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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Improvement Plan
2015
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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
8:45
8.45
2:45
2:45
Wednesday
8:45
Thursday
8.45
Friday
Saturday
Sunday
8.45
Opening
time
2:45
2:45
2:45
Closing time
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Additional information about our service
SA school holiday dates
Limited parking at drop off and pick up times
How are the children grouped at your service?
Two rooms dedicated to preschool program, grouped into two groups of 25 children
We have 1 room for over and under 2 occasional care.
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan
Nominated Supervisor, Kim Cooper
Education Leader, Linda Rich
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
At Mark Oliphant College Preschool we believe that children are the citizens of the present, who come to us bearing
the future in their hands. It is our responsibility to provide young children with opportunities to maximise their
potential and develop a foundation for future success. We want to ensure that our children have the best possible start
in life in order to be able to see and create a better future for themselves and the world.
Early childhood is a period of rapid and significant change, a vital period in children’s learning and development. In
very profound ways – physiological, emotional, social and spiritual – the experiences lived in early childhood form the
foundation for future vision, learning and participation in family and community life. The developing brain is most
malleable and most sensitive to experience –both good and bad- early in life. This is why we so easily and rapidly learn
language, social nuance, motor skills, etc in childhood and why we speak of “formative” experiences. (Bruce Perry) The
environment we create at MOC, the curriculum we develop in partnership with children and families and the
relationships we build all contribute to the emotional and academic capacity of our children.
Resilient children are made, not born. Through moderate, predictable challenges ie working/playing in the zone of
proximal development in a nurturing supportive environment – our curriculum provides the challenges and our
environment provides the support that allows for the development of a resilient, flexible capacity in our children.
All children, regardless of socioeconomic circumstance, race, language or creed have the right to be literate and
numerate. This is a focus of our curriculum.
When we teach a child to make good decisions, we benefit from a lifetime of good decisions.
When we teach a child to love to learn, the amount of learning will become limitless.
When we teach a child to deal with a changing world, she will never become obsolete.
When we are brave enough to teach a child to question authority, even ours, we insulate ourselves from those who would use their authority
to work against each of us.
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And when we give students the desire to makeFOUR
things,
even
choices,
we create
a world
filled2:with
– Guide
to Developing
a Quality
Improvement
Plan, Appendix
Qualitymakers.
Improvement Plan Template
(Seth Godin)
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 Improvement Plan for QA1
Strengths
An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.
We use the Early Years Learning Framework to guide our programme. We have a strong focus on Literacy, in particular Oral Language.
Children attend five days each fortnight to access their 15 hours which includes lunch and relaxation times. Educators plan for individuals,
whole group and small groups. Morning group times are seen as an opportunity to foster language, with a book-based approach forming
the basis of this time. Fruit sharing time is seen as an opportunity to develop oral language and our Book Hug time at beginning of session
promotes literacy development utilising touch from familiar adults to strengthen neurological connections. Our routine allows for long
periods of uninterrupted, indoor/outdoor play. Educators plan for long-term play areas in order for children to engage deeply. Each child is
supported to participate actively in our program which promotes independence, decision making and agency. Children with additional
needs are supported by an onsite Speech Pathologist, additional SSOs and BSSOs. We look forward to working with an Occupational
Therapist and Speech Pathologist who will be allocated to our Centre 0.3 each week.
Educators and co-ordinators are focussed, active and reflective in designing and delivering the program for each child.
Individual Education Plans, developed in consultation with our families form the basis for programming. Educators observe children at play,
take photos, collect work samples and engage in formal data collection which further informs planning. Within this data collection process
educators reflect on learning that has occurred and set future goals for individuals. Families are invited and encouraged to share
information about their children with educators at time of enrolment, through informal conversations, open-nights, surveys, Individual
Learning Plan meetings and Facebook. Families access information about their children through individual portfolios which include their
ILP, work samples, data collection, observations and learning stories. Educators respond to children’s ideas and play and use intentional
teaching to scaffold and extend learning.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Key improvements sought for QA1
Standard/element
1.2.1
Each child’s learning and development is assessed as part of an ongoing cycle
Identified issue
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, and confidence as learners and effectiveness as communicators.
Identified issue
Standard/element
1.1.2
Programming cycle is still being developed/ refined- want to ensure responsiveness to children and families and ensure
critical reflection is taking place. Reflections are not documented regularly.
Improvement sought in Literacy and Numeracy Outcomes
Educator role in play – consistent approach required from all team members
Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program
Identified issue
Cultural competence needs to be explored more as a staff. Our family’s cultures need to be reflected through-out
practice and the physical environment.
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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
1.2.1
Each child’s
learning and
development is
assessed as part of
an ongoing cycle
H
Use planning cycle
graphic at
programming meetings
Documentation (portfolios,
ILPs, floor books and
whole/small group planning)
shows evidence of
observation, analysis,
planning and evaluation
Term 3, 2015
Term 1
PowerPoint presentation based upon
planning cycle guides programming
meetings
Focus on reflection and
evaluation
Reflection including focus questions
from RRR occurs regularly and informs
program & practice – not all staff
inputting regularly
Documentation PLC –
What is effective
documentation?
(teachers term 1)
Two teachers have completed
Floorbook PD
‘Floor book’ PD for all
teachers
1.1.1
Curriculum decision
making contributes
to development of
children’s learning
outcomes
Literacy and
Numeracy
outcomes improved
Educator role
approached with
consistency across
the team
M
Record program daily to reflect our
emergent curriculum
Become familiar with
Literacy and Numeracy
indicators for preschool.
Improvement measured
through numeracy and
literacy data collection
Intentional planning
and teaching in literacy
and numeracy through
book-based
programming and play
Increased engagement levels
and understanding of
educators’ roles during play.
Increased intentionality in
educator response during
play.
‘Stay, engage, play’ –
Yakka Trakka
Term 3, 2015
Term 1
Lisa Burman PD is being accessed by
one teacher who will share and
implement this methodology in term 2
Play Statement has been developed
and is being explored by SSOs during
PLC
Long term play plans outline
intentional focus
Profiled centre using Yakka Trakka
Develop data
collection plan
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Play PLC – What is the
adult role in play? (SSOs
term 1)
Develop a statement
about play which
guides all educators
Access PD on Book
Making pedagogy with
Lisa Burman
Implement this
pedagogy
Each child’s culture
is reflected through
the program
M
Explore cultural
competence through
staff meetings/PLCs
and pupil free day
Community
Development
Coordinator to support
families of diverse
backgrounds and
educators to
understand the culture
of our families
Culturally competent
approach toward working
with families.
Term 4, 2015
SSOs attended cultural awareness
session in term 1
Each child’s culture is
reflected in our program
We gain deep
understandings of our families
and use this to inform our
program and practice
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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 Improvement Plan for QA2
Strengths
2.1 Each child’s health is promoted.
Mark Oliphant College Children’s Centre engages the support of local community services such as Child and Youth Health and Playford
Council to offer regular health checks and run healthy eating programs (OPAL- Peel Pop Pour is a recent example). Educators liaise with
the colleges’ Student Review Team to ensure children are referred to external agencies as required (Speech, Occupational Therapy,
Psychology, Disability Services). Children’s health plans are shared with educators and reviewed regularly. Children access a variety of
resources for rest and relaxation such as quiet spaces, couches, pillows and blankets. Staff follow nappy changing and hand-washing
procedures appropriately and prepare foods in a hygienic manner. Hygiene (hand-washing, nose blowing, and covering coughs) is
discussed with children and forms part of our regular routines (washing hands before eating). Children who are known to be unwell are
isolated and sent home and information is shared with parents about infectious diseases via our noticeboard in the entrance area.
2.2 Healthy eating and physical activity are embedded in the program for children.
Families are informed about our healthy eating policy when enrolling and asked to provide fruit for sharing, water and a healthy lunch.
Additional information about nutrition and examples of healthy choices is provided via newsletters and notice boards. Water is readily
available to children via a drink fountain (outside) and jugs (inside). Regular cooking activities reflect our healthy eating policy and
current programmes (eg: OPAL). Physical activity is promoted through allowing freedom of movement between indoor and outdoor
areas, the physical outdoor space which includes open grassed areas and a large sandpit and the provision of regular resources such as
climbing equipment and bikes. Fine motor activities are planned for and implemented in the indoor and outdoor areas. There are spaces
to allow for spontaneous physical activities, such as dancing on the large indoor mats.
2.3 Each child is protected.
The preschool is staffed appropriately with qualified teachers and SSOs. Rostering ensures staff members are present in all main areas at
all times to provide adequate supervision. The facilities are purpose built and are well maintained by Spotless staff, hazards are promptly
reported by staff and responded to adequately. Documentation is kept according to regulations of all accidents, injuries, hazards and
near-misses. Emergency plans have been developed by college staff and drills occur regularly. Staff are aware of the procedures,
responsibilities and give feedback as required. All staff have undergone RANT and CPC training, and are aware of their mandate to
notify suspected abuse or neglect.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Key improvements sought for QA2
Standard/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.
Identified issue
Standard/element
2.3.4
Child protection curriculum is consistently implemented and embedded into daily practice
Identified issue
Standard/element
2.1.3
Child protection curriculum not consistently implemented
Effective hygiene practices are promoted and implemented
Identified issue
Standard/element
2.1.2
First Aid supplies inadequate
Hygiene is not embedded within program
Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation
Identified issue
Spaces indoors and out have not been intentionally provided
Individual needs to be identified and addressed
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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)
2.1.4
Steps are taken to manage
injuries and illness, in
accordance with recognised
guidelines.
M
Compile list of first aid
supplies
Success measure
By when?
Progress notes
First aid responses are
effective and seamless
End of term 1
Tasha responsible for
updating supplies –
(T1, w6)
Order supplies
First Aid supplies are
adequate
Tasha collating
qualifications of staff
Determine person
responsible for
restock
Medication
documentation
procedures have
been checked
Check educators first
aid qualifications are
appropriate
Check DECD
medication and first
aid procedures are
being followed
2.3.4
Child Protection curriculum is
implemented consistently and
purposefully
H
Develop resource kits
Develop scope and
sequence
Educators plan, implement
and document CPC
Promote program with
families
Program
Ensure all educators have
up-to-date training. If not
have a plan to ensure this
happens.
End of term 2
Rhianna assigned to
work on developing
scope and sequence
Friday small groups
are dedicated to
CPC
Resource kits
developed (T1, W 6)
Topics addressed in
response to children
and families provided
with information(T1, w
6)
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
2.1.3
Embedded hygiene practices
H
Hand-washing
procedures displayed
at all sinks
Visuals for children –
hand-washing, pouring
a drink, blowing nose,
coughing/sneezing,
eating fruit with tongs,
going to toilet
Explicitly teach hygiene
practices during ‘Kindy
Warm-up’
Structure routine
appropriately
Community supports
hygiene practices.
End of term 2
Children are able to follow
hygiene practices
automatically
Term 1:
Hand-washing
procedures displayed
Visuals provided for
children
Explicit teaching
occurring during group
All resources, furniture is
clean
Cleaning schedule
developed and
implemented –
volunteers being
recruited to support this
Routine allows for continual
intentional teaching and
scaffolding of hygiene
practices
Practices being shared
through displays and
Facebook
Cleaning schedule
developed
Practices shared with
families
2.1.2
Environment, routines and
educators will respond to
each child’s specific sleep,
rest and relaxation
requirements.
M
Observe children and
learn what works best
Indoor and outdoor spaces
are provided.
Reflect on routines and
physical environment
Children have a high level
of well-being and are
responded to immediately
and appropriately when
showing tired signals
Engage with RRR
Consult families
Purchase resources
required
End of term 2
Families have
provided individual
information (T1, W 6)
Guiding reflection
question features in
weekly reflection
taken from wellbeing
RRR (T1)
Indoor and outdoor
spaces intentionally
included in program
(T 1)
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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 Improvement Plan for QA 3
Strengths
3.1 The design and location of the premises is appropriate for the operation of a service.
Facilities and outside spaces are designed and maintained through Private Partnership and furniture, equipment and resources are
provided both by the PPP and school. The Preschool is resourced with ample furniture and rugs which can be used to create flexible
learning spaces (both indoors and outdoors). Large glass doors and a covered verandah create a connection between the indoor and
outdoor spaces. Smaller rooms connected to the larger rooms create spaces for rest and also small group/individual programs. The
kitchen is situated between the two preschool rooms and is used for cooking and some food preparation. Bathroom spaces are easily
accessible, appropriately sized and well maintained. Several storerooms house a large amount of age-appropriate and consumable
resources. The preschool also has an Interactive Whiteboard and projector screen. The outdoor area has recently been upgraded and
includes a sandpit with access to waterway and misters, mud kitchen, digging patch, grassed area, covered swings and bike track.
3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.
Our Indoor space is currently organised into learning areas which reflect identified needs as well as flexible spaces for dramatic play, to
follow inquiry projects and support spontaneous play. This design allows children to become familiar with the preschool and confidently
and independently access play spaces and materials. We are beginning to integrate natural and home-like resources into our indoor
environment. Our outdoor space is new and evolving and we are planning for a space that is flexible, interesting, challenging and
incorporates many natural elements.
3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.
Sustainable practices are embedded in the design and maintenance of the Playford Alive Community and college facilities ie rainwater
tanks, solar panels and use of grey water. We have an operational vegetable garden in the children’s centre yard.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Key improvements sought for QA3
Standard/element
3.3.2
Children are supported to become environmentally responsible and show respect for the environment
Identified issue
Standard/element
3.3.1
The service takes an active role in caring for its environment and contributes to a sustainable future
Identified issue
Standard/element
3.2.1
Large amount of unnecessary waste being generated, with options available to use to dispose of it more responsibly (recycling
etc.)
Children are not involved in this process
The environment is inclusive, promotes competence, independent exploration and learning through play
Identified issue
Loose parts are required to extend upon spontaneous and exploratory play
Natural collections are not regularly included indoors and are sparse outdoors
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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
3.3.2
Children are supported
to become
environmentally
responsible and show
respect for the
environment.
L
Engage Spotless in
process
Gather bins for
sorting waste
Model and explicitly
teach children how
to use bins
Engage children in
discussions about
waste and recycling
Less waste
generated, children
choosing and using
bins correctly
Children to begin to
understand waste
generated and the
options available to
them to reduce waste.
3.3.1
Sustainable practices
are embedded and
promoted through the
everyday program
By when?
Ongoing
Progress
notes
Buckets and
tongs for
picking up
rubbish which
blows into yard
– cleaning
coordinators
appointed
(child)
T1 2015
Rhianna
attending wipe
out waste PD
term 2
L
Introduce ‘produce
to plate’ concept.
Use garden beds to
grow foods and
incorporate cooking
with this food in
program.
Introduce compost
bin and buckets.
Involve children in
disposing of
appropriate food in
buckets and bin.
Use compost in
gardens.
Cooking using own
produce
ongoing
Composting and
using on garden
Compost
buckets and bin
now in use.
Children
actively
involved T1 2015
Children articulating
how and why
Begun vegetable
garden T1
Corn grown and
cooked T1
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
3.2.1
Indoor and outdoor
environments provide
opportunities for
children to engage
with a range of natural
materials.
L
Collect natural
materials and
create resources
such as curiosity
boxes
Include natural
materials in planning
for and designing
indoor play spaces
ongoing
Art Studio has a
large range of
natural
materials
included T1
2015
Included indoor
plants in art
studio T1
Purchase more
resources to support
environmental
education e.g.
gloves spades,
watering, cans,
rakes.
Soften indoor space
through the
provision of indoor
plants
3.2.1
Our environment is
organised to engage
all children in quality
experiences which are
flexible and promote
self- initiated play and
exploration
L
Gather a large
collection of loose
parts including
natural and large
items such as pvc
pipe, bamboo,
crates to promote
Grant has been
won in order to
buy loose parts
such as pipes,
bamboo – T1
2015
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
construction play
that focuses on
team-work, problem
solving and risk
taking. Include in
outdoor and indoor
spaces
Turn Wooden
hut into the
Loose Part Hut
Encourage children
to make their own
collections through
buckets and
provocation cards
Alter climbing area
so that it is more
natural and allows
children to construct
their own designs
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 childrenQuality Improvement Plan for QA4
Strengths
4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
Leadership advocates on behalf of the preschool to ensure that staffing ratios and qualification requirements are met at all times, staff are suitably
qualified and experienced and additional support staff are employed to support children with additional needs. Senior Leader Linda Rich and Head of
Early Years Kim Cooper oversee the Children’s Centre programs and operation. All educators are aware of their obligations as specified by the Code of
Conduct (distributed to all staff prior to the first day of the school year) and the Early Childhood Code of Ethics (on display in the staffroom), but beyond
that safe, respectful and collaborative behaviours are modelled at all times. Interactions between all adults and between adults and children within the
Children’s Centre are respectful and based on the assumption of positive intent. Particular thought is given to supporting children at transition points in
our routines (eg. pick up and drop off) this is staffed accordingly, and parents encouraged to participate.
4.2 Educators, co-ordinators and staff members are respectful and ethical.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Educators meet weekly to collaboratively program, review the Quality Improvement Plan and discuss students and routines. Meeting structure takes in
to account the paid hours of work for SSOs in order to ensure their ability to participate in professional development and new ideas and practices. Staff
are regularly acknowledged both individually and as a group, a staff celebrations board is maintained in the staff room as a public acknowledgement
of educators’ strengths.
Key improvements sought for QA4
4.2.3
Interactions convey mutual respect, equity and recognition of each other’s strengths and skills
Identified issue
New team – building collaborative practise and understanding of one another’s strengths and value
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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
4.2.3
Mutual respect between
staff evident through all
interactions
H
Social events – getting to
know each other better
Staff feel a sense of
belonging in Centre
Ongoing
Celebrations –
achievements (through
written feedback for one
another), birthdays and
other significant events in
each other’s lives
Participation in initiatives
Honoured people’s valuable
assets on pupil free day –
begun ‘everyone is a piece
of the puzzle’ board
Team members are seen
as valuable with individual
strengths and skills
recognised
Fridge photos – enable staff
to know more about each
other
Staff members taking on
particular roles/initiatives
based upon strengths
Collaborative
environment
Birthday buddies
Fridge photos – 4 y.o.
Moved toward children’s
centre
Sharing something special to
learn more about each
other – T2
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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 Improvement Plan for QA5
Strengths
5.1 Respectful and equitable relationships are developed and maintained with each child.
At Mark Oliphant College, children are the fundamental core of our work. We know that relationships and interactions are the foundation of our work
as educators, and inform our program. We ensure that our interactions with children are meaningful and that constructive everyday interactions and
shared learning opportunities form the basis of the relationships that educators build with each child.
5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
We use a model similar to primary caregiving with educators taking particular responsibility for a smaller group of children. Children of mixed age groups
play collaboratively allowing peers to scaffold each other. Educators take on a variety of roles to support children at play. Children’s social and
emotional well-being is a priority. Educators share information and maintain confidentiality and professionalism when dealing with additional needs (eg:
children experiencing trauma, toileting, special needs) Educators support children to recognise their emotions, develop strategies self-regulate, and use
language to resolve conflicts with peers. Educators use positive language and a restorative justice approach wherever possible when guiding
behaviour.
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
Standard/element
5.2.2
Staff and children need support to engage in conversations that deepen understanding, challenge ideas, promote
curiosity
Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate
effectively to resolve conflicts.
Identified issue
Staff need additional training in responding to children who have experienced trauma.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Standard/
element
What outcome or goal do
we seek?
Priori
ty
(L/M/
H)
How will we get this
outcome? (Steps)
Success measure
By when?
Progress notes
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.
L
Reggio Project- 2014
around children as
component and
capable learners
Children and educators
engage in shared
sustained conversations
Term 3, 2015
PLC term 1 SSOs about
shared sustained
conversations
Yakka Trakka Language
PD - 2014
For children to engage
in shared sustained
conversations to
deepen their
understanding of
learning
Each child is supported
to manage their own
behaviour, respond
appropriately to the
behaviour of others and
communicate
effectively to resolve
conflicts.
Yakka Trakka profiling –
identifying children to
target through
conversation
Track children using the
Yakka Trakka - make
decisions about
environment and
program based on this
information
For staff to actively listen
and respond
appropriately
5.2.2
Guiding questions placed
in environment to support
educators
Staff will actively listen
and respond
appropriately
Incorporate opportunities
for conversation
throughout daily routine
L
PD re the impact of
trauma on
brain/behaviour and
what we can do to
minimise the impact
SMART?
All staff model desired
behaviours, recognise
these when mirrored and
reinforce
Term 4, 2015
Children with
challenging behaviours
supported by nurturing,
understanding, flexible
staff
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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 Improvement Plan for QA6
Summary of strengths for QA6
Strengths
Respectful supportive relationships are developed and maintained.
Families are welcomed to the Centre during an introductory visit and information session prior to the child starting. During this session families are given
opportunities to share information which forms the beginning of each child’s Individual Learning Plan. Exhibitions of Learning are held regularly to share
and celebrate in the children’s achievements, and provide information about the service. Families are encouraged to contribute to service decisions
through regular surveys, meetings and special events. Educators develop close partnerships with families which enable consistent dialogue to occur,
including face-face discussions, emails, meetings, surveys and more. Interactive displays, newsletters, Facebook and our website are utilised to provide
families with information about the program, routine, workshops etc. running in the Children’s Centre
Families are supported in their parenting role and their values and beliefs about child rearing are respected.
Regular meetings with each family occur beginning prior to enrolment. Information is sought relating to each family’s culture, child-rearing practices
and more. This information is used to inform the program and approaches with each individual. Families are asked to describe educators which would
best suit their child. This information is used when making decisions about which educator children will be grouped with. ILPs are written in collaboration
with families. Families are encouraged to further share expertise through parent input books, Facebook, surveys and informal conversations with
educators. Our Community Development Coordinator engages personally with families, creating a bridge between the Centre and familial contexts
and needs. Parenting programs (which in the past have included topics such as speech and language development, baby massage, healthy sexual
development in children) are organised in response to the needs of families. Our Family Services Coordinator…..
The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.
We have established connections with organisations and service providers such as Child and Youth Health, Speech Pathologists, Occupational
Therapists, Psychologists, Disabilities SA, Families SA, Novita, Inclusive Directions and more. We have an onsite Speech Pathologist and Community
Development Coordinator and Child and Youth Health conducts health checks onsite once a term. Playgroups, OSHC and Occasional Care operate
from the Children’s Centre alongside the preschool and these programmes share facilities, resources, staff and some parts of the programme.
Relationships between school and Children’s Centre staff promote continuity of learning for children and families. A documented ‘Continuity of
Learning’ plan drives this process. We recognise that relationships are pivotal and are a key protective factor during periods of change. We share strong
connections with community …….Links with relevant community and support agencies ……
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
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
Standard/element
6.3.2
Families need more and varied opportunities to be involved in the service and contribute to future direction
Continuity of learning and transitions for each child are systematically promoted by sharing relevant information, clarifying
responsibilities ad building collaborative strategies with relevant stakeholders.
Identified issue
Occasional Care and Preschool Programs operate separately
There is a gap in programs for 0-3 age-range
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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?
6.1.2
(links to QA 4
and 7.1.1)
Families have opportunities
to be involved in the
service and contribute to
service decisions.
H
Use ‘name writing’ experience
each morning for
caregivers/parents to share
information through surveys
which will be used to support
decision-making.
Learning environment,
programme, routines,
curriculum and philosophy
statement reflect parent input
Term 4, 2015
Involved volunteers who
contribute to the program
Develop family input book.
Establish Parent Advisory
Group
Gather information at Exhibition
of Learning nights
Target families to establish a
Parent Advisory Group which
reflects our diversity.
Contact staff member at El
Nido to support us in the
process of setting up a PAG
Identify parents who would like
to volunteer
6.3.2
Continuity of learning for
children from occasional
care to preschool
Involvement from and
relationships with families
and children aged 0-3
M
Linda and Bronwyn to meet to
develop a plan
Visits to other Centres which
have integrated programs
MOC Baby playgroup – Linda
and Tracey to plan and
implement – music and
movement for babies + baby
weighing and measuring
Order baby scales
Families giving feedback
through surveys – Rest and
music completed so far (W7,
T1)
Families tell us that the feel that
they have opportunity to
contribute through annual
survey
Three new volunteers started –
supporting cleaning schedule
and cooking experiences with
children (W7, T1)
An established, productive
Parent Engagement Group
contributes to decision making
of Centre
Family feedback sought on
philosophy – draft written
ILP meetings and collaborative
setting of goals
An established group of
volunteers supports us in
cleaning tasks and supports
children’s concepts about print
and phonological awareness
development
Occasional Care and Preschool
program is integrated. Children,
families and staff know one
another – transition becomes
insignificant
MOC staff and families have
relationships with many families
from birth. Families and babies
are involved in our programs
Progress notes
Morning tea during week 3 t2
to celebrate volunteers and to
invite more people to
volunteer – begin
engagement group at this
event
Term 3, 2015
Term 2, 2015
Occasional Care engaging in
Book Hug at beginning of
sessions (W5, T1)
Bronwyn & OC children
walking through preschool
rooms to encourage
movement through different
zones (W6 T1)
Linda and Bronwyn meeting
weekly to plan integration
Leonie planned baby
playgroup – flier distributed
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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 Improvement Plan for QA7
Strengths
7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.
Leadership is formally based upon a hierarchy that can be described as Principal Mark Oliphant College B-12, Head of Early & Primary
Years and Senior Leader: Learning and Early Childhood. Informally, all staff are recognised as leaders who take initiative, contribute to
the planning and implementation of curriculum and who form meaningful, intentional, significant relationships with children and families.
Staff attend formal Induction meetings upon commencing employment at Mark Oliphant College which extends into their first year of
teaching. Staff are mentored within the Chidren’s Centre by the Senior Leader. The Preschool is predominantly staffed by permanent
staff members and those on long term contracts. Regular relief staff are employed wherever possible. The Senior Leader leads the
development of curriculum. All staff have undergone necessary checks and training.
7.2 There is a commitment to continuous improvement.
A statement of philosophy has been written with input from staff, families and children, it is reviewed at least annually. Performance
Development meetings are scheduled by line managers at least annually. The Children’s Centre Quality Improvement Plan was written
after an operational review and has been updated annually. The QIP is a regular agenda item at staff meetings and is therefore
reviewed regularly. Although the QIP is seen as whole staff responsibility, staff take particular responsibility for areas of expertise or
interest.
7.3 Administrative systems enable the effective management of a quality service.
An Administration assistant is situated within the Children’s Centre and manages records and information primarily on EYS and EDSAS.
Staff are aware of their own responsibilities in terms of records management and information sharing. The Children’s Centre has a
grievance policy and procedure in place. Other guiding policies have been written and are due for review.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement
Plan Template
Key improvements sought for QA7
Standard/element
7.1.3
Effective leadership promotes a positive organisational culture and builds a professional learning community
Every effort is made to promote continuity of educators at the service
Identified issue
Standard/element
7.3.5
Ensuring practices and policies match
Ensuring policies are reviewed regularly
Identified issue
Standard/element
7.1.2
Specific information required for TRTs to read at a ‘quick glance’
MOC e-key needs to include Children’s Centre specific documents
A statement of philosophy is developed and guides all aspects of the service’s operations
Identified issue
Standard/element
7.2.2
Policies need to be reviewed
Need to check practice matches policies (esp. DECD)
Effective leadership promotes a positive organisational culture and builds a professional learning community
The induction of educators, including relief educators, is comprehensive
Identified issue
Standard/element
7.2.1
Need to develop pool of suitably qualified and experienced relief staff
Philosophy has not been reviewed for two years
The performance of educators is evaluated and individual development plans are in place to support performance improvement
Identified issue
SSOs need an individual development plan
Senior leader and Head of EY PY to collaborate on evaluation of teacher performance
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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
7.1.3
Ensuring continuity of
educators at service
M
Develop pool of staff
(Teachers and SSOs) with
relevant skills and
experience
Children and families are
familiar with regular
relieving staff and vice
versa
Term 2 2015
Same TRT used all term
Michaela developed TRT
folder
Develop TRT folder
Families know when their
usual educator is absent
and who is their
replacement
Develop ways of sharing
information with children
and families about staff
changes
7.3.5
Service practices are
based on policies
Policies are regularly
reviewed
H
Review policies- involve
families
Check DECD policies to
ensure our procedures
align
Our practice matches our
policies
Term 3 2015
Policies reviewed T1, families
surveyed for input
7.1.2
Comprehensive
induction of educators
M
Teachers to develop a
folder which includes
important information
about children, families,
routines and procedures.
Decide on who will keep
folders and distribute.
Casual staff know Centre
routines, procedures,
policies and needs of
children.
Term 2 2015
Michaela developed TRT
folder
Other educators to take on
role of ‘buddy’ when a
reliever is in – explore what
that means.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement
Plan Template
Folder provided to TRTs
who wish to work in our
Centre to take home –
policies, routine,
procedures etc.
Children’s Centre specific
documents to be added to
the MOC e-key
Relievers will be provided a
key and locker
7.2.1
Statement of
Philosophy which
reflects our current
Children’s Centre
community
H
Survey to all families/staff
for input
Term 2 2015
Values tree for families to
have input
Families surveyed
Children’s voice included
Reviewed T1 and notes made
T2, W1 – draft completed
ready for community
feedback
Pupil Free day Term 1 – set
aside time to review and
re-write
Promote opportunities for
feedback on draft
7.2.2
Performance of
educators is evaluated
and individual
development plans are
implemented
M
All SSO educators to meet
with Linda to develop
individual plan
Term 3 2015
Teachers meet with Kim to
develop PDP plans and
participate in performance
evaluation
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement
Plan Template