Lantana Kindergarten
and
Occasional Care
Annual Report
2014
Annual Report 2014
Context
Preschool Name:
Lantana Kindergarten
Preschool Number:
2636
Preschool Director:
Dianne Wakelin
Region:
Northern
During 2014 we provided an integrated play-based program based on the Belonging, Being,
Becoming- Early Years Learning Framework for Kindergarten and Occasional Care. The
Kindergarten and Occasional Care programs are full time services that provide education
and care for children 0-5 years.
Our Goals:
 To provide a happy, safe, challenging and stimulating learning environment for all
children allowing them to develop cognitively, physically, socially and emotionally.
 To acknowledge that every child has different needs, abilities, and interests.
 To ensure everyone is respected and valued.
 To provide learning experiences through play in an environment that encourages
creativity, independence, exploration, curiosity, resilience, persistence and success.
Quality Improvement Plan
Our Quality Improvement Plan reflects the sites goals to provide a safe, challenging and
stimulating learning environment for all children to develop. This also reflects our continued
growth towards engaging with the Early Years Learning Framework (EYLF) and Respect,
Reflect, Relate (RRR). Literacy and Numeracy are also a core focus across the broad
curriculum spectrum with an integrated program that scaffolds children’s learning.
Learning Program
This year’s curriculum has been responsive to children's interests, challenging and engaging.
The attendance pattern continued to remain consistent throughout the year due to same
first day, and as a result we were not eligible for the attendance grant. We offered an
extensive curriculum with incursions/ or short walk excursions each term. These included
‘Sunny Safe George’, Dancify lessons for a whole Term, Dental Association visit, NAWMA
recycling, Baby Farm animal visit, Balloon Man, and the ‘Play in the Park’ Nature play day
out. Other highlights included Chinese new Year, Harmony Day and special event Discos at
the end of each term- which included the Profile Folder launch, Teddy Bears Disco. P.J. Party
disco. The End of Year Celebrations enabled the continued relationships with families that
had developed throughout the year to focus on children's learning and celebrate the growth
and progressive development of all children with two big events- The Graduation
Ceremonies & Farewell Fun Night were attended by high numbers of families and the
community.
‘Play in the park’ Nature play Term 2 Week 8- This was a day of delight and discovery at our local park.
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Annual Report 2014
The staff continued the use of Early Years Learning Framework and engaged with it during
programming, data and evidence collection and writing learning stories. Individual Learning
Plans were initiated for every child and observational records taken by all educators ensured
that children’s interests and needs were known and acted upon by planning an appropriate
and relevant curriculum. Focus children photo/learning stories have reflected children's
specific learning outcomes and engagement in our program.
Children's profile folders were developed with a fresh and new format to contain evidence
of children's learning throughout their time at preschool. A weekly Curriculum Overview
was provided to inform families of their child’s active involvement in their learning.
Each child had their own profile Folder which was available to families at all times, to inform them about their
child’s learning journey, active engagement and developmental progress. The folder transitioned to school.
Staff development focused on reflective practice, continuity of learning and Code of Ethics.
Staff visited Settlers Farm Children's Centre to build cross site relationships and share best
practice as we work towards accreditation. The National Quality Standard Professional
Learning Program (e-newsletters) supported staff to develop their understanding on Early
Years pedagogy. This learning could be applied during group times and explicit teaching
opportunities. Small groups allowed explicit literacy and numeracy focus that supported
learning within a small group of children.
Literacy and Numeracy experiences are planned for fortnightly and fully integrated into the daily program.
The opportunity for families to access Health Checks encouraged families to promote
health. We promoted healthy eating, and quiet rest times. The children taught to recognize
and become aware of their emotions and how to develop understanding of themselves and
others. Term 4 focus was on the Child Protection Curriculum: Keeping Safe. Strategies
promoted children to be aware of developing their own strategies to keep themselves safe.
Attendance
Eating healthy foods during spervised snack times and lunch care was a core curriculum focus during 2014.
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Annual Report 2014
During the year we have continued to promote children's regular kindergarten attendance
through information brochures, phone calls, newsletters with information about current
events and learning outcomes. We invited parents to liaise with staff at the end of term
Discos which were a wonderful way to connect with families about their child's learning.
The staff team have worked towards developing a strengthened relationship with all
children and all families. Bilingual support has encouraged and strengthened
communication between staff and families. The bilingual support workers have also
supported families’ access to information through phone calls, translating notices and
having a section on our website with translated documents. Flexibility of services with the
optional attendance of lunch care has enabled families to choose the best times for them to
attend. It has also keep the financial commitment to a minimum cost. (N.B. This will be the
last year that this is available.)
Celebrations with families throughout the year ensured the development of relationships and connections.
Facility Upgrades
New office work station, photocopier and I.T. equipment has allowed an effective useful
space within the office. Requests for maintenance are pending. New garden development
and storage shed have been planned and approved for early 2015.
Directions for 2015
In 2015 it we will continue developing staff awareness and application of the Early Years
Learning Framework and how this looks in a constructivist curriculum. Staff will work
towards N.Q.S. self-reflective practice and programming review processes will encourage
responsive learning opportunities for children. The continued opportunities for events such
as the Family Discos will ensure families are able to communicate regularly about their
child's learning. Invitations to attend parent Interviews will occur in Term’s 1 & 3. The new
departmental Brighter Futures model will allow further opportunities for staff to focus on
continuity of learning with local schools. In particular plans are under way with Karrendi
Primary School with a literacy focus to engage the Year 6 children in a mentoring role by
regularly visiting the preschool to support their “Buddy” with literacy opportunities.
Attendance improvement will continue to be a core focus, to ensure children are accessing
kindergarten regularly for optimal learning outcomes and child wellbeing. The number of
vacancies available will increase if all children are offered a choice of 2 attendance patterns,
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Annual Report 2014
which will include 2 full days. All children being offered sessions in 2016 will experience this
new format.
During 2015-There has to be an upgrade of the children's toilet facilities this is an urgent
facilities issue.
Sustainability will be a key focus within the curriculum and will provide children with lifelong awareness and skills.
Literacy and Numeracy will be key priorities for 2015.
Intervention and Support Programs
The Bilingual Support Workers were employed for Vietnamese and English as a second
language support. These focused on engaging children with the curriculum, developing early
literacy skills and developing cultural understanding. Indian dialects were supported by the
Universal access teacher and will be a focus in 2015.
The Early Intervention program supported children with a range of needs. These children
were supported in engaging with the curriculum, providing a specific curriculum where
necessary and supporting school transition.
Student Data
DECD Enrolment Policy (Single Intake) has stabilized enrolments throughout the year, although transient
families regularly attend our centre.
Table 1: Enrolments by Term
Enrolment by Term
Year
Term 1
Term 2
Term 3
2012
62
54
2013
59
71
2014
57
54
Term 4
59
75
55
Based on person counts in the two week reference period each term.
Excludes pre-entry.
Source: Preschool Data Collection, Data Management and Information Systems
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Attendance
Attendance Percentages 2012 - 2014
Table 2: Attendance Percentages 2012 - 2014
Attendance Percentage
Year
Term 1
Term 2
Term 3
2012 Centre
77.4
83.3
2013 Centre
84.7
87.3
2014 Centre
77.2
83.3
83.6
2012 State
87.4
85.9
84.5
2013 State
88.7
88.0
2014 State
89.9
88.8
67.8
Term 4
65.3
85.5
85.9
Based on attendances recorded in the two week reference period each term, and calculated to an average unadjusted daily
attendance (deemed attendance). Attendance percentages are based on the calculated deemed attendance (integer), divided
by the number of enrolments. Excludes pre-entry Note: Figures have been revised for previous years, using integer deemed
attendance not decimal.
Source: Preschool Data Collection, Data Management and Information Systems
Destination Schools
Lantana Kindergarten has a wide range of schools that children attend. The most popular
school continues to be Holy Family Catholic School (private), but the children attending this
school is continuing to fall. Our government schools are Parafield Gardens, Mawson Lakes,
and Karrendi Primary School. Other private schools include Bethany Christian School,
Tyndale School, St Augustine’s and St Paul’s Lutheran School.
Table 3: Feeder School Percentage Data 2012 - 2014
Feeder Schools
Site number - Name
Type
2012
2013
2014
0537 - Parafield Gardens R-7 School
Govt.
7.7
17.0
27.3
0987 - Mawson Lakes School
Govt.
12.8
10.6
6.8
1090 - Redwood Park Primary School
Govt.
2.6
1135 - Karrendi Primary School
Govt.
7.7
4.3
2.3
1210 - Modbury West School
Govt.
2.6
1430 - The Heights School
Govt.
2.1
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Annual Report 2014
1777 - The Pines School
Govt.
1846 - The Pines Junior Primary School
Govt.
8006 - St Francis Xavier's Regionl Cath Sch
Non-Govt.
8165 - Trinity College Blakeview School
Non-Govt.
2.6
2.1
8226 - Golden Grove Lutheran Primary
School
Non-Govt.
2.6
2.1
8313 - St Dominic's Priory College
Non-Govt.
8399 - Holy Family Catholic School
Non-Govt.
35.9
38.3
36.4
8424 - Bethany Christian School Inc
Non-Govt.
2.6
6.4
6.8
8439 - Tyndale Christian School
Non-Govt.
4.3
2.3
9016 - St Gabriel's School
Non-Govt.
7.7
2.3
9023 - St Thomas More School
Non-Govt.
2.6
2.3
9072 - St Augustine's Parish School
Non-Govt.
5.1
9115 - Prescott Primary Northern
Non-Govt.
2.6
9116 - St Paul Lutheran School
Non-Govt.
Total
2.1
5.1
2.1
2.3
2.3
4.3
4.6
4.6
4.3
100.2
100.0
100.3
Based on the percent of children currently enrolled who will attend school in the
following year, where the expected school is known.
Due to rounding totals may not add up to 100%.
Source: Term 3 Preschool Data Collection, Data Management and Information Systems
Client Opinion
The Opinion Survey indicated an appreciation of clear leadership and a focus on the needs
and interest of the learning outcomes for children. It allowed consideration for further
developing our communication between home and educators about children's progress i.e.
internet, facebook and the web are all future options to explore. It indicated that parents
are aware of the purpose of the Governing Council and how this allows for parent voice and
decision making. Parents felt that they were being regularly informed about their child’s
involvement and developmental progress i.e. curriculum overview, profile folders, regular
newsletters and informal face to face conversations. The impression of a welcoming and
friendly environment was appreciated.
The overall responses were very positive and supported our provision of quality teaching
and learning and that we are supportive of children's learning.
Financial Statement
As the preschool Financial Year is from 1 January to 31 December, an independently audited
annual financial report will be tabled at a Governing Council meeting next year. A copy will
be provided to parents on request and to DECD when it becomes available, as part of the
financial accountability process.
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Annual Report 2014
Report from Governing Council
“As the Governing Council Chairperson my experience at this Centre has been an enjoyable
one. The Centre is full of fun. My children loved coming to kindy and really enjoyed learning.
Being on the Governing Council has been a new learning experience for me. We have had
lots of laughs. I highly recommend joining the Council and becoming a part of your child’s
kindergarten education.” Tash Kelly (Parent and Governing Council Chairperson 2014).
“In 2014 it was enjoyable to see the growth of the kindy over the last 12months, for
example the general development of the Centre and the curriculum for the children and
families which noticeably improved. People were excited about these changes. My children
loved it here and I loved to see their growing improvement. My son had problems with
Speech and at the end of the year he was taken off, his case was closed. He enjoys talking
and had lots of fun at kindy, he never wanted to stay at home, even when he was sick. He
now loves school.” Jess Whiting (Parent and Governing Council Vice Chairperson 2014).
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