WAIKERIE CHILDREN’S CENTRE
QUALITY IMPROVEMENT PLAN
Preschool
&
Childcare
SERVICE DETAILS
Waikerie Children’s Centre Quality Improvement Plan
1
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Service name
Service approval number
WAIKERIE CHILDREN’S CENTRE
SE 00012159
CS 00057378
Provider No: PR 00007088
Site Number 6548
Primary contact at service
CHRISTINA ZIEGLER
Physical location of service
Physical location contact details
Street: 16 MARKS TERRACE
Suburb: WAIKERIE
State/territory: SOUTH AUSTRALIA
Postcode: 5330
Telephone: 08 85412692
Mobile:
Fax: 08 85413 126
Email: [email protected]
Approved Provider
Nominated Supervisor
Primary contact:
Department of Education and Children’s Development
31 Flinders Street, Adelaide, SA 5001
Telephone: 8226 1000
Email: [email protected]
Name: Christina Ziegler
Telephone: 08 85412 692
Mobile:
Fax: 08 85413126
Email: [email protected]
Waikerie Children’s Centre Quality Improvement Plan
2
Review April, 2017, Jan 2017, Sept 2016, March 2016.
OPERATING HOURS
Long Day Care
Opening times (1)
Opening times (2)
Preschool
Opening times ( 1)
Opening times (2)
Monday
Tuesday
Wednesday
Thursday
Friday
07:45-12:45
07:45-12:45
07:45-12:45
07:45-12:45
07:45-12:45
12:45-17:45
12:45-17:45
12:45-17:45
12:45-17:45
12:45-17:45
Monday
Tuesday
Wednesday
Thursday
08:30-11:30
08:30-11:30
08:30-11:30
08:30-11:30
12:15-15:15
12:15-15:15
12:15-15:15
12:15-15:15
Friday
Saturday
Sunday
Saturday
Sunday
The following information will assist the Regulatory Authority to plan the assessment visit.
Provide additional information about your service—parking, school holiday dates, pupil-free days etc.
 Parking for staff is available at the rear of the service. Parents and visitors are provided with a car park at the front of the service.
 The preschool operates during the South Australian school term.
 Our childcare service operates all year round, except for the period between Christmas and New Year’s.
How are the children grouped at your service?
 Childcare Group 1- under 2’s
 Childcare Group 2- 2 year olds and over 3’s
 DECD Preschool- kindy room
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan
Nominated Supervisor- Christina Ziegler
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
STATEMENT OF PHILOSOPHY
Belief Statement
Our Integrated Centre aims to provide care and education for young children and their families. We aim to compliment care and education within the family and support
parent/caregivers, staff and our diverse community through a unique environment that allows children to thrive and be involved in their own learning.
Through consultation, we have established our core values to be:
Respect
Excellence
Professionalism
Partnerships
Honesty
PARENTS, CAREGIVERS, FAMILIES
We Believe:
o Parents are the child’s first educators and play a vital role in their child’s development and within our centre.
o Open and on going communication between parents/caregivers and staff is essential to create a partnership with families.
o Parents are individuals and they have the right to be involved and be heard at any level with which they feel comfortable and in a sensitive manner.
o Parent’s skills, identity, culture, knowledge and resources should be valued in the centre’s program.
o The diverse values and attitudes each child brings from their family will be respected.
o Confidentiality, respect and privacy of all individuals will be protected.
o Families will feel welcome at all times.
o We offer all families the opportunity to be involved in the governance and planning of policies and processes that represent the whole of the Centre through a
Governing Council elected annually by families.
CHILDREN
We Believe:
o Each child is an individual and should be able to develop at his/her own rate within an inclusive environment that will challenge and extend their thinking.
o Children need and learn through a safe, secure, welcoming, fun, caring and healthy active learning environment.
o Each child has the right to be heard, loved, cared for, accepted and feel safe.
o It is through play that children make sense of their world where they experience a sense of curiosity, wonder, discovery, social constructions and enjoyment.
o Play provides the opportunity for children to explore, experiment and test ideas and use the educator as a facilitator in their journey of self-discovery.
o Children can be risk takers of their own learning and educators will support them.
o Children will thrive through early intervention and additional support in the programs that we offer.
o Children develop confidence and life skills through positive relationships with others.
o Play helps children to develop cognitive, social, emotional, physical and spiritual skills.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
STAFF
We Believe:
o The Early Years Learning Framework “Belonging, Being and Becoming” will form the basis of our curriculum and will also be underpinned by a combination of Early
Childhood Pedagogies that embrace the holistic nature of our professional practice.
o The Early Childhood Australia “Code of Ethics” underlies our beliefs and thoughts.
o Staff are to be welcoming and sensitive to the needs of parents/caregivers/visitors.
o Staff are to communicate with parents/caregivers and children at all times and be respectful in their acknowledgements.
o Staff are responsible for supporting the holistic development of the whole child within the framework of the family and the community.
o Staff will work as a team, supporting and assisting each other demonstrating a commitment to continuous improvement within the centre.
o Staff will evaluate and reflect on their own practice and be open to their own professional learning and self-improvement that is supported by the centre.
o Staff will actively work towards the goals within the Quality Improvement Plan.
o Staff are responsible for building and maintaining a professional, safe and positive work environment.
o Staff will document information that provides a greater understanding of the child, their interests and their wellbeing and use it to extend the child’s learning journey.
o Staff need to be flexible, have high expectations and be responsive to the individual child and to each other within a positive stimulating learning environment to
become successful and confident learners.
o Staff need support, job satisfaction, enjoyment and encouragement alongside opportunities for ongoing professional development.
COMMUNITY
We Believe:
o It is essential to participate with other community groups, agencies and services to share resources and develop networks for families in our community and
partnership groups. These collaborative partnerships assist us in developing integrated and sustainable services to support our families and provide them with best
opportunities.
o We encompass the wide range of social and cultural diversity of the community we serve and are responsive to its changing needs.
o We encourage respect and take pride in the local and global environment and support good environmental practices in the broader community and within our
children’s centre.
o We keep informed of the impact of significant environmental challenges of our region and the impact of these on the community we serve.
o It is essential to recognise the significance of children being born into a culture which is not only influenced by traditional practices, heritage and ancestral knowledge
but also by experiences, values and beliefs of individual families and communities.
SOURCED FROM
Waikerie Children’s Centre Governing Council and Staff 2015
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Belonging, Being and Becoming- The Early Years Learning Framework for Australia 2009
National Quality Framework (2011)
Updated February 2015, Review due February 2018
SUMMARY TABLE OF QUALITY AREAS, STANDARDS AND ELEMENTS
(This summary is colour coded to align with our improvement plan)
QA1 Educational program and practice
1.1
An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.
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.
1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.
1.1.4 The documentation about each child’s program and progress is available to families.
1.1.5 Every child is supported to participate in the program.
1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.
1.2
Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.
1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.
QA2 Children’s health and safety
2.1
Each child’s health is promoted.
2.1.1 Each child’s health needs are supported.
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.
2.1.3 Effective hygiene practices are promoted and implemented.
2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.
2.2
Healthy eating and physical activity are embedded in the program for children.
2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.
2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.
2.3
Each child is protected.
2.3.1 Children are adequately supervised at all times.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.
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.
QA3 Physical environment
3.1
The design and location of the premises is appropriate for the operation of a service.
3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.
3.1.2 Premises, furniture and equipment are safe, clean and well maintained.
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.
3.2
The environment is inclusive, promotes competence, independent exploration and learning through play.
3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.
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.
3.3
The service takes an active role in caring for its environment and contributes to a sustainable future.
3.3.1 Sustainable practices are embedded in service operations.
3.3.2 Children are supported to become environmentally responsible and show respect for the environment.
QA4 Staffing arrangements
4.1
Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times.
4.2
Educators, co-ordinators and staff members are respectful and ethical.
4.2.1 Professional standards guide practice, interactions and relationships.
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.
4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.
QA5 Relationships with children
5.1
Respectful and equitable relationships are developed and maintained with each child.
5.1.1 Interactions with each child are warm, responsive and build trusting relationships.
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.
5.1.3 Each child is supported to feel secure, confident and included.
5.2
Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.
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.
5.2.3 The dignity and rights of every child are maintained at all times.
QA6 Collaborative partnerships with families and communities
6.1
Respectful supportive relationships with families are developed and maintained.
6.1.1 There is an effective enrolment and orientation process for families.
6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.
6.1.3 Current information about the service is available to families.
6.2
Families are supported in their parenting role and their values and beliefs about child rearing are respected.
6.2.1 The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.
6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing.
6.3
The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.
6.3.1 Links with relevant community and support agencies are established and maintained.
6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.
6.3.3 Access to inclusion and support assistance is facilitated.
6.3.4 The service builds relationships and engages with their local community.
QA7 Leadership and service management
7.1
Effective leadership promotes a positive organisational culture and builds a professional learning community.
7.1.1 Appropriate governance arrangements are in place to manage the service.
7.1.2 The induction of educators, co-ordinators and staff members is comprehensive.
7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.
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.
7.1.5 Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.
7.2
There is a commitment to continuous improvement.
7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations.
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.
7.2.3 An effective self-assessment and quality improvement process is in place.
7.3
Administrative systems enable the effective management of a quality service.
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.
7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
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.
7.3.4 Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner.
7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
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.
Summary of strengths for QA1
Our centre uses the Early Years Learning Framework after engaging in several research projects and training in training on pedagogical reflection, parental
engagement, assessment for learning, our own environment and being able to reflect on children’s play to incorporate their learning into the program.
Within our centre we use an interactive Program tree in each room with leaves that are colour coded to reflect the input from children, parents, students,
educators, spontaneous and group experiences. This demonstrates a visible continuum of learning as children move through the centre. These provide the
basis for observations, documentation, learning stories , reflection and encompasses the principles, practices and outcomes of the EYLF. This has been
shared with other sites who have been interested in our programming formats. In 2015 we refined our processes by creating a whole centre program template
and “Evidence of learning” guides were created in paper and digital form for staff. An EYLF code sheet was created for evaluations and is used widely
across the centre.
The development of data and reflection tools such as snapshot sheets, Notice sheets, recording templates, and observation guides have encouraged us to
use the terminology and the reflective practices of the learning outcomes in the EYLF. We continue to reflect on these tools and recreate them to suit our
purpose and for sharing with families and other sites. All rooms in the centre (babies, over 2’s and preschool) program for groups and individual children and
maintain records of their learning in a variety of different formats but mainly in portfolio profile books. A new introduction page created in 2015 for portfolio
books highlights the continued journey of learning that children will have in our centre and reflects the importance of the EYLF and the National Quality
Standards. Generally a child will be given their profile books when they leave childcare and be given a new one when they start kindy. These are shared with
staff at a handover transition meeting. Portfolios are accessible to parents and a notification slip informs parents of new learning stories alongside promotion
to share this with children in the newsletter. The kindy room promotes children’s profile books and sense of agency during the session when they are selected
as Star of the Session. The child shares their book to children and families at farewell time.
The use of primary care-giving groups in some parts of our centre has provided connections with families to share experiences and enhance our program as
we receive parent input. This system works well in our kindy room and infant room due to regular key staff and in the over 2’s room all staff take on this
responsibility and are involved in sharing information and reporting to parents.
Our practices have changed throughout the years and we have incorporated a variety of approaches into our curriculum such Talking and Thinking
Floorbooks, Talking Tubs, Mindmapping and Thinking Trees. Specialised training on capturing the child’s voice has seen us use these tools and develop our
own such as video, stamping faces, photography, text, learning stories, photo equipment book and wellbeing reflections. We use a variety of data tools and
visual charts to gather information for reports.
An ongoing cycle of planning, documenting, acting and evaluating is evident within our centre in all sectors and this information is used to plan for future
programming. Child checklists ensure that the observation cycle has been followed for each child and with specialised groups follow children’s developmental
and specialist needs.
It is also used for the writing of Statements of Learning, Summative reports, Learning Stories, parent observation “Notice” sheets, liaison with professional
sectors as evidence and in conversations that reflect the child’s learning journey and developmental growth. Information on children’s interests, family news
and developmental history is collected on enrolment and within the child’s program cycle to aid educators in planning and building family relationships. An
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
EYLF parent contribution sheet called Evidence of Learning was created in 2015 and provides valuable family input and is reflected on the white leaves on
the program tree. Engagement with parents in the program is also supported by transition interviews for children held in preschool in term 2 and for children
moving to different rooms within the centre when needed. This has met with positive feedback and allowed educators to work more in partnership with
parents when planning for children.
The centre approach to learning is evident in its play philosophy that was revisited in February 2015 as children are engaged in an emergent curriculum with
daily routines, free play, child focussed activities, intentional teaching opportunities, structured and unstructured play opportunities and physical activity.
Educators have been challenged, given training and tools to help them think creatively about the types of active hands-on play experiences that are offered to
children and they are encouraged to seek help for ideas from each other. Children with diverse cultures are supported by additional bilingual support workers
across the centre through planned and child-initiated activities and this is reflected in our programs across the centre. In 2015 we focused on finding out
about our cultural experiences within the centre and distributed family and staff culture survey sheets. Families share their cultural experiences and skills
initially through the enrolment pack and this is reviewed by staff to program for the child. Cultural play areas using resources such as books, materials, music
and equipment encourage children to be exposed to nationalities and ethnic experiences
Whilst each room structures its routine differently to suit the ages of children there are daily opportunities to play together in the outdoor learning environment.
The outdoor programming tools that we created allow us to incorporate the ideas and play observations of all children and educators use this to plan follow-up
experiences. Children may request toys, adjuncts and learning materials and staff will extend the learning where possible creating a spontaneous learning
moment. Currently children must accompany a staff member into store rooms and sheds due to the nature of limited storage on site. As a result of our
storage situation, a photo playbook was developed in 2015 and allows children to become more aware of resources to help with setup, learning choices and
we aim to have the focus children in the planning cycle determine the setup of these resources for the following week.
The outdoor learning environment has been our focus over a number of years with staff engaged in training with Claire Warden, Niki Buchan and using the
approaches of Reggio Emilia. Various staff engaged in higher studies have led educator projects in environmental learning. Our successful fence extension
saw us gain more natural play space that allows us to play in dirt and grass and we have been adding natural elements to this area. Garden growing and
chooks have provided children with an element of sustainability, a care factor and have linked us with the local schools and environmental groups who have
helped us. The development of an outdoor learning board enables staff to capture observations of children on the planning cycle and incidentally and this is
incorporated into our weekly reflection planning tool. Natural inquiry areas are regularly set up in each room providing free play experiences and the chance
to explore with nature inside.
Shared learning time with all children is something that we value very much and we enable the gates between the babies and over 2’s to be open as much as
possible allowing time for siblings to play together, peer learning to occur and friendship development. When the mixed ratio’s approach is used staffing is
adjusted to account for the ages of children and children may often share play space. This also allows for children to maintain a connection with their previous
primary carer. The kindy room and over 2’s room also open their doors to have mixed play time generally in the afternoons. This has been an excellent
experience for true integration, educator relationships and it aids children that are restricted by the one year intake into kindy. In 2015 we changed our
morning routine to incorporate a joint greeting and exercise/movement program for all children in the centre in the kindy room.
Engaging group-time experiences and intentional teaching have been a focus for our educators over the last few years as we have supported them with
shared resources, equipment, mentoring, role modelling and training. This is turn has developed confidence in educators to plan and action enjoyable and
stimulating group sessions. Two staff members participated in OLSEL training (Oral language) and this has further enhanced our literacy practices across the
site and sits alongside a fun version of Jolly Phonics that was introduced in 2015.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Early intervention has always had a strong focus in our centre as we support children in additional programs such as communication, fine motor, gross motor,
behaviour, well-being and bilingual. Given the nature of our centre we are able to action remedial help from local community health and Commonwealth
support agencies early in the child’s life and this flows through to the preschool with DECD support. Funded additional support is designated to aid groups of
children or a one on one approach, particularly with wellbeing, speech and language concerns. All these programs follow a detailed individual learning plan
and follow our planning cycle: Plan, Implement, Reflect, Document, and Observe.
The use of the Respect Reflect Relate tools have been used and adapted with the gathering of information that is used to support the wellbeing of children
within the centre. Staff training on the RRR has made staff aware of the fundamentals of engagement and wellbeing and this has been repeated every two
years as a refresher for staff using our own children for observation purposes. Inclusive actions by our centre has seen us purchase a Soundfield hearing
system, provision of an acoustic room, use of auslan key sign language, Boardmaker and PECS software and visual aids for helping children to be
supported. Our team of multi-skilled educators work cohesively to share limited space and resources to ensure each child’s learning is maximised. Concerns
of children are discussed at staff meetings or through individual staff. The use of learning dispositions or virtues is embedded into our daily program and
forms the basis for discussion, group times, intentional small groups and allows children the opportunity to reflect on their meaning.
Individual Learning Plans are created for all children in the kindy room based on data that is collected from the parent, the child and the educator’s primary
carer and presented to parents at the end of term one. Term reflections on the child draw on information from the learning plan, parent interviews held in term
2, the child’s voice and base data that is collected and this is shared termly with parents. This forms the basis for the child’s Statement of Learning that is
forwarded to the child’s prospective school. The children’s creativity and involvement can be seen throughout the centre to show their learning in a variety of
forms.
A planning team involving staff from the kindy, over 2’s and babies room and the three Educational Leaders (kindy teacher, Assistant Director & Director) all
meet regularly on a Friday to look at the needs of the overall centre, educational direction, children’s needs and program accordingly. These meetings are
minuted for staff and those that cannot be present on planning day contribute through the evaluation sheets and programming leaves. Our daily and weekly
reflection pages on the program have been refined further to capture child and educator thoughts and these are reviewed at these meetings. The team are
also involved in planning the concepts and term planner for the Focus Board Agenda that is distributed to parents to promote concept awareness at home.
Routines within the centre have been reviewed by staff throughout the years with key actions looking at our transition points in the day allowing for more
uninterrupted amounts of play and reduced anxieties in the preschool room. Childcare educators also often reflect on their daily routines and overall the whole
staff team are demonstrating their flexibility of sometimes just “going with flow” and letting the children lead the learning. Revision of the routine in 2014 and
2015 also allowed for mixed play opportunities, fitness and group greetings. Each room incorporates a structured grouptime or mat time and educators will
adjust the learning space to the size and dynamics of their groups.
Considerable effort by staff to change their practice and take on new ways of thinking has brought together children and parents in a learning partnership. As
this is a continuous cycle we find that we are continually looking for ways to improve our skills, methods and techniques and we have shared many of our
tools across networks. Our whole centre approach to planning, caregiving and playing together has allowed educators to be unified and work together with
families.
Staff meetings focus on curriculum, theorist information, good practice and we regularly use the videos provided by NQS PLP and the Early Childhood
Australia program. Staff have upskilled over the years and have been supported by colleagues and the leadership team. Self reflection has taken many forms
as staff share their skills, thoughts and personal year. Staff analysis of their training needs is used to determine their future training and plans for learning.
KEY IMPROVEMENTS SOUGHT FOR QA 1
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.
1.1.4 The documentation about each child’s program and progress is available to families.
1.1.5 Every child is supported to participate in the program.
Identified Issue
-We feel that some children may not have their learning or their experiences documented in a consistent manner and would like to further explore the use of
portfolios.
-We feel that the child’s voice is not always included in programming.
-To increase parent awareness and engagement in our program and the benefits of early childhood education
Standard 1.1
Standard 1.2
Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
Identified issue
-Educators on site are all a different levels in their own learning and we would like to have them involved in more training to enable a similar understanding in
the curriculum. (theorists, pedagogy)
- We identified that we had limited opportunities for reflection of practice with educators and children.
-We would like to focus on improved literacy and numeracy outcomes across the site.
Standard
Element
What outcome or goal
do we seek?
Standard 1.1
Educators using the EYLF
document and reflecting
on its outcomes to
engage with the natural
environment when
creating or enhancing
experiences.
Physical outcomes are
planned to promote gross
motor activities.
We identified
that educators
needed to
further explore
the use of the
Early Years
Learning
framework
incorporating
the use of
natural
resources
and our own
environment.
How will we get this
outcome?
Our steps..
 restrictions on paper
based products
 use of RRR scales to
evaluate practice.
 Investigate some more
training experiences in
natural play in 20162017.
Educators will actively create a variety
of different environments.
The environment will be the basis for
50% of our programming.
Children helping to create their
physical learning environment & with
documentation of involvement.
Timeline
Progress Notes
Review day 08/16 highlighted a
change wanted to Leaf design to
incorporate RRR guides.
Learning Hub training has been
targeting EYLF training from ECA.
RRR environment scale used with
preschool staff at training. 28/03/2017
-Change leaf observation to
include RRR guides
- Program will incorporate
section for outdoor play
Waikerie Children’s Centre Quality Improvement Plan
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Our success Measures
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Standard 1.1
We feel that
some children
may not have
their learning
or their
experiences
documented
in a consistent
manner and
would like to
further explore
the use of
portfolios.
Standard 1.1
We feel that
the child’s
voice is not
always
included in
programming.
Portfolios or Profile books
will demonstrate
children’s development &
involvement within the
centre.
Children will share their
learning with friends and
family.



Exploration of best ways
to show children’s
learning- portfolio or
Profile books and
establish consistency.
Children contributing to
the program through their
ideas, actions, thoughts,
inquiry topics, etc.

Child perception data
being used to inform
program.

Staff will use the mobile
phone technology to
capture child’s voice and
share learning experience
with families and they will
respond with feedback.

Use of child’s interest
leaves on Thinking &
Wondering Trees.
Staff to be reskilled in
Floorbook, Thinking Trees
methodology.




Childcare staff to use
recording slip so that
parents come and look
at profile books.
Staff to consider
techniques already
used.
Setup a rotational
profile book system so
children can take their
books home to share
with parents and set
up Star of Session in
childcare to promote
this to parents.

Create picture leaves
on Thinking &
Wondering Trees.
Reflect the child’s
input in the program.
Child Perception data
sheets made to gather
a variety of
information.
Use Floorbooks and
Wonder boxes- link to
Book of the week &
nature.
Develop more cultural
language information
in the children’s
display.
Provide BumBags with
leaves for staff to hold
observation tools.
Use mobile phone and
explain to staff how

Waikerie Children’s Centre Quality Improvement Plan
14



Portfolios are viewed by
children and families regularly,
All educators are contributing
to the documentation of
portfolios.
Educators promote the value
of portfolios to parents.
Each child’s portfolio will show
growth and developmental
individuality.
Portfolio books across centre reflect
child’s experiences through
spontaneous and planned program
cycle. Childcare programming and
documentation aligns with kindy.
Star of session being used in childcare
- children are sharing their art-books.
One Profile Book system still being
considered instead of two in childcare.
Learning stories are embedded into
educator practice and showing cycles
of learning.
Recording slips are being used actively
and feedback is coming back
positively.



Educators and children
working on ideas together and
the educator stimulating
further thoughts.
Evidence on program
highlighting child’s input.
Children will enjoy using the
simplified data tools to reflect
their thoughts.
Feedback will come via
parents.
Bum bags purchased for staff for
observation purposes- distributed on
3/8/16
Use of child perception sheets has
given educators some valueable
information.
Mobile phone is being actively used by
staff to send child voice- on activities
they do and show and tell to parents.
(message and video).
Data being logged on families that
have been contacted throughout
centre.
Transition booklet for childcare/kindy
children promotes child’s voice (Jan17)
Review April, 2017, Jan 2017, Sept 2016, March 2016.



Standard 1.1
To increase
parent
awareness of
program and
engagement
and the
benefits of
early
childhood
education
Continued uploads onto
Facebook and website
our practice.





Standard 1.2
We identified
that we had
limited
opportunities
for reflection
of practice
with educators
and children
Standard 1.2
We would like
to focus on
improved
literacy
outcomes
We want to show
reflective practice across
all 3 rooms in our centre.
Staff will be able to
articulate reflective
practice with children.
A variety of literacy and
techniques will be used
across the site.
Staff will be familiar with
literacy indicators and
relate their observations




this can be used.
Take a snapshot of
messages as evidence
Arrange training
facilitator to come to
WCC
set up Facebook and
put on links to promote
ece
put on childcare &
kindy program on FB
photos of centre,
children, activities,
events
promote enrolment of
childcare & kindy
Create Promotion
Flyer
website update
Program sheets
incorporating reflection
All staff participate
actively in gaining
reflection from children
and others.
Programming Leaves
will be modified to
include reflection
points.
Engagement in
Literacy and
Numeracy Plus
workshops & work with
Literacy Results Plus
leader.
LNI implementation
Waikerie Children’s Centre Quality Improvement Plan
15
Parents promoting our service to
others.
Childcare and Kindy service at
capacity levels all year.
Staff will be actively reflecting on
practice.
Children will reflect on their practice
across the centre in a variety of age
appropriate ways.
Children and staff in all rooms are
challenging children with age
appropriate literacy language and
children are wanting to know more.
WCC will have evidence of literacy and
numeracy learning displayed within the
Facebook group set up 23/6/16.
Promotion flyers about following
Facebook page distributed 4/7/16.
Promotion flyer made June- distributed
to community.
Promotion of WCC amongst
community groups online
Transition and Orientation Booklet
made for families and children, handed
out with Early Literacy Book bags Jan
2017.
Facebook Promotion continues Jan
2017.
Website updated Jan 2017- new
documents uploaded.
Programming sheets incorporate
weekly and daily reflections. Team
leaders reflect every Friday on week.
Staff reflection activity on another
educator arranged for Dec meeting.Booklet created.
LNI modules attended by Assistant
Director & Director.
Preschool staff using terminology of Lit
and Num indicators in Statement of
Learning. Staff also used the data tool
created by partnership to get base line
Review April, 2017, Jan 2017, Sept 2016, March 2016.
across the site
and reflections to them.
Training will be sought.

Staff will be aware of oral
language processes and
have an awareness of
assessment techniques in
all rooms and identify
children at risk earlier.


A literacy improvement
plan based on site
practice.

Alignment of goals with
Loxton Waikerie
Partnership and State
priorities



Development of a base
data tool that suits our
site.
Standard 1.2
We would like
to focus on
improved
numeracy
outcomes
across the site
A variety of numeracy
techniques will be used
across the site.

Staff will be familiar with
numeracy indicators and
relate their observations
and reflections to them.
Training will be sought.
Staff will be aware of
mathematical language
and be able to stretch
children’s knowledge.


workshops to be
attended by leadership
team.
Preschool staff to use
literacy& numeracy
indicators.
Staff audit on literacy
practices.
Engage in oral
language and
assessment training.
Data tools developed
within site and across
Partnership to collect
evidence.
Early intervention
support groups.
Family promotions.
Develop take home
resources- seek grants
to help offset costs.
Engagement in
Literacy and
Numeracy Plus
workshops & work with
Literacy Results Plus
leader.
LNI implementation
workshops to be
attended by leadership
team.
Preschool staff to use
literacy& numeracy
indicators.
Staff audit on
Waikerie Children’s Centre Quality Improvement Plan
16
centre.
data.
Educators will be using the language
of the Lit & Num indicators in their
practice.
Learning Hub online training has
focussed on literacy and numeracy
sessions.
Staff engaged in 2 Speech therapy
training sessions in term 2 focusing on
early literacy skills. This resulted in
majority of childcare children having
speech screenings and referrals being
made.
DEC 2016-Transitional meetings
between childcare & kindy staff
focused on literacy summative reports.
Data tools used preschool summative
reports showed growth in literacy
indicators by all children (Dec 16)
New Summative reports from childcare
shared Literacy aspects (Dec 16).
Shared with parents leaving childcare.
Numeracy language is being used by
children and educators and this is
reflected in observations, planning and
reporting.
28/03/2017- Preschool closure day on
Literacy & Numeracy development.
LNI modules attended by leadership
team in 2016.
Speech pathologist training on oral
language and assessment.
Partnership data tools established and
in process of review.
Learning Hub online training has
focussed on literacy and numeracy
sessions.
Preschool staff using terminology of Lit
and Num indicators in Statement of
Review April, 2017, Jan 2017, Sept 2016, March 2016.
A numeracy improvement
plan based on site
practice.

Alignment of goals with
Loxton Waikerie
Partnership and State
priorities

Development of a base
data tool that suits our
site.


numeracy practices.
Data tools developed
within site and across
Partnership to collect
evidence.
Early intervention
support groups.
Family promotions.
Develop take home
resources- seek grants
to help offset costs.
Learning. Staff also used the data tool
created by partnership to get base line
data.
DEC 2016-Transitional meetings
between childcare & kindy staff
focused on Numeracy summative
reports.
Data tools used preschool summative
reports showed growth in numeracy
indicators by all children (Dec 16)
Summative reports from childcare
shared numeracy aspects (Dec 16)
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
Summary of Strengths for QA 2
Our centre has many supporting documents and practices that reflect children’s health and safety. Under the previous compliance laws of South Australian
Childcare licensing and DECD regulations we set up procedures across the centre. In 2011 we began integrating more of our processes and procedures
under one governance and merging the two systems into one as an outcome of this NQS audit process. An example of this is distributing the excursion
compliance form every year for all children within our enrolment pack and end of year practices.
Our procedures book was compiled as a result of educator initiatives highlighting many practices that staff wanted guidance in- this was particularly important
as we have up to 23 to 27 educators in our site and they all needed to implement the same safeguarding practices. This book forms a major component of
our induction process and is available to educators at any time in a hardcopy and on CD Rom.
Children are made aware of keeping themselves safe and healthy in our centre though the use of the child protection curriculum in the preschool, verbal
conversations, direct questioning and investigation and through the use of and use of You Tube clips and extensive visual displays in all areas.. One of goals
achieved was to involve children from childcare in these discussions and this now happens on a fortnight basis with older childcare children coming over to
kindy. Regular and daily explicit teaching of hand-washing and nose blowing and educating parents aware of this helps to keep our centre hygienic. Some of
these displays may show procedures such as drink and hat reminders, washing hands, toileting or a daily routines In 2015 sanitizer stations were set up at
the entrance to every room and a cleaning toy process and steam cleaner is used on a regular basis across all three rooms.
We have previously been accredited under the Start Right Eat Right program providing meals to children in long day care and preschool lunches and have
established a comprehensive nutrition policy. Although this program ceased in 2013 we have continued to use the menu planning tool as a basis for providing
Waikerie Children’s Centre Quality Improvement Plan
17
Review April, 2017, Jan 2017, Sept 2016, March 2016.
children with adequate nutritional requirements alongside the training guidelines of Nutritional Australia. We also have 2 staff trained in the new guidelines
and have participated in a local cook’s network forum with other Riverland cooks in 2014 to exchange ideas on best practice. Families that supply food to
kindy children are encouraged to bring healthy fruit and vegetables that are nut free. Hand-washing practices before and after snack time ensures that
contamination and food particles are not transferred onto equipment. Regular information in the newsletter and on display boards in the foyer outline the
importance of healthy eating and being physical, alongside the sharing of recipes from our own kitchen menu. Menu’s are displayed for children and families
in the foyer and on the glass door to kitchen. At lunchtime children sit at tables in each room over a timed schedule and supervised by childcare staff who role
model and encourage eating healthy food. Meals are also provided to childcare children through lunch and snacks thorough out the day with water freely
available. A fridge in the kindy room is available for food storage and ice packs are used in cooler bags and the water drink box for water bottles. We always
look forward to our special whole centre lunch picnic days where all children are served at the same time with educators- eg Christmas & Easter lunches.
Our annual food safety audit in November meets with the Health department’s compliance procedures and all educators must have up to date Safe Food
Handler training that is part of staff training meetings bi-annually. We are currently on the minimum 12 month review process for our food safety handling
practices.
We have regular visual displays and avenues of communication to highlight to families, educators and children the importance of health, safety and food.
Activities such as the Obstacle-a-thon, Preservative and Additive displays, Brain Gym, In-sync Exercises, Exercise morning time and the centre routine are
just some of the ways we continue to promote and encourage health and safety. These are also on display for parents in the front foyer and are rotated as
needed. Our centre has previously been of the few “Safety Assist” sites in Waikerie displaying a sign from the organisation Safer Communities Australia that
promoted our site as a place to come to if you need help until it disbanded in late 2015. Safety of children in our centre is paramount and we have strict
processes that make sure our children are safe and only go home with the confirmed people on their enrolment forms.
Our daily routines incorporates outdoor play which encourages the children to engage in physical activity in the playground area or under the large veranda.
In 2015 we introduces an exercise movement session every morning for all children that ranges from music, movement, Braingym, In-sync exercises,
Relaxation and Yoga and has become an exciting part of our program for staff and children. A CAMPING ( Co-ordination and Motor Planning) group is run
every term in the preschool room focusing on gross motor development.
On days of extreme weather, our skilled educators will reschedule the routine accordingly and/or plan for more physical type experiences inside. Our large
new area allows for further extension of gross motor development and has allowed us to have mounds of dirt dumped for free play provide a multitude of
environmental and physical experiences.
The centre operates with a babies sleep room and an over 2’s sleep room that allows children to rest in line with parent and educator requests. The preschool
room also has a quiet lounge area where it allows for solitude and sleep if necessary. When choosing preschool sessions for new children many parents
consider a combination of childcare and preschool, or flexible sessions to cater for their child’s individual needs at the time. Children who stay all day at kindy
are provided with more rest and relaxation opportunities during their lunchtime period and educators will target children if they need some downtime to rest.
Staff in the childcare rooms undergo regular Safe Practices SIDS training and implement and promote its methods to parents. W hilst there is a choice of kindy
sessions available at this moment we have noticed children will have rest days at home if tired through parent choice for their wellbeing. Parents are also
given the choice to build up to full day sessions in kindy to help their child cope with the long day. Educators are also skilled at being flexible with the daily
routine to offer relaxation times when required. Within the childcare rooms educators use the designated sleep room for group sessions as it allows quality
deeper learning and less distractions. Children are welcome to use this area for downtime and quiet time.
The centre has many health, safety and nutrition policies that have been created by our Governing Council delegates and this helps to govern our site and
embed our practice. Information is shared with families via newsletter or displays. It is freely available to educators and families and a newsletter article and
staff meetings highlight when policies are reviewed. Educators have developed effective procedures and documents to communicate the health needs of
children with parents and these have been reviewed and updated under the NQS system for the whole site.
We acknowledge and display staff and child health concerns with an action in secluded areas with systems and policies in place to support their health needs,
allergies and food preferences and this is updated regularly as needs change. Individual children are required to have health plans and a procedural
document by educators is used to manage incidents, illness and accidents. Children’s records are filed individually after parent signatures and notifications
Waikerie Children’s Centre Quality Improvement Plan
18
Review April, 2017, Jan 2017, Sept 2016, March 2016.
are provided to higher authorities and documented when needed. A monthly tracking sheet is used to review and track incidents and is discussed with staff at
meetings. Processes are in place to advise on changes to children’s dietary needs for the administration and menu planning. Training opportunities for
educators is actioned to provide them with knowledge when the need arises. We have in place a display board that communicates to parents any current
illnesses in the centre with an explanation sheet that explains symptoms and exclusion periods. This is used with regular newsletter articles on health and
hygiene to encourage the prevention of infection and illness. Medication is administered under strict guidelines of a doctor’s health plan or scripted medication
and must be witnessed. All staff are encouraged to have an up to date first aid qualification that is published on site and additional training is encouraged. At
all times of the centre operating hours we have staff that have the three compulsory training components- first aid, allergy and asthma.
The centre regularly uses local Community Health Services, Inclusion SA and DECD referral systems to support families and children in need. Highly
qualified staff with many years of experience allow us to enact early intervention opportunities across the centre. To support educators to identify and manage
potential issues we have also developed our own library of checklists, resource books, health information and diagnostic tools. Local health checks for 4 year
olds are co-ordinated by the centre and are held in the centre with immunisation sessions being promoted through our local surgery.
The outside yard allows for preschoolers and childcare children to play together, building relationships, sibling connections, peer modelling and active
engagement. Educators have a shared role in supervision and duty of care to all children in our outdoor environment which helps to develop relationships and
trust. Educators work on a rostering system to ensure adequate supervision and ratios are adhered to across the centre and are flexible in their work. The site
capacity, licensing requirements and child dynamics are all considered to minimise the risks of overcrowding, child and educator wellbeing. The recent
extension to the fence line saw us revise our supervision policy ensuring that the staff were present in the new area with the provision of a weatherproof
mobile phone station area.
The site is maintained to safe standards and educators and leaders are proactive in their needs to protect all its clients. Emergency procedures are displayed
in the centre (Staff & Parent Handbook and exit doors) and regular updates to first aid kits, phone systems, emergency bags ensure that the site is compliant
and prepared. Risk assessments with staff and children are used to record and reflect on practice for local excursions, cooking, environmental centre issues
and equipment. Email technology is now being used to ensure the emergency phone tree set up has up to date information on contacts and bookings and
forwarded to key staff.
Colour coded cloths and daily checklists are used to ensure compliance of tasks and cleanliness within site hours and a cleaning company is hired for
daily cleaning. We use a combination of paper and visual records in our record keeping systems for children, equipment and administration tasks. Equipment
is regularly maintained or removed off site when needed. Recent purchases of a commercial dishwasher and washing machine ensure high standards.
Children and educators practice evacuation and invacuation procedures regularly at various times throughout the day and week and this is analysed to see
areas that need to be developed. A hazard identification slip alerts the site leader to any issues that need to be addressed. Playground checks are carried out
daily by staff who open the centre as part of their duties. These are documented and recorded on the sites on line Business Manager system to support WHS
procedures and our own register.
Documentation of children’s health and physical needs plays an important role in our daily practice so that we can communicate to the parent information
about their child’s day and achievements. Examples of this includes records of meals, sleep, toileting, accidents and behaviour. These are managed on a
daily, weekly and permanent basis for record keeping procedures. We also have set up a reminder slip system to parents to help us comply with our health
and safety policies. Eg hat & sleeved clothing- sunsmart policy, inappropriate food- healthy eating policy.
Educators are required by DECD and our own childcare employment standards to have up to date training in child safe environments and protection. In 2015
our educator team underwent the Respect and Neglect online update training or the full day course to meet compliance laws. Mandatory reporting
responsibilities forms a key part of our induction process and liaison with the leadership team is necessary to support the educator and child. The site leader
also ensures up to date information or regulation changes are passed on quickly. The child protection curriculum is a mandated part of our preschool
curriculum and information is provided to families on the discussion topics. Older childcare children also join preschool child protection sessions with
educators observing the trained techniques that can be used in language with younger children. All staff, volunteers, students and Governing Council
members comply with a current police history screening clearance.
Waikerie Children’s Centre Quality Improvement Plan
19
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Educators and a member from Governing Council have participated in KidsMatter training to form the Action Team and the whole staff team were trained in
October 2015. This will become more of a focus from 2016 with a long term plan in place and to and align with the goals of the Loxton Waikerie Partnership.
Key Improvements sought for QA 2
Standard 2.1 Each child’s health is protected.
Identified issue
- Staff need to be retrained in Safe Sleeping Practices again.
- Staff review of site processes and procedures is due for review. We have a component of new staff that may not be aware of all practices.
- Hygiene practices are promoted and implemented
Standard 2.1 Healthy eating and physical activity are embedded in the program for all children
Identified issue
- Growth Mindset Practice, Language & Positive risk taking by children
Standard 2.3 Each child is protected.
Identified issue
- The Kidsmatter Program will commence and the Action Team will meet and begin their journey in this project. Children and families will have a voice
and common goal to establishing positive wellbeing. Our Centre will take this on as a Partnership Priority.
- Track minor incidents that might pose safety risks for staff and children.
- Staff identified a need for fire extinguisher training
IMPROVEMENT PLAN FOR QUALITY AREA 2: CHILDREN’S HEALTH AND SAFETY
Standard/
element
What outcome or goal
do we seek?
How will we get this outcome?
(Steps)
Success measure
By when?
Progress notes
Each child is
protected
The Kidsmatter Action Team
will meet and begin their
journey in this project.
Our Facebook site will share
Wellbeing articles and links.
Kidsmatter program will be
recognised and work alongside
school based programs in area.
Mid 2018
Component 1 & 2 completed
New teams member roles in
May 2016
Kidsmatter will become a
known program in our site.
The Action Team will meet and
follow the guidelines that are
required.
Components Training 1-4 will be
actioned.
Support from Kidsmatter reps
Our Centre will take this on as
a Partnership Priority.
Children and families will have
a voice and common goal to
establishing positive wellbeing.
Waikerie Children’s Centre Quality Improvement Plan
20
Group met: meeting notes take,
plans made for future.Links with
Sara Richardson.
We identified a need to
undertake SMART training with
staff. Process in place to do this.
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Staff need to
be retrained
in Safe
Sleeping
Practices
Growth
Mindset
Practice,
Language &
Positive risk
taking by
Risk Taking
Up to date trained staff in Safe
Sleeping practices through
SIDS.
Children are involved in risk
assessments with educators.
Educators provide children with
the language required to
wonder and challenge children.
Educators and families will use
language of growth mindset.
Families will use the
Kidsmatter EC site as a
reference point.
Children will use virtual tour
DVD/USB as a positive
experience.
Hygiene
practices are
promoted
and
implemented
Ensure that all staff are familiar
with site procedures and
update procedures book.
Ensure all site checks are
completed.
Prevent cross contamination of
food product on equipment.
Increase
incident
awareness
Track minor incidents that
might pose safety risks for staff
and children
Attend training- source this
training through local childcare
directors forum.
Children will be guided to take
risks at developmental
appropriate and safe ways.
Children are guided by educators
through language and intentional
teaching opportunities.
Educators working with infants and
others will be trained as part of a two
year training cycle.
Children will be able to articulate the
possible risks when problem solving.
Training attended by 11 key staff
on 9/8/16
Ongoing
Nov 2016- Transitional articles
focused on anxiety and school
preparation provided to families.
Children will use growth mindset
language with each other.
Kidsmatter group organised
tea/coffee morning at WCC
obstacle-a-thon.
Kidsmatter group- set some
meeting dates.
Links with the Child Protection
Curriculum.
Growth Mindset Training
opportunities.
Create a virtual tour of our site on
a dvd/usb for families.
Use materials from Kidsmatter
Early Childhood with families and
children to help with anxieties,
separation.
Facebook site linking Kidsmatter
articles throughout the year.
Families will give feedback on how
they used the DVD/USB in the
transitional stages with their child.
Jan 2017-DVD will not be
created. Instead a visual
timetable and information
booklet aimed at the child and
family was created. Given to all
families in centre including new
and current. Has met with great
feedback and usage in helping
children adapting to centre.
Families will be more informed about
child mental health conditions.
Staff will review the site
procedures through staff meeting
and documentation
All new children’s hand-washing
to be explicitly taught before and
after eating across the centre.
Display posters in bathroom area
for hand washing processes
All staff will be confident to talk and
act out the processes used in centre.
Term 1 2017
Children will wash hands before and
after mealtimes.
Week 1 2016
Create monitoring sheets for
safety and issues to track minor
incidents.
Incidents to be reviewed monthly and
at team meetings.
Term 1, 2016
Process put into place Jan 2016
to ensure the safety of child with
severe dairy allergy.
Tracking document created
January 2016
Incidents are reviewed at staff
leadership meetings
Staff to be trained in fire
Waikerie Children’s Centre Quality Improvement Plan
21
Review April, 2017, Jan 2017, Sept 2016, March 2016.
extinguisher training
Organise further training with
local fire department. Fire
Wardens to present powerpoint at
staff meeting
Waikerie Children’s Centre Quality Improvement Plan
22
Staff will be familiar in the technique
of discharging an extinguisher.
Term 3 2017
Review April, 2017, Jan 2017, Sept 2016, March 2016.
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.
Summary of strengths for QA3
Our centre’s philosophy and approach enables all children and families the opportunity to access our service and we pride ourselves on the early intervention
approach that we have in adapting our environment to cater for individual needs. Children are involved in routines that are flexible in line with weather, play
opportunities, periods of uninterrupted play and inclusive learning that allows for interactions indoor and outdoor. Educators freely go with children’s ideas,
challenge children and rearrange the environment to create new experiences. In 2015 we created our Equipment Picture Book that allows children continue
to help put equipment out as part of their planning cycle and for spontaneous moments.
Our building was built in 2001 as one of a few purpose built rural integrated children’s centre in South Australia at the time. It is not linked to current status of
children’s centres for parenting. It is licensed for 30 childcare children with the additional provision of 25 children that can use lunchtime care in the kindy
room. Our design provides for 3 main rooms (Babies, over 2 area and a preschool room), a kitchen, staff room, 3 shared office areas, 2 sleep rooms, 3 small
sheds, toileting facilities, 3 storerooms, a lockable entrance and reception area. These all comply with the current building codes of Australia. We use
evaporative cooling, roof panel heating and have access to a lot of natural lighting. Our Governing Council facilitated the purchase of installing 84 solar panels
in late 2011 to reduce our carbon emissions and power costs. These were solely funded by our site and are seen as an investment for our future. The
January 2014 school holidays saw the whole centre repainted. The preschool room is an open plan area which is set up into different learning areas, whereas
the childcare room has a similar environment experience but in a more compact space due to the structure of the room. The babies room caters for a cot
sleep room and it’s own outdoor yard was extended by our 2015 goal by taking in a natural grass area.
Processes are in place to manage risks, hazards, preventative maintenance and site work requests through the local DECD building maintenance agency
with small jobs being repaired locally. Our grounds are maintained by a centre funded grounds person and the cleaning of the building is contracted annually.
Termly cleaning schedules for inside and outside storage areas by educators, ensure that the facilities and equipment are clean and safe. Daily visual
checklists with appropriate equipment are in place and initialled to ensure that site facilities are maintained by staff.
The centre is wheel chair and pram friendly and consideration is given to how rooms are set up to enable people to walk though in a free flow action.
Storage at our site is maximised and staff regularly review resources on our inventory every term to determine their suitability and cleanliness.
The centre provides appropriate size furniture for its educators and children and resources are purchased with careful consideration and a risk assessment
where necessary. Rooms and offices continue to be shared by our large staff team for a variety of different purposes and will become available where
needed. Meetings or small group work that is held on site are generally held in the shared office spaces or the sleep room through a roster system in the
morning. Educators have used this system successfully for years.
In the years 2012 and 2013 our Governing Council supported the idea of moving back our fence lines to incorporate more grassed areas and natural shade.
During 2013 Loxton Waikerie Council agreed to lease a 30 metre parcel of land with a 5 year lease agreement being drawn up between the Minister of
Education and the Council. Our new fence was built over the 2014-2015 Christmas holiday period and to support the larger yard an external mobile phone
station was set up in the new area. The larger yard has allowed us to leave more equipment out overnight so that continuous play experiences occur.
Waikerie Children’s Centre Quality Improvement Plan
23
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Our environmental focus in 2011 was to further engage in the environment and educators were encouraged to explore the aspect of the natural environment
inside and outside. Educators are more conscious of children continuing their learning and working on creations by using tablecloths and “Save My work
cards” for children to leave by their creations. Pedagogical practices featuring Reggio Emillia and Montessori styles are supported in our environmental
photograph book of ideas and we continually add to this. Staff team meetings and training with nature play consultant with Niki Buchan and Claire Warden
have inspired our ideas for outdoor play environments. In 2013 a grant received helped to remove a cement car track and we replaced it with a garden bed
and edging to our grass which was previously a safety hazard.
Our outdoor area is a work in progress and is supported by our Fundraising committee who have purchased 2 mature trees, flexible seating, cubby houses
and are now saving up for a storage shed. Other ongoing projects include our vegetable garden, scarecrow, potted plants in tyres, water play, the chook yard,
compost bins and our worm farm. The outdoor area is highly visible and provides a large fixed playground and massive sandpit with watercourse that is
protected by an all purpose shade structure. Swings, bike track, garden beds, bark chips and grassed areas also allow for educators and children to set up
extra daily learning experiences with the flexible play equipment that is housed in nearby sheds. Inside activities and the room environment is generally
changed weekly or fortnightly to provide enough resources and materials for children to play with. This is further extended with specific daily table activities
that have been planned.
We look forward to the challenge of developing our new extended area over the next few years with the children and parents who have helped voice their
input for some wonderful ideas that they would like to see. Some of these ideas such as chooks, animals, cubbies came to fruition in 2014 along with covering
the whole area in with topsoil to prevent the clay subsurface from coming though. The mounds of dirt have also turned into a valuable play asset that we have
decided is a must have for future play adventures and is topped up once it has been spread out by the children. Future plans include supplying irrigation to
the new area to have more grass and garden beds. The extended area continues to be a wonderful play space and in 2015 big natural logs and a bark chip
area was added and grants have been sourced to develop irrigation in the future. Large mounds were created for natural play when the bark chip area was
dug out. This was a donated service from a local contractor and continual photos of our yard journey are documented in our community book. Our display
area in the foyer area displays our ideas, contributors and the consultation process with children, educators and families and this is updated as new areas are
developed.
Sustainable practices are evident in our site as we engage with recycling practices and through our Wipe out waste methods – parents save their boxes for
construction, natural materials are used in play and craft activities, fruit time practices encourage children to sort into scraps and rubbish, food scraps are
given to the chooks and scrap paper is recycled into note pads. Rubbish bins work on a recyclable sorting system across the centre and we aim to reuse as
much as possible on site. A successful KESAB grant in 2014 also allowed us to purchase some shredders that we use to make paper logs for wood fires and
also as animal housing. Two compost rollers, a worm farm and chicken coop were also welcome additions to our sustainable site practices and we have
actively used them with the children. Children help to feed food scraps into the worm farm, collect the worm water for our plants as fertiliser and water the
worms to keep them alive. In 2015 we developed an animal care procedure for staff and children to maintain hygiene and shared practice with children and
educators. We also have two rainwater tanks installed that are used to provide limited water play for children when there are water restrictions and these can
be used to water our lawns and gardens. The use of our large solar panel system has brought about great savings and reduced electricity costs. The use of 2
Continuous Ink Systems on our colour printers has been our biggest cost saving as we no longer have to worry about replacing cartridges which in turn saves
money and landfill waste. An upgrade to our photocopy machine in 2015 has allowed us to be more sustainable with our larger printing needs and we have
networked our computers to the machine. Educators have also been challenged to think creatively on how to create an activity that does not use paper.
Intentional teaching moments are used to demonstrate and explicitly explain the importance of sustainability practices and You tube clips give children a
visual demonstration. Very small amounts of rubbish are discarded daily as we promote nude food and rewashing of containers to take home. In our office
operations we have been amalgamating forms and using scanning and email distribution lists to save the use of paper. Our continued links with the NRM
Board demonstrate up to date practice and staff engage in relevant workshops that are offered. A visit from KESAB representatives in the Tidy Towns
judging were impressed by our wide range of sustainable practices on a walk though visit in 2015.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Our curriculum activities encourage children to be responsible for their environment and educators extend children’s knowledge through displays, walks,
touch and feel activities, plant and animal care of our own animals and those we find, use of the internet and books to investigate and posing inquiry
questions such as “ Why do we need to turn off taps?”- this was a big discussion topic when our area was experiencing drought. Our connections with the
local primary school see us regularly have visits from the Youth Environment Team who visit us and do activities with our children on environmental practices,
water wise, river care practices and sustainability. In 2015 the YET team joined us to create an Indigenous garden with the young children in our centre and in
2016 they will help to establish our planter boxes. The centre also hosted a touring Guest performer for consecutive years that provided children with an
entertaining high environmental hands on performance.
Our large grounds allow for healthy physical activity to be enhanced everyday with children being encouraged to run, climb, lift and take appropriate risks. We
are supported by Riverland Community Health physio therapists and occupational therapists in the programs that we offer on site and they will suggest ideas
based on our specific site. Within the preschool a CAMPING (Co-ordination and Motor Planning Program) is usually on offer during the term to add more
supportive gross motor planning activities using our own equipment. The participants in this are usually identified from our daily In-Sync Exercises that
promote core strength and brain function. Following a review of educator practice children from childcare also use these exercises and engage in a shared
morning grouptime with kindy children that has a healthy exercise and music focus. This successful program allows all children to have more intentional
teaching moments in the morning and allows for longer time for uninterrupted play sessions.
Key improvements sought for QA3
Standard 3.1 The design and location of the premises is appropriate for the operation of a service.
Identified issue -There is limited space for respite, quiet conversations and meetings despite staff being flexible and sharing offices and rooms. The
childcare rooms are small and the design limits our creativity.
-Shed and internal storage- we have limited shed storage for equipment inside and outside and would like to explore merging sheds or replacing
smaller sheds with a larger one.
Standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.
Identified issue- Our main yard would benefit from more natural elements and natural shade that will allow children to also explore living and non-living
things. Look at sectioning off area behind chook house when new shed arrives.
- Staff have identified they would like training in space design and cultural environments so they can promote more of this in play.
Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.
Identified issue- We identified that we use a lot of paper for children’s craft activities and in administration practices and would like to reduce our use of this
product to be more sustainable
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
IMPROVEMENT PLAN FOR QUALITY AREA 3: PHYSICAL ENVIRONMENT
Standard/
element
Element
3.1.1
Small
childcare room
and limited
space for
respite, quiet
conversations
and meetings
despite staff
being flexible
and sharing
offices and
rooms.
What outcome or goal do
we seek?
How will we get this
outcome? (Steps)
Success measure
By
when?
Progress notes
We seek more rooms that can be used
by staff for professional purposes and
respite.
Follow through with previous
attempts to get additions made
to our building. (Educational
Brief to DECD). Explore options
through the Commonwealth,
Grant applications and
Children’s Centre reclassification.
Additional rooms are added.
Ongoing.
- Staff are willing to share rooms with
each other.
- Continue to look at grants available.
Discussion with ED & ECL on
Children’s Centre reclassification- to
help follow up.(Nov 2016)
The childcare rooms are small and the
design limits our creativity. We would
like to explore expansion ideas.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Standard
3.2
Our main yard
would benefit
from more
natural
elements and
natural shade
that will allow
children to
also explore
living and nonliving things
Staff have
identified they
would like
training in
space design
and cultural
environments
so they can
promote more
of this in play.
Continue to seek the voice of children,
staff and families on what they would
like in our outdoor area.
Explore ways we can extend our
gardening experiences with the
children and other children in the area.
Formation of Grounds Committee
New lawn area to be developed and
irrigation to go to other parts of yard
for garden beds.
Cultural aspects will be reflected in the
design of our yard and indoor
environment.
Standard 3.3
We identified
that we use a
lot of paper for
children’s craft
activities and
in
administration
practices and
would like to
reduce our use
of this product
to be more
sustainable.
Reduce the amount of paper being
purchased for craft and administration.
Purchase in bulk for savings.
Seek grants to help us establish a
shed that can contain our recycled
materials.
Aim to reduce our landfill waste
products by reusing more materials on
site, this in turn will reduce the cost to
the centre for waste management.
Contact Waikerie Primary
School Youth Environment
Team to see if they can buddy
with our children.
Opinions will be gained on what
the children, families and
educators would like in our new
area.
Parent list made looking for yard
items to be donated.
Contact NRM Board an Local
Action Planning Group for
support on site.
Buddy program to visit once or
twice a term to focus on
sustainability and landcare.
Develop insect houses
Families and community members
donating plants.
Sharing of plant need on Facebook.
Garden areas to be developed
with students from YET and LAP.
Lawn installed- 26/2/16
Grounds committee to be sought
from interested parents.
Seek fundraising and grants to
finance this area. Go through
DAIS for work job.
Seek cultural and learning space
design training.
Seek input from community.
Add cultural section to program
Activities to be redesigned using
more natural products.
Educators challenging
themselves to think creatively.
Apply for DECD permission and
grants to source shed and space
for effective recycling practices.
Embed practices of sustainability and
recycling into the centre and promote
these families.
Seek nature training for staff.
Take photos of recording sheets to
show evidence instead of printing off.
Camera to be used by staff at
the end of day to capture daily
records.
Waikerie Children’s Centre Quality Improvement Plan
27
YET & LAP visited and planted
garden beds with children.
Garden beds installed Nov 2016.
Children and staff planting.
The grounds committee will be
active in helping to develop the
grounds.
Lawn area will be used actively
and garden beds will be used for
vegetables and flowers.
Our environment will reflect
multicultural aspects that families
and children have had input into.
Reduction in costs and more
sustainable practices occurring.
Community members to bring in
consumables for recycling.
Successful log making and
fundraising source in winter..
Seek out grants to help source
funding for sustainability
practices.
Staff will use nature based
activities.
Paper trails will be eliminated.
ongoing
Application to local council has been
made to locate a shed on new
ground- awaiting decision.
Consultation made with DECD on
shed- unlikely to support this until
2016. Shed supported by DECD, as
long as outside of current playspaceDAIS contacted to seek quote Nov
16. Quote received and WCC will
need to fundraise more to meet the
requirements of quote.
Investigation into shipping container
not supported by DECD.
Photographic evidence folders set up
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Explore
fencing area
behind chook
shed to be
fenced off to
hold
equipment.
Shed will help to house equipment and
materials.
Area behind chook shed to use panels
from fencing to make a small enclosed
yard.
for daily records.
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.
SUMMARY OF OUR STRENGTHS
Our centre educators are recognised as one of our biggest assets!
Our site is structured with a DECD Integrated Services Director who is the Nominated Supervisor. The DECD preschool program employs 2 fulltime
equivalent teachers and one half time Early Childhood worker. The makeup of these positions comprises of one full-time teacher and 2 part-time teachers and
further employed Early Childhood Workers that provide support programs. Within the childcare facility, we have a part-time Assistant Director and many part
time and casual educators. The site supports higher ratios than warranted and will actively seek funding to employ additional regular staff to implement
programs for early intervention, separation adjustments, complex dynamics, new children, bilingual programs, excursions and programming time. Recognition
that funding for increased staff put it for short amounts of time to help children settle have a long term affect in childcare and preschool. This funding derived
from support avenues and our own funds helped to ensure the individual and group wellbeing was a priority for their involvement in our centre.
The Director is also supported in the role of site manager with additional time to do these tasks. The Educational leaders are the Director, the fulltime
preschool teacher and the Assistant Director who support curriculum learning at staff meetings, programing and in daily experiences with staff and children.
Both the Assistant Director and fulltime teacher have worked across all aspects of the centre and have a vast knowledge of each other’s daily practice. The
weekly programming session incorporating core staff from each room ensures continual professional planning in all rooms and is minuted and led by the
Educational leaders. Educational leaders are involved in creating learning opportunities for the staff team, reflect on current practice and research and
influence the staff teams in a role-modelling approach and through staff personal learning journey’s. The four trained preschool teachers on site are involved
in planning, evaluating, reflecting, supervising, and monitoring the program across the centre during term time. The centre actively supports trainees and
between 2012-2015 we have supported over 20 people in some type of training and mentoring within the centre- gaining their Certificate 3, Diploma of
Children’s Service, or a teaching degree. Many staff were engaged in the RPL process and demonstrated their experience to gain further necessary
qualifications. Opportunities for new staff who have trained on our site has also led to employment and we actively liaise with Registered Training
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Organisations such as TAFE and MADEC for placement hours and we usually manage 4-9 students per year. Our relationship with the local high schools is
strengthened when students come to the site for Year 10 work experience and are mentored by our staff. It is often this first experience that leads our
students into further vocational training and they will come back to us seeking placement. We can have as many as 23-27 educators at a time on our files and
they are able to move between all three rooms if necessary especially when childcare educators manage the preschool lunch service four times a week.
Educators have previously been recognised by having their parchments displayed in the foyer and this is moving to a folder system. Educators are
encouraged to update their personal files of any achievements, awards, training or employment conditions and these are kept in a filing system. Photographs
of our educators are also on display on our reception desk with a list of their qualifications and this is often the first thing that children see when they enter the
building. The display is often the topic of many conversations with parents and children as they acknowledge each educator and move them around. Families
are also able to identify the educators who are working by their photo on the entrance door to each room. Educators also highlight their cultural heritage to the
families of the centre through a photo display in each room and in 2015 we have encouraged them to fill out a skill set survey.
We have a core group of permanent and casual staff that are consistent in their employment and are willing to be placed on a relieving pool when required for
additional work. New educators are encouraged to familiarise themself with the centre, the Staff Induction Book and supply all necessary mandated
information before commencing work. A Staff Essentials computer folder is available for educators with key information necessary such as procedures,
policies and work practices and is updated and provided at induction or when necessary. The child-staff ratio is maintained via a weekly roster system in
childcare and is supported by the colour coded childcare booking sheet that corresponds with parent sign- sheets. The roster indicates educator breaks and
Australian regulations. The ratios work over 3 rooms in childcare (babies, 2-3yr olds, aged 3 + ) and may sometimes align with the mixed ratio system. When
this approach is used, the NQS coding system is used to record accurate numbers of children and staff. All changes to rosters are documented to align with
our site processes and payroll systems. Within the preschool a termly timetable shows roles and reflects non-contact and programming time for educators.
Periods of breaks for preschool educators align with child breaks. A further support timetable reflects educator roles whilst engaged in the early intervention
support program.
A clear set of expectations exist in the sites Induction and Procedure Book and educators have access to this in a variety of methods- hard copy or USB. This
was redeveloped by staff back in 2011 to promote consistent practice and undergoes regular review every year or as needed. Educators are also expected to
be aware of site policies and can access this book at any time in the front foyer. Representatives from the educator team are on the policy committee to help
share the review process, but the Director also informs educators of any changes to policy and procedures via a staff newsletter or meeting.
The educator team allocate Staff Roles and Responsibilities at the start of every year and this ensures that all educators are committed to fostering initiatives
on our site. A key directions list and the Early Childhood of Australia Code of Ethics is given to all educators alongside the site philosophy and values and we
strive to work to this.. This is also promoted in the staff room and at educator meetings. Feedback using the DECD Parent survey (2011-2015) highlights that
majority of parents agree or strongly agree with the areas of Quality of teaching and learning, Support of learning, Relationships& communication and
Leadership & Decision making. A feedback box in the reception area as well as grievance flyers also promotes feedback avenues for parents.
The responsible person on site is usually the Director. When this is not possible the preschool room and the childcare room each have a photo system on
their entrance doors in place indicating who has this role. This practice has been endorsed by the educator and is recorded on signed documentation, the
staff sign-in day book and is also recorded as RP on the childcare roster also record “RP” next to the name of those who are in this role during the day.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Continuous learning and reflection is encouraged and educator meetings will generally have a training component built into them that is captured by
photographs of our learning. All educators are encouraged to attend meetings and are provided with an opportunity to add to the agenda and minutes. A staff
training needs analysis was conducted in February 2015 that is to be used for long term planning and networking with other Riverland sites on a practical
needs basis and cost saving element. Staff newsletters also form a way of communicating within the centre.
The centre is also committed to funding educator training opportunities and has sought external sources to aid in training. We also recognise the experience
within our own team and have engaged our own educators to lead and teach others. Several years ago we instigated separate team meetings to our whole
centre meetings to help gather part-timers together to discuss room practice. Teams of educators are also encouraged to go to new training to promote
change with support. Minutes of all staff meetings along with handouts are kept in a folder in staff room but are also copied for all staff members. Online
training tools such as our Early Childhood Australia Hub subscription has provided educators with relevant research, reflection and an opportunity to be
engaged in professional training onsite.
Our team of educators have a respect for each other and this is evident as we celebrate achievements together and support each other. The systems that we
developed to communicate with each other have enabled us to all be on the “same page” and each staff member has a responsibility to each other. We
acknowledge each other through our “Appreciation Board” in the staff room. Over the past few years our Business SA Trainee Apprentices, Preschool
teachers and Early Childhood Workers have been successfully nominated for local and state awards in excellence and we very proud of their recognised
achievements.
Our expectations are high but can be achieved with support if it is needed. Educators are encouraged to think of solutions to problems and manage conflict
situations before coming to the leadership team. This strategic thinking has enabled educators to feel empowered and in turn this has led to more effective
and responsive programs for children. The staff’s “Good Ideas List” from performance management meetings is used as a catalyst for future thinking and
planning.
Evidence of professional documents in relation to the NQS, EYLF, RRR and curriculum pedagogy is reflected in our staff room, foyer, and in the program
displays in each room. A resource collection area in the staff room has been created to encourage educators to study further and this is often accessed by
them looking for clarification, ideas of experiences, data tools and general information.
In 2014 the centre received a waiver for regulation 133 to approve the kindergarten room to operate with one less early childhood qualified teacher than
required due to lack of available staffing in our rural area. As a result of further university study and site support this educator completed their qualification and
now holds a contract position within the centre. The changes to Certified Supervisors in 2014 and whole site first aid training over a 10 hour day allow the
responsible person to come from our existing pool of workers without further paperwork requirements. As of 2015 our current staff team all held a Diploma of
Children’s Services or higher.
During 2014 a second staff member was trained in merit selection panel training for DECD purposes. In February 2015 staff revisited the site Philosophy
providing input into current thoughts, practices and processes. This was shared with our site community for feedback. Kidsmatter was identified by the Loxton
Waikerie Partnership as a framework to promote mental health and in 2015 an action team of staff and parent members was trained in late October to steer
this.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
At the end of 2015 the Governing Council and DECD played an active part in reselecting the current site Director for a further five year term and the Assistant
Director position was filled with an existing educator taken on the role for the following year.
Key improvements sought for QA4
Standard 4.1
Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
Identified issue
Explore ways to cater for new changes to child ratios from 2016 and how this will affect our budget, staff and room dynamics in
preschool and childcare. Continue to build a staff team of qualified people as a relief pool.
Standard 4.2
Educators, co-ordinators and staff members are respectful and ethical.
Identified issue
We identified that we would like to have more opportunities at staff meetings for training, reflection and learning from each other with
a focus on curriculum and pedagogical practices.
Review Code of Ethics as staff team when Early Childhood Australia releases the new version.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
IMPROVEMENT PLAN FOR QUALITY AREA 4: STAFFING ARRANGEMENTS
Standard/
element
Element
4.1.1
Explore ways to
cater for new
changes to child
ratios from 2016
and how this will
affect our budget,
staff and room
dynamics in
preschool and
childcare.
Standard
4.2
We identified that
we would like to
have more
opportunities at staff
meetings for
training, reflection
and learning from
each other with a
focus on curriculum
and pedagogical
practices.
Review Code of
Ethics as staff team
when Early
Childhood Australia
releases the new
version.
What outcome or goal do we
seek?
 A easy system that can
manage childcare bookings
that doesn’t impact the
rostering of childcare staff.
 Continued work
opportunities for casual staff
 Site to be operating at
capacity
How will we get this outcome?
(Steps)
 Mixed ratio approach when
numbers are low.
 Colour coded booking system.
 Close monitoring of fees and
staffing costs.
 Active promotion of site to
attract children and benefits of
care to children and families.
 Support avenues for childcare
for staffing.
Success measure
By when?
Progress notes
 Childcare sessions will be well
utilised without start of year
downfalls.
 Support agencies will be able
to help fund staff for short term
periods of time for inclusion.
 Booking system will be easy to
understand in all age groups.
 Casual staff employment will be
consistent and maintainable
Ongoing.
-Colour coding booking sheet
developed to aid with mixed
ratio staffing. Has been easier to
understand.
-Governing council committed to
promotion.
-Facebook site promotion of site
on community pages.
- Upskilling staff across centre
so that dual work can be offered
(cook training, ecw relief)
 Run team meetings twice a
term that reflect room
practices.
 Provision of readings or
preparation tools prior to
meeting.
 Online EC Hub training
subscription
 Presenters will be accessed.
 Two part meetings
 Continue to use staff reflection
book on issues
 Create staff training PD and
Parchment book with reflections
of learning.
 Self- reflections through
personal staff videos using RRR
RRR tools
 Order new version of Code of
Ethics.
 Put RRR involvement scale on
“observation tool”
 Devise a tool that reflects
information given to parents
 Engaged and informed
educators.
 Educators will share their
interests and training.
 Meetings will be informative.
 Educators will learn from each
other.
 Provide staff with information
that can be used between
meetings
 Staff will be aware of how they
present themselves.
 Parent input will be seen
through child’s profile book
through a parent note or leaf.
 Documentation on site will show
how we have helped parents by
provision of information.
ongoing
 Run whole site meetings
twice a term that focus on
curriculum and training
opportunities.
 Staff team will engage in
new 2016 Code of Ethics.

Staff will be able to
demonstrate information
given out to parents through
the parent leaf process or
collection tool.

Leadership team meetings
will copy minutes for all
staff
KIDS MATTER action team
elected for 4 training
components.
Staff Parchment and PD
reflection book created (May
2016)
Minutes are being copied for all
staff now instead of reading from
a central folder.
Early Childhood Learning Hub
used monthly for curriculum
training with childcare staff.
Preschool staff have access for
PD opportunity through
subscription for 2016-2017.
Code of Ethics 2016 has been
downloaded and to be reviewed
at 2017 staff meetings
Staff PD’s have indicated
willingness to be videotaped for
training purposes in 2017.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
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
Summary of strengths for QA5
Our centre educators develop relationships with children and families in a multitude of ways. Apart from the initial enrolment form, data is collected on the
child’s daily habits, interests, family connections, cultural practices and child development history. Photographs are taken of the child to create a variety of
visual tools- photo walls, profile portfolio books, smartboard sign in etc. Each room provides a variety of personalised learning tools for children such as
name cards, name writing sheets, locker cards, show and tell rosters, and name tags. This enables educators to review the information prior to starting and
be responsive when beginning to build relationships with the new child. After initial enrolment families are encouraged to visit with their child to get to know
educators and the centre. This is more formalised for bigger of groups of children who start in kindy with parents staying to play and engaging with support
services who are invited to attend transition visits.
We have found this helps with separation and making new connections. Whilst at our centre, the child will generally be allocated a primary care-giver in the
kindy room who will be responsible for developing a key relationship with them and their family. In our childcare rooms all educators take on this role as caregiver with permanent staff acting as a focus person. Settling children on entry by staff sees them spending time building trust and bonding with children to
give them confidence to separate from their parents or carers. Staff who need to have quiet conversations with parents will avoid being in the earshot of
others or children. As educators in our centre we are often seen working in a variety of rooms and have shared responsibilities in outdoor supervision as the
sense of belonging and trust continually develops. Children are often seen going to any staff member to ask for help.
Educators within the centre make an active effort to sit at eye contact level when making conversation with children and often will be found on the floor them
or sitting next to them. Quiet conversations and laughter can often be seen as relationships are built and children are given the confidence to learn
independence skills. Children that are new or may need help with separating are guided by educators and parents are reassured with a follow-up phone call.
We encourage families to call us at any time to check on the wellbeing of their children whilst we are helping them to develop their resilience and sense of
belonging to the centre. Extra strategies are put in place for children and families when transitioning into our service with short visits to establish familiarity,
relationship building and security. Communication tools such as message books and notes are also used at times between families and educators to discuss
what is happening in the home environment or how the day has been for the child in our centre. In 2015 we introduced our mobile phone snapshot tree that
allows us to capture video, text and photo snapshots to parents who opt into this service. Feedback from parents has assured us that this has allowed
Waikerie Children’s Centre Quality Improvement Plan
33
Review April, 2017, Jan 2017, Sept 2016, March 2016.
children to share special moments with families and has been well received. This is a valuable tool for our rural families who have previously used the bus
service and for parents of children that are struggling with certain parts of the offered program that we may not see very often. We are able to communicate
messages and relate success stories and strategies. Feedback on preschool interviews that are held in term two from parent to staff and also parent to child
using the leaf format are put in children’s profile portfolio books and in the Annual Report.
Children are encouraged to express their feelings using a variety of different tools from the training that was held in the centre several years ago called
Rational Emotive Education. Such things like the visual catastrophe scale, positive language, Brain bully and Brain friendly language, highlighting character
virtues and the recognition of trying, all help the child to develop their sense of being and their ability to express their feelings. Educators in the centre use a
red and green face on a lanyard to promote good choice and not so good choices to help regulate behaviour and we find this works for most ages of children.
Behaviour is managed by helping children with making choices on what they feel is the right thing to do and by making positive choices.
This works alongside the Child Protection curriculum and keeping children safe concepts. Educators take the time to listen to children and acknowledge that
they express their emotions in a variety of different ways and use the language of emotional literacy to help children examine their feelings. As role models,
our educators help explain to children with visuals and the use of words. The use of the Virtues program allows us to explain how they influence our own life
skills and learning and children enjoy the challenge of being “responsible, tolerant or perseverant”. Our policy “Guiding Children’s Behaviour” highlights how
educators and children work together to develop safe relationships for all children. Educators will meet to talk about strategies for challenging children or seek
further support from referral agencies in consultation with families. We have identified that our speech and language program helps children who have
behaviour issues, emotional and communication issues and early intervention through our programs and referral system. Staff focus on helping children deal
with their emotions privately and with care.
Children are role-modelled by educators on how to care and look after their own belongings and independence is continually promoted. All children in the
centre have their own locker for their belongings and this is managed slightly different in each room. On entry to each room a visual guide has been made to
help children and carers understand the process on entry and pick up time.
Educators are also guided by being able to borrow training resources such as DVD’s and books. Staff meetings in the centre have seen us train with
CAMHS, speech pathologists, disability coordinators, and therapists who have provided us with skills to support our relationships and conversations with
children. Many staff in the centre have also undergone SMART training and use strategies associated with trauma. In situations that require extra staff,
funding is allocated to help support the situation and families are encouraged to work on strategies with us in partnership. Staff meetings focus on work
health safety compliance, Responding to abuse and neglect (RAN), EYLF documentation, parent engagement, growth mindset, sign language, first aid
training, risk assessments, NQS compliance, Kidsmatter etc. Records of meetings are kept in staff room.
Auslan sign language is practiced in parts of the centre with a resource file created to encourage its use. We aim to share more of this across the centre with
children and families as they pick up the new concepts quickly and we learn more signs and songs using Youtube. Signing works alongside the many visual
aids that are used on site.
Waikerie Children’s Centre Quality Improvement Plan
34
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Children’s achievements are valued as educators take photos, share written observations, acknowledge the child publicity, use peer modelling, and use the
“Notice” sheets and Learning Stories to inform parents about something special that was observed. Feedback through conversation with parents on the
children’s learning stories and if learning has continued at home has been great to receive and allowed us to extend children’s learning. Child perception data
tools used across the centre to give children opportunities to reflect their feelings on program, day, actions, likes and dislikes. The use of our equipment book
allows groups of children to choose together experiences that they would like to engage in.
The use of rewards such as stickers and activity choice encourages children to strive to learn something new and be rewarded by having a go.
Explicit Social skills groups in the preschool and smaller group times across the centre are strategically used to engage children in conversation across the
centre and extra educators sit in these groups to act as role-models. Collaborative activities can be the focus of these groups in the form of singing, critical
thinking, story telling, computer skills, games etc. The smaller groups enable children to role-model and lead the group in a secure safe setting. Exposure to
big groups is also encouraged as children learn to follow group norms. Educator support is essential in these groups as children are varied in their abilities.
Other collaborative ways that we support children’s relationships and continued play are using techniques such as table cloths to cover busy work areas
instead of cleaning up, Child at Work cards and open ended craft activities that encourage all children to participate. Morning exercise song time in the kindy
room has promoted relationship building, grouptime expectations, literacy and numeracy development and family sharing. The tree program across the
centre allows children to see their thoughts and interests across many sectors and demonstration integration.
Children from cultural backgrounds including Aboriginal children are supported by funding, Individual learning plans and 1:1 support programs focusing on
wellbeing, literacy, numeracy and inclusion.
Mealtimes are a shared eating experience across the centre with the babies, childcare and preschool children sitting with educators engaging in food and
general conversation. Food safety procedures are followed and discussed openly with children in relation to hygiene and healthy eating.
Visual photographs are used to help children learn the centre rules and routines of the day. Specialised photograph charts are made for individual children
who need to have support to help them engage with others or in play. Children who are limited in language also use these tools to help express their needs,
make choices, adapt to change and follow daily routines. The clean up song was introduced in 2014 and is widely used throughout the centre as a cue for
packup time with children highly engaged. Reflection time at the end of the kindy day or grouptimes allows the child who has been chosen as Star of the
Session to review their day and show their portfolio profile book to parents and children
Key improvements sought for QA5
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.
Waikerie Children’s Centre Quality Improvement Plan
35
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Identified issue
We identified that we need to give children more ways and opportunities to express their emotions.
Staff would like to increase their knowledge of Auslan sign language.
We would like to explore the principles and practices of Restorative Justice as a means of helping children develop life skills.
IMPROVEMENT PLAN FOR QUALITY AREA 5:RELATIONSHIPS WITH CHILDREN
Element
Element
5.1.2
We identified that
we need to give
children more
ways and
opportunities to
express their
emotions.
Element
5.1.2
Staff would like to
increase their
knowledge of
Auslan signing
What outcome or goal do we
seek?
 We want children to be able
to express themselves in a
variety of different ways,
such as a visual cue,
physical or verbally.


Children with hearing
difficulties will have another
means of communication
with educators and children.
Educators, children and
families to use sign language
intentionally and
spontaneously.
How will we get this outcome?
(Steps)
 Research current theorists
(Leavers)
 Use of the RRR document.
 Making visual tools.
 Reflection times and supported
language with children to talk
about emotions and how to
express it.
 Make emotive faces so that
children can see how staff are
feeling as well as themselves.
 Think of ways to get reflections of
children’s day. Maybe a
“favourite part of your day box”.
 use of Loxton Waikerie
Partnership wellbeing tool.
 Promote signing resources
already in the centre.
 Educators teach each other.
 Include signing concept when
making new resources.
Waikerie Children’s Centre Quality Improvement Plan
36
Success measure
By when?
 Children are confident to express
themselves using voice or choice.
Ongoing
 Children will be able to find ways
to self regulate their emotions
through language, down time,
removal from problem, and
problem solving.
 Children will be able to identify
feelings of educators and make a
connection on their ability to
handle a feeling.
 Children, families and educators
will enjoy and use signing as
another means of communication.
 Aid in the development of
expressive language.
Progress notes
Use of Wellbeing tool for kindy
03/16 data collection at start and
end of year 11/16
TFel Compass Survey
conducted Oct 2016.
Emotive faces chart made for
Childcare rooms alongside
visual displays. 05/16
Behaviour strategy list created
for staff to enhance wellbeing of
children. Shared with families
needing further guidance.
05/2016 Contact made with
RCHS who will help organise a
Auslan sign course.
05/2016 Auslan DVD’s provided
to the centre
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Standard
5.2
We would like to
explore the
principles and
practices of
Restorative Justice
as a means of
helping children
develop life skills
Children, educators &
families will be familiar and
use the techniques of
restorative justice.
 Use of You Tube visual clips to
help learn signs.
 Talk with services who may be
able to help run a signing course.DECD hearing officer, RCHS
 Seek out other sites who use this
technique
 Research and find training
 Link into Kidsmatters EC
 Elect a “Go to Person”
 Educators will be confident to use
this concept and pass on
strategies to parents.
 Children will practice problem
solving using new skills.
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.
SUMMARY OF STRENGTHS FOR QA 6
Families are recognised as the child’s primary influence and we value and respect their values and beliefs from the moment they walk through our doors. We
invite parents to share their skills and talents with a short survey sheet that is included in our enrolment pack and through distribution in our newsletter. Our
aim is to make our centre welcoming and our accessible to parents at all times. Our website created in late 2011 offers potential and current parents the
opportunity to gain further information about our service. Our relationship with the Commonwealth also sees our childcare service advertised on various
websites. As the majority of our staff are part-time they are also in position to promote the value our early childhood site as well as the brochures and posters
that we have displayed in our local area.
On enrolment families are provided with an Information pack that contains a comprehensive parent handbook on all aspects of our site, dual enrolment form,
identity web, transition article, child development history form, parent complaint brochure, NQS information pack and various articles. The childcare booking
process is handled by our administration staff that have a vast knowledge of the systems in place, followed up by a site tour and introduction to educators that
will be caring for the child. Site visits for the new child and their parent are welcomed so that educators can talk with parents about their child’s routines,
interests and to explain what we can offer. Site policies form the basis on our enrolment pack, and are available of the website and in our policy folder that is
readily available in the reception area.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
New Preschool enrolments are invited to site transition visits and a parent information session to go through the induction process in a group setting. These
transition visits also have been structured to include the DECD speech therapist and Special Educator so as to ascertain any specific behaviour, speech and
language referrals that may need following up. The annual induction sessions have resulted from the one year intake and we cater for this by having running
several sessions at different times and days. Families that are unable to come are provided with a copy of the induction powerpoint that presents all the
information during the session. They are then followed up individually. Children using our childcare service are constantly involved in programs in the
preschool room which promotes additional transitional experiences. We also recognise that reduced sessions for children who are not coping may be needed
initially with the aim of building them up once they are comfortable.
We also able to cater to family’s needs by having a before and after preschool childcare service, allowing families to use an occasional care facility. Formally
playgroup families used the site on Friday’s however we now promote the two local schools who offer this funded service to our community.
Educators in our site have a responsibility to share transition information about how children are settling in and will follow up with a phone call as needed or
through a conversation at the end of the sessions. Educators are encouraged to use a variety of techniques when giving feedback to each other and families
and this has been part of training at staff meetings. Parents are welcome to ring as well to seek reassurance. Childcare processes document some of the key
aspects of the child’s day to inform them of sleep, toileting and eating patterns. Families share end of day grouptimes with educators and children by coming
into watch the preschool session and the child reflection time. Children’s portfolio’s are actively viewed within the centre by families and staff use cue slips to
inform families of new observation pages.
Families are encouraged to contribute to the program and the running of the centre in a variety of different methods such as the Governing Council, various
committees, families skills sheet, perception surveys, Parent Notices, programming information sheets and through daily conversations with staff that will
document observations and discussions. Information is also distributed electronically via email, website and Facebook. Transition interviews have provided
further support to children and parenting roles and it has given educators an insight into the child’s home life. The babies team also provide a summative
report for families and future educators when children transition to the over 2’s area as well as the in depth portfolios that have been created for children as
they progress through the centre. Staff who work across the centre are able to help children make their transitions successful and offer support as it is
needed. This transition is guided by communication with the families when children are moving from the babies to the over 2’s room as new sleeping patterns,
play opportunities and carers are introduced to the child in the transition phase. Our close room set up continues to allow children to visit their old rooms for
the continued sense of belonging. Our team leader meetings enable educators to discuss children regularly and this is further consolidated at end of year
childcare to kindy meetings that review profile books, early learning and child characteristics. Educators have noted that children who have been used the
childcare service within our site have been more settled in kindy at the start of the year and we promote this within our childcare service.
A visual card at the entrances to rooms has been created to help new families or visitors understand the drop-off and pickup or process. Communication with
families takes further form in the way of our Feedback box and form, the daily program reflection sheet and in the approach that staff have with families and
particularly when having to engage in difficult conversations.
Our priority of access guidelines ensure that families of high need are catered for and we work closely with agencies requiring emergency care. Our
relationship with the Independent Learning Centre and the JET scheme allows many young families a return to study or work through the provision of
childcare. We are able to provide avenues of support for families and keep in touch and promote local agencies such as schools, community services,
Waikerie Children’s Centre Quality Improvement Plan
38
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Riverland kids team, Library, Anglicare, and host the four year old Child Youth Health service. We also regularly update our own parent library with resources
that parents can borrow at no cost and we promote this to educators as well. Our local council is also very supportive and will often offer their assistance to
help our needs. Our local community is very supportive of our fundraising drive and regular events and contributor aid in our ongoing fundraising success.
We have established a sound transition program with the local public and private schools and this has encouraged primary school staff to visit the site to see
children in an environment that is familiar to their learning needs. It has allowed educators to discuss the child’s wellbeing and learning style before they start
fulltime at school. General community visits to the schools throughout the year has promoted and enhanced the transition process for children and staff. The
families and schools are also provided with a detailed Statement of Learning report of the child’s time in the centre and this is based on the EYLF outcomes
and the child’s individual learning plan. Information of specialist programs and reports of the child are also passed onto the school at this time. In situations
that require a Negotiated Education Plan the child’s family and support team meet to work out the best strategies for their entry into school, prior to the child
starting.
Our regular program sees the community librarian visiting on a monthly basis in childcare and preschool promoting literacy and book related activities and this
allows his service to be promoted also. We display local community events via our spinner stand, pin board display, and newsletters. Our community
Information Carousel created for foyer area allows families access to community news and curriculum information. Our Community Book continues to grow,
is shared by visitors and families and is regularly browsed by parents who are encouraged to provide feedback. Many community highlights were also a part
of our year with visits Santa’s Cave, Flower Show participants, Information evenings, ambulance fire and police visit, Out of school hours children visit, and
school teachers and their classes visiting to see our program etc. We regularly host Grandparent, Family weeks and parent breakfasts and these are well
attended by families across the centre who see their children in their special environment. As of August 2015 we have been attending the annual family visit
to Kroehn’s farm for the last 54 years to watch the shearing of the sheep. Another annual event for families is the Christmas picnic with children singing songs
and preschool graduations.
We also share our Christmas program with the residents of three elderly nursing homes and enjoy the bonding experience that it brings.
Our families annually participate in the Operation Christmas child projected that is coordinated by a staff member to support shoeboxes of love to children in
countries of need and the local Riverland families Christmas Appeal.
The site leader is involved in regular meetings with the Riverland West Principal and Directors group and it is an avenue to plan and engage in community
events and grant applications with the local schools and also join in performances. Our collaboration on a languages project in 2011-2012 saw us promote
our site through a display board and brochures at a major community fundraiser. The Loxton Waikerie Partnership began in 2014 and has seen our site
partner with 18 other sites in the Loxton Waikerie area. A strategic plan for the partnership focuses on Educator quality and Community Connections and this
is of high interest to our site.
The leadership team is also involved in a TAFE SA mentor program for its students and we are participants in group of Childcare leaders that meet to gain
and share valuable information on the site practices, which in turn benefits our children.
Waikerie Children’s Centre Quality Improvement Plan
39
Review April, 2017, Jan 2017, Sept 2016, March 2016.
The centre holds a high place in the community for training students in Early childhood. Every year we have students from the local or district high schools
engage in work experience and those who are interested in studying further are invited to be part of our holiday volunteer program to ascertain student
selection for TAFE SA, MADEC or VET placements when doing their Cert 3 or Diploma studies. Every year we reach our quota on students studying with
more students from our own staff team also up-skilling.
Our site has a busy car-park and road safety is promoted by children and families walking on the painted feet on the footpaths to get safely to their cars.
Educating the children in car safety is paramount and the installation of child-parent walking signs, newsletter snippets, speed limit signs, watching DVD’s,
police visits, story books etc have been instrumental in keeping our children safe. The centre has also purchased a car seat that has been used for
emergency cases. In late 2013 our Governing Council agreed to became members of the Safety Assist Program in Waikerie however this was later
disbanded in a SA state decision in November 2015. This community aspect allowed people to come into our centre to seek help if lost, if feeling unsafe or
needing someone to contact help for them.
New initiatives in 2011-13 saw us create a whole site uniform approach in having the same type of parent sign in/sign out system and children’s enrolment
data was merged and housed in one common area. Continuous streamlining of paperwork that meets Commonwealth and DECD requirements have enabled
us to make many necessary documents easier for parents to read and access.
We have established close links with professional agencies, therapists and our local referral team to provide support to families and children. A process of
referral will often see the support agency come to our setting to conduct an assessment and then provide our educator team with some strategies to
implement with the child. Documents are shared with staff to ensure the appropriate steps are taken to help the child. Children are also included into our own
specialised programs whilst waiting for assessment or if warranted funding is not available to support them due to the severity of their needs. Our strong focus
on early intervention sees us supplement the cost of staffing to provide for the wellbeing of children’s and educator needs. Every term the local CAFHS nurse
visits the site to do 4 year old child screenings over a 2 day period and the use of Parenting SA factsheets website and the resource ‘You Got What’ is
available to support parents. Educator requests on when and how to refer children has seen agencies present at staff meetings on the early indications of
intervention and how they can support children and families. Involved agencies include Riverland Community Health (Occupational therapist, Physio,
Nutrition, Continence nurse), DECD speech therapist (speech, language, questioning and assessment), DECD Special educator (Behaviour & Autism) and a
sleep specialist.
We are supportive of our families who may struggle with payment, clothing, accessing sessions and work closely with them so they are supported in a
meaningful way that is non- judgemental. This partnership approach has allowed us to have a very minimal amount of unpaid accounts that are necessary to
running of our centre and we are really proud of this.
Community support has been actively sourced and donated through grants locally, statewide and federally and these have contributed to projects such as an
extended fence line, irrigation and lawn area, sustainability projects, garden areas, and new equipment. Our links with the Youth Environment team and Local
Action Planning groups have these projects to come to fruition. Community members regularly bring their treasures and recyclables to the centre and support
our fundraising efforts. In 2014 we established regular community visits to the local schools termly as a way of promoting ourselves and this was supported
through the use of the schools buses. In 2015 we added a parent skill set survey to find out what parents can offer as part of our enrolment pack and this has
been actively used by educators to bring in aspects of our community life such as truck drivers, musicians, tyre repairs, dancers etc.
Waikerie Children’s Centre Quality Improvement Plan
40
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Whilst the local area does not have a strong Aboriginal community we do have a growing multicultural community and we have been building our connections
with these families and in their customs. Bilingual children are supported through activities, language promotion, music and dance and families are
encouraged to share their culture. Recognition of the Aboriginal community is promoted through our Welcome to Country greeting, Aboriginal flag, activities
and displays. We take care in food preparation and adapt our menu to support the needs of custom protocols. Staff meetings have focussed on cultural
studies by staff engaged in university studies and involved distribution of materials over a couple of sessions, you tube clips, and resources made that
continue to integrate into everyday practice. As a staff team we have been involved in looking at our own cultural identities and have made this available for
our parents and children to look at and we felt that the cultures we held as individuals had were just as important and it has created lots of conversation on
identity and cultural connections. We are currently collecting flags from other countries and this has been positively acknowledged by families. Our self and
DECD funded preschool bilingual program and funded childcare inclusion avenues support our families and promotes their culture across the centre. We
have introduced a mannequin in our reception area that has its clothes changed every few weeks promoting a new cultural event or celebration and she has
been a hit with the children. We have staff skilled in a variety of different languages and aim to use them more across the whole centre. Resources to promote
diversity have been borrowed and purchased within the centre and we have used various interpreters as advocates in the Riverland.
In 2015 we engaged in a DECD Parent Partnership Inquiry Project to explore using technologies such as our mobile Phone snapshot tree, KEPTme online
profile and Facebook. These findings were presented to a forum of sites that also shared their experiences.
1n 2017 the site director is involved in the local Waikerie Partnership of site leaders and holds a position as Executive Secretary, enabling a voice for early
childhood amongst principals and directors.
IMPROVEMENT AREAS FOR QA6
Identified issue: Standard 6.1 Respectful supportive relationships are developed and maintained
Element 6.1.1 We would like to further to explore options of refining our enrolment and induction process for childcare and preschool.
Element 6.1.2 Parent input on decisions and consultation is mainly held by Governing Council members and we would like to consult our families more on
various issues.
Identified issue: Standard 6.2 Families are supported in their parenting role and their values and beliefs about child rearing are respected.
Waikerie Children’s Centre Quality Improvement Plan
41
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Element 6.2.1 We have limited cultural resources on communicating with families and would like to increase participation in our centre that promotes diversity
and strengthens our families cultural connections.
Identified issue: Element 6.3.4 The service builds relationships and engages with their local community.
We feel that our connections with the community are limited due to our location and would like to explore ways to get the community to come to our site.
We felt that our educators were limited in their knowledge of the local indigenous community.
Waikerie Children’s Centre Quality Improvement Plan
42
Review April, 2017, Jan 2017, Sept 2016, March 2016.
IMPROVEMENT PLAN FOR QUALITY AREA 6: COLLABORATIVE PARTNERSHIPS WITH FAMILIES AND
COMMUNITIES
Standard/
element
What outcome or goal do we seek?
How will we get this outcome?
(Steps)
Success measure
Element
6.1.1
 Families are given an extensive
introduction to our centre using a
variety of tools and are able to
give us feedback on their
experience.
 An expanded induction process is
made for childcare families.
 The Director or Assistant Director
meets with all new families where
possible.
 Develop a feedback sheet on the
enrolment process.
 Create a video promoting our
centre – DVD, website, facebook
link.
 Follow up phone call or chat to
parents from leadership team
after enrolment.
 Develop a book about WCC
aimed at the child
Families will be well informed
of the centre.
Children will enjoy the visual
media created and it will aid a
smooth transition to the centre.
 Parents have more opportunities
to give us feedback and opinions
on our processes and potential
ideas.
 Parents will provide us with
information and feedback
that helps us to program/care for
their child.
 Survey monkey tools
 Attach cue slips to inform all
families of our practice on child
documents.
 Highlight WCC and NQS goals to
families.
 Devise 3 key questions that we
wish to know every morning form
families.
 Attach child feedback sheet to
learning stories
 Network with other centres to
seek established resources.
 Seek out community members or
educators that might be able to
help us translate our own
documents.
 Use of the DECD Multicultural
We will receive a greater input
from families in our centre
about our daily and future
practice.
Childcare feedback form
distributed Nov 2016 to gain
feedback on families going to
kindy.
Child and parent feedback will
have a quicker turn-around
time.
Child feedback sheet attached to
learning stories from Nov 2016.
Parent feedback has come back
strong.
We would like to
further to
explore options
of refining our
enrolment and
induction
process for
childcare and
preschool
Element
6.1.2
6.2.2
Parent input on
decisions and
consultation is
mainly held by
Governing
Council
members and
we would like to
consult our
families more on
various issues.
Element
6.2.1
We have limited
cultural
resources on
communicating
with families
and would like
to increase
participation in
our centre that
 Increase the multicultural
resources and translated
information available on site.
 Our environment will reflect the
cultural diversity of children in our
centre through parent
engagement and experiences.
Waikerie Children’s Centre Quality Improvement Plan
43
By when?
End of term 4
2016
Progress notes
Verbal follow up with parents
being made after enrolments.
Child information booklet created
for preschool and childcare
families showing photos of the
centre and the routine. (Jan 2017)
Website and Facebook site show
many photos of site and services
offered.
 Families will feel accepted
and included in our centre.
 The centre will have a
resource collection in a
variety of languages and
cultures that reflect the lives
of children in our service.
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Multicultural floorbook has been
created and is being added to
continually.
Aboriginal Cultural performance
booked for Week 3, Term 1 201715/2/17.
promotes
diversity and
strengthens our
families cultural
connections.
Element
6.3.4
We feel that our
connections
with the
community are
limited due to
our location and
would like to
explore ways to
get the
community to
come to our
site.
Element
6.3.4
We felt that our
educators were
limited in their
knowledge of
the local
indigenous
community.
 Staff will seek and share their
personal cultural background and
experiences in their role as
educators.
To encourage more local services to come
to our centre to improve community
connections within the town.
Educators to be more aware of our local
indigenous community and its heritage.
unit for advice.
 Invite staff to share their culture
and values with us.
 Create a Multicultural Floorbook.
 Encourage staff to have input into
the program about their culture.
 Create a flag display for families
in our centre as new cultures
arrive.
 Contact relationships will be
developed amongst the
community.
 Staff will know more
themselves and each other,
and utilise each other within
the centre.
 Families will see a
representation of their
culture in the centre and
convey their thoughts.
 Continue to promote our service
& fundraising activities through
the local paper & facebook site.
 Use our parent contacts to reach
out to the community.
 Explore a buddy system with the
primary schools.
 Investigate a grandparent play
program
 More regular visits to nursing
homes- grants for bus travel.
 Chat to Men’s shed, Probus,
church groups
 We will have strengthened
our community relationships
and partnerships.
 The community will be more
aware of our centre.
 Connections with DECD district
office and Aboriginal liaison unit
for guidance.
 Speak to our own families on their
cultural background & invite
visitors.
 Connections with local support
services.
 Educators are wanting to make a
 Our centre will be able to
articulate and demonstrate
an awareness of our local
indigenous community.
 Promotion of the Aboriginal
culture will be evident and
promoted in our centre.
Waikerie Children’s Centre Quality Improvement Plan
44
ELLA- Early Learning Languages
Australia submission accepted.
Italian will be learnt via Ipad App.
Teacher in preschool will also
teach Italian as part of PD goal.
Bilingual worker supported to go
through interview process for
future employment.
Ongoing
Facebook site has been well
received and reaching the
community.
Grant for community bus program
was not successful.
STEM- WCC staff met with
primary and high school to look at
STEM keypoints and working with
each other in 2017.
3 key staff signed up to do Little
Scientists EYLF/STEM training in
2017.
Local schools have planned visits
for the 2017 year.
Local Opportunity shop presented
site with voucher for free goods.
Obstacle-a-thon with parents held
on 4/417- awesome participation.
Review April, 2017, Jan 2017, Sept 2016, March 2016.
All staff have made this a focus in
their PD plans.
Term 1 2017 Cultural performance
planned- this was a great
experience for children and staff.
Promotion of different cultures are
being embedded into educator
practice.
new acknowledgement of country
with the children. (visual ppt)
Waikerie Children’s Centre Quality Improvement Plan
45
Review April, 2017, Jan 2017, Sept 2016, March 2016.
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.
SUMMARY OF STRENGTHS FOR QA 7
Our centre’s involvement in the DIAF(DECD Improvement Accountability Framework) review, DECD reporting procedures (Annual Report) and previous
Accreditation process has set us up well with cycles of planning and review, management and leadership. Subject to auditing through DEEWR, DECD, Food
Safe Accreditation and Financial management we have established sound processes that have seen us achieve pleasing results and adherence to National
Laws and Regulations. A systems map, context statement and data cycle tool aligns our practice. In areas needing further development we have taken
advice, accepted constructive criticism, sought further support and made these ideas part of our continuous improvement program.
We are united by one Governing Council that has formed several committees that focus on finance, policy, childcare staffing and fundraising. Generally
members stay on for many years as their children move from the babies to the preschool side, enabling them to witness first hand all the practices within our
site. The policy committee has worked very hard over the last few years ensuring that policies are up to date and have began merging the policies to comply
with the DECD and NQS requirements and terminology. Minutes of meetings are available on site and emailed to members. Required policies are also
published on our website and are available to parents at any time in our reception area. The review of our Values and Philosophy in 2011,2012 & 2015 with
the staff and families of our centre allowed us to look in depth at the quality outcomes of the NQS and identified how we portrayed ourselves as we reflected
on our practice and beliefs.
Within our site the preschool educators and childcare educators work together and have opportunities to work across multiple areas, have shared meetings,
train together, and follow the same policies and procedures. Staff are active in taking on additional roles within the centre and the Director trusts that the team
will fulfil their duties with professionalism. The Director is always accessible to any staff member. Training opportunities are promoted widely and educators
are encouraged to engage in their own learning.
For many years educators have been engaging in observation, reflection and recording with computer training, EYLF training, creation of templates and
resources to deepen their understanding of the curriculum. They have been challenged to have a go and have been provided with tools and training that has
enabled them to make deeper links with families by being able to articulate the child’s learning through observation and increasing parent partnerships. This
continues to be refined and new tools are created to enhance these processes as they are shared with all staff. These resources are also shared with other
site leaders in networks. The Director has experience as a preschool teacher and the Assistant Director has taken on various roles within the centre enabling
a constant connection with the children, staff and families and is aware of room issues and day to day practice.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Communication within the site is vast with newsletters for parent and educators, team and whole centre meetings, open door approach, parent interviews, day
books, term overview board, photo displays, message books, email distribution, website, Facebook, phone snapshot and many more. This open approach to
communication has enabled any grievances or potential grievances to be managed quickly and effectively. A grievance process pamphlet is on display in the
foyer and is outlined in the parent handbook. All grievances are documented and followed up accordingly. The provision of information and knowledge on why
or how something has happened overpowers the knowledge of not knowing, which in turn can cause friction or a grievance.
In a team of 25 educators, the importance of having good communication is essential to the running our centre. The centre also welcomes traineeships,
studying students and work experience students and we have created a mentoring system and Student Learning Board to enable all educators to take on the
responsibility of studying students. We continue to support our existing educators to take up extra study and we have set up support groups to help them in
their learning journey.
In preparation for the NQS implementation we set up evidence folders in 2011 to encourage educators to begin using the quality outcome areas to help them
with their understanding of how it will look in practice and they will continue to be used in our journey of improvement and reflection. The training days and
educator meetings also helped staff to get a better understanding of how the NQS will impact on our site. These folders now hold only minimal information as
our practice encompasses all aspects of the NQS and is filed and located accordingly.
The development and merging of finance systems, recording procedures and data systems (Early Years System and SPIKE) has been a focus over the last
few years as we have aimed to streamline and improve our operating procedures. Duplication of system information is managed efficiently and as a shared
responsibility and we have expressed our concerns on the operating systems at relevant forums when possible. In 2013 Governing Council supported the
concept of integrated sites coming under DECD provider status as one entity and lodged documents that were needed and we are still awaiting news whether
this will come to fruition.
Educators have provided information to create key operational documents in our Staff Induction Book, Site Procedure Book and Staff Essentials Folder
which is available to all educators in several forms to cater for individual learning styles.
All educators engage in a Personal Learning Journey (Performance Management) with the Director and Assistant Director for childcare staff and receive
acknowledgement, recognition of special days through morning teas and flowers, meals, gifts, notes, written feedback and informal conversations. High
expectations exist in regard to professionalism, engagement and staff conduct. The creation of a “Good ideas list” was formed as a result of a willingness to
share good ideas with others from the individual’s performance management document and this works alongside the sites improvement plan. The review
processes such as a training needs analysis for the Quality Improvement Plan process allow educators to develop their own professional learning and this is
incorporated into each staff member’s Personal Learning Journey. The end of year reflections are in a variety of formats and in 2015 the children provided a
video feedback session to staff capturing their thoughts about each staff member.
The Director is accountable to the Education Director and has participated in a variety of performance practices such as group leaders meetings, written
performance plan, annual reports, Loxton Waikerie partnership goals and communication with the Partnership Early Childhood Consultant.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Both leaders are involved with TAFE mentor’s group and the Riverland Childcare leaders every term to provide consistent direction to trainees who would
become part of our own workforce and increase relationships with other site leaders.
The leadership position of the Director and Assistant Director were both advertised in 2015 and panelled by our Governing Council. The Directors position
was won by the encumbered Director and the Assistant Director position welcomed an existing staff member who had worked in the kindy and childcare
rooms with both leaders being able to providing continuity in staff and child relationships, processes and practices. The Assistant Directors transition process
into the position ran over a 2 month period allowing her to engage in training and a lengthy induction. This position has changed throughout the past years
due to job sharing and maternity leave and is now a fulltime position. Staff within the team are mainly contract or part time due to the nature of the preschool
operations and fluctuating nature of childcare and rosters are implemented to help maintain consistency of employment and share roles across the site.
The Finance Officer also began working off site in late 2015 and new processes for payroll and financial systems for monitoring and accessibility using
technology have been created streamlining our practice. We have successful financial audits for the two entities within the service.
The Director is active in leadership commitments as part of the Loxton Waikerie Partnership that encompasses 19 sites and the Riverland West Leaders
Cluster throughout the year which enables a whole site approach to educational partnerships in our community. Goals of the partnership and State are
interwoven within our QIP.
A successful Police clearance screening audit in May 2015 revealed that our practices were 100 % compliant and demonstrated good practice and record
keeping.
New documentation tools for engaging parents in the program under the EYLF areas has been well received and continues to help educators build
relationships with the parents and help them understand the EYLF. The parent feedback from these and daily comments is incorporated into the learning
program and weekly evaluation and is valued by staff. We undertook a research inquiry project with DECD that looked at Parents in Partnership with a focus
on how to use technology in the centre. This resulted in a mobile phone snapshot tree developed and the set-up of an online portfolio program called KEPT
Me that will be implemented in 2016. The results were shared with other partnerships at a celebration day
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
Key improvements sought for QA7
Identified issue: Element 7.1.2 The induction of educators, coordinators and staff members is comprehensive.
We identified that we are lacking some formal feedback forms that could help improve our service (induction process feedback and exit data tool for staff and
families).
Identified issue: Standard 7.2 There is a commitment to continuous improvement
We would like to review our processes for Performance Management processes in a more practical way with such a big staff team.
We would like to explore alternative ways of seeking feedback from staff, parents and children to gain perception data on our practice and the principles of
our philosophy.
We identified that our improvement plan needs to be undergo a complete review due to new staff, accomplished strengths and new goal setting. This needs
to be updated in our planning cycle using elements of the DIAf model.
Identified issue Element 7.3.1 Administrative systems are established and maintained to ensure the effective operation of the service.
Storage of files offsite to be explored as we are lacking storage space.
Waikerie Children’s Centre Quality Improvement Plan
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Review April, 2017, Jan 2017, Sept 2016, March 2016.
IMPROVEMENT PLAN FOR QUALITY AREA 7: LEADERSHIP AND SERVICE MANAGEMENT
Element
What outcome or goal do we
seek?
Element
7.1.2
We identified that
we are lacking
some formal
feedback forms that
could help improve
our service
(induction process
feedback and exit
data tool for staff
and families).
Element
7.2.2
We would like to
review our
processes for
Performance
Management
processes in a
more practical way
with such a big staff
team.
Element
7.2.3
We would like to
explore alternative
ways of seeking
feedback from staff,
parents and
children to gain
perception data on
our practice and the
principles of our
 Exit tools for staff will provide
feedback.
 Exit survey for families will
provide possible reasons for
leaving site.
 Find suitable ways and methods
to manage the performance
process of our staff team in a
timely, effective and reflective
manner with Assistant Director.
 Use DECD performance
management tool with childcare
and preschool staff.
 We would like to increase the
methods of collecting perception
data from families and staff to
give us feedback on our service.
How will we get this outcome?
(Steps)
Success measure
By when?
Progress notes
 Create exit data documents.
 Use DECD induction feedback tool
or process.
 Create a childcare exit survey for
families leaving service.
 Educators will complete survey
when leaving site and provide
reasons.
 We will receive information about
our service from families who leave
that will help in future planning.
July 2016
Exit tools created for families
 Adapt current PM planning &
documentation tools to DECD
format for all staff.
 Director and Assistant Director to
attend Growth Coaching PD
 Plan formal meeting early after QIP
goals are reviewed.
 Review training needs analysis.
 Use childcare grant for training
opportunities- Inclusion SA, inspired
ED, TAFE, Mark Armitage etc
 Subscribe to Early Childhood
Australia Professional Development
Program
 Staff will know what to expect in the
performance management process
and be supported by the leadership
team.
 There will be a clear system that
will define the review process of
professional development plans.
 We will have used a variety of
different data to collect perception
data.
 Staff will have access to
professional learning online and
travel will be limited.
December
2016
 Create site specific surveys using a
variety of ways to get feedback-2
minute snap shot, phone link,
stamp block, displays, survey
monkey, personal approach, IT
tools, mobile phone, etc).
 KEPT ME online profiles to be
explored
Waikerie Children’s Centre Quality Improvement Plan
50
Feedback will be comprehensive and
site specific and will be used for
reflection.
Separate childcare survey
distributed to leaving families
(Nov 2016)
Subscription to EC HUB- April
(renewed for 2017-2018)
All Performance Management
sessions concluded 26/08/16
for 21 staff over 3 weeks by
AD & D.
New DECD tool used and old
one accompanies as a
reference.
Learning Hub training on cycle
for childcare staff. Preschool
staff accessing training in own
time for PD and Teacher Reg.
ongoing
Review April, 2017, Jan 2017, Sept 2016, March 2016.
Growth Coaching Workshops
attended- 2 fulldays & half day
Followup quick progress
meetings have been held in
childcare during term 1 2017.
- Facebook set up.
-Mobile phone snapshot tree
promoted to families.
-DECD parent survey
distributed 24/8/16
-Feedback sheets on learning
stories hand delivered to
parents more effective.
 FACEBOOK site to be explored.
 Promote mobile Phone snapshot
tree
philosophy.
Element
7.2.3
We identified that
our improvement
plan needs to be
undergo a complete
review due to new
staff, accomplished
strengths and new
goal setting.
This needs to be
updated in our
planning cycle
using elements of
the DIAf model.
Element
7.3.1
Storage of files
offsite to be
explored as we are
lacking storage
space.
 An updated QIP that highlights
our strengths and give us goals
for development.
 Accomplished strengths from
previous years will move from
progress notes and be more
incorporated to show current
practice.
 Updated planning cycle to
document processes.
 Complete Quality Improvement
Plan major overhaul and
incorporate all achievements in
strength areas.
 Review National Quality Standards
with all staff for areas of
development: allow time for review,
group voice
 Review of policies with Assistant
Director
 Review planning cycle to document
using DIAf elements
 New goals will align with
Partnership, State and WCC NQS
priorities for improvement.
 Planning cycle will be a visual tool
that reflects our improvement cycle.
 Files will be archived correctly
and free up valuable space
when stored off site, allowing for
required files to be accessed
easily.
 Allow time to process and archive
old files that can go to State
Records.
 Investigate external storage areasshed. DECD not supporting
renovations at this stage due to
state transitional arrangements- ask
again in 2016.
 Old records go to State Records.
 Child’s time in the centre will be
filed in one package.
Waikerie Children’s Centre Quality Improvement Plan
51
-Staff encouraged to include
learning outcome with photos
sent in text.
Feedback and data tools
shared with other site leaders
during group Performance
Management process 16/4/17
End of term 3
2016
Review QIP Two staff
meetings 6-8pm held and to be
followed by all day audit review
of practice on 5/8/16.
QIP uploaded in Nov 2016.
Reviewed and updated for
Annual Report in Jan 2017.
All policies reviewed and
completed – Dec 16 & Jan
2017.
New Staff policy & procedure
folder created for staff areaFeb 17.
Staff USB distributed with
important WCC and NQS
information.
ongoing
Review April, 2017, Jan 2017, Sept 2016, March 2016.
May 2016- still awaiting
changes to legislation for shed.
Administration officer allocated
more hours to begin process of
external filing (term 1 2017)