacy and numeracy concepts were discussed and planned for. Throughout term 1 and term 2 educators have introduced new concepts with explanations, revisiting and providing opportunities for children to recall the intentional teaching moments. Stop and Think, fill a bucket, hold on to questions/thoughts concept was introduced in term 1 which requires children to think deeper about what they are doing. Roxanne explained Stop and think concept to families and one parent reported her son had used those words at home and wondered where she had learnt these words from. Fill my bucket concept has really developed the children’s use of and understanding of the language and empathy for others All kindy staff are responsible for planning and implementing individual programs for children which includes children assisting in designing their program e.g. a child is interested in dance so they went to Miss Odette’s dance school Documenting still needs improving i.e. the recording of intentional teaching – teachers have requested a whole group mat time be filmed to reflect on their practice and to improve questioning skills.

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1.2.2 1.2.3 Green is specifically for Childcare

All children at PLCC to develop and improve their Creative and Critical Thinking skills in particular the Stop and think / Working memory (focus on Executive Functions) Children’s learning documented on a daily basis that reflects their interests and ideas by all educators intentional teaching moments documented

H

H

All Educators to be confident in their knowledge of levels of questioning and use open-ended questions Educators will be confident in their knowledge and skills to empower children to see themselves as powerful learners Introduce Executive Functions language – stop and think/hold onto that idea (working memory) Encourage children to express their ideas and thinking through a range of mediums – paper, clay, song, dance Practise reflective exercises at team meetings Bring “program book” to meetings to reflect and make P.L.O.D’s When educators write in “program book” they will record the learning that is

Documentation of children leading the thinking and having the ability to answer open-ended questioning Children demonstrated increased Executive Functions Children drawing their thinking Informed program ideas, ideas extended Children’s learning progress recorded Educators sharing information about children

Critical and Creative thinking project collaborative network day 7/4/17 /state wide network day in Adelaide on 16/6/17 Ongoing Introduce in June – observed this concept at a visit to Aldinga Children’s centre in May Start immediately to build up skills

Term 1 Roxanne talked to kindy staff about the C&CT project- shared some articles Roxanne & Joanne attended a C&CT planning day on 7/4/17 with involved sites. Developed an inquiry questions, read articles, visited Aldinga children’s centre and reception classes to observe partnerships between preschool and school. All educators using the language of stop and think, fill a bucket and hold on to that idea. Educators are getting better at formulating open ended questions and giving children the time to think before answering Term 2 Roxanne talked to staff about Executive Functions with a focus on stop and think and working memory and developed a book to document articles, staff knowledge, wonderings, C&CT moments, examples of children’s learning. Kindy staff given articles to read with an expectation to share some big ideas or something from the article that resonates with them, as well as bring an example of Stop & Think observation of children using this concept Filming of whole group learning, explaining, revisiting, recalling for educators to reflect on intentional teaching Staff beginning to note Intentional teaching ideas to reflect week’s events. Critical reflection tool introduced at staff meeting for staff to practise. Staff using the ‘program book’ to assist with planning activities and following up 9/11/2016 – Critical reflection tool not been

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Educators following up on children’s interests

taking place

used in group because of lack of team meetings *individual staff are more aware of their own reflection practices 6/3/2017 – recently we have been able to release staff from floor to write up learning stories 31/5/2017- getting all staff to team meetings still difficult – need to have clear notes for educators to read about follow up activities 2/6/2017- those who don’t attend meetings need to have a way of communicating thoughts and reflection about program

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


Standard 2.1 Each child’s health is promoted.

Element 2.1.1 Each child’s health needs are supported.

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

Element 2.1.3 Effective hygiene practices are promoted and implemented.

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

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

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

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

Standard 2.3 Each child is protected.

Element 2.3.1 Children are adequately supervised at all times.

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

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

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

Quality Area 2: Related sections of the National Law and National Regulations 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

2.2.1 regulation 79 Service providing food and beverages

2.2.1 regulation 80 Weekly menu

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

2.1.4 regulation 89 First aid kits


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

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; and (ii) sun protection; and (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

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

Quality Improvement Plan for Q2 Summary of strengths for QA2

Element 2.1.1 Each child’s health needs are supported. We have a whole site approach to healthy eating and encourage families on enrolment to provide healthy choices for snacks and lunches, we offer fruit, cheese and milk for morning tea, Childcare provide sandwiches and a hot meal for lunch that meet the Right Bight Easy Guidelines and fruit for afternoon tea. We receive 9 loaves of bread donated by Baker’s Delight on a weekly basis, which greatly assists our capacity to offer sandwiches for children. We have recently reviewed our Sun Smart, Hot Weather, Hygiene Practices and Infectious Control, Sleep and Rest. Safe Arrival and Collection of Children Policies. Children with additional needs are referred and strategies implemented to support them to participate fully in the program. We liaise with DECD Support Services, Port Lincoln Aboriginal Health Service, Community Health Allied Health Speech and OT, Child and Family Health Service to support children’s needs. We attend Child Development Unit meetings to provide information to assist in developing Health Care Plans for children with ASD or Global development delay. In 2016, we consulted with PLAHS and CAFHS to work together to lessen the impact on our learning program for children. In 2017, both services combined visits, providing a more streamlined approach to 4 year old assessment for families. A Healthy Kids Clinic has been implemented through PLAHS to visit on weekly basis for general health checks. On occasion a Doctor will also be in attendance to support health workers to determine the needs of the children Each educator is trained in First Aid HLTAID004 including asthma, anaphylaxis and CPR. As mentioned, educators work with families and specialists to develop Health Care Plans as required. Port Lincoln Aboriginal Health Service provides advice regarding information to provide to families e.g. developing an asthma information pack for our families, trifold on scabies/school sores. We have worked with PLAHS to support their implementation of a free information session on Autism due to concerns in the Aboriginal community in term 2. Recently PLAHS notified PLCC that they had a number of confirmed cases of Whooping Cough at the clinic therefore providing an information trifold on Whooping Cough which we gave out to our families.

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 Children are provided with opportunities to rest and relax throughout the day. Babies have their sleep times when needed and are regularly checked, older children in Childcare have a rest or sleep after lunch. Kindy children have a scheduled quiet time after lunch. Spaces are provided during the day for rest or quiet times, there are cushions and couches for children to access. Mats, cushions and books are often taken to the bike track area in the afternoon if kindy children prefer to sit and read instead of riding bikes. There are quiet spaces outdoors under the veranda and trees for quiet moments.

Element 2.1.3 Effective hygiene practices are promoted and implemented. Hand washing is embedded throughout the day, children routinely wash their hands before meal times and after toileting. Hand washing is consistently supervised before meal times to ensure that all children are engaging in this routine. Childcare children are staggered to enable effective hand washing by the younger children. We installed foam hand washing which is easy for children to access to wash their hands. Nappy changing and toilet training procedures are adhered to, to ensure effective hygiene for children and educators. Educators developed a Handwashing chart for a visual reminder to support children’s hand washing techniques. In 2015 the Port Lincoln Aboriginal Health Service offered a Healthy Ears program through the Tobruk Centre for Child Development with funding thorough the Rural Doctors Workforce. As part of the program we had 2 Speech Therapists visit our centre on a weekly basis to implement a Healthy Ears program. The introduction of the correct nose blowing technique assist educators to model this for children. This resulted in children in childcare and kindy blowing their nose more regularly, in particular before mat times. A book was also produce to remind children the correct procedure for blowing their nose. This practice has continued to be a part of the routines to ensure children’s learning opportunities are maximised. Blowing nose is practiced before mat times to ensure children’s ear canals are free of mucus.

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. We refer to the ‘You’ve got what? resource for information and control measures around the spread of infectious diseases. Children are excluded if required depending on illness or disease, notification to Port Lincoln City Council Health Inspector is required for notifiable conditions, notification on the DECD Incident Reporting Management System is also a requirement for confirmed cases of Infectious Diseases i.e. Whooping Cough. Additionally as per DECD requirements, records of immunisations are sighted/recorded on enrolment and children are excluded if they are not immunised against a Vaccine Preventable Disease. We notify parents immediately if a child becomes unwell and we notify all families if an infectious disease is confirmed. A notice of notifiable disease is displayed as required under NQS as well as individual notes sent home with families. We contact Port Lincoln Aboriginal Health for pamphlets to provide to parents if an outbreak occurs e.g. head lice and scabies. Risk assessments are completed and control measures are put in place to prevent injuries or incidents although we acknowledge that we cannot identify every risk, however, we do assess and put in place measures to prevent where possible. Incident forms and injury forms are used to record children’s injuries/ incidents. Health and hygiene practises are continuously implemented throughout the day i.e. children are encouraged to blow their nose and put tissues in the bin before washing hands.

Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child We promote healthy food choices on enrolment, at Open Night with a display of 3 healthy lunch box options which is offered as a door prize for families who attend. Our practice is to educate children and families to make healthy food choices and understand that not all of our families are in a financial position to provide healthy choices. We provide fruit, cheese, milk and sandwiches for children who require snacks or a meal during the day. The Childcare cook provides hot, nutritious meals at lunch time that meet the Right Bite Easy Guidelines. The cook has the opportunity to provide healthy snack ideas/recipes in our newsletter.

Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences is appropriate for each child Children have the opportunity to participate in outdoor play spaces which cater for gross motor skills such as climbing a tree, walking up steps to the monster fort, running, kicking, throwing catching a ball, riding bikes or scooters, digging, carting, balancing and challenging their own capabilities. When a child in kindy has an interest in football, basketball or dance, the kindy teachers use this information to plan children’s individual programs which can be implemented as part of our whole group activity. For example, in 2016 during term 4, we had quite a few children interested in basketball so we organised basketball clinics at the Kirton Point Primary School Arts room, on a fortnightly basis with 2 Aboriginal Mallee Park basketball players, who ran a basketball clinic with children who chose to attend, this year a female child wanted to do dancing for her program so a visit to Miss Odette’s dance school was planned. During terms 1 and 4 we plan wet and wild days which gives children another opportunity for gross motor physical activity such as crushing frozen water with hammers/rocks, slip n slide mat, sprinkler, mud patch digging. Kindy organises 2 visits per term to Kindergym to support children’s physical development, the children enjoy trying out the different exercise equipment which further strengths their skills and abilities.

Element 2.3.1 Children are adequately supervised at all times Staffing in the Preschool consistently meets our Category 1 staff to child ratios of 1:10. Staffing in the Childcare adheres to the following staff to child ratios: 1:4 for birth to 24mths,1:5 for 25mths to 35mths and 1;10 for 36mths to school age in childcare Educators position themselves to ensure that children are adequately supervised by sight and sound. Additional staff are employed to lower child to staff ratio on excursions outside of PLCC as per DECD Camps and Excursion Policy.

Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury Educators maintain a safe learning environment for children on a daily basis; we conduct daily morning outside checks to ensure the outside spaces are safe and free of any risk factors. Risk assessments are carried out when required for learning environments, excursions, benefit risk discussions are also conducted/recorded with children for specific learning activities such as using a hot glue gun.

Element 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented. Port Lincoln Children’s Centre has clear procedures in place to follow in the event of an emergency. A Fire Warden is elected at the beginning of each year. A Serious Event/Injury Procedure has been developed and displayed for Responsible Person to implement in the event the nominated supervisor is absent. In-vacuation and Evacuations are practised termly (3 monthly). We inform parents through our Parent booklet and newsletters of our Emergency procedures. Families are provided with our Bush Fire Action Plan at the start of each bush fire season. We have a satellite phone to use in the event of telephone network failure. In the event of a catastrophic forecast families are notified of our centre closure. If an emergency occurs during the day, emergency procedures are followed. The centre Director notifies the Education Director of a critical incident and promptly enters the details on the IRMS portal in order for DECD and the Regulatory Authority to be informed of any serious incident.

Element 2.3.4 Educators, co-ordinators and educators members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect. All DECD and PLCC employed educators have completed the RAN-EC training and are aware of how to report/manage abuse related incidents. The Keeping Safe Child Protection Curriculum is implemented each year with a focus on; the right to be safe, relationships, recognising and reporting abuse, and protective strategies. Childcare educators are required to complete both the RAN-EC and Child safe Environments as per our funding agreement with the Commonwealth. An Act Record Monitor chart has been developed to assist educators determine the response to indicators of abuse or neglect.

Key improvements sought for QA2 Standard/element 2.1

Element 2.1.1: each child’s health needs are supported.

Identified issue Effective planning needs to be incorporated in to daily routines to ensure each child’s needs are provided for and to be followed by all educators. e.g. children with additional needs providing quiet safe spaces, using microphone or small groups for children with hearing, children towards front of group to be closer to educator at whole group mat time.


Element 2.1.3 : Effective hygiene practices are promoted and implemented.

Identified issue Not all children are washing their hands.


Element 2.3.4 : educators, coordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.

Identified issue Not all staff are confident in identifying indicators for abuse or neglect to make a report on CARL.

Standard/ element


Priority (L/M/H)



2.1.1 2.1.3

Children with additional needs are fully supported by having their health and wellbeing needs consistently planned and provided for by all educators All children washing their hands

H

H

Children’s wellbeing and comfort needs to a part of regular staff meetings to ensure these are provided for and reflected upon Supervision in bathrooms at hand washing times, especially with younger children Educators modelling hand washing techniques to children Make hand washing enjoyable i.e.

Evidence recorded in staff meeting minutes and evidence that needs for wellbeing and comfort are met Children are happy to wash their hands Children role modelling and helping younger children to wash their hands

immediately immediately

Children with additional have been identified, triggers have been identified and support in place for children, with risk assessment requiring extra control measures when going on excursions outside of centre, support has been accessed through DECD Special educator Informal discussion however not recorded in minutes about children’s wellbeing and comfort provision Risk assessment for excursion outside of centre requires extra control measures Child Development Unit meetings attended by relevant staff Staff member to be in bathroom to supervise Songs and to be used to expand washing time. 8/11/2016 – sending children to bathroom gradually so it is easier to access basins

Sing a song Educating children on why we wash our hands

April 2017- changed the hand washing poster in the bathroom to one showing more steps in the process. Used current children attending the centre.

2.3.4 That all educators are confident to identify indicators of abuse and neglect – to Act, Record and Monitor That management know their roles and responsibilities to ensure educators are supported in identifying and responding to children at risk of abuse and neglect

H

Educators regularly having confidential conversations that allow for regular check ins that will support them to identify indicators of abuse and neglect- discuss protective behaviours at staff meeting

All management committee members attend RAN-EC for volunteers training Educators confident to seek support when needed

Immediately ongoing

All educators and staff have current Reporting and Responding to Abuse and neglect training A.R.M chart has been developed to support staff through process. Educators seek advice if any concerns arise and confidential conversations are had between primary educators Management committee members support the costs for all PLCC staff to have up to date training 2 management committee members have current volunteer RAN-EC certificates with the intention to provide a session for all committee members on June 19th 2017.

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


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

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

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

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

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

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

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

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

Element 3.3.1 Sustainable practices are embedded in service operations.

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

Quality Area 3: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

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

3.1.1 regulation 112 Nappy change facilities

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

3.1.2 regulation 116 Assessments of family day care residences and approved family day care venues

3.1.1 regulation 117 Glass (additional requirement for family day care


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

Quality Improvement Plan for QA 3 Summary of strengths for QA3

Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose We are very proud of our outdoor play spaces, we have worked hard over the years with each other, our Management Committee (for approval), Port Lincoln High School cadetship students (ideas and hands on deck) and Port Lincoln Community Council work gang and a grandfather to provide resources and to create an exceptional outdoor play space that caters for the needs of all ages and abilities of children who access PLCC. Our Reconciliation Area, Bike track and mud kitchen are examples of the considerable work that has occurred over the years to achieve a space that fosters wonder, imagination, challenges children’s capabilities, tests their theories/investigate, to be creative and curious, resourceful and purposeful. We have the capacity and regularly bring the outdoors inside by using natural resources in our yard. We have fixed and movable equipment that children use or we provide on request if stored in sheds. We monitor and replace or remove any furniture or equipment if it cannot be repurposed or fixed. Educator’s awareness and provision of resources with multiple uses has increased. We access items for repurposing when possible such as pallets, old sinks and house hold items that can be utilised for the children. We provide furniture and resources suitable for their purpose and the ages of children accessing our centre. We have 2 height sizes of home corner furniture to be responsive to the needs of Under 2s who enjoy spending time in the home corner both indoors and out.

Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained. We maintain our learning spaces to be clean and safe for children and educators. A contract cleaning service cleans our centre 5 nights per week with additional cleaning occurring during kindy holiday times such as steam cleaning of mats and cleaning windows. Our kindy bus is cleaned on a weekly basis as well as detailing done at the beginning of kindy year or as required in the event of toileting accidents or illness while children are on the bus run. Childcare toys are cleaned on a weekly basis. Kindy toys are cleaned termly or as required. Large equipment is cleaned on a needs basis or when required. Before the Christmas holiday break the whole centre goes through a spring cleaning and stock take process to eliminate excess items. We consult with our Facilities Manager to ensure any additional play spaces comply with the Australian Safety Standards.

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. Our centre provides and promotes areas for participation of all ages and stages of development. We believe our spaces offer resources and areas that allow for flexible use and multiple purposes such as an area under the veranda can be used for a fairy garden, quiet space for reading books and blocks. Educators have the knowledge and capacity to adapt our environment to cater for children with additional needs when required.

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. Our indoor and outdoor spaces are designed for high quality intentional teaching and spontaneous teaching and learning moments. Our Reconciliation Area is used for Aboriginal Cultural practices to be shared with children and families such as cooking Kangaroo tails, making damper and frymar. Children are involved with the whole process of gathering wood, stacking a wood pile in fire pit then watching an educator light the fire and show them the process of cooking kangaroo tails or frymar. Children are taught and reminded about fire safety and know the rules and boundaries of where to stand when we have a fire going. The fire pit was also utilised for celebration such as a Father’s Day lunch when a child indicated that he likes camping and cooking marshmallows with his dad so we invited our dad’s to share a BBQ lunch and cook marshmallows with their children. Children are given opportunity to access the Reconciliation Area and Bike track to engage in natural environments. Each day children have the opportunity to participate in outside physical play and our environment offers many opportunities to develop gross motor skills. Seclude sanctuary spaces are planned for to allow spaces for children to retreat but still within line of sight of educators such as beneath trees, amongst flowering reeds, couch, cushions and under the veranda.

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. We consider the needs of children when purchasing resources for learning through play. We are always on the lookout for items that can be repurposed in our community. We have ample resources to cater for the needs of all children, the knowledge of home life experiences enables us to provide items, resources and learning experiences that most of our children may not have access to in their homes. Children have the opportunity to ask for items they know is stored in the equipment shed.

Element 3.3.1 Sustainable practices are embedded in service operations. In 2016, 3 educators attended the ECA Conference in Darwin and became aware of the term ‘sustainable futures’ which is far more than just having worm farms and recycling. At the beginning of 2017 we committed to a whole site approach to teaching children about sustainable practices which includes sustainable futures. We introduced this concept through caring for our environment, the earth and caring about other people and each other. We implemented the ‘Fill a bucket’ concept to assist in the delivery and understanding of caring for each other and having empathy without gaining or expecting anything in return. Children and educators have embraced this concept and it is evident in the use of ‘fill a bucket’ language. Children are encouraged be participate in the whole process of our vegetable garden from weeding/preparing the ground, planting, watering and harvesting. The children enjoy watching the vegetables grow, children have also participated in growing plants from seeds. We use produce grown in the garden as a learning opportunity for children to taste different vegetables and to see where vegetables come from. We installed solar panels and water tanks as a long term plan to assist us in sustainable practices, we recycle our cartridges at the Post Office and use reusable items for children’s play experiences. Recycling, reducing and reusing is an ongoing exercise for all staff and children to ensure we continue to become stronger in sustainable practices throughout the whole centre. We have recycling bins inside, outside, staff work room, kitchen and in Directors office to assist us with the collection of recyclable items.

Key improvements sought for QA3 Standard/element

3.3 Element 3.3.2 : children are supported to become environmentally responsible and show respect for the environment.

Identified issue In previous years we have only skimmed the surface of what sustainability means – we need to get better at thinking deeper and teaching children to care for the environment and why we should be caring for the environment.

Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment We collect food scraps for our compost bins, which children are involved in topping up with scraps, a Childcare child brings in a bucket when she attends to collect the bread scraps for her nana’s chooks. A book was made of her feeding the chooks with the scraps collected from PLCC. Children are encouraged to climb trees with the knowledge that they need to take care as to not break any branches, they can also pick flowers that are grown for that specific purpose. Children assist educators to keep the learning environments clean and safe of rubbish.

Standard/ element


Priority (L/M/H)



3.3.2

That all children have a knowledge and understanding of why it’s important that we care for our environment i.e. why we recycle paper, containers, turn off taps. Sustainability isn’t just about worm farms, recycling and reusing - it’s also about sustainable futures for our children, centre and community.

H Consistent whole site approach to engaging children in the thinking around sustainability, caring for the environment and each other, to be global citizens By having discussions about being environmentally friendly documented in floor books Educators discuss how and why to be sustainable and record these discussions Intentional teaching, posters, books that are meaningful and relevant to our centre and community Utilising what we have at the centre- creative use of our resources

Changed approach throughout the centre around what sustainability means and how it is enacted at PLCC. Children using the language of sustainable futures – caring for the earth and each other Children and all staff actively recycling and reducing waste Noticing and documenting children’s conversations during their play Conserving water

Started term 1 ongoing

8/11/2016- reusing household items in play and craft Informal discussion about wasting water etc. Keep changing books in book shelf and sleep area and use those that are relevant to environment Collecting food scraps for compost is an ongoing practice with children involves in taking scraps to the compost bin. We have emptied one bin and the children are noticing the difference in the end product. This is used in the vegetable garden. Term 1 2017 – introduced books What does it mean to be green? and what does it mean to be global? what is a normal family? and Fill a bucket books.

6 Literacy kits developed for families to borrow on a 2 week basis or as required, which included these books to support children and families at home to use this language and understand the concept. 1/5/2017 – bread scraps are collected and taken home by a child for her chickens A picture book was made showing how she feeds the scraps to her chickens Educators using the language of fill a bucket and caring for the environment, children using the language with each other sowing empathy towards others, Children noticing the changes in the environment Repurposing items where possible Haven’t used the concept of Global

citizens language as yet, however the use of fill and empty others bucket language shows children’s understanding of having empathy or willingness to do something for another without getting anything in return.

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

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

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

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

Element 4.2.1 Professional standards guide practice, interactions and relationships.

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

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



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


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.


Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times. In 2016, our induction process was reviewed and the induction booklet revised to streamline WHS policies and procedures for staff, with the assistance of Phil Foreman Tercel Human Resources. A bus induction procedure was also developed and implemented in term 1 of 2016 and 2017. Current employees are re-inducted at the beginning of the new year using the revised staff induction handbook. Work placement students and volunteers are required to attend an induction meeting with Director or Responsible Person before commencing work placement. All educators are adequately trained and are encouraged to be vigilant to ensure legal requirements are current such as Working with Children clearances; First Aid, Child Safe Environments and RAN-EC training are up to date. Educators are also trained in fire extinguisher use, asthma care and anaphylaxis. 3 DECD teachers have attended the Keeping Safe Child Protection Curriculum with the intention to implement the program over the year. DECD employees have accessed the Code of Ethics online training as required. The ECA Code of Ethics poster is displayed in staff room for all educators to have access. A Warden and WHS committee is elected or self-nominated at the whole site planning day in week 0. Rosters adhere to staff to child ratios for category 1 sites and as per the NQS ratios for children in Long Day Care to ensure children are adequately supervised at all times.

Element 4.2.1 Professional standards guide practice, interactions and relationships AITSL Professional Standards for Teachers are used as a guide in identifying strengths and areas to improve in for teachers to develop their professional development plans. Long Day Care educators and Preschool Support/ECW’s are required to use the ECA Code of Ethics as a guide to develop their professional development plans. All educators are required to identify 1 goal from our Quality Improvement Plan that they will focus on to support our aim to achieve our goals. PD meetings between educators and Director are staggered over terms 1 and 2 to ensure each staff member meets to share their PDP and it is reassessed in terms 3 and 4 as part of our continuous improvement cycle. PLCC has actively used the Respect Reflect Relate observation scales to guide their practice and planning and implementing programs for children to maximise the learning for each child. Our focus for 2017 will be the Wellbeing observation scales to measure children’s wellbeing and involvement as well as the Active Learning Environments to use as a reflective tool on practice and how environments support children’s learning needs including literacy and numeracy and critical and creative thinking.

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. 2016 was a challenging year for our kindy leadership team, team moral and curriculum implementation suffered and we needed to identify a way forward to improve outcomes for children and reignite educator’s passion for teaching and learning. 3 kindy teachers attended a leadership boot camp in Adelaide in term 1 of 2016, this was the start of a new way of planning and utilising the strengths of each staff member. PLCC Educators are supported to access ongoing professional learning, training and development based on site priorities, interests, needs and availability. Educators are encouraged to share their professional learning with others in the work place and beyond. In the last few years and most recently this year, our staff have shared their learning and knowledge with other early childhood educators in our region. In 2016, Nadine and Joanne presented our learning/inquiry for the Aboriginal Family Literacy Strategy at the end of the year at an EXPO day for DECD AFLS sites. Roxanne has shared our Numeracy Inquiry project with DECD preschool Directors in 2016 at a partnership portfolio conference. Lisa and Stacey shared their professional learning at a DECD whole of Partnership early years session which focussed on sharing the learning from the ECA Conference they attended in October 2016. In 2017, Joanne facilitated 2 sessions on Quality Area 4

staffing arrangements and Quality Area 5 Relationships with children to Koonibba Child Care Centre staff at a conference in Adelaide to support their understanding and improvement cycle. Educators support one another to improve their practice and continually reflect on what works, what doesn’t work, why things don’t work and work collaboratively to achieve good practice. Educators use different tools to help them work towards achieving good practice such as the RRR observation scales and filming of mat time learning. In 2015, a leadership team was developed to ensure literacy and numeracy indicators were implemented to improve knowledge and understanding across the kindy program. This leadership team has grown in professional practice and knowledge of kindy teachers, who have begun to source research to support their theories about children’s learning. Roxanne has embraced her leadership role through sourcing research to back up her wonderings and including all educators to take an active role in planning and implementing learning experiences for children. Roxanne has developed strategies to introduce new concepts, as well as working collaboratively with educators to improve practice. In 2017, we have extended our leadership team to an Educational leadership team consisting of Lynn, Lisa and Emma who have accessed professional learning opportunities to understand the role of educational leaders and to support each other. At present they are ‘in training’ as educational leaders with the aim to take a lead role in decision making around professional learning and curriculum decisions.

Element 4.2.3

Interactions convey mutual respect, equity and recognition of each other’s strengths and skills. After the leadership boot camp in 2016, the strengths of educators were more often recognised but not used intentionally to support children’s learning in a formal context. At our whole site planning day in January, we looked at the Virtue Reflection cards, staff chose a virtue that they thought was a strength for them and a virtue that they would like to work on during 2017. In term 2, educators participated in the Character Strengths survey which reflected their virtues chosen in term 1, this was reflected upon at a staff meeting where educators shared their top 5 strengths and it was heartening to hear other educators acknowledge and share their observations about each other’s strengths. In term 1 2017, Joanne and Roxanne attended a Strengths based workshop with Robert Biswas Diner – this affirmed that we use the strengths of other educators but challenged our thinking about how do we incorporate the strengths of children in to daily routines and programs. Performance Development processes are both formal and informal. There are opportunities for educators to highlight their own and each other’s strengths and share these strengths to enhance learning experiences for children: For instance, Lisa is very musical and shares her love of music through introducing new instruments to children; Mary is very artistic and has cultural knowledge that is incorporated in to learning experiences; Danni and Stacey use their keen observations skills to extend and enhance discussions to support children’s learning; Rebecca and Emma strengths lay in their relationships with children, their empathy and understanding of children’s needs. Kingsley’s strength is the respect and relationships with the children on the bus run and his ability to work out safest bus routes to ensure children are collected and returned to their families in the safest practicable route. Kerry’s sound financial knowledge assists the Director and Management Committee to understand and be informed of our financial management systems. Each staff member has strengths that are highlighted in some way throughout the day whether it is a planned or spontaneous interaction or experience.


Element 4.2.2 : educators, coordinators and staff work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships.

Identified issue Not all educators are recognising the strengths of others and utilising the knowledge and skill sets to plan and implement programs for children.


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

Identified issue Not all educators are utilising their strengths or the strengths of others.

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Improvement plan Standard/ element


Priority (L/M/H)



4.2.2 4.2.3

The strengths of each educator is recognised, respected, acknowledge and utilised to enhance the learning experiences for the children

H

Discussion at staff meetings to recognise specific skills sets of educators All educators are involved in some way in implementing learning experiences that reflect their skills

That all educators feel respected and their skills used Documentation of a wide range of children’s learning experiences that showcase educators specific skills

Immediately ongoing

8/11/2016- staff are understanding different roles within the centre which recognises strengths and interests (e.g. Danni & Stacey). Individual staff strengths have been identified informally and used to plan and implement learning experiences for children Lisa has an interest in music and she has used this strength to introduce musical instruments to children and play the instrument. Mary’s strengths are sharing Aboriginal culture and she uses her story telling and art in planning experiences for children. 9/11/2016- educators share the workload and everyday tasks and communicate about what needs to be done and when. January 2017 – whole centre planning day the use of Virtues reflection cards helped educators to identify a strength and something they would like to work on getting better at throughout the year. Term 2 – educators participated in the character strengths survey and shared these at a staff meeting, noticing that some of the strengths in term one was identified by others. 1/6/17- educators have attended

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professional learning that interests them including – Marte Meo, Educational leadership Early Years Professional learning community has been established in the partnership and a number of PLCC staff have attended A whole centre approach is being taken to work with our ‘character strengths” as a way of supporting each other Individual educators are beginning to feel confident in following an interest or extending an idea e.g. best friends

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


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

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

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

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

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

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

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

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

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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


Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships. We believe relationships are the key to developing and maintaining respectful trusting reciprocal relationships between children, educators and families. Relationships with families create a sense of belonging, supports strong sense of identity and wellbeing. Most Aboriginal families at our centre have a long connection and history as some of them attended our kindy program as children, and have had their older children attend kindy or Childcare. This connection helps build on our relationships and interactions with children. Educators build secure, trusting, nurturing relationships with children; their interactions are warm and responsive to the needs of children. Most of the children refer to the Aboriginal educators as ‘nana’ or ‘aunty’ and ‘poppa’ Kingo who drives the bus, reflecting children’s agency, cultural beliefs that it takes a community to raise a child, family connections and the right of each child to develop relationships that they are comfortable with. Parents and children are invited to a meeting before commencement at kindy or Childcare so that they are familiar with the centre and educators working with their children. Orientation visits are offered with the aim for children to access a program that supports their entry points to kindy. Children are confident to approach any educator to meet their needs of support or comfort. Educators engage in meaningful conversations with children throughout the day. Educators provide a family home atmosphere which supports children’s sense of belonging.

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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. Educators work to their strengths and the child’s strengths to engage children and form relationships that enable each child to participate in learning experiences. Educators are improving their skills of modelling the words/language/behaviours that they want to see in children to ensure that each child acquires skills that will be for life. Knowledge of families and children’s home life is used to inform planning to implement meaningful programs for children. Educators reflect both formally and informally through conversations and discussion, building on each other’s knowledge and observations and continuously looking for new ways to support children’s learning.

Element 5.1.3

Each child is supported to feel secure, confident and included. Creating a sense of belonging for each family and child is embedded in our practice through educators creating a family atmosphere. This has developed over the years to ensure that children and families have warm, caring and responsive interactions that support the needs of every child. Educators always aim to nurture children to feel safe, confident and supported in an environment that is inclusive of the needs and abilities of each child. Children are provided with many opportunities to ‘practice’ their skills to be confident such as being the ‘helper’ of the day and the tasks of standing in front of a group using the microphone to say good morning to each child, this requires the skills of making eye contact, public speaking, projecting their voice, acknowledging each child and educator, being respectful. Group discussion also provides opportunity for children to test their theories and share their thinking about specific concepts and ideas. Kindy children are encouraged to do their ‘jobs’ when first coming to kindy such as unpacking their lunch, writing their name on food items that they choose to go in the fridge and finding their name tags to select a locker that they will use for their kindy sessions. The Helper of the day ‘jobs’ or tasks that educators plan, are deliberate to provide a range of opportunities for children to develop an sense of belonging, identity and wellbeing.

Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities. Introducing the ‘Fill a Bucket’ concept in week 1 of term 1 this year, to promote positive character building skills in the children has been successful, this is reflected in children’s sense of empathy, willingness to help others and care about the feelings of others. Educators embedding the language of fill my bucket and the concept has resulted in feedback from families that their child is using this language at home and can explain how buckets are filled or emptied. The process for introducing new concepts or ideas is for teachers to explain, revisit and check in with children in large or small group times to gauge whether children have understood or can understand the concepts. Children are given the opportunity to explain their understandings of new concepts. Kindy teachers have introduced the concept of ‘holding on to your thoughts’, ‘stop and think’ (impulse control/working memory) enabling children to share their thinking and learning using the microphone to explain for instance why a square is a square and not a triangle. Educators provide environments that require collaboration. Developing a sense of wellbeing also promotes and develops social skills through children working together in play situations. Educators are beginning to model their thinking processes and theories to support children’s ability to share their thinking to maximise the learning for each child. Educators’ pedagogy is reflected upon regularly both formally and informally, to be responsive to each child’s needs as one way of doing something does not necessarily work for another child.

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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. The ‘Fill a Bucket’ positive character building program has greatly influenced and enhanced children’s ability to manage their own behaviours appropriately. Educators reflect upon and engage in dialogue about their prior knowledge of children, family situations, children’s additional needs, levels of development and understanding to respond appropriately to behaviours and support children to resolve conflicts appropriately. Educators and children are using the language of ‘ You are filling my bucket or emptying my bucket’ when particular acceptable or unacceptable behaviours occur. Children are becoming more empathetic and willing to support each other in times of need. Whole group discussions happen with children to talk about unacceptable behaviours and to come up with strategies to respond to particular behaviours. Educators actively model the behaviours of respect, caring, helping, sharing, supporting and problem solving to support children to choose/learn appropriate behaviours. Educators have developed their skills over the years to redirect, provide children with good choice options, read play situations, use stories to model safe practices such as Goldilocks, 3 pigs to help children decide about which behaviours to choose and where to go to for help and recognising how someone else feels. Our current Behaviour Guidance Policy focuses on being proactive and preventative. Educators engage in discussions regularly to be consistent in managing and supporting particular behaviours. Educators provide children with signals to support transitions points throughout the day. A bell is used for transition from outside play to inside mat time / or morning tea time. Rest and relaxation times are embedded in daily routines so children know that after lunch they have the opportunity to rest or relax with quite activities. This supports children with additional needs to know there will be a transition happening.

Element 5.2.3 The dignity and the rights of every child are maintained at all times. Children’s dignity is maintained at all times, we installed a screen in the Childcare bathroom to allow for children who are in toilet training to have privacy while easily supported by an educator if needed. All toilet stalls were upgraded in 2016, to easy accessibility as well as to ensure privacy for children is maintained at all times. Discussions occur as reminders to all children about privacy and private parts, through the Child Protection Curriculum. In terms of our management of challenging behaviours, Educators have worked collaboratively to remind and reinforce that it’s the behaviour that is inappropriate and not the child. Whole group discussions in kindy help children to identify safe practices and books have been developed for children to practice ‘safe’ hands.

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

Identified issue “Who is doing the thinking” – in previous years children’s agency was not fully implemented by all educators, all educators not allowing children to lead the learning/discussions


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

Identified issue Increase in the number of children attending our service with behaviours that are stopping them from learning. All educators need to be aware of specific children’s behaviours to help the children become more confident and capable learners. All educators to become more aware of and accepting/ understanding of children’s circumstances.

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Standard/ element


Priority (L/M/H)



5.2.1

That children are doing the thinking and leading the learning that enable them to be critical and creative thinkers with support and guidance from educators

H

Educators all on board with priorities to foster in children the ability to see themselves as thinkers and decision makers that influence their learning

Children using the language that reflects their agency and thinking

Immediately / ongoing

Educators have really worked on slowing down to enable children to do the thinking instead of jumping in with answers. Intentional teaching moments include introducing new concepts by explaining at whole group time, revisiting concept in spontaneous and intentional teaching moments, then providing opportunity for children to share their understanding of new concepts e.g. rhombus and square was introduced with explanations about what makes each shape, children were then given opportunities to do the thinking and explaining why a square is a square, identifying that it has 4 points and 4 sides the same, similar to a rhombus. Children were noticing these shapes in play and identifying them. Children using the microphone and holding on to that thought concept at mat times to share their thinking. Kindy Parents are informed during home visits and bus

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5.2.2

Educators to be consistent when managing certain types of behaviours Educators to be more

H

Review sites Behaviour Guidance Policy ASAP Intentional teaching on feelings/emotions and solving conflicts

Children will feel more safe and secure in their play Relevant observations taken by educators to inform planning of managing behaviours

Immediately / ongoing Behaviour Guidance Policy to be reviewed in term 2

run about new concepts. Roxanne introduced the ‘stop and think’ concept and explained this to parents with feedback from one parent that her son had told her to ‘stop and think’ at home and she wondered where the words had come from! Children are noticing more of the environment on the bus run, with educators asking questions to extend their general knowledge about the Port Lincoln area, drawing their attention to specific things happening and why they think it’s happening. Some educators are beginning to model their thinking process aloud for children to see and hear the language that they use Children are helping to design their individual programs through child interviews and sharing their interests to be planned for October 2016- Marte Meo revisited 9/11/2016- discussion occurs between educators when specific behaviours are happening

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mindful of the language they use, their tone of voice when supporting children to manage their own behaviour and make positive choices All educators need to understand and follow through on consequences of certain behaviours that are not acceptable

Staff meetings used to discuss certain unacceptable behaviours and strategies to support educators to help children manage their own feelings and make positive choices Educators are more informed about unacceptable behaviours and how to communicate this to all educators to gain a uniform approach Work closely with Support Services Special Educator or Allied Health - develop strategies/resources to guide/support behaviour plans as required Use RRR scales to inform - Wellbeing/Relationships

We support each other in difficult situations 12/4/17using the “fill a bucket” program has given both children and staff a common language to use. This has had a positive effect on the way children are relating to each other and their behaviour- feedback from parents is that children are using the language at home in context and explaining what and how filling someone’s bucket means.

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

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

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

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

Element 6.1.3 Current information about the service is available to families

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

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

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

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

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

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

Element 6.3.3 Access to inclusion and support assistance is facilitated.

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

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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


Element 6.1.1 There is an effective enrolment and orientation process for families. Families are invited to meet with Director or Responsible Person in kindy or with Assistant Director in Childcare before commencing at PLCC. Many of our Aboriginal families are familiar with our centre programs and staff through community and family connections. New families are welcomed and valued. Families are invited to attend our Open Night in term 1 to interact with educators in an informal way, see the learning that is happening at PLCC, browse through children’s profile folders, children’s photos and artwork (which are for sale as a way of fundraising for resources). Open Night gives educator’s an opportunity to share our goals and priorities for the year with families. The last few years we have organised family days to celebrate the learning at PLCC, with days at Mikirra Koala Station or Glen Forest. In 2016, we started having a family night at the end of term 1 to support relationships and give families the opportunity to have a BBQ meal, sit around the fire and yarn with educators or each other in a relaxed way. This continued in term 1 2017, with families enjoying spending time with their children and educators yarning around the fire and having a meal together. Families are given the opportunity to have a tour of the centre, meet educators and stay for a ‘play’ with their child before starting in kindy or Childcare. Joanne is participating in an indigenous Pedagogical Leadership Research project with the Australian Council for Educational Research and the Queensland Government Indigenous Priorities Remote Indigenous Professional Development program. A group of 11 Aboriginal and Torres Strait Islander Early Childhood experts presented their research so far at the Excellence in Professional Practice Conference on May 26 2017 with a focus on Our ways of knowing, being and doing in the early years.

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A key message for early childhood educators at the conference to take away with them is that: • Holistic approaches work well to establish relationships— look beyond your own pedagogy / learn a different way of reaching the same outcome • Relationships helps to build strong foundations for the children, families and communities • Strong foundations is a gateway for educators to support children learning through culture • Learning through culture enables educators to know it’s not just about the artefacts - it’s about taking action to ensure that Indigenous pedagogy and practices

are everyday We believe that to achieve outcomes for children, relationships between families and educators must be established first. This begins before the enrolment process starts, it begins with first impressions. Educators at PLCC have a strong sense of belonging which helps to facilitate a sense of belonging for children and families.

Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions. PLCC Educators respect families as the child’s first educators. Parents knowledge and experiences of their child is valued and sought after by educators to design and inform programs. Parents are encouraged to elect for our Management Committee at our Annual General Meeting held in term 1 each year, we continue to have a strong representation of Aboriginal parents on our committee (currently 5 of 6 are Aboriginal parents). The Management Committee provides parents with the opportunity to contribute to decision making on agenda items including policies, budgeting, attendance, curriculum, maintenance, staff professional learning, staffing, fundraising, philosophy and special events. We are fortunate year by year to sustain good parent representation on our Management Committee. PLCC provides 2 Crèche workers and a light meal to support committee member’s attendance at meetings. Parents are invited to offer their opinion about service delivery through the DECD Annual Parent Opinion Survey which is discussed with the kindy leadership team to improve our practice and service delivery. Families are kept informed via newsletters and multiple methods are used to communicate with parents such as face to face interviews, phone discussions, SMS, text messages and email.

Element 6.1.3 Current information about the service is available to families. Current information about our service is available for families in our foyer and upon request. The Centre brochure is update annually as well as a PLCC Preschool brochure originally developed in 2014, which we provide to Port Lincoln Aboriginal Health Service and Port Lincoln Aboriginal Community Council to display in their waiting areas. Our website is currently in the process of being updated with the aim to provide current and relevant information to families. Our newsletters are a great way to provide visual and relevant information of current activities, important reminders or information, programs and images of learning. Educators take turns in providing newsletter items, we have recently started a staff profiles page in the newsletter to share information about 3 staff members at a time with our families. Our newsletters are shared with relevant departments and program managers.

Element 6.2.1 The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing. Educators seek advice and assistance from families to support children’s learning and wellbeing such as Childcare educators implementing child rearing practices during sleep times to help children settle into routines. Our bus service provides a vital service for our children in accessing the kindy program. To support parents to contribute to their child’s learning and wellbeing we provide a home visiting program which operates throughout the terms on a regular basis (weekly or fortnightly depending on needs of families and requirements of centre). The home visiting program provides parents with the opportunity to contribute to the Individual learning plans which are mandatory for all Aboriginal children enrolled in a DECD preschool. The relationship between the centre and families is enhanced through respecting the right of families as co-contributors to the decision making at PLCC.

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The home visiting program helps our understanding of the child’s likes/dislikes, relationships, goals, skills and other important information about the child that the parent may not have mentioned on enrolment. We have established a sense of trust with our families through the home visiting program as a number of our families have low literacy skills and prefer to have educators help them with understanding to complete forms in their home environment. Parents know their children best and we respect their involvement for planning for their child’s needs. Parents are welcome and encouraged to talk to educators about their child’s learning and wellbeing at a time that suits them. We use Profile books to document learning across the term, and these are shared with families during home visits if families are unable to attend the centre. Parents are encouraged to make a written or verbal a comment on how they feel their child is going.

Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing. Our relationships with Support Services in our region have enabled educators to increase their knowledge of services available to provide verbal information to families when requested. Port Lincoln Aboriginal Health Service provides flyers for families for specific reasons such as parent group and general health check days at their service. Parenting SA information sheets are available in the foyer and accessed on a needs basis or resulting from a query from a parent or carer. Aboriginal specific information sheets are also available. Flyers from local services about events or parent information sessions/course are displayed in foyer and included in newsletter when possible.

Element 6.3.1 Links with relevant community and support agencies are established and maintained. Our centre readily collaborates with DECD Support Services, Port Lincoln Aboriginal Health Service (PLAHS), Port Lincoln Community Aboriginal Council (PLACC), Community Health Allied health professionals, Department for Child Protection, Aboriginal Family Support Service, CAFHS, schools, Childcare centres and other preschools to provide support and opportunities for children’s learning and development. In 2015, PLAHS delivered a Healthy Ears program through the Rural doctors workforce with a focus on improving ear health for Aboriginal children, this program included a speech therapist visiting on a regular basis, in-service training for educators, implementing the correct nose blowing procedure and producing a ‘snot’ book. In 2016 and 2017 PLAHS implemented a Healthy Kids clinic with weekly visits from 2-4 staff sometimes including a doctor to check children’s general health with permission from parents. DECD speech pathologists visit on a regular basis to support educators to deliver individual speech and language programs, train preschool support staff with strategies to support children’s speech and language programs.

Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities. Educators in kindy and Childcare talk about transitions from Childcare to kindy to ensure the transition is smooth for families and children. Educators collaborate with the Aboriginal Education teacher or Aboriginal Community Education Officer or Principal at schools to organise orientation visits in terms 3 and 4. Statements of Learning and phonological awareness assessments are provided to schools in term 4. Support for children with additional needs is intentionally planned in advance with the DECD Special educator to ensure the transition from preschool to school is as smooth as possible for children and parents.

Element 6.3.3 Access to inclusion and support assistance is facilitated. The lead educators are confident and have a sound knowledge of the process for seeking assistance and referring children to Support Services. We liaise with relevant agencies on behalf of parents if requested or support parents if needed to access relevant support for their children; feedback to both agencies and parents is provided if lead educator or Director is involved in process.

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Element 6.3.4 The service builds relationships and engages with their local community. We have worked extremely hard to build reciprocal relationships with our local community services. We believe we have established a strong foundation of support from DECD Support Services, preschools and schools within our community as well as with community organisations. We have contacted the local community Men’s Shed in 2016 to use their skills to repurpose items for use in our centre. We gladly barter and accept good items that can be repurposed. We are particularly proud of our connection with the Aboriginal community, we support and attend community events and invite all of our families to participate. In 2015 and 2016, PLCC played an integral role in organising the Community Elders lunch and kid’s disco for NAIDOC week celebrations in Port Lincoln. In 2016 we instigated a community celebration for National Aboriginal and Torres Strait Islander Children’s Day held at the local Aboriginal football club oval. We were supported by PLACC and Gidja club staff (OSHC), MADEC work for the dole gangs to set up and pack away and provide a BBQ lunch. We invited all early childhood services to participate and celebrate this significant day for Aboriginal and Torres Strait Islander Children. In 2015, we established a relationship with Lock Early Learning centre (approx. 1.5hrs drive away) by visiting them and sharing our Aboriginal ways of knowing being and doing with them, we have since visited them in 2016, they returned the visit and we are planning to visit Lock again in term 3 of this year if possible. In 2016, a decision was made by the local DECD school and preschool leaders in the Port Lincoln Partnership, to have a common staff meeting night as an opportunity for staff across various levels of education and schooling to share their knowledge and practice which PLCC kindy staff participate in. An Early Years Professional Learning Community was also established in Term 1 2017 with PLCC hosting the first session, this PLC will be a termly opportunity for EY educators to share their learning with their colleagues.


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

Identified issue Not all parents have an understanding of how the centre operates. Not all parents understand that they have a responsibility to support the centre’s programs and their children’s learning by updating phone numbers, paying of fees on time, adhering to centre policies and proving relevant information to support educators in planning and implementing programs for children.


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 In the past we haven’t fully utilised family expertise to assist us in implementing Aboriginal ways of knowing, doing and being to support children’s learning and wellbeing.


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

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Identified issue Children needing support with transition from Childcare to kindy and kindy to school. We would like to work better with primary schools to improve the transition process between kindy and school for children and their families.

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Improvement plan

Standard/ element


Priority (L/M/H)



6.1.1 6.1.2

Smoother transition at enrolment time Parents understanding their responsibilities to the centre Families culture is valued and reflected in learning styles/experiences for all children will be embedded in everyday practice

Interview new families a week before starting date Step by step process developed and implemented Providing support for families who need help in filling in enrolment forms Read articles that support the use of Aboriginal ways of knowing, doing and being in early childhood settings Look at international early childhood curriculums Brainstorm what perspectives are valued and used at PLCC

More positive relationships between PLCC and all families Better internal communication system

immediately immediately

Started implementing an enrolment process which starts with an interview prior to starting date- new enrolments need to have an interview with Assistant director prior to commencement 9/11/2016- still struggling to get parents to understand their responsibilities to the centre re payment of accounts on time. 1/6/2017- do we need to look at the amount of notices and information we expect families to read Relationships are key to understanding Aboriginal culture and life styles. Staff develop and maintain respectful trusting relationships with children and families and gaining an understanding of family structures. Aboriginal educators are employed at PLCC and provides an awareness and understanding to all educators if asked any

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advice. Aboriginal ways of relationships are embedded in everyday practices with children referring to all Aboriginal educators as nana, poppa or aunty. The children’s home language is used and respected, child rearing practices are identified and used to support children settling at sleep/rest times. Joanne has sourced some articles to support educators understanding and awareness of Aboriginal ways

6.3.2

Develop a transition policy to reflect the support PLCC provides for children starting kindy and school. Implement the school readiness program with local primary and junior primary schools

M

H

Kindy team to develop a procedure for PLCC transitions to school Engage/initiate a partnership discussion about developing a consistent approach across all Port Lincoln preschools/schools Use the DECD Transition rubric to identify gaps School Principles supporting a school readiness program for children attending their school in 2018

Procedure developed and implemented Visits to schools documented Children have more knowledge and understanding of their school environment for 2018 start of school year

Term 1 2015, a school readiness program was developed to assist children with orientation at schools the following year Term 1 2017, a procedure developed and the program has been reviewed Kindy staff actioned the Transition rubric which identified gaps in our transition process

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Quality Area 7: Leadership and service management This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality environments for children’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.

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

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

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

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

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

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

Standard 7.2 There is a commitment to continuous improvement.

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

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

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

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

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

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

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

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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.


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

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

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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

Quality Improvement Plan for QA7 Summary of Strengths

Element 7.1.1 Appropriate governance arrangements are in place to manage the service. The Management Committee is elected each year, with little difficulty in generating interest from families to be involved in the decision making at PLCC. The process to retain half the committee each year on a 2 term basis is followed as per constitution therefore enabling existing committee members to support and new members. The Constitution is followed and an agenda, minutes and finance reports are provided and filed after each monthly meeting. The members of the Management Committee are keen to participate in training that assists them to improve their skills and knowledge to effectively contribute to decision making. In 2016, they attended a Governing Council training session at DECD Education Office, a work health and safety law and responsibility training with Phil Foreman Tercel Human Resources and have planned a volunteers RAN-EC session for June 19th 2017. A PLCC Management Committee manual has been developed to assist the committee members understand their roles and responsibilities.

Element 7.1.2 The induction of educators, co-ordinators, educators and members is comprehensive. The Induction folder was recently renewed and updated to reflect current policies and procedures, all new educators have been inducted according to the Induction Handbook. All employees at PLCC are re-inducted each year since the revised Induction Handbook has been implemented. A comprehensive bus transportation policy and procedure was developed in 2016 in conjunction with PLCC staff, management, Sally Cormack ECL, Ian lamb and Jenny Malloy from DECD Policy to ensure the safety of all children accessing the bus service. Kindy educators and staff are re-inducted in term 1 of each year.

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Element 7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service. We have the same core staff of 8 educators in kindy and Childcare and bus driver since 2008, with continued funding provision by the commonwealth. The Management Committee actively advocate for the continuity of staffing to support the relationships with families and community. We aim to use the same TRT’s and childcare relief where possible.

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. The current Director has been leader since 2007 and was appointed through the DECD merit selection and recruitment processes. The Director has been nominated for a Leadership Public Teaching Award in 2014, 2015 and 2017. The Director collaborates with educators to set priorities and site goals in week 0. The Director identified potential leaders in 2015 to lead the learning in specific learning areas such as literacy, numeracy and dispositions. In 2016, the leadership team was established to support the learning for educators and children. In term 1 2017, 3 educators were identified to work together to be the Educational leaders with support from the Director and Leadership team.

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. All educators and staff have appropriate qualifications and present as fit and proper on a daily basis. Each staff members knows the procedure if they become unwell and cannot attend work. All new educators go through an induction process. Educators have up to date legal requirements and qualifications, Criminal History checks, all are RAN-EC trained. All educators have completed their First Aid training. Records of these qualifications are kept as a hard copy and electronically on the HR system.

Element 7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations. A mission statement was already in place when the current Director was appointed. This statement has evolved over the years to its present form as a Philosophy Statement. The core content of our Philosophy reflects who we are as a centre and our beliefs and values as educators. Families and Management Committee members are encouraged to review our Philosophy Statement via face to face, newsletter or email. In 2016, Mary Ware and Nadine Bilney worked together to present our philosophy on a canvas which is proudly displayed in our foyer. Our philosophy incorporates our belief that children have rights and these are identified through references to the UN Convention Rights of the Child.

Element 7.2.2 The performance of educators, co-ordinators and educators members is evaluated and individual development plans are in place to support performance improvement. Educators and staff members are required to develop and document their own Performance Development Plans, they are encouraged to seek support if needed from the Director. Due to the high number of regular staff (14) performance planning meetings are staggered throughout the 4 terms, this process has improved over the years to incorporate the AITSL Professional Standards for teachers and the ECA Code of Conduct. All staff receive ongoing verbal feedback about their work including acknowledgement for their valued contributions.

Element 7.2.3 An effective self-assessment and quality improvement process is in place. We participate in reflective practice on an annual basis in a formal closure day for self-review against the 7 national quality areas, as well as reflecting on our progress in staff meetings. Educators are teamed so that Childcare and kindy staff work together to identify centre strengths and their strengths in the quality areas and areas we want to improve in. In our initial self-review, 3 Management Committee members arranged a day off work so they could participate and provide feedback to inform our Philosophy Statement and improvement plans. A parent friendly version was developed in 2014 and has since been shared

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amongst other Aboriginal early childhood services in SA, this version is included in newsletters throughout the year and is displayed in our foyer. We invite feedback from families via face to face, email or notes on home visits.

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. Children and employee records are stored appropriately in a lockable filing cabinet in the Director’s office to maintain the highest level of confidentiality. Our computers are password protected; we are currently in the process of purchasing a server to improve our security electronically. We have a purpose built archive shed to store our records securely.

Element 7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service. Systems have been established and developed over a number of years to ensure administration; financial, human resource and process for purchasing of items are effective. PLCC underwent a major restructure of positions in 2009 with the support of PLCC Management Committee and Network SA, which enabled the employment of a Financial Officer to manage our finances on site. PLCC has worked collaboratively with Tercel Human Resources to establish a Work health and safety management system which is in the process of being developed.

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. The Director is aware of the process for managing critical incidents or injuries and is well supported by the Education Director and Early Childhood Leader. Responsible Persons are informed of process (in the absence of nominated supervisor) in the event of a critical incident. Educators are aware of the complaint (grievance) procedure. The Director is in the process of showing all DECD Responsible Persons how to access IRMS.

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. A grievance procedure has been developed and reviewed for parents and educators. This is included in the centre service brochure and parents and educators are made aware of this and have access to the grievance procedure on request. It is available in our parent handbook and on our website. The complaints brochure was distributed to each family in term 1 2017. Mediation process has been enacted in previous years which affirmed our process worked for parents and educators to meet and talk about their grievances.

Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly. Policies are available in hard copy and our site specific policies have been approved by our Management Committee. Recent policies have been dated in order to raise the awareness of the need for continuous review. Centre policies are now to be reviewed on a cycle of 3 years with the intent to reassess the need for extra policies that sit outside of required policies. The policy folder is available for parents to access in foyer. Our required policies will also be on the Website once it has been updated.

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

Identified issue New Management Committee members not sure of their roles and responsibilities as Management Committee - PLCC did not have any formal manuals to assist committee members to understand how the centre operates and their roles and responsibilities.


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 There has not been a designated educator who is willing to take on the role to lead the development of the curriculum or to establish clear goals and expectations for teaching and learning. This year, we have 3 educators willing to work together and support each other to develop their skills and knowledge to assist each other to implement reflective practices for teaching and learning.


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

Identified issue PLCC has a lot of policies and we are finding policies are not getting reviewed in a timely manner. Lynn not having enough time off floor to review policies and not all staff are actively participating in review of policies.

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Improvement plan

Standard/ element


Priority (L/M/H)



7.1.1 7.1.4

Develop a Governance manual to assist new committee members understand their roles and responsibilities as committee members A leadership team who will support each other to lead the development of the curriculum and to ensure that the expectations for teaching and learning are met.

H

H

Work with Network SA and advisory body for Childcare centres Educational leadership team to access training and given the opportunity to put in to practice their learning. Educational leadership team to be supported by Director and Management to become confident learners and thinkers around establishing common goals and plans to ensure we are on track to meet our priorities for children and families

Governance manuals developed specifically for PLCC More confident and informed discussions around Numeracy. Literacy, Sustainability, NQS and EYLF. The learning documented through critical reflection at staff meetings and implemented in the day to day operations of the programs

Immediately immediately

Sept 2016 – Joanne worked with Network SA to plan and develop manuals – Welcome to Management Committee manual completed Nov 2016 – Legal responsibilities manuals divided in to 4 sections Term 1 2017 – Joanne and Maureen completed a suite of 6 manuals for new committee members. 8/5/20174- roles and responsibilities manual delivered at Committee meeting Literacy and Numeracy lead teachers were identified to lead the learning throughout 2016 – this has continued in 2017 with participation in 2 projects with Nadine taking the lead role in the Aboriginal Reading project partnering with Kirton Point Primary School and Roxanne taking the lead role in the Critical and Creative Thinking project. Nadine is also the Aboriginal Family Literacy Strategy teacher, combing the 2 projects as one inquiry for whole centre 9/11/6/2016- possibility of a TAFE training course for educational

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7.3.5

That policies are prioritised and reviewed according to priority – check Regulatory Board list of policies required

H

Director to work with Lynn to prioritise policies Director to work with Finance Officer to ensure there is financial allowance in budget to enable Lynn to spend more time off floor to review policies on a regular basis to then take to the rest of the staff for input before management committee reviews and approves.

All policies reviewed in a timely manner

Term 2 2017

Leader in Port Lincoln 27, 28 February & 20 March 2017 Lynn, Lisa and Emma have attended an Educational leader’s workshop- have all facilitated a staff meeting. Lisa and Emma attended the Educational leader’s session re the ACECQA Quality Practice Workshop 2017 - Port Lincoln - SA on 8/06/2017. Lynn has been reviewing required policies as per the EECSB list of policies. Have started to review policies to decrease number of policies. Tercel Human Resources have worked with PLCC to review WHS policies to streamline and determine which ones are procedures not policies

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