QUALITY IMPROVEMENT PLAN 2016
Reviewed and updated by staff November
2015. (To be approved by Governing Council March 2016)
February 2016
Service details
Service name
Service approval number
St Helens Park Kindergarten
Primary contact at service
Annette Browne
Physical location of service
Street: Koonga Ave
Physical location contact details
Telephone: 83441735
Suburb: Prospect
Mobile: -
State/territory: SA
Fax: 83445961
Postcode: 5082
Email: [email protected]
Approved Provider
Primary contact: Annette Browne
Nominated Supervisor
Name: Carmel Hollitt
Telephone: 82611472
Telephone: 83441735
Mobile: 0417 842939
Mobile:
Fax:
Fax:
Email: [email protected]
Email:
Postal address (if different to physical location of service)
Street: 15 Meredith St
Suburb: Broadview
State/territory: South Australia
Postcode: 5083
1
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Operating hours
For each day of the week this service is open, indicate the times of the day when education and care is provided.
For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using 24 hour
clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour.
If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.
For family day care services or multi-site services, please provide the operating hours of the service office.
Monday
Tuesday
Wednesday
Thursday
Friday
8.45
8.45
8.45
8.45
8.45
15.30
15.30
15.30
15.30
11.45
Saturday
Sunday
Opening time
Closing time
2
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Additional information about your service
The following information will assist the Regulatory Authority to plan the assessment visit.
Provide additional information about your service—parking, school holiday dates, pupil-free days etc.
The service is situated in a cul-de-sac adjacent to St Helens Park, Prospect. A small carpark is available for staff and parents. The centre is operated
as part of Dept of Education and Child Development and thus is open during school terms. The site utilises two closure days per year to review the
site learning plan and implement new strategic directions, these are approved by the Regional Director and the community notified a minimum of 4
weeks prior to closure. The site includes full day excursions as part of the learning plan and these are planned a term in advance to allow adequate
notification.
How are the children grouped at your service?
Children attend in two cohorts of 45, either Monday & Wednesday or Tuesday & Thursday; with alternate Friday mornings also offered. This
supports strong attachments and emotional wellbeing for children to connect to staff and peers. Children are offered 15 hours of access to the site
under Universal Access to quality early childhood education, across a two week period.
During session times children are grouped with staff for small group learning opportunities that support individuals to engage, and in large group
times to provide activities and games that strengthen peer interactions and respect. Children are encouraged to create their own groups for play
and interaction, with staff providing adjuncts to support engagement.
3
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’)
Nominated supervisor: Annette Browne; Carmel Hollitt.
For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their addresses.
No. of educators:_________
4
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Service statement of philosophy
Please insert your service’s statement of philosophy here.
At St Helens Park Kindergarten we believe in the concept of the whole child. Our philosophy supports the interrelationships of families and educators to
provide quality early childhood pedagogy. At St Helens Park Kindergarten children’s learning is dynamic, complex and holistic, recognising that
physical, intellectual, emotional, spiritual and social development are all interwoven and interrelated. We believe in drawing on a range of theoretical
perspectives and drawing on their strengths to guide our practice and to provide insight into social and cultural contexts of learning and development.
These include Developmental theories (Piaget, Bowlby)
1. children learn through exploration and play with concrete materials
2. assists in planning ‘to support children’s next steps’ and identify strengths and issues.
Children independence is supported through learning experiences which foster their ability for decision making, problem solving, language and thinking
skills.
 Socio-cultural theories (Vygotsky, Ragloff, Fleer, Malaguzzi)
1. we believe relationships and participation are central to learning
2. children are active agents and contributors in their different social groups
3. recognises that children have strengths, knowledge, skills, dispositions and understandings from their cultural background
4. learning occurs in relationships and through scaffolded experiences
Through participation in everyday experiences children learn about being interdependent with both adults and other children.
we believeEquity: that each child is unique and that each has potential for development
Respect: in the concept of the “whole child”, recognising that physical, intellectual emotional, spiritual and social development work together. That each
child is worthy of respect and trust
Relationships: in the importance of each chid as a growing thinking and feeling individual. Each child is a member of a family, a part of the kindergarten
5
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
community and eventually the wider world
Play: that children are interactive, learning by discovery and discovering through play. Through their interactions with the people and material in their
environment, they construct their own ways of thinking and their own ideas about the nature of reality.
Quality: the kindergarten programs reflecting these beliefs involve both freedom and structure. Children are offered a variety of guided opportunities for
learning, an environment where they can explore, manipulate, discover, experiment, create, interpret and express themselves in a various ways thus
active as agents for their own learning.
Partnerships: opportunities are created for parents, teachers and children to learn and develop together; our reciprocating ideas and actions being
encouraged through interactions based on friendship, respect and trust.
Reflective practice: Each staff member has an active and personal role to play in planning, preparing, advising, guiding, facilitating, listening, nurturing,
counselling, teaching, problem solving and establishing positive relationships within the kindergarten community.
The kindergarten acknowledges parents as the child’s first educator and thus encourages openness between families and the site. Each child’s culture is
respected with the community celebrating various significant events throughout the calendar year. Families are made welcome within the site to support their
child in learning and to engage with the community to improve understanding of early childhood pedagogy.
Each family receives a copy of the philosophy in the site handbook:
We believe
 that each child is unique and that each has potential for development.
 in the concept of the “whole child”, recognizing that physical, intellectual, emotional, spiritual and social development cannot really be divorced one
from the other.
 in the importance of each child as a growing, thinking and feeling individual. Each child is a member of a family, a part of the kindergarten community
and eventually the wider world.
 that children are interactive, learning by discovery and discovering through play. Through their interactions with the people and materials in their
environment, they construct their own ways of thinking and their own ideas about the nature of reality.
 that each child is worthy of respect and trust.
The kindergarten programs reflecting these beliefs involve both freedom and structure. Children are offered a variety of guided opportunities for learning, an
environment where they can explore, manipulate, discover, experiment, create, interpret and express themselves in various ways thus acting as agents for
their own learning.
6
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Opportunities are created for parents, teachers and children to learn and develop together; our reciprocating ideas and actions being encouraged through
interaction based on friendship, respect and trust.
7
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 1: Educational program and practice
This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances
children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences,
opportunities and relationships at school, at home and in the community.
Quality Area 1: Standards and elements
Standard 1.1
Standard 1.2
An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.
Element 1.1.1
Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection
with community, wellbeing, confidence as learners and effectiveness as communicators.
Element 1.1.2
Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
Element 1.1.3
The program, including routines, is organised in ways that maximise opportunities for each child’s learning.
Element 1.1.4
The documentation about each child’s program and progress is available to families.
Element 1.1.5
Every child is supported to participate in the program.
Element 1.1.6
Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.
Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
Element 1.2.1
Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
Element 1.2.2
Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.
Element 1.2.3
Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the
program.
8
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 1: Related sections of the National Law and National Regulations
Standard/element
National Law (section) and National Regulations (regulation)
1.1
section 168
Offence relating to required programs
1.1
section 323
Approved learning framework
1.1
regulation 73
Educational programs
1.1
regulation 75
Information about the educational program to be kept available
1.1
regulation 76
Information about educational program to be given to parents
1.2
regulation 74
Documenting of child assessments or evaluations for delivery of educational program
Quality Improvement Plan for QA1
An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.
Strengths
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.
- The program emerges from children’s interests, schematic drivers and ideas. The program is situated within a pay base curriculum that is guided
intentionally by educators.
- The Early Years Learning Framework and the five outcomes guide the curriculum. Using a relational approach the staff team seek to learn about and
understand the identity and culture for each child to ensure the curriculum is inclusive to everyone. Documentation including anecdotal jottings,
children’s data and other recorded observations of play enables the staff to work with children in their zone of proximal development in order to achieve
the best learning outcomes at an individual and cohort level.
- The site has a strong focus on individualised learning and programming to achieve each child’s potential and maximises each child’s learning and
developmental opportunities through a quality play based curriculum. Parents complete a questionnaire to identify their child’s strengths and areas of
interest, as well as hopes for learning and improvement. This guides educators in their early connections to families and children and allows the team to
respond to areas of interest thus establishing strong connections as soon as possible. Ongoing conversations with families provides a strong link to the
home environment and the consequent developing understanding of each child’s home experience supports each child’s identity within the group.
- The site celebrates our diverse community with a variety of opportunities to meet with the community such as a multicultural lunch where families can
come together to share a meal and make connections. We invite extended family to join us and be part of the learning journey of the child by sharing
early years pedagogy at family forum nights such as speech pathology, and occupational therapy. We provide opportunities for families to meet in a
variety of celebrations, and we support events such as The Biggest Morning Tea, to recognise and acknowledge families who have lost loved ones to,
9
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
or who are experiencing, cancer.
- Reflection on the program and engagement of the children is part of the whole staff fortnightly review process. Small group learning opportunities are
reviewed by the educator weekly for engagement and relevance to the children and program.
1.1.2 each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program
- Planning is an ongoing cycle that is supported by knowledge of each child, their interests and ideas, and current knowledge. This is gained through
interactions with families, surveys/questionnaires, parent evenings and informal conversations, working in small groups and with individuals to hear the
child’s voice and that of their families. All staff participates in data collection that is shared at a planning meeting fortnightly to ensure that the learning
opportunities are relevant and meaningful.
- Regular data collection ensures that children’s interests and ideas are at the foundation of our programming, and children have the opportunity to have
a voice in the experiences offered.
- We connect to the community by celebrating community events of relevance such as Chinese New Year, Diwali, Holi (March 24, we use vibrant
colours in hand and finger painting to celebrate the festival of colours) Onam (September, we participate in creating colour templates at the threshold of
the kindy), Christian festivals such as Easter and Christmas, The Prospect Fair, and Book Week. Opportunities are presented that recognise and
include culture, identity and family as the child’s first educator by encouraging families to share their personal culture and milestones. We encourage
parents to participate in the program and share their family stories creating a family tree display that recognises their rich cultural background.
1.1.3 the program, including routines, is organised in ways that maximise opportunities for each child’s learning
- Whilst our day is guided by routine the site is flexible in the delivery of the program. This structure provides stability and predictability for both children
and families and supports emotional wellbeing and security. Our site allows for open play and engagement on arrival which provides the opportunity to
settle children and families in a supported environment. Our large and small guided learning activities are monitored for relevance and engagement with
educators responding accordingly. Long blocks of uninterrupted play allow children to make meaning, to scaffold knowledge to others and to engage in
social cooperative opportunities that maximise learning and involvement.
- Experiences are presented to children that are meaningful to them and allow for extension of experiences that are relevant. They are encouraged to
work collaboratively with others, to explore ideas and experiment.
- There is a strong oral language focus in the program with children encouraged to explore rhyme, letters and sounds in our phonological program, and
visual cues are used to engage children in conversation and language experiences including music and movement. The DECD literacy indicators
provide guidance for learning experiences and allow educators to acknowledge each child’s current understanding, and plan for future learning.
- The DECD numeracy indicators are used as a guide to support the program and staff are investigating the philosophies as a team with both those on
site and with colleagues from other kindergartens. There is a strong curriculum presence in numeracy and activities are planned that link children’s
current knowledge to the curriculum, and provide opportunities to extend learning.
1.1.4 the documentation about each child’s program and progress is available to families
- Parents are encouraged to participate in program development at the interview point and throughout the term with the program board available for
comment and suggestions. We encourage parents to participate in the program, sharing any expertise and interests with the children.
- Families are informed of the program and learning via newsletter, email, information boards and by personal contact. This includes information on
EYLF curriculum and across the year an explanation of each area is included in the newsletter. We plan to meet with all caregivers by the end of Term
1 to coordinate an individual learning plan for each child, and to meet with children for their input to the program.
- Learning is visible at the centre with work samples and photos of children’s engagement, comments and display books. Staff are on hand on arrival to
speak with families informally, or time made for more formal meetings. Every family is invited to attend an opportunity where the educator shares all
data, anecdotal records and the portfolio in order to guide the learning.
10
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
- We incorporate a ‘Focus child program’ for each child’s learning journey- anecdotal records, data collection, oral language sharing, data collection on
numeracy and literacy, including oral language assessment using PASM and the literacy indicators. This is shared with families to guide their child’s
learning journey at kindy and to work in collaboration with families for successful outcomes.
- Children’s portfolios are freely available at the entrance to the centre and families are encouraged to view their child’s contributions and share this with
their family. It includes photos, work samples and learning snapshots that make learning visible.
1.1.5 every child is supported to participate in the program
- Children are organised into small group work with the same educator for the school term to provide consistency and attachment, and where they can
feel supported in participating in the program. This also allows for the recognition of each child within the community and for staff to build attachment
and close bonds.
- Our program brings together the ideas, philosophies and opportunities that enhance the interactions and engagement of children in a program that is
relevant and meaningful.
- Our planning is based on documentation and connections to families and children, and is based on children’s current knowledge, ideas, cultures,
abilities and interests.
- Children with additional learning needs are supported with a specific learning plan that includes the educator, family, support workers, and allied
health professionals who work in partnership, and are supported to engage in learning opportunities. The staff team are aware of these plans and work
in collaboration to provide appropriate support.
1.1.6 each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.
- The program offers consistency in routines and organisation to support each child’s wellbeing and attachment.
- A strong focus is on confidence and learners, using the I can do it program to support each child to develop the confidence and resilience to make
choices, decisions and influence the world around them.
- We provide a flexible learning environment which encourages children to guide their own learning, ask for resources that support this, and encourage
children to explore new ideas and thinking in both the indoor and outdoor learning environment.
- The program allows for both intentional and spontaneous learning experiences based around children’s interests and questions.
- Family culture is valued and visible within the learning environment and connections made with carers in support of their child’s learning disposition.
1.2 Educators and coordinators 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 evaluating.
- Children’s learning and development is documented through anecdotal records, learning snapshots, informal and formal parent interactions,
observations and work samples as part of the ongoing cycle of planning. Staff critically reflects on the program at management meetings and in their
own plans in order to assess effectiveness of the program and to plan further improvements.
- Assessment of, and for, children’s learning is an ongoing cycle and forms the basis of the program and a final report to caregivers via Statement of
Learning at the conclusion of the year
1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning
- Educators respond to children’s ideas and play by observation and involvement using intentional and spontaneous play episodes.
- Educators support children in their zone of proximal development by using open ended questions to challenge ideas and extend play. Educators work
along side children to keenly observe interactions and to support and extend when opportunities arise.
1.2.3 critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the
program
11
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
- All educators take the opportunity to critically reflect on practice and programming, either individually or as a team, at moments throughout the day,
within formal staff meetings and whilst setting the environment. This information informs change and extension to the learning environment.
- Educators engage in professional development either at staff meetings, as a team or individual, and with colleagues across the partnership. Our focus
currently is on engaging with the DECD Literacy and Numeracy indicators (which are in the context of the EYLF), and how we can use these to inform
practice, assess learning and inform parents.
- The EYLF guides our programming and reporting is against the 5 learning outcomes. Our assessment for learning includes documentation through
snapshots and anecdotal records which we reflect upon, analyse and from which we create differentiated learning plans. We also do an assessment of
learning when using PASM (phonological awareness skill mapping).
- We are familiarising ourselves with Respect, Reflect, Relate as a reflective tool
Key improvements sought for QA1
Standard/element
1.1.1
Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community,
wellbeing, confidence as learners and effectiveness as communicators.
Identified issue
Our program cycle is viewed as a continuous improvement cycle on our observations, reflections, analysis of learning, planning and evaluation guided
by all five EYLF outcomes. We would like to further strengthen our documentation of the curriculum in order to more fully maximise each child’s
learning and development opportunities.
Standard/element
1.1.2
Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program
Identified issue
We have noticed that children do not always share their ideas due to language barriers, cultural backgrounds and confidence, nor show agency in the
programming.in response we feel that we need to ensure that recording of children’s learning and their input needs to be more consistent.
Standard/element
1.1.6
Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world
12
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Identified issue
In order to raise the agency of children we believe that we should target a focus on including them in the decision making for risk management in
order to protect them from harm, to give them autonomy and decision making to stay safe and influence the learning environment around them.
Additionally we would like to strengthen their voice in selection of resources and activities by ensuring the documentation of children’s play is used
as a guide for this.
Improvement Plan
13
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Standard/
element
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure
By when?
To improve the links
between the program and
each child’s level of
learning and ability
H
Group children with one
educator in Term 1 to
make strong connections
and relations, using
Belonging as a key focus.
Increased use and confidence of
children in using language and
sharing information.
Improved data collection and
understanding of each child’s
learning disposition
Use of levels of questioning to
improve literacy understanding.
Use of phonological program to
support early literacy.
Engaging in speech pathology
research project to support staff
development and delivery of
language program.
Use of indicators to record
children’s understanding of
literacy and numerary.
Subsequent planning for each
child in support of literacy and
numeracy
(partnership plan- improve
learner achievement in literacy
and numeracy)
Term 3, 2016
1.1.1
Data collection will indicate
greater engagement and
learning, especially in literacy
and numeracy
(partnership plan- improve
learner achievement in literacy
and numeracy)
.
continuous
Utilise parent/child survey
to inform planning.
Create floor book that will
rotate between small
groups to record children
‘s interests/ learning
opportunities.
Use of literacy and
numeracy indicators to
support curriculum
planning and delivery of a
program
1.1.1
Improved information
sharing to inform planning.
H
Further encourage
families to participate in
the fortnightly
programming cycle by
seeking their opinion prior
to curriculum delivery.
Create ILP with parents
as children access the
Focus child program.
Monitor engagement and
data collection in Term 2
Revisit in term 3 by week
9 for further planning
Progress notes
14
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
1.1.2
1.1.6
For educators to use
information gained in small
group times to support oral
language development for
each child
H
Use of a rich variety of
resources/ texts/ music to
stimulate language. To
link cultural and home
environments, and include
child protection curriculum
For children to demonstrate
respectful listening to others, to
use appropriate language in
interactions.
Term 4, 2016
To allow children the
opportunity to assess risks
and make decisions on
safe play and engagement
in the learning environment
H
Children will be consulted
for development of safe
play rules.
Children will create safety
data sheets for use of
resources. These will be
displayed in proximity of
play zones and used as a
reference for safe
interactions.
Children will participate and
create the rules for safe play.
Children will have access to
equipment and resources in
order to make decisions for daily
learning encounters
On-going
15
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
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.
Quality Area 2: Standards and elements
Standard 2.1
Standard 2.2
Standard 2.3
Each child’s health is promoted.
Element 2.1.1
Each child’s health needs are supported.
Element 2.1.2
Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
Element 2.1.3
Effective hygiene practices are promoted and implemented.
Element 2.1.4
Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised
guidelines.
Healthy eating and physical activity are embedded in the program for children.
Element 2.2.1
Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.
Element 2.2.2
Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.
Each child is protected.
Element 2.3.1
Children are adequately supervised at all times.
Element 2.3.2
Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
Element 2.3.3
Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and
implemented.
Element 2.3.4
Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or
neglect.
16
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 2: Related sections of the National Law and National Regulations
Standard/element
National Law (section) and National Regulations (regulation)
2.1.2, 2.3.1, 2.3.2
section 165
Offence to inadequately supervise children
2.3.2
section 167
Offence relating to protection of children from harm and hazards
2.1.3, 2.1.4, 2.2.1
regulation 77
Health, hygiene and safe food practices
2.2.1
regulation 78
Food and beverages
2.2.1
regulation 79
Service providing food and beverages
2.2.1
regulation 80
Weekly menu
2.1.2
regulation 81
Sleep and rest
2.3.2
regulation 82
Tobacco, drug and alcohol free environment
2.3.2
regulation 83
Staff members and family day care educators not to be affected by alcohol or drugs
2.3.4
regulation 84
Awareness of child protection law
2.1.4, 2.3.3, 2.3.4
regulation 85
Incident, injury, trauma and illness policies and procedures
2.1.4, 2.3.3, 2.3.4
regulation 86
Notification to parents of incident, injury, trauma and illness
2.1.4, 2.3.3, 2.3.4
regulation 87
Incident, injury, trauma and illness record
2.1.4
regulation 88
Infectious diseases
2.1.4
regulation 89
First aid kits
Standard/element
National Law (section) and National Regulations (regulation)
17
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
2.1.1, 2.1.4, 2.3.2
regulation 90
Medical conditions policy
2.1.1, 2.1.4, 2.3.2
regulation 91
Medical conditions policy to be provided to parents
2.1.1, 2.1.4
regulation 92
Medication record
2.1.1, 2.1.4
regulation 93
Administration of medication
2.1.1, 2.1.4
regulation 94
Exception to authorisation requirement—anaphylaxis or asthma emergency
2.1.1, 2.1.4
regulation 95
Procedure for administration of medication
2.1.1, 2.1.4
regulation 96
Self-administration of medication
2.3.3
regulation 97
Emergency and evacuation procedures
2.3.3
regulation 98
Telephone or other communication equipment
2.3.2
regulation 99
Children leaving the education and care premises
2.3.1, 2.3.2
regulation 100
Risk assessment must be conducted before excursion
2.3.1, 2.3.2
regulation 101
Conduct of risk assessment for excursion
2.3.1, 2.3.2
regulation 102
Authorisation for excursions
Related requirements
2.3.3
regulation 160
Child enrolment records to be kept by approved provider and family day care educator
2.1.1, 2.3.2, 2.3.3
regulation 161
Authorisations to be kept in enrolment record
2.1.1, 2.1.4, 2.3.2,
2.3.3
regulation 162
Health information to be kept in enrolment record
18
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
2.1.1, 2.1.3, 2.1.4,
2.2.1, 2.3
regulation 168
Education and care service must have policies and procedures
2.1.3, 2.2.1, 2.3
regulation 168(2)(a)
Policies and procedures are required in relation to health and safety, including matters relating to:
(i) nutrition, food and beverages, dietary requirements; and
(ii) sun protection; and
(iii) water safety, including safety during any water based activities; and
(iv) the administration of first aid
2.1.4, 2.3.3
regulation 168(2)(b)
Policies and procedures are required in relation to incident, injury, trauma and illness procedures complying with regulation
85
2.1.4
regulation 168(2)(c)
Policies and procedures are required in relation to dealing with infectious diseases, including procedures
complying with regulation 88
2.1.1, 2.3.3
regulation 168(2)(d)
Policies and procedures are required in relation to dealing with medical conditions in children, including the matters set out
in regulation 90
2.3.3
regulation 168(2)(e)
Policies and procedures are required in relation to emergency and evacuation, including the matters set out in regulation
97
2.3.2
regulation 168(2)(g)
Policies and procedures are required in relation to excursions, including procedures complying with regulations 100 -102
2.3
regulation 168(2)(h)
Policies and procedures are required in relation to providing a child-safe environment
2.1.1, 2.1.4, 2.3.3,
2.3.4
regulation 177
Prescribed enrolment and other documents to be kept by approved provider:
(1)(b) an incident, injury, trauma and illness record as set out in regulation 87
(1)(c) a medication record as set out in regulation 92
2.1.1, 2.1.4, 2.3.3,
2.3.4
regulation 178
Prescribed enrolment and other documents to be kept by family day care educator:
(1)(b) an incident, injury, trauma and illness record as set out in regulation 87
(1)(c) a medication record as set out in regulation 92
19
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Improvement Plan for Q2
Summary of strengths for QA2
Strengths
Standard 2.1 Each child’s health is promoted
2.1.1 Each child’s health needs are supported
- Each child’s health needs are monitored and supported with children being encouraged to be independent in their health and wellbeing with self
help skills and nutrition. Staff work in partnership with families to ensure children’s health needs are consistently met. Children with specific health
needs have information displayed including their photo in the office, main room and in the induction folder. All medications are marked with name,
photo and health plans and emergency contact details within individual boxes and stored in the office. A register is kept with the medications for
expiry dates
- The site practices an ‘allergy awareness’ process and monitors provided food for allergens. Children with specific dietary and cultural food needs
are displayed with their photo in the main room and in the office, and within the induction folder. Parents are requested not to send allergen foods of
peanuts and egg in particular, at induction night and the in handbook
- Children with health issues require a medical action plan which is kept with their medication and information provided to all staff and all staff briefed
on administration and dosages via staff meeting and at induction. This is revisited in the first week of each term.
- Enrolment records include health issues and authorisations are held for each child in the office
- Staff undertake asthma training and epipen administration. This is practiced at a staff meeting at the beginning of the year.
- In Term 4 the children who are having a transition visit are reviewed for health issues and school staff informed.
- Families provide a roll -on sunscreen for their child and staff monitor application. The centre provides a Cancer council approved ‘sensitive’ skin
sunscreen for those who have not provided their own. Staff model sun safe practices.
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
- Each child is given regular opportunities for rest and relaxation. In the program we create quiet areas for those children requiring further
opportunities for this at their discretion. There is a balance between active and quiet activities to support wellbeing eg couch, cave and outside on
reading bench. Rest opportunities are provided after lunch for all children with quiet music and supervision.
- Opportunities are provided for each child to access both active and quiet spaces both indoors and outdoors.
- Children who fall asleep are monitored and families informed of length of sleep, and are consulted about sleep patterns and needs
2.1.3 effective hygiene practices are promoted and implemented
- We support children to gain an understanding of good hygiene with routines embedded into the program for hand-washing, toileting, coughing and
sneezing. Children are encouraged to become independent in these areas and staff provide support where needed
- Educators model appropriate health and hygiene practices with the children, handwashing prior to eating, nose blowing etc This is embedded in our
practice with appropriate songs and teachable moments.
- For children not fully toilet trained an individual toileting plan is organised with parents to ensure the child’s comfort and respect is shown.
- The site is professionally cleaned each evening. The toilet and bathroom area is monitored and cleaned each day after lunch and monitored with a
cleaning register
- Resources used by children are cleaned prior to storage. Shed toys are cleaned termly and marked with a date.
- Weekly laundry is completed by parents on a volunteer basis
2.1.4 steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised
guidelines
- Staff model health practices of handwashing and nose blowing
- Families are requested to inform staff of any infectious diseases in order to inform the community via the noticeboard and email, where appropriate,
and recommended exclusion periods are adhered to.
20
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
- Families are requested not to send children who are ill to the centre
- Staff are advised not to attend to work if unwell and seek medical advice
- Injuries are monitored and recorded in accordance with our health policy. Injury records are completed for all accidents, and signed by parents and
relevant educator, then stored in the child’s enrolment pack. All head injuries are reported immediately and parents/carers contacted.
- Trauma incidents are recorded within DECD IRMS (injury and response management system)
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 nutrition and appropriate for each child
- Healthy eating and physical activities are well embedded in the practice at the kindergarten. Children are encouraged to eat a range of fruit or
vegetables for their morning snack and water is strongly recommended. Educators model healthy food practice at small group and lunchtimes.
Parents are responsible for sending an appropriate lunch, which is refrigerated, and consumed at table groups with staff present. Educators promote
discussions on healthy foods both at morning break and lunch between children and also with staff.
- Children are monitored in their daily water intake and encouraged to consume a minimum of liquids at both morning fruit break and lunch. Parents
provide water bottles, and there is a filtered drink fountain available for those who do not have a bottle. At lunch children are provided with a cup of
water if they do not have a bottle.
-Parents receive regular nutritional guidelines and suggestions via our booklet and newsletters. Staff are available to answer queries on suitable
foods for young children and give ideas for lunches.
-We encourage families to provide suitable snacks and meals, information is in the site booklet and children’s health needs are registered at
enrolment. Educators engage with families who send food that has little nutritional value for shared understanding and support. Healthy food is a
topic we concentrate on as part of our programming. In this way children’s knowledge about nutritious food is supported through learning
experiences that includes cooking experiences with a focus on balanced eating using nutritional guidelines.
2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.
- Physical activity is embedded in the program and children are encouraged to access a wide variety of physical movement and activities on a daily
basis. Children are monitored to ensure they receive time in the outdoor environment and in active play.
- Children have opportunities to make decisions on resources and equipment that is provided in the environment
- Data is collected on children’s appropriate development skill, both in fine motor and gross motor, and an appropriate learning plan is created with
the caregiver to support development.
- Group times are monitored to ensure children have opportunities for body movement and motion when sitting for periods of time. This is done with
music, rhythm and beat.
- Information is shared with parents to support their understanding of developmental norms and referrals to outside agencies suggested when
required.
- The park that aligns our fenceline is viewed as an area for gross motor paly including running and all sports.
2.3 Each child is protected
2.3.1 Children are adequately supervised at all times
- Children are supervised in each learning area by sight and or hearing of an educator.
- Ratios of educator/child are monitored throughout the day to ensure this is maintained.
- children do not access learning areas without an educator.
- children are educated not to enter spaces where safety tape is in evidence unless with an educator.
- Parents and caregivers are notified of relief staff via the noticeboard. Regular relievers are utilised and inducted onto site
21
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
2.3.2 every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
- the environment is checked by educators daily for hazards and recorded on the calendar in the shed. Children are pivotal in creating a safe
environment and expectations of behaviour to maintain safety of all within the site. Equipment is located over appropriate soft fall and the learning
environment monitored for safety.
- effective steps are taken to identify and manage risks and precautions. All areas of the kindergarten are monitored for occupational health and
safety with reports and maintenance done in a timely fashion. Safety checks on equipment is conducted termly
- Hazardous materials and resources are stored appropriately away from children and secured to prevent access.
- Educators implement the child protection curriculum equipping children with strategies to keep themselves safe
- risk assessment benefits are implemented with children and families with some displayed in the environment, and stored in the risk assessment
folder
- all excursions have a risk assessment completed and kept in filing cabinet with excursion permissions. Excursions are planned in line with the site
learning plan and relevant to curriculum and children’s interests. Adequate supervision provided with adult:child ratio carefully followed.
- all educators have current first aid with at least one member with additional anaphylaxis and asthma emergency training.
Staff undertake relevant training in health and first aid appropriate to the site and for personal qualifications.
2.3.3 plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practiced and
implemented
- Emergency evacuation and invacuation procedures are conducted each school term and children are supported in identifying safety issues on site
- DECD emergency management plan is updated annually
- all staff are inducted for emergency procedures
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
- all educators are aware of their responsibilities and understand their role in responding to chidlren at risk or abuse or neglect. All staff have current
qualifications in responding to abuse and neglect
-All temporary staff are inducted on the site, Volunteer staff and work experience individuals are inducted on the site and duties clearly outlined. Staff
support is given to all volunteers and they are supervised when with children.
- All relevant staff have DSCI clearance and mandatory notification training, repeated 3 yearly
Key improvements sought for QA2
Standard/element
2.1.3
Effective hygiene practices are promoted and implemented.
Identified issue
Children and staff practice effective hygiene control and we support and encourage independence in hand washing procedures for infection control.
Children are monitored for hand-washing and hygiene, with regular reminders to children to follow appropriate hygiene processes.
22
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Standard/element
2.3.3
Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented
Identified issue
Current health plans are available with the storage of medication. not clear, storage of medicines is not clear and labelled with children’s pictures.
Staff have difficulty identifying all children with health/medical/ learning conditions
Standard/element
2.2.1
Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child
Identified issue
Families provide food that is high in sugar and refined carbohydrates that do not support brain function.
Improvement Plan
23
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Standard/
element
What outcome or goal do
we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure
By when?
2.1.3
To ensure a new cohort of children
access adequate hygiene products when
required
H
provide education to children
on the importance and
methods of effective hand
washing.
children will self monitor
hygiene habits and
follow routines
Dec 2016
Children are provided
with suitable foods to
support development.
ongoing
Progress notes
children will follow hygiene
steps when using the toilet.
Hand washing is encouraged
and supervised throughout
the day, particularly after
nose blowing, toileting, before
eating.
Children are given autonomy
and responsibility for hand
washing prior to eating
Pictorial representation is
provides as modelling of
good practice
Staff will model good hygiene
practices
2.2.1
Lunch care information to be included in
the handbook
M
Review of centre booklet to
reflect healthy eating policy.
Regular contact with parents
on following healthy eating
and food allergies.
Information can be translated
for those families that do not
have English as a primary
language.
Parents are encouraged to
include children in food
decisions via newsletter and
personal contact.
24
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Children are encouraged to
take home food scraps and
lunch rubbish to alert parents
on how well they have eaten
throughout the day
2.3.3
Reduced landfill for
preschool
For all staff to be aware of health and
learning issues
H
Staff will undertake regular
review at staff meetings for
children with health issues.
Staff induction each term will
occur on health updates
termly 2016
Staff to have appropriate qualifications in
relation to managing emergencies
H
A system will be put in place
to ensure all staff access
asthma and anaphylaxis
training in a timely manner to
ensure all staff have
appropriate skills
Term 4 2016
25
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 3: Physical environment
This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse
range of experiences that promote children’s learning and development.
Quality Area 3: Standards and elements
Standard 3.1
Standard 3.2
Standard 3.3
The design and location of the premises is appropriate for the operation of a service.
Element 3.1.1
Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.
Element 3.1.2
Premises, furniture and equipment are safe, clean and well maintained.
Element 3.1.3
Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and
interaction between indoor and outdoor space.
The environment is inclusive, promotes competence, independent exploration and learning through play.
Element 3.2.1
Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural
environments.
Element 3.2.2
Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of
the program and allow for multiple uses.
The service takes an active role in caring for its environment and contributes to a sustainable future.
Element 3.3.1
Sustainable practices are embedded in service operations.
Element 3.3.2
Children are supported to become environmentally responsible and show respect for the environment.
26
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 3: Related sections of the National Law and National Regulations
Standard/element
National Law (section) and National Regulations (regulation)
3.1.2
regulation 103
Premises, furniture and equipment to be safe, clean and in good repair
3.1.1
regulation 104
Fencing and security
3.2.2
regulation 105
Furniture, materials and equipment
3.1.1
regulation 106
Laundry and hygiene facilities
3.1.1
regulation 107
Space requirements—indoor
3.1.1
regulation 108
Space requirements—outdoor space
3.1.1
regulation 109
Toilet and hygiene facilities
3.1.1
regulation 110
Ventilation and natural light
3.1.1
regulation 111
Administrative space
3.1.1
regulation 112
Nappy change facilities
3.2.1
regulation 113
Outdoor space—natural environment
3.1.1
regulation 114
Outdoor space—shade
3.1.3
regulation 115
Premises designed to facilitate supervision
3.1.2
regulation 116
Assessments of family day care residences and approved family day care venues
3.1.1
regulation 117
Glass (additional requirement for family day care
Related requirements
27
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Part 3 of the National Law: Service Approval
regulation 25
Additional information about proposed education and care service premises
Regulations 41-45
Service waiver and temporary waiver
Quality Improvement Plan for QA 3
Summary of strengths for QA3
Strengths
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
- The site is situated in a Council owned building adjacent to council open space with the adjacent open play space utilised to support gross motor
and body movement, and for nature play.
- Experiences are offered to children that engage and stimulate learning both indoors and outdoors. It is recognised that learning takes place in both
areas and for some children experiences must be offered simultaneously in both environments.
- the indoor environment utilises a variety of room/ learning spaces interconnected via doors, with steps marked for safety. The building has natural
light and access to good ventilation, cooling and heating via reverse cycle airconditioning.
- Furniture is appropriate for young children and reflects the home environment with areas for patents/caregivers to sit with children, both indoor and
outdoor.
- The learning environment allows for risk taking, active play, rest and relaxation. Opportunities exist for learning as individuals, within small and large
group experiences.
- The outdoor environment is adequately shaded with large trees, includes appropriate soft fall material, and a range of experiences using natural
materials such as bark chip, grass, sand, sensory pebble walks and water. The centre is in the process of redesigning part of the yard to include a
mud kitchen, natural story circle, and a safe enclosed space.
- Adequate toilet and hand washing facilities are provided, and children supported in gaining self help skills and body control
- There are 2 verandahs utilised to provide activities under shade and for inclement weather.
3.1.2 premises, furniture and equipment are safe, clean and well maintained.
- Maintenance is carried out in an orderly fashion. Regular site inspections are carried out to ensure the safety of both staff and children, and that the
learning environment is suitable for young children. The building facilities are maintained by DECD and Prospect Council in partnership.
- Resources are monitored to ensure adequate quantity for all children to access the experiences and in flexible ways, and are inspected for suitability
and relevance to learning.
- Equipment and environment is checked daily for hazards.
- Hazardous products such as cleaning, are stored in a locked shed or in the kitchen out of reach and behind a child safety gate. Site cleaning is
carried out nightly and equipment cleaned after use and prior to storage.
- Occupational Health and Safety is an integral part of our staff meetings where items are identified and discussed as a team, then actioned by the
28
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
appropriate staff member.
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.
- Both indoor and outdoor experiences are offered, and equipment provision is flexible in the presentation and utilisation of a variety of items that
encourage movement, coordination, flexibility and strength whilst supporting development and risk taking.
- Children are encouraged to make choices and access a variety of resources as needed.
- provision is made for children with additional needs including toileting and accessing the environment. Portable ramps are available for the indoor
area.
- There is adequate space within the toilet area to assist children in changing clothes when necessary, and children are encouraged to be
independent in hygiene.
- Both children and carers participate in program development, for both long term and short term goals and interests .
- The outdoor area is being redeveloped to include a focus on nature play and inquiry learning.
3.2 the environment is inclusive, promotes competence, independent exploration and learning though play
3.2.1 outdoor and indoor space are designed and organised to engage every child in quality experiences in both built and natural
environments.
- Opportunities are provided for all children to engage and play within a safe and supportive environment, utilising adequate resources, equipment
and space. Children feel secure in the environment and access learning resources within a play based curriculum
- The curriculum has a focus on caring for our environment and utilises the Nature Education Centre from DECD to introduce and explore nature and
fauna with a variety of creatures and static displays.
- Children have access to both natural and manufactured materials for investigation and to stimulate play, thinking and problem solving. The
environment is flexible and adaptable in order to promote independence in learning.
- We have introduced opportunities for risk taking in the adjacent park with investigation, exploration and opportunities for tree climbing.
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 users.
- Educators organise resources in adequate quantities and variety to allow all children access to learning.
- Ongoing reflection and review of resources allows for flexibility and rearranging to meet the needs of all learners.
- Children are encouraged to negotiate, take turns and share resources that are limited eg swings. The use of sand timers give children the
opportunity to be in control of resources.
- Children and educators work together for risk assessment and benefit of activities. These are displayed adjacent to the resources
- The site is well resourced with culturally inclusive resources that are used to engage children in learning and to create an inviting environment. We
recognise an inclusive culture where all families are welcome.
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
- The centre encourages recycle and reuse within the curriculum, offering opportunities for children to develop sustainable practices.
- Fruit and vegetable scraps are composted for use in the garden beds, children are encouraged to take home uneaten food, and parents encouraged
to use the ‘naked lunchbox’ system via the newsletter and parent information sessions.
29
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
- The centre has an ever changing garden beds to support sustainable living with herbs, flowers and some vegetables as room allows, and all
children and parents are involved in the site in planting and cooking of produce, or selling excess produce. Children participate in seed raising,
weeding, watering and caring for our space.
- A variety of natural resources are used within the curriculum including water, clay, sand, and flora to support learning.
- Use of recycle products and sustainable paper practices supports environemtnal understanding
- The site actively promotes learning about rubbish, using a 3 bin system, visits by KESAB educators, games and stories
3.3.2 children are supported to become environmentally responsible and show respect for the environment.
- The learning program includes caring for fauna and flora, investigating life cycles, excursion to Urrbrae Nature Trail, and care of the environment
- Educators role model environmental practices by actively reusing and recycling, supporting discussion and learning with all children about home
practices
- Children are encouraged with water use, showing respect and care of the resources and each other
Key improvements sought for QA3
Standard/element
3.2.1
Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments
Identified issue
Continued upgrades to the outdoor learning environment to reflect ongoing child pedagogy and to provide a more nature based play space
Identified issue
Equipment in the indoor learning space to be located in more suitable areas. Equipment that is old and dated should be replaced to reflect our
cosmopolitan community
Standard/element
3.3.2
Children are supported to become environmentally responsible and show respect for the environment, and are encouraged in sustainable practice
and lifestyles
Identified issue
Children to be encouraged to participate in ongoing opportunities for caring for our environment- seed raising, replanting of garden beds, and
designing the learning spaces, recycle and composting. Children are supported to be respectful of equipment, resources and others when in our
environment.
30
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Standard/
element
What outcome or goal do
we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
3.2.1
Planned maintenance on the outdoor
learning environment with parent and
governing council input, children’s input
to the design
M
Consultation opportunities,
group discussions.
Children’s input to garden
design
Financial commitment from
the global budget to
support plans
Ongoing financial commitment
to improve the learning space.
Capital works commitment
Dec 2016
May 2015 - initial
consultation with
Simon@climbing
trees
Oct 2016agreement with
Peter Adley,
landscaper, to
plan garden
design
3.1.1
Removal of office equipment from the
indoor learning space
M
Consultation and planning
for a suitable storage area
with facility management
Budget support for
redevelopment
Provision of an additional
office area
Removal of photocopier from
learning environment
Oct 2016
3.3.2
Providing children with the resources to
grow food, reduce waste and recycle
appropriately
H
Increasing understanding of
recycling food and products
from our environment
Encouragement of the
‘naked lunch box’ theory of
less wrapping on food
Identification of food and
rubbish into appropriate bins.
Encouraging children to take
home their own rubbish to
reduce our waste footprint.
Information to parents on
reducing packaging and
wrapping in lunches via
newsletter
ongoing
Separation of food scraps
from rubbish to be used in
our compost bin
Children engaging in the
recycle process and being
involved with the compost
cycle to aid our garden
daily
.
31
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
For children to show respect for
equipment and treat learning resources
appropriately
Opportunities to grow
vegetables and plants from
seed to grow in our
gardens
Caring for our garden and
producing food to be used in
conjunction with our learning
program.
Termly
Children are supported to
be respectful of resources,
themselves and others
Teacher led learning program
on respect for the
environment, resources, and
those within it
Term 1 2016
Improvement plan
32
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 4: Staffing arrangements
This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and
experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage
children’s active engagement in the learning program.
Quality Area 4: Standards and elements
Standard 4.1
Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
Element 4.1.1
Standard 4.2
Educator-to-child ratios and qualification requirements are maintained at all times.
Educators, co-ordinators and staff members are respectful and ethical.
Element 4.2.1
Professional standards guide practice, interactions and relationships.
Element 4.2.2
Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further
develop their skills, to improve practice and relationships.
Element 4.2.3
Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.
Quality Area 4: Related sections of the National Law and National Regulations
Standard/element
National Law (section) and National Regulations (regulation)
4.1
regulation 169
Offence relating to staffing arrangements
4.1
regulation 118
Educational leader
4.1
regulations 119–120
Age and supervision requirements
4.1
regulations 121–124
Minimum number of educators required
33
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Standard/element
National Law (section) and National Regulations (regulation)
4.1
regulations 125–128
Educational qualifications for educators
4.1
regulations 129–135
Requirements for educators who are early childhood teachers
4.1
regulation 136
First aid qualifications
4.1
regulations 137–143
Approval and determination of qualifications
4.1
regulation 144
Family day care educator assistant
4.1
regulations 145–15
Staff and educator records—centre-based services
4.1
regulation 153
Register of family day care educators
4.1
regulation 154
Record of staff, family day care coordinators and family day care educator assistants
Related requirements
4.1
section 161
Offence to operate education and care service without nominated supervisor
4.1
section 162
Offence to operate education and care service unless responsible person is present
4.1
section 163
Offence relating to appointment or engagement of family day care coordinators
4.1
regulations 46–54
Supervisor certificates
4.2
regulation 55
Quality improvement plans
4.1
regulation 168(2)(i)
Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the
responsible person present at the service and the participation of volunteers and students on practicum placements.
34
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Improvement Plan for QA4
Summary of strengths for QA4
Strengths
4.1Staffing arrangements enhance children’s learning and development and enhance their safety and wellbeing
4.1.1 educator-to-child ratios and qualification requirements are maintained at all times
- The site is staffed below the ratio of 1:11 with additional staffing bought under the yearly budget to provide support for children with learning issues
and those identified from anecdotal records, children’s notes and levels of engagement.
- All staff have appropriate qualifications and relevant training, and maintained at all times.
- All staff, relief staff and volunteers are inducted on site, have DSCI clearance and mandatory notification training. Governing council members are
supported in RAN at the first meeting of the year.
- Staff monitor the learning environment to cater for child movement in and out of the building.
- All staff are rostered across the day into the indoor and outdoor learning environment and to ensure they receive adequate breaks without
compromising the safety of children.
4.2 educators, coordinators and staff members are respectful and ethical.
4.2.1 professional standards guide practice, interactions and relationships
- Within the site handbook a statement of philosophy is available and adhered to by all staff. This has been written in consultation with staff and
community to reflect the values in early childhood education, and provided to all families on enrolling at the site
- The staff team work together to support and improve practice, and to develop skills and support professional relationships. Opportunities are offered
to all staff both in work hours and outside of employment hours to encourage and support ongoing development
- Staff meets regularly for professional discussions and ongoing team learning for child pedagogy and the site improvement plan. All staff has an
opportunity for reflective practice and acknowledgment of viewpoints that support both the individual and the team. This is undertaken in Term 1 and
late Term 3 each year.
4.2.2 educators, coordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further
develop their skills and to improve practice and relationships
- The site has a philosophy supporting ongoing early childhood development with a range of strategies such as professional development provided by
outside agencies, internal professional development, professional learning communities with colleagues from the partnership, and the opportunity to
meet and discuss personal professional development plans that support both the site and the individual with the line manager
. Staff meetings are conducted fortnightly within work hours and provides an opportunity to share planning, data and ongoing issues pertaining to the
environment and wellbeing of all children and others. A culture of inquiry is endorsed with professional dialogue and learning opportunities to support
early years education and that of the staff team using RRR, EYLF and BBB.
4.2.3 interactions convey mutual respect, equity and recognition of each other’s strengths and skills
- Educators support each other in a respectful and caring manner, celebrate successes and recognise each other’s strengths
- Educators work within a team environment to support development of leadership skills
- Grievance policy procedures, and support service information is available in the induction folder
35
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Key improvements sought for QA4
Standard/element
4.1.1
Educator to child ratios and qualification requirements are maintained at all times
Identified issue
At times the ratio of child to educator is exceeded as children move through the environment on self - choice and learning
Standard/element
4.2.2
Educators. Co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their
sills, to improve practice and relationships
Identified issue
The staff team has varying understanding of early childhood pedagogy and this is supported in professional development and reviews
36
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Improvement plan
Standard/
element
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure
By when?
4.2.2
Improved pedagogical
understanding of all staff in
numeracy and literacy and
commitment to ongoing
professional development
H
- Access and support staff
in attending professional
development opportunities.
- ensure all staff have
access to training
opportunities that support
on going learning
Staff continue to develop
pedagogical understanding
in early childhood
education, in particular
numeracy using the
Preschool indicators as a
guide
ongoing
4.1.1
Maintain ration of child to
educator at all times within
the environment, particularly
around the lunch period
H
-ensure that staff are
aware of the number of
children in each learning
environment and move
accordingly to support
them
- roster of staff to ensure
adequate lunch breaks and
supervision of children.
Staff ration of 1:11 at all
times
2016
4.2.2
Ongoing professional
dialogue to support and
improve outcomes for
children
m
Opportunities for staff to
participate in active
reflection, review and
planning processes
Pedagogical conversations
and professional
development plans for all
staff
Term 1 and 3
Professional dialogue is
reflective and supportive of
early childhood learning
theories
Progress notes
37
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
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
Quality Area 5: Standards and elements
Standard 5.1
Standard 5.2
Respectful and equitable relationships are developed and maintained with each child.
Element 5.1.1
Interactions with each child are warm, responsive and build trusting relationships.
Element 5.1.2
Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.
Element 5.1.3
Each child is supported to feel secure, confident and included.
Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
Element 5.2.1
Each child is supported to work with, learn from and help others through collaborative learning opportunities.
Element 5.2.2
Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively
to resolve conflicts.
Element 5.2.3
The dignity and the rights of every child are maintained at all times.
38
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 5: Related sections of the National Law and National Regulations
Standard/element
National Law (section) and National Regulations (regulation)
5.2
section 166
Offence to use inappropriate discipline
5.1, 5.2
regulation 155
Interactions with children
5.2
regulation 156
Relationships in groups
Related requirements
5.1, 5.2
regulation 73
Educational program
5.1, 5.2
regulation 74
Documenting of child assessments or evaluations for delivery of educational program
5.1, 5.2
regulation 162(2)(j)
Policies and procedures are required in relation to interactions with children, including the matters set out in regulations
155 and 156
Quality Improvement Plan for QA5
Summary of strengths for QA5
Strengths
5.1 respectful supportive relationships are developed and maintained
5.1.1 interactions with each child are warm, responsive and build trusting relationships
- The site demonstrates very strong commitment to wellbeing and relationships with children. Staff are responsive to children and offer guidance and
care in all interactions.
- Staff use a collaborative approach and inclusive techniques when interacting with children, engaging them in reflective practice and language
opportunities. Fortnightly programming from the current child protection curriculum for both a term overview and fortnightly activities support learning
and engagement for wellbeing. A variety of techniques is used to convey meaning including sign language, picture cues and set routines to support
wellbeing.
- Staff are available across the day to sit and talk with children in all activities including lunch time where educators engage in conversations in a
relaxed manner. Educators take time to engage in active listening and share stories and anecdotes with children.
39
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
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
- Children are supported to engage with educators in meaningful ways and are shown respect in interactions. Children are supported in small group
interactions where they are encouraged to share ideas and feel supported in building trusting relationships. This allows for collaborative learning
groups that can follow children’s interests and build understanding in the zone of proximal development
- Staff acknowledge the varied cultures that make up our community and use their home language to welcome and farewell.
- Initial parent information provides a link for transition and allows educators to connect with every child
- Open ended conversations and questions support children to problem solve and extend learning.
5.1.3 each child is supported to feel secure, confident and included.
- Planning and programming revolves and evolves from data collection on every child (anecdotal notes, jottings, photos, learning snapshots,
discussions and requests)
- Educators use small group learning opportunities to engage with each child and respond to their learning
- Children with additional learning needs and English as a second language are supported with individual learning plans and bilingual support when
available.
- Each child’s wellbeing is monitored and supported by connections to specific educators. This is shared at staff meeting and in incidental
conversations throughout the day.
5.2 each child is supported to build and maintain sensitive and responsive relationships with other children and adults
5.2.1 each child is supported to work with, learn from and help others through collaborative learning opportunities
- Children have long uninterrupted times to engage in collaborative play. The routines are flexible and can change in response to children’s
engagement and educators scaffold learning and play in response to each child using supportive language
- We use the You can do it program to support collaboration (with Gabby Get a long) and encourage children to use appropriate responses when
working together.
- Play based learning is presented in a way that promotes collaborative play, communication, risk taking, resilience and problem solving both indoor
and outdoor environment.
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.
- Children are supported in their interactions with each other and with staff, and are pivotal in creating the code of behaviour for the site.
- As part of our Child Protection Curriculum the You can do it program is utilised to encourage and support behavioural management and
engagement. Children are supported to manage conflict resolution and given strategies to employ in managing their own behaviour.
- The site works closely with parents to ensure culturally accepted practices are utilised for redirection and re-engagement in the learning
environment.
- Children are engaged in creating positive and respectful strategies for guiding the behaviour of their peers. They are directly involved in recognising
how their behaviours affect others and what skills are needed to regulate behaviours. Children are encouraged to negotiate and problem solve in
shared play.
- Educators give explicit strategies to engage in cooperative play and support those having difficulty in communicating with others.
40
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Staff respond appropriately to children who have difficulty in conflict resolution and provide positive attitudes when redirecting inappropriate
behaviour.
5.2.3 the dignity and the rights of every child are maintained at all times
- Educators develop respectful, reciprocal relationships with children and families, use inclusive language and respect family culture
- Children’s wellbeing, engagement and learning are the centre of planning and programming
- Health needs are respected, such as toilet plans, and developed with the parent to ensure the dignity of each child
Key improvements sought for QA5
Standard/element
5.1.2
Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning
Identified issue
We need to ensure that all children are given the opportunity to have their voice heard, and to engage in two-way conversations with both peers and
educators that is respectful and supportive of open interactions
Standard/element
5.1.3
Each child is supported to feel secure, confident and included
Identified issue
How do we support sustained quality conversations that build security and trust with educators?
Standard/element
5.2.2
Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve
conflicts
Identified issue
Children and staff build understanding of appropriate behaviour methodologies that build effective communication to resolve conflict
41
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Standard/
element
What outcome or goal
do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
5.1.2
Continued improvement in
engagement in open
interactions that support
meaningful conversations
with children
H
Support both staff and
children to engage in open
conversations where
children are the leader and
have an active voice.
Opportunities where every
child has a voice and can
influence the environment.
Reflective conversations
with children on their
learning journey.
All children will be included
in conversations and
respected for their
comments and questions
2016
Children participate in
design for learning spaces
and curriculumdocumented in
programming book.
Children have increased
agency in choosing
resources for learningTerm 3, daily
5.1.3
To support children to feel
secure, confident and
included
M
Staff to be actively aware of
children who do not engage
in the environment and
appear as ‘lost’ in the
learning.
Learning opportunities to be
offered that support
engagement and
connection with peers.
Increased observations of
children engaging with
peers and building
relationships
2016
Active engagement with
children to plan their
learning
5.1.1
Confidence and self esteem
with children initiating and
engaging in social
interactions
H
Use of Child Protection
curriculum, You can do it, to
develop children’s positive
interactions an
responsibilities
Children will be able to
reflect and utilise a range of
processes that support their
wellbeing, self esteem and
executive functioning
On-going
5.2.2
Children will engage using
appropriate behaviour in
order to maximise learning
Opportunities for children to Children will engage in
On going
be a critical thinker and
conversations and create
develop understanding
of
the behaviour management
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
appropriate interactions
plan for the site
42
with each other and staff.
- ensuring that the staff
show ‘dignity’ to each child
when behaviour
management is an issue
(eg removal at mat time)
- use of each child’s
strengths and interests as a
means to support positive
interactions.
- Children will be supported
with modelling and explicit
strategies for positive
engagements
Children will be shown
respect and responded to in
a positive manner.
43
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 6: Collaborative partnerships with families and communities
This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality
outcomes for children and community partnerships that are based on active communication, consultation and collaboration.
Quality Area 6: Standards and elements
Standard 6.1
Standard 6.2
Standard 6.3
Respectful supportive relationships are developed and maintained.
Element 6.1.1
There is an effective enrolment and orientation process for families.
Element 6.1.2
Families have opportunities to be involved in the service and contribute to service decisions.
Element 6.1.3
Current information about the service is available to families
Families are supported in their parenting role and their values and beliefs about child rearing are respected.
Element 6.2.1
The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.
Element 6.2.2
Current information is available to families about community services and resources to support parenting and family wellbeing.
The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.
Element 6.3.1
Links with relevant community and support agencies are established and maintained.
Element 6.3.2
Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.
Element 6.3.3
Access to inclusion and support assistance is facilitated.
Element 6.3.4
The service builds relationships and engages with their local community.
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 6: Related sections of the National Law and National Regulations
Standard/element
National Law (section) and National Regulations (regulation)
6.1, 6.2, 6.3
regulation 157
Access for parents
Related requirements
6.1, 6.2
section 172
Offence to fail to display prescribed information
6.1, 6.2, 6.3
section 175
Offence relating to requirement to keep enrolment and other documents
6.1, 6.2, 6.3
regulation 73
Educational programs
6.1, 6.2, 6.3
regulation 74
Documenting of child assessments or evaluations for delivery of educational program
6.1, 6.2, 6.3
regulation 75
Information about the educational program to be kept available
6.1, 6.2, 6.3
regulation 76
Information about educational program to be given to parents
6.1, 6.2, 6.3
regulation 80
Weekly menu
6., 6.2, 6.3
regulation 86
Notification to parents of incident, injury, trauma and illness
6.3
regulation 99
Children leaving the education and care service premises
6.3
regulation 102
Authorisation for excursions
6.1, 6.2,6.3
regulation 111
Administrative space (centre-based services)
6.1
regulation 168(2)(k)
Policies and procedures are required in relation to enrolment and orientation
6.1, 6.2, 6.3
regulation 171
Policies and procedures to be kept available
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Standard/element
National Law (section) and National Regulations (regulation)
6.1, 6.2, 6.3
regulation 172
Notification of change to policies or procedures
6.1, 6.2, 6.3
regulation 173
Prescribed information is to be displayed
6.1
regulation 177
Prescribed enrolment and other documents to be kept by approved provider
6.1
regulation 178
Prescribed enrolment and other documents to be kept by family day care educator
6.1, 6.2, 6.3
regulation 181
Confidentiality of records kept by approved provider
6.1, 6.2, 6.3
regulation 182
Confidentiality of records kept by family day care educator
6.1, 6.2, 6.3
regulation 183
Storage of records and other documents
Quality Improvement Plan for QA6
Summary of strengths for QA6
Strengths
6.1 respectful supportive relationships are developed and maintained
6.1.1 there is an effective enrolment and orientation process for families
- The site demonstrates respectful and supportive relationships with all families in an inclusive environment where they are acknowledged as their
child’s first educator.
- Families complete an intent to enrol and the site has an enrolment policy to ensure local families are a priority. Families are contacted in Term 3 to
finalise enrolment and attend information sessions about the site. There is an opportunity for parents and children to access the site and to share
information prior to starting sessional kindergarten, and for children to access the learning environment
- Early in Term 1 the parents can access a orientation meeting with all staff available to respond to queries and concerns. An open line of
communication is available using face to face, email, post, and written opportunities to share in their child’s learning journey.
- All children are supported within the site and offered additional services if required such as bi-lingual and support for children with learning difficulties
or disabilities.
- On enrolment parent’s thoughts and understanding of their child’s learning is sought and respected, this being used to inform planning from the
child’s first term.
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
6.1.2 families have opportunities to be involved in the service, and contribute to service decisions.
- The site has an active Governing Council that is open for all community members to join and is a forum for decision making and information sharing,
and fundraising decisions. On a regular basis newsletters are provided that inform the community of the program, additional services available and
links to the curriculum for the families.
- Families are invited to participate and join in working with children and sharing their home culture. We seek assistance for excursions, cooking,
gardening, special interests, fundraising, assisting in the day to day activities of the kindy.
- We celebrate with community days- multicultural lunch, biggest morning tea, festivals and occasions
- feedback is sought from families via parent survey, parent/teacher interviews, feedback sheets and informal conversations.
6.1.3 current information about the service is available to families
- Families receive an information booklet on enrolment and ongoing information via the newsletter and electronic communication
- Emails, newsletter, notice board and flyers are used to maintain contact to all families
- A parent information area is adjacent to the arrival area and is maintained to ensure up to date information is available on a range of services
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 leaning and wellbeing.
- Information from parents is valued and actively sought via surveys, questionnaires, formal and informal meetings and face to face contact
- Every child has a portfolio to highlight learning and is available for parents to share and respond to.
- Staff meet with every family within the first half of the year to share in their child’s learning journey and make joint decisions for ongoing plans
6.2.2 current information is available to families about community services and resources to support parenting and family wellbeing
- Our current family area provides additional information to support parents
- The notice board is updated daily and includes community information and events, parenting courses and local events.
- Parents are provided with information about services available including health, education and community engagement services via newsletter,
notice boards and pamphlets. We use a personal approach to connect families to ensure they are supported
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
- The service is engaged in an interagency inquiry project – Speech, Language and Sharing Project (SPLASH) to increase skills, knowledge and
abilities of educators in relation to emergent literacies through the practice of shared expertise, mentoring an collaboration with speech pathologists.
- The site liaises with other organisations and service providers to support children’s learning such as speech pathology, occupational therapy, child
psychologists, CAYHS . The service collaborates with allied health professionals within DECD to support the learning outcomes for children and
families.
- We link with emergency services for learning opportunities, child protection curriculum and keeping safe
- The DECD partnership model sees our service seeking ways to link up with other services in the community and support our families to link up with
relevant community services to support them in their parenting role. Local allied health professionals are engaged to provide information to staff and
the community on child development with parent information evenings
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
6.3.2 continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.
- The kindergarten maintains a strong link to the local schools to ensure seamless transition of information for each child and supports the school’s
interactions with visits both on the preschool site and the school site. This link is seen as vital for both parents and children in maintaining continuity of
learning
- The site is developing a closer network with the local schools and community. Staff will be engaging with colleagues from schools to enhance the
transition process and support children in their learning journey.
- The site transitions children to at least 9 schools and staff are committed to making connections with the sites to support seamless transition. This is
highly valued by our community
6.3.3 access to inclusion and support assistance is facilitated
- Every child is supported to participate in an inclusive play-based curriculum
- Children with additional learning dispositions have a negotiated education plan in conjunction with their family, with some support provided by DECD
for children with high needs
- Children with English as a second language and who do not speak English are supported where possible with a bilingual worker
- Staff are supported to gain skills with professional development to further support children
6.3.4 the service builds relationships and engages with their local community
- The service links and supports local events and the community by actively participating in events eg Prospect Fair, Tour Down Under
- We encourage connections with families and businesses by inviting them to support us with fundraising or skills. This is acknowledged via
newsletter and notice board
- We are linking with the Prospect Council in the redevelopment of the local playground adjacent to our yard
- We have engaged a local landscape architect to plan for future changes in our outdoor space
Key improvements sought for QA6
Standard/element
6.1.2
Families have opportunities to be involved in the service and contribute to service decisions
Identified issue
Not all families are aware of the opportunities to be included in their child’s learning journey, or in the governance of the site
Standard/element
6.2.2
Current information is available to families about community services and resources to support parenting and wellbeing.
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Identified issue
Limited information on additional early childhood services is available to parents via the newsletter; and the community notice area requires support
Standard/element
6.3.4
The service builds relationships and engages with their local community.
Identified issue
Links have not been strong to school for transition, or continued into the following year in order to provide emotional support to children.
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Improvement plan
Standard/
element
What outcome or goal
do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
6.1.2
For parents/ caregivers to
understand that they are
included in the ongoing
learning plans for their child
m
-All parents are invited to
discuss their child’s learning
journey and development
-Invitations to all
parents/caregivers to attend
Governing Council
meetings are provided in a
timely fashion
-Governing council
decisions are shared with
all community members
- parents will be made
actively aware of curriculum
and planning processes,
and invited to participate
ahead of each program
-parent teacher interviews
are well supported by all
parents/caregivers
-DECD parent survey tool
will reflect an understanding
of the role of the community
in governance of the site
-Governing Council will
represent a cross section of
the community accessing
the site
2016
Strong Governing council
input to site program and
planning 2015
6.2.2
Greater information to parents
and carers on local services
available to support early
childhood education
L
-inclusion in the newsletter
of local support agencies
-early childhood information
included regularly in
newsletter to inform parents
-pamphlets and information
sheets to be readily
available for the community
-parents will have access to
information as required
- staff will regularly review
information available to staff
- information from local
Council services will be
available to parents
2016
6.3.4
The service builds
relationships and engages
with their local community.
H
- support to staff to attend
hub meetings and to
engage with colleagues
- the site will engage and
support transition processes
to embed best practice in
early years transition
(partnership plan)
- follow up visits to school in
T1 to support children and
staff
- shared EY pedagogy with
local colleagues
- support to families on
transition to school with
information, site visits
2016
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 7: Leadership and service management
This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality environments
for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective
practices enable the service to function as a learning community. An ongoing cycle of planning and review, including engagement with families, creates
the climate for continuous improvement.
Quality Area 7: Standards and elements
Standard 7.1
Standard 7.2
Standard 7.3
Effective leadership promotes a positive organisational culture and builds a professional learning community.
Element 7.1.1
Appropriate governance arrangements are in place to manage the service.
Element 7.1.2
The induction of educators, co-ordinators and staff members is comprehensive.
Element 7.1.3
Every effort is made to promote continuity of educators and co-ordinators at the service.
Element 7.1.4
Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and
ensures the establishment of clear goals and expectations for teaching and learning.
Element 7.1.5
Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.
There is a commitment to continuous improvement.
Element 7.2.1
A statement of philosophy is developed and guides all aspects of the service’s operations.
Element 7.2.2
The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support
performance improvement.
Element 7.2.3
An effective self-assessment and quality improvement process is in place.
Administrative systems enable the effective management of a quality service.
Element 7.3.1
Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in
accordance with legislative requirements.
Element 7.3.2
Administrative systems are established and maintained to ensure the effective operation of the service.
Element 7.3.3
The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and any complaints
which allege a breach of legislation.
Element 7.3.4
Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely
manner.
51
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Element 7.3.5
Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.
Quality Area 7: Related sections of the National Law and National Regulations
Standard/element
National Law (section) and National Regulations (regulation)
7.1.5
section 12
Applicant must be fit and proper person (provider approvals)
7.1.5
section 13
Matters to be taken into account in assessing whether a fit and proper person (provider approvals)
7.1.5
section 21
Reassessment of fitness and propriety (provider approvals)
7.1.5
section 109
Matters to be taken into account in assessing whether fit and proper person
7.3.1
regulations 158-162
Attendance and enrolment records
7.1.5
regulation 163
Residents at family day care residence and family day care educator assistants to be fit and proper persons
7.1.5
regulation 164
Requirement for notice of new persons at residence
7.3.1
regulation 167
Record of service’s compliance
7.1.1, 7.3.1, 7.3.4,
7.3.5
regulations 168-172
Policies and procedures
7.3.1
regulations 173-176
Information and record-keeping requirements
7.3.1
Regulations 177-180
Prescribed records
7.1.1
regulations 181–-184
Confidentiality and storage of records
Related requirements
7.1.5
regulation 14
Application for provider approval by individual
7.1.5
regulation 15
Application for provider approval by person other than an individual
52
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
7.1.5
regulation 16
Matters relating to criminal history
7.2.3
regulation 31
Condition on service approval - Quality improvement plan
7.1.5
regulation 46
Application for supervisor certificate
7.2.1, 7.2.3
regulations 55-56
Quality improvement plans
Quality Improvement Plan for QA7
Summary of Strengths
Strengths
7.1 effective leadership promotes organisational culture and builds a professional learning community
7.1.1 appropriate governance arrangements are in place to manage the service
- The site has a community based Governing Council elected at the Annual General Meeting held in February of each year. They provide community
guidance in the provision of early childhood education and site improvements, and provides a perspective from the stakeholders (families and
children) using the site and plays a significant role in decision making.
- Information is displayed in the parent area for approved provider, nominated supervisor and educators at the centre. Governing Council members’
contact details are available for the community.
- All volunteers and Governing Council members are inducted to the site appropriately
7.1.2 the induction of educators, coordinators and staff members is comprehensive
- All staff is inducted to the site with a comprehensive process and orientation. The induction folder provides information on the daily schedule, health
needs of children and staff, emergency information, site philosophy, site specific policies, WHS information, programming details.
- DECD policy and directives to support and manage the service provide assistance in the induction process
- Access to NQF, EYLF, National regulations, policies and procedures is available and clearly marked.
- Relevant screenings and training records are kept up to date
7.1.3 every effort is made to promote continuity of educators and coordinators at the service
- Educators are supported with contracts to the site to maintain continuity of service in order to build trusting relationships with families and children.
Where possible these contracts are provided on a long term basis
- Regular relief staff for teachers and ECW’s provide continuity of educators and allows for the development of strong reciprocal relations.
- We have regular support staff for children with additional needs, and bilingual workers who make links to the community.
- Our staff team is developing strong cohesion and support of each other after the death of a long term educator in 2015. As a team we have been
reflecting and improving practice to achieve high learning outcomes for children, families and educators.
7.1.4 provision is made to ensure a suitably qualified and experienced educator or coordinator leads the development of the curriculum
and ensures the establishment of clear goals and expectations for teaching and learning.
-Aall staff have appropriate qualifications and reflect current regulations. Teachers hold a degree in early Childhood Education, and ECW’s hold a
minimum of Certificate 111 in early childhood services. One staff member is currently completing her Diploma of Early Childhood. At least one
member of the team has additional asthma and anaphylaxis training.
53
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
- The site provides a positive learning culture and environment for staff where each member is encouraged to continue in their learning journey in
order to provide a positive and valued service.
- Staff members are supported in open and professional discussions to further their professional knowledge, to reflect on practice and build on the
culture of the site. This is done with staff meetings, professional reflective meetings to discuss early childhood pedagogy and review the site,
attendance at professional development opportunities, and closure days to review and reflect for continued improvement.
- The staff work as a team to lead the development of the curriculum and to set goals 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.
- All educators and volunteers meet the DECD requirements for working and volunteering in DECD. Records are held in DECD portal for all staff and
in a secure location for volunteers.
-7.2 there is a commitment to continuous quality improvement
- The staff use a continual improvement cycle to support ongoing programming and learning.
- The QIP is reviewed each year to provide clear directions that support us to achieve our goals.
7.2.1 a statement of philosophy is developed and guides all aspects of the service’s operations.
- The philosophy reflects our community and commitment to quality early childhood education. It is written in collaboration with staff and families and
is part of our induction process.
7.2.2 the performance of educators, coordinators and staff members is evaluated and individual development plans are in place to support
performance improvement
- All staff participate in regular performance development with the Education leader for review and are provided the opportunity to discuss ongoing
professional development and support of the site against the site learning plan, for personal improvement and to support DECD initiatives
7.2.3 an effective self-assessment and quality improvement process is in place
- Reflection by staff is embedded in the programming cycle and recorded in the programming floor book, this leads to ongoing improvement in the
learning program.
- Staff reflect on their practice in the provision of learning outcomes and discussed at staff meetings, with improved documentation a focus. Ongoing
reflective practice is endorsed with 2 meetings per term to review the QIP and to lead improvement
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.
- The site complies with all policies and DECD systems for information storage
7.3.2 administration systems are established and maintained to ensure the effective operation of the service.
-Tthe site has ongoing support and input from DECD systems that effect our curriculum and service at large
7.3.3 the regulatory service is notified of any relevant changes to the operation of the service, of serious incidents and of any complaints
which allege a breach of regulation
- The centre has systems in place to ensure it meets all responsibilities for notification
54
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
7.3.4 processes are in place that ensures all grievances and complaints are addressed, investigated fairly and documented in a timely
manner
- Staff are supported with an open door policy to discuss grievances and to work as a staff team where they are valued and supported.
- The site supports positive interactions and an open-door policy for all grievances and complaints, supported by the DECD policy on grievance.
- Families are notified of their rights in relation to grievances and are supported to share concerns with staff
7.3.5 service practices are based on effective documentation policies and procedures that are available at the service and regularly
reviewed
- All policies and procedures are reviewed by staff and community and are available in the parent area. policies are reviewed in a timely fashion.
Key improvements sought for QA7
Standard/element
7.3.5
Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.
Identified issue
Policies require reviewing on a regular basis in collaboration with families.
Standard/element
[number]
Identified issue
Standard/element
7.2.3
Identified issue
All policies need to be available to parents and families using the site
E
Effective self assessment and quality improvement
The planning cycle for improvement is evident and the team is working together to improve connections to the community
R
55
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Improvement plan
Standard/
element
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure
By when?
7.3.5
Regular review of policies by
community and staff.
Ensure policies for the
attendance of contractors is
appropriate and paperwork
up to date
m
-Timeframe established to
review policies at
Governing Council
meetings
- review of policies by staff
in a timely fashion
- all policies to be available
to families on site
Contractors are DECD
approved and clearance
available
- All policies will be
regularly reviewed and
dated
- Families are aware of the
policies that govern the
site
Service providers always
sign in/out
ongoing
7.1.3
Continuity of educators at
the centre
H
-maintain several regular
relievers for support to
staff (partnership planmaximise opportunities for
efficient delivery of
services across and within
partnership sites)
Close communication with
the team to ensure
emotional wellbeing of all
Relief staff accessed
appropriately and in a
timely manner to ensure
continuity
Term 1-Term 4 2016
7.2.3
Planning cycle for
improvement is evident and
easily articulated
H
Floor book for small group
planning and connection to
children.
Each educator will connect
to a small group of children
and share pedagogical
knowledge at staff
meetings
Fortnightly program is
completed in consultation
with families and children
Program reflects children’s
levels of development
Critical reflection is used
as part of the program
cycle
Visible learning for each
child is available
Educators contribute to the
program cycle as a team
Parent and child voice is
more visible in the
program
Term 2 2016 (review)
Progress notes
56
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
57
FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template