Quality Improvement Plan 2015

“Connecting with Children, Families and Community”

Location Number: (5615)

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Service details Service name

Service approval number

Fulham Park Preschool Kindergarten

5615

Primary contact at service Laura Tyner

Physical location of service Street: 28 Castlebar Road,

Physical location contact details Telephone: 8356 3913

Suburb: Lockleys

Mobile:

State/territory: South Australia

Fax: 8355 0145

Postcode: 5032

Email: [email protected]

Approved Provider Primary contact: Department for Education and Child Development

Nominated Supervisor Name: Laura Tyner

Telephone: 8226 1000

Telephone: 8356 3913

Mobile:

Mobile:

Fax:

Fax: 8355 0145

Email: [email protected]

Email: [email protected]

Postal address (if different to physical location of service) Street: Suburb: State/territory: Postcode: 2 | QIP FPPK 2015

Operating hours Monday

Tuesday

Wednesday

Thursday

Friday

8.30

8.30

8.30

8.30

8.30

15.15

15.15

15.15

15.15

11.30

Saturday

Sunday

Opening time

Closing time

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Additional information about your service

The following information will assist the Regulatory Authority to plan the assessment visit. The Educators at Fulham Park preschool work part time accept for the Preschool Director. There are 2 teachers and 3 ECWs employed at the preschool. Both teachers are permanent with DECD and job share the full time position. The teachers work on different days and come together on Fridays. They are responsible for their group of learners. The 3 ECWs that share a fulltime positon. Half of the full time position is a permanent 0.5 positon and the remaining 0.5 is topped up with funds from universal access, preschool support and preschool budget. All staff members come together on Friday afternoon for non-contact, staff meeting and program planning. Half day closures: Fri March 6th Fri May 29th, Aug 21st Thurs Dec10th Orientation Visit for 2016 enrolments: Fri Nov 28th Fulham Park Preschool Kindergarten is situated in a residential area close to the River Torrens in Lockleys. The preschool is culturally diverse with many families from Southern Slavic, Middle-Eastern, South East Asia and Southern European background. Families are represented by a range of family structures. Many of the children either attend child-care or alternative learning programs i.e. Montessori or a cared for by grandparents. The outdoor environment continues to flourish. In 2014 the preschool applied for an Environment Grant from the City of West Torrens and was successful in securing funds to undertake projects to support sustainable practice. The funds from the grant as well as funds allocated from our preschool budget were used to purchase another rainwater tank for the sandpit and nearby plants, tow Australian evergreen native trees, an irrigation system that uses rainwater and another vegetable patch. The outdoor environment is filled with wonderful play spaces – the sand pit, water course, climbing equipment, decking for socio dramatic play, cubby spaces in between the shrubs, the vegetable gardens, flower beds and an open lawn space to kick a ball. The indoor environment provides numerous materials and resources for children to learn through play. The preschool’s main feeder school is the local Catholic school which is only a short walking distance from the preschool. Both the preschool and the local school have formed ‘Learning Connections’ which is a program about bringing early childhood professionals together to build a professional network, a shared understanding and a common language about early childhood pedagogy.

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How are the children grouped at your service? The Preschool offers children 15 hours of Preschool. Cohorts of children attend 2 full days on a Monday/Tuesday or Wednesday/Thursday and one half day attendance on Friday every fortnight. Our enrolments have dipped in 2015 but we still continue to staff the preschool with 3 educators daily bringing the ratio to approximately 1:8.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan Nominated Supervisor – Laura Tyner 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:_________

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Service Statement of Philosophy “The practices of our preschool are based on the philosophy that the child’s voice is central to everything we do. By actively listening to a child’s voice, this creates a child’s sense of belonging and well being. The child will feel valued and respected. Children’s, ideas, opinions, interests, knowledge and experiences are embraced in the learning environment. We believe it is through play that children learn to understand each other, make sense of the world around them and develop and practice skills that they will use throughout their lives. Children’s curiosity and their sense of wonder are nurtured in a program that allows for independent learning as well as learning from each other in a social manner. Open ended questions are used to heighten children’s inquisitive nature. We believe by keeping a strong link with the child and family will help bring greater knowledge and understanding about the child, the family and the environment in which the child is raised. We view our roles as partners and co learners. This is achieved by working collaboratively with our families and children in a team approach, so that all voices are heard, learning is shared and opinions are respected. We view our roles as models for positive relationships by using positive language and working together towards a resolution. We view our roles as reflective practitioners. We give time to ask questions, reflect and examine our practice.”

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Quality Improvement Plan for QA1 - Educational Program and Practice Summary of strengths for QA1 Strengths

The main emphasis of the preschool program is to promote learning and teaching in a safe, caring, happy and supportive environment. The curriculum is play-based, and centred around children's individual needs and interests. Fulham Park Preschool Kindergarten uses the National Early Years Curriculum Framework —‘Belonging, Being & Becoming,’ to plan experiences to promote the development of children’s life skills and competencies. The curriculum reflects and responds to the individual child in the context of his/her family and community, developmental needs and learning styles. At the time of enrolment families provide information about their child. Planning for learning consists of a planning proposal that provides an overview of the terms focus and aims. Each week the educators review, evaluate and plan for follow up activities. Children’s individual learning needs are catered for within program. To ensure that every child’s individual learning needs are catered fro in our planning cycle, a focus child program is implemented. The parents are informed about their child’s involvement in the program by receiving information about planning for individual needs and when their child will be observed via a focus child roster. At the end of the child’s time at preschool has 4 individual learning plans, 3 reflective stories and a Statement of Learning that contains the 3 reflections, a summary and outcomes achieved in literacy and numeracy learning. All this information is presented in the child’s learning folder. Curriculum and Program information are displayed on a notice board which is located near the main entrance to the building. At the end of each term, a review is completed by the staff team that captures the children’s learning and involvement in relation to the term’s areas of focus and aims. A reflective story is also written for every child that forms a part of the Statement of Learning. Our daily program allows for uninterrupted periods of play as well as planned group sessions e.g. music, games, songs, language, science etc. Play is an essential aspect of learning for young children and planning for play is central to the development of a curriculum that integrates all areas of a child’s development. Adults in the preschool have a critical role in responding to children’s ideas and establishing an environment which supports and extends children’s learning through play. At Fulham Park Preschool kindergarten children’s learning and development is also captured in a other ways which are presented in their individual learning folder. These folders form an integral part of the preschool’s assessment and reporting procedure. • Photos • Observations and teacher comments • Learning Stories • Samples of children’s work and comments ‘You Can Do It’ Program Achieve and Keeping Safe: Child Protection Curriculum is embedded in our cycle of planning.

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Key improvements sought for QA1 - Educational Program and Practice Standard 1.1: An approved learning framework informs the development of a curriculum that enhances each child’s learning and development. Standard: 1.1 Element: 1.1.1 Identified issue

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 1.

To continue to ensure that the Early Years Learning Framework (EYLF) outcomes are evident in the preschool’s planning cycle, children’s individual learning plans and reflections, observational notes, learning stories, photographic evidence and the Statement of Learning.

2.

Working with the Western Adelaide Shores Partnership engaging in an Action Research Project ‘What constitutes powerful and engaged learners?’

Standard: 1.1 Element: 1.1.4

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

Identified issue

Implement strategies whereby parent/caregivers are given the opportunity to examine children’s learning with educators. Report to parents about children’s learning progress and explore ways to increase communication and parent participation in the program.

Standard: 1.1 Element: 1.1.5

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

Identified issue

To continue to ensure that our vision for learning and philosophy is reflected in our cycle of planning.

Standard: 1.1 Element: 1.1.6

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

Identified issue

Resources are required to implement our well - being programs.

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Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child. Standard: 1.2 Element: 1.2.1 Identified issue

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

1. 2.

Examine ways of linking literacy and numeracy learning within our planning cycle. Examine ways of reporting to parents about children’s learning outcomes achieved in numeracy and literacy learning via the literacy and numeracy indicators and EYLF outcomes. To continue to ensure that all educators including relief staff are contributing to programming and planning, data collection and reporting processes.

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Improvement Plan: Quality Area 1 – Educational Program and Practice – Year: 2015 Standard/ element

What outcome or goal do we seek?

Standard: 1.1 Element: 1.1.1 1. To continue to ensure that the Early Years Learning Framework (EYLF) outcomes are evident in the preschool’s planning cycle, children’s individual learning plans and reflections, observational notes, learning stories, photographic evidence and the Statement of Learning.

Review of current programming and planning, data collection and reporting processes.

Standard: 1.1 Element: 1.1.1 2. Working with the Western Adelaide Shores Partnership engaging in an Action Research Project ‘What constitutes powerful and engaged learners?’

To develop a clear and consistent understanding about what constitutes powerful and engaged learners in the early years.

Priority (L/M/H) H

How will we get this outcome? (Steps)

Success measure

By when?

The staff team to review programming and planning, data collection and reporting process.

There is a common thread on the processes used for programming and planning, gathering data of children’s involvement and learning and reporting the outcomes achieved in the reflective data.

End of term 2

Using staff meetings and a closure day for review of programming and planning, data collection and reporting process.

Progress notes

ELYF outcomes are highlighted in programming and planning, data collection and reporting processes. Discussions about programming and planning, data collection and reporting within the Performance Management Process.

H

To consult and collaborate with our WAS Partnership researching: ‘What constitutes powerful and engaged learners?’ Develop a timeline. 1. Survey families to gain information about their understanding of what constitutes powerful and engaged learners. The responses will form our base line data. 2. Use the RRR Involvement and Wellbeing Scales to gather baseline data on children’s levels of involvement at preschool. The results from the data will determine our practice and

Parent Feedback. There is a clear and consistent understanding within the WAS Partnerships about what constitutes powerful and engaged learners in the early years.

Term 4

The data informs us of our improved practice at site level in developing powerful and engaged learners. Our parent community are demonstrating their understanding and are supporting their child to become powerful and engaged learners.

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what possible changes are needed to support children to become powerful and engaged learners. 3. Staff to work with parents and colleagues within the partnership exploring what constitutes powerful and engaged learners. 4. Data is gathered again in term 4 using RRR involvement and well- being scales. 5. Parents are given the same survey in term 4.

Standard: 1.1 Element: 1.1.4 Implement strategies whereby parent/caregivers are given the opportunity to examine children’s learning with educators. Report to parents about children’s learning progress and explore ways to increase parent participation in the program.

Increase parent involvement

Standard: 1.1 Element: 1.1.5 To continue to ensure that our vision for learning and philosophy is reflected in our cycle of planning.

Review Vision Statement and Philosophy.

H

The staff team to use staff meeting or closure day to develop a series of questions to parents about how they would like to see themselves involved in their child’s learning and at preschool.

The survey results will form the basis for increase parent involvement at preschool.

End of term 1

Evidence of involvement from staff and preschool community via minuted staff, governing council meetings and workshop attendance.

End of term 4

Parent survey goes out in term1.

H

Collate the results and report to parents. Staff team to work with governing council and parents to review the vision statement and philosophy. Conduct parent information sessions about the value of play and learning in preschool. Incorporate the value of learning and play in the preschool newsletter.

Newsletters. Examples of children’s learning and involvement in preschool. Parent Feedback.

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Develop photographic examples of children’s learning and involvement in preschool to show case to parents.

Standard: 1.1 Element: 1.1.6 Resources are required to implement our well being programs.

We have individualised resources that are inclusive of and reflect our diverse community.

H

Survey parents about learning in preschool. Assess our current resource base. Budget for the purchase of additional resources.

A vision statement and philosophy.

The resources will meet the needs of our current community and supports our practices in delivering our well-being programs.

End of term 4

Screening is completed.

Terms 1, 2, 3, 4 (ongoing)

Budget for staff training on how to use the resources.

Standard: 1.2 Element: 1.2.1 Examine ways of linking literacy and numeracy learning within our planning cycle. Examine ways of reporting to parents about children’s learning outcomes achieved in numeracy and literacy learning via the literacy and numeracy indicators and EYLF outcomes.

Literacy Children who are 4 to 5 years of age will be assessed in term 1 and again in term 4 using the Screening of Phonological Awareness (SPA) The results from the screening form the basis for a literacy program. Staff team will spend this year becoming familiar with the literacy and numeracy indicators. To support families with resources about literacy and numeracy. Reporting to parents.

H

Screening is conducted in term1 and repeated in term 4 to demonstrate distance travelled in all literacy learning, knowledge, skills and understanding in the identified areas. To incorporate the Early Literacy Learning Strategy Funding for 2015 for staff to become familiar with the literacy and numeracy indicators and how to report on children’s literacy and numeracy development to parents. The staff team to examine ways of linking the assessment, and literacy program with the literacy indicators.

Data collated will provide information to implement the literacy skills. The literacy program outcomes will reflect our phonological knowledge and awareness of each individual child’s learning development. Children’s literacy skills are reported in their Statement of Learning. Parents have accessed literacy and numeracy resources throughout the year. Educators are using the literacy and numeracy indicators to report each child’s development in their Statement of Learning.

Staff team to develop a preschool timetable with a literacy and numeracy focus each week.

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Introduce the Literacy and Numeracy packs to parents and discuss how to borrow and use the packs at home with their child. Incorporate ideas and tips about how to support children’s development of numeracy and literacy skills in the home.

Standard: 1.2 Element: 1.2.1 To continue to ensure that all educators including relief staff are contributing to programming and planning, data collection and reporting processes.

All educators are contributing daily to the preschool program.

H

As a staff team to clarify our expectation of the responsibilities of contract and relief staff.

Each new staff member is formally inducted about their role and responsibilities and will receive a written copy.

By the end of term 4

Inducting contract and relief educators.

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Quality Improvement Plan for QA2 – Children’s Health and Safety Summary of strengths Strengths

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Health needs/issues of children are clearly displayed in the office, staff and volunteer induction folder and in the first aid cupboard located in the kitchen. Children’s medications are kept in a container and the health plans are filed in a folder located in the first aid cupboard. All educators currently working at Fulham Park Preschool Kindergarten are qualified in Apply First Aid and hold a certificate for Asthma and Anaphylaxis. Effective hygiene practices are promoted and implemented as part of the curriculum offered. A staff member will monitor the toilet area when larger groups of children are trying to access the hand basins. Hand washing procedures are displayed in children’s bathroom. All first aid administrations are documented; parents are notified and sign the first aid documentation. Parents are notified of outbreaks of infectious diseases. Varied physical activity is provided in inside and outside areas. Can be accessed by children of varying ability levels. The preschool indoor learning space has two large baskets containing large soft cushions for children to use to for their relaxation along with a book and quiet soothing music in the background. The preschool has a Nutrition and Sun Smart Policy which are promoted by staff and Governing Council. Policies and procedures are in place to maintain a safe environment. Varied physical activity is provided in inside and outside areas. Can be accessed by children of varying ability levels. Effective management of police clearance and conduct. Effective processes for mandated notification.

Key improvements sought for QA2 - Children’s Health and Safety Standard 2.1: Each child’s health is promoted. Standard: 2.1 Element: 2.1.1

2.1.1: Each child’s health needs are supported.

Identified issue

Procedures and current practice on how children’s individual health requirements regarding administering medication need to meet DECD guidelines and procedures.

Standard: 2.1 Element: 2.1.3

2.1.3: Effective hygiene practices are promoted and implemented.

Identified issue

Improve hygiene practices.

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Standard 2.3: Each child is protected. Standard: 2.3 Element: 2.3.1

2.3.1: Children are adequately supervised at all times.

Identified issue

Supervision of both indoor and outdoor learning environments needs to be consistent and routinely adhered to by all members of staff.

Standard: 2.3 Element: 2.3.2

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

Identified issue

We need to review the authorisation processes regarding collecting children from preschool.

Standard: 2.3 Element: 2.3.3

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

Identified issue

Our emergency procedures are out of date.

Standard: 2.3 Element: 2.3.4

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.

Identified issue

Keeping Safe: Child protection curriculum is embedded in our program and parents are kept regularly informed about the curriculum.

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Improvement Plan: Quality Area 2 – Children’s health and Safety – Year: 2015 Standard/ element

What outcome or goal do we seek?

Standard: 2.1 Elements: 2.1.1 Procedures and current practice on how children’s individual health requirements regarding administering medication need to meet DECD guidelines and procedures. Standard: 2.1 Elements: 2.1.3 Improve hygiene practices

Review and update policy and procedures for administration of medication.

Good hygiene practices.

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure

By when?

H

Develop a schedule to review the policy at staff meetings and to be ratified by governing council.

The policy is reviewed and ratified by governing council and implemented by educators.

Term 2

H

Explicit teaching to model hand washing, nose blowing and using the bathroom.

Hygiene posters are displayed and routines and rosters are in place.

ongoing

Develop hygiene posters with children.

Hygiene practices are embedded in the program.

Progress notes

Staff team to develop cleaning routines for the children’s bathroom.

Standard: 2.3 Elements: 2.3.1 Supervision of both indoor and outdoor learning environments needs to be consistent and routinely adhered to by all members of staff. Standard: 2.3 Elements: 2.3.2 We need to review the authorisation processes regarding collecting children from preschool.

On - going supervision of children in the outdoor and indoor learning environment is maintained at all times.

H

Review and develop a process regarding giving authorisation other than the parent to collect the child.

H

To involve children in the cleaning up routines. (Wiping tables and washing cups, bowls and reused items i.e. yoghurt containers for craft activities). All staff know where they are supervising at all times and have procedures in place if they need to be away from their area of supervision.

Staff to review current practices and develop a more effective process for child pick up at the end of the day.

All staff are implementing supervision guidelines.

ongoing

Processes are adhered to.

Term 2

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Standard: 2.3 Elements: 2.3.3 Our emergency procedures are out of date. Standard: 2.3 Elements: 2.3.4 Keeping Safe: Child protection curriculum is embedded in our program and parents are kept regularly informed about the curriculum.

Review and update policy our emergency procedures

H

Develop a schedule to review the policy at staff meetings and to be ratified at governing council.

The policy is reviewed and ratified by governing council and implemented by educators.

Term 2

All children will be engaged in a documented Child Protection Curriculum.

H

Keeping Safe: Child Protection Curriculum is implemented.

All children have received the program and are using empowering language.

ongoing

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Quality Improvement Plan for QA3 – The Physical Environment Summary of strengths Strengths

Health and Safety Audit is conducted each year along with a Playground Inspection Audit. Hazards are identified and recorded on an Action Plan that is reviewed at the end of each term. A daily inspection of the outdoor is also conducted and recorded. There are adequate furniture, ventilation, and food preparation and storage facilities. The kindergarten is well resourced and children experience a variety of activities. End of term clean up – parents are invited to participate – areas require cleaning are identified. Equipment that requires repairing is identified and action is taken. The kindergarten has a handy person that attends to the repairs. Hazard assessments actioned – Business Manager is updated. Risk assessments are adopted and all hazard substances are stored in a lockable cupboard. Preventative maintenance is in place for air conditioners, fire extinguishers etc. We use breakdown maintenance and facilities for repairs and building maintenance. We have a contract cleaner For First aid – an accident book is used to record for staff and children. OH&SW report is presented and tabled at Governing Council Meetings and discussed and minuted at Staff meetings. Shaded areas are utilised for outdoor activities. Animals and items are borrowed from the Nature Education Centre. Observations and photographic evidence demonstrates children’s active involvement with plants, animals and water. Sustainable practices are embedded in the curriculum. The Environment Grant has helped us achieve our goal for water conservation by adding another water tank and irrigating one of the vegetable gardens with rain water. Drought tolerant trees were also planted. Families continue to support environmental practices by collecting bottles, cans and tetra packs so that the money raised will help buy resources to support children’s learning. Families also donate preloved clothing for Diabetes SA. Garden maintenance – children are included in watering, digging and planting. The children are active in the maintenance of the vegetable gardens. Produce is regularly harvested and used in cooking experiences. Children take on an active role as participators in the Premier’s Be Active Challenge and the obstacle-a-thon. The preschool launched a cookbook containing recipes for healthy lunchboxes collected by parents. ‘Healthy Lunchbox Inspirations’ is available to all parents.

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Key improvements sought for QA3 - Physical Environment Standard 3.3: The service takes an active role in caring for its environment and contributes to a sustainable future. Standard 3.3 Element 3.3.1 Identified issue

3.3.1: Sustainable practices are embedded in service operations.

1.

2.

Paper is still being used in large amounts especially for administration purposes and we would like to see a reduction in the amount of paper used. We have a new group of children that have not been involved in our sustainability program.

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Improvement Plan: Quality Area 3 – The Physical Environment – Year: 2015 Standard/ element

What outcome or goal do we seek?

Standard 3.3 Element 3.3.1 Paper is still being used in large amounts for administration purposes and we would like to see a reduction in the amount of paper used.

Reduce the amount of paper being purchased for administration.

Standard 3.3 Element 3.3.1 We have a new group of children that have not been involved in our sustainability program.

Priority (L/M/H) M

Reduce our landfill waste products by reusing more materials on site. Promote sustainability practices with families i.e. nude lunchboxes and collecting unwanted items for craft work.

As part of our preschool curriculum our goal is to support the development of children’s understanding of sustainability practices to protect our environment.

How will we get this outcome? (Steps)

Success measure

By when?

Explore ways to reduce the amount of paper used for administration purposes i.e. increase the amount of email use with attachments, and also considering copying back to back.

There is a reduction on paper use and landfill.

ongoing

Educators to think creatively and use more natural products collected for collage and craft activities.

Progress notes

Creative experiences for children have an element of natural materials. Families continue to support the preschool’s sustainability practices.

Embed sustainability practices with families.

M

Program for sustainability outcomes with children.

Program education and environment reflect sustainability practices.

ongoing

Children’s learning folders highlight their involvement and understanding of sustainability practices.

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Quality Improvement Plan for QA4 – Staffing Arrangements Summary of strengths Strengths

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Educator and child Ratio is maintained to ensure safety, welfare and wellbeing of children while attending the preschool. Policies and procedures are available and easily accessible. Universal Access funding is used to ensure that there are always 3 educators on site every day to reduce educator and child ratio. We utilise additional staff for bilingual, preschool support and administration. We have a regular pool of relief staff All staff members are involved in the decision making processes at site and governing council. Staff meeting agenda is available for staff to add items to the agenda All staff members have access to professional learning opportunities All staff members and volunteers receive induction and are provided with an induction file including information regarding DECD Code of Conduct All staff members are involved in individual performance development plan All staff members are involved in the cycle of planning, data collection and assessment and reporting processes Daily Diary and Communication Book

Key improvements sought for QA4 – Staffing Arrangements 4.1: Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing. Standard: 4.1 Element: 4.1.1

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

Identified issue

To ensure that all staff including relief staff are clear about the responsibility of the Certified Supervisor as the Responsible Person when the Nominated Supervisor is off site. Relief staff must be clear about their responsibility as the Certified Supervisor when the regular staff team is not available.

4.2: Educators, co-ordinators and staff members are respectful and ethical. Standard: 4.2 Element: 4.2.2

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.

Identified issue

Staff communication and processes.

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Improvement Plan: Quality Area 4 – Staffing Arrangements – Year: 2015 Standard/ element

What outcome or goal do we seek?

Standard: 4.1 Element: 4.1.1 To ensure that all staff including relief staff are clear about the responsibility of the Certified Supervisor as the Responsible Person when the Nominated Supervisor is off site.

All educators are clear about the responsibilities of a Certified Supervisor.

Relief staff must be clear about their responsibility as the Certified Supervisor when the regular staff team is not available. Standard: 4.2 Element: 4.2.2 Staff communication and processes.

Priority (L/M/H) H

How will we get this outcome? (Steps)

Success measure

By when?

To work with the staff team outlining the legal responsibilities of a Certified Supervisor.

All educators holding a Certified Supervisor certificate have received induction and are clear of their role.

ongoing

Develop an induction guide that includes the role of a Certified Supervisor and the responsibilities that this role carries when the Nominated Supervisor is off site and assumes the position as the ‘Responsible Person’. Staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships.

H

Educators participate in professional development and share their acquired knowledge with the staff team.

Progress notes

Clear guidelines in the induction manual for all educators including relief staff.

Educators working with a shared philosophy and pedagogy.

ongoing

Educators support each other and mentor new staff.

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Quality Improvement Plan for QA5 – Relationships with Children Summary of strengths Strengths

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The staff team at Fulham Park Preschool Kindergarten are committed to the wellbeing of children and families. All staff members contribute to the learning needs of children by planning, delivering, evaluating and reporting of educational programs that reflect the needs of the individual child. There is bilingual and preschool support. The physical environment is provides opportunities for individual, group play and have spaces for active and quiet learning.

Key improvements sought for QA5 – Relationships with Children 5.1: Respectful and equitable relationships are developed and maintained with each child.

Standard: 5.1 Element: 5.1.2

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

There is a concern that some of the routine jobs take away some of the quality time with the children.

Improvement Plan: Quality Area 5 – Relationships with Children – Year: 2015 Standard/ element

What outcome or goal do we seek?

Standard: 5.1 Element: 5.1.2 There is a concern that some of the routine jobs take away some of the quality time with the children.

Time management to complete jobs whilst spending quality time with children.

Priority (L/M/H) L

How will we get this outcome? (Steps)

Success measure

By when?

Consider how we can involve children in routine jobs.

Educators are engaging in meaningful interactions with children while children are gaining skills for life and learning.

ongoing

Review job responsibilities and priorities.

Progress notes

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Quality Improvement Plan for QA6 – Collaborative Partnerships with Families and Communities Summary of strengths Strengths

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New families receive an enrolment pack and an induction session. The website provides detailed information about the preschool. Educators are regularly available to families via phone calls, face to face and emails. Concerns about children are supported via the referral process with permission from parents. Parents provide information about their child at the time of enrolment. Informal discussion about the child is shared regularly with parents. The parents are given opportunities to provide their reflection and feedback on their child’s ILPS, Reflections and Statement of Learning. There is a Parent Participation Program which provides opportunities for parents to become involved in the daily activities at preschool. The program is updated every term. Community and Notice board for families is updated regularly. Families receive newsletters about preschool happenings. The preschool works closely with DECD support services. Parental involvement at Governance level.

Key improvements sought for QA6 – Collaborative Partnerships with Families and Communities

6.2: Families are supported in their parenting role and their values and beliefs about childrearing are respected Standard: 6.2 Element: 6.2.1

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

Identified issue

Although we have a Parent Participation Program only a few families take time to participate and become involved in the preschool program.

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

Standard: 6.3 Element: 6.3.4

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

Identified issue

Our enrolments are declining.

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Improvement Plan: Quality Area 6 – Collaborative Partnerships with Families and Communities – Year: 2015 Standard/ element

What outcome or goal do we seek?

Standard: 6.2 Elements: 6.2.1 Although we have a Parent Participation Program only a few families take time to participate and become involved in the preschool program.

Increase parent participation in their child’s learning.

Priority (L/M/H) H

How will we get this outcome? (Steps)

Success measure

By when?

Survey parents how they see themselves participating and becoming involved at preschool

Parent participation stories are highlighted in the preschool newsletter and viewing board.

Beginning of Term 2

Highlight the Parent Participation Program in the Newsletter and set up viewing board of photographic examples of parent participation in the program.

Surveys are completed and returned. The parent feedback is valued and utilised to increase the amount of participation.

Progress notes

Provide opportunities for social occasions for families to get to know each other.

Standard: 6.3 Element: 6.3.4 Our enrolments are declining.

To raise community awareness of our service.

H

Invite Governing Council to organise coffee and chat opportunities for parents to get together and develop a network. Staff, parents and governing council to exploring ways of engaging with the local community to help raise community awareness of Fulham Park Preschool.

We have an increase in enrolments.

ongoing

A strong network with our community.

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Quality Improvement Plan for QA7 – Leadership and Service Management Summary of strengths Strengths

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All staff members are aware of their roles and responsibilities. Staff members undertake leadership roles within the preschool. The Preschool Director assumes ultimate responsibility for the management of staff and site operations. The Governing Council members and volunteers complete Criminal History Screenings and attend RAN training. The preschool budget is managed in consultation with the Governing Council. Fundraising is approved by the Governing Council and the funds are used to improve facilities and preschool priorities as identified in the QIP. Data Collection systems in place. The preschool has mentored and supported tertiary students. Parent Survey is conducted in third term each year. Staff training and development is provided and costs are covered by the preschool. All records are stored in in lockable filing cabinets. All children have a file that is stored in a lockable filing cabinet. Confidentiality is maintained at all times. Archiving is completed in accordance to DECD protocols. All files are backed up. Effective management and administrative systems are in place to support the management of our preschool and include: o Business Manager o IRMS o EYS o FABSNET o PAS o FAMIS o HR – VSP o Preschool referral, bilingual referral o NEP for children with identified needs Levels of confidentiality are maintained in the preschool and clearly explained to families upon enrolment and with staff on induction. All referrals for additional services are managed by the Director and maintained in children’s files – electronically and paper copy. All staff members have an email account. Pin up board in the office containing relevant DECD information, personnel and contact details for staff.

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Key improvements sought for QA7 – Leadership and Service Management 7.1: Effective leadership promotes a positive organisational culture and builds a professional learning community. Standard: 7.1 Element: 7.1.2

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

Identified issue

Our induction process is in need of review.

7.2: There is a commitment to continuous improvement. Standard: 7.2 Element: 7.2.2

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.

Identified issue

Performance development practices need to be managed more effectively.

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Improvement Plan: Quality Area 7 – Leadership and Service Management – Year: 2015 Standard/ element

What outcome or goal do we seek?

Standard: 7.1 Element: 7.1.2 Our induction process is in need of review.

A staff induction of all staff is implemented by the Director and procedures to be adhered too. To find suitable ways to manage the performance process of all staff members in a timely, effective and reflective manner.

Standard: 7.2 Element: 7.2.2 Performance development practices need to be managed more effectively.

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure

By when?

H

Re-evaluate the induction folder and processes.

A streamlined induction process is in place for all staff including relief staff.

Term 3

H

To work with the staff team to develop a formalised process and timeline for performance planning and performance review for each staff member.

Time has been scheduled for each staff member to be involved in the performance process.

Term 1

Progress notes

Sessions are prepared for feedback and review on performance-related information gathered throughout the performance management cycle. Achievements Training needs Issues Progress towards the performance objectives and anticipated outcomes Suggestions for improvement Each staff member will have a written summary of the outcomes of the feedback and review meeting Feedback from staff feeling valued and supported

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