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Keithcot Farm

Children’s Centre

Annual Report

2013

Annual Report 2013

Context

Site Name: Keithcot Farm Children’s Centre Site Number: 4631

Director: Anne Whittleston Region: Northern Adelaide

Keithcot Farm Children’s Centre for Early Childhood Development and Parenting supports children from birth to the early years of school and their families to achieve the best possible learning, health and wellbeing outcomes. Current research indicates that improving children’s outcomes relies on the inclusion of a ‘holistic’ approach to child development. This means the child is at the centre of everything we do and therefore, their education, care, health and well-being are supported within their family structure and surrounding community. Since becoming a Children’s Centre in 2007 we have developed a successful and sustained collaborative “Partnership” approach with both Government and Non-Government agencies in the form of a multidisciplinary team as we deliver a range of prior to school programs including Commonwealth funded Long Day Care and State funded preschool; cross age and transition to school programs; parenting programs which are designed to strengthen the capacity of families and the community as a whole as well as health and wellbeing programs. The Department for Education and Child Development (DECD) is currently in the process of designing and implementing a series of reforms called “Brighter Futures” across South Australia. These reforms are providing opportunities to redesign how children and families are actually supported within their local community by building the capacity of families to provide safe and nurturing environments and to work closely with our partners in the community to ensure the wellbeing, safety and healthy development of children and young people. Whilst Keithcot Farm Children’s Centre provides a very successful and vibrant integrated Preschool and Long Day Care service, the Centre is limited by space requirements. To respond to the growing need for appropriate health, family support and community development and capacity building programs to additional children and their families beyond our Centre. We are presently waiting on the outcome of our “Education and Care Brief” which has been endorsed by the Northern Adelaide Regional Director and the Chairperson of our Governing Council. The Brief advocates for our building to be extended to enable additional children, families and the surrounding community to access a broader range of health and community programs as we work closer with our partners in the community to ensure the wellbeing, safety and healthy development of children and young people and to build parenting capacity. These additional programs are the difference between a ‘standard’ integrated Preschool and Long Day Care service and the full scope of a Children’s Centre for Early Childhood Development and Parenting service. Researchers from the Fraser Mustard Centre and the Telethon Institute for Child Health Research (TICHR) have been engaged by DECD to evaluate Children’s Centres from 2012 through to mid 2015. The evaluation provides an opportunity to document enablers and barriers to the successful provision of integrated services and programs. We are optimistic that 2014 will see more enablers in relation to the space we have so that we can deliver integrated services and programs at Keithcot Farm Children’s Centre rather than the barriers we are currently experiencing. Quality Improvement Plan At Keithcot Farm Children’s Centre we have a culture of reflective practice on all that we do - by recognising our strengths and identifying areas that can be improved.The National Quality Standard (NQS) is the indicator against which we self-assess our performance in delivering quality education and care as well as plan future improvements to our birth to school transition integrated service. These improvements are documented in our Quality Improvement Plan (QIP). Our whole staff team representing our birth to school entry programs and community development regularly review the progress of our QIP. The QIP is also discussed at our Governing Council and Partnership Meetings. The 7 areas identified for improvement in 2013 are

1. Element 1.1.5: Every child is supported to participate in the program. 2. Element 1.2.1: Continual reflection on planning and documentation of individual children’s

learning and development.

3. Element 1.2.3: Critical reflection on children’s learning and development, both as

individuals and in groups, is regularly used to implement the program.

4. Element 3.3.1: Sustainable practices are embedded in service operations.

5. Element 3.3.2: Children are supported to become environmentally responsible.

6. Element 6.2.2: Education and Care services support families in their parenting role by

providing easily accessible and reliable information and helping them to make

connections with other services in the local community.

7. Element 6.3.2: Continuity of learning and transitions for each child are supported by

sharing relevant information and clarifying responsibilities.

Annual Report 2013

Quality Improvement Plan

Element 1.1.5 : Every child is supported to

participate in the program. For very young children, relationships and strong attachments to caregivers (parents, extended family and Educators) provide the context for all learning. Current local and international research shows that the experiences young children have with their caregivers influence their ability to regulate their emotions and that a high level of wellbeing provides a strong base for early learning. When babies/ children commence at Keithcot Farm Children’s Centre a Primary Educator is identified to document and plan for their learning and development. The Primary Educator endeavors to consult with the child’s family on a regular basis. This enables the child and family to develop secure attachments with initially one Educator in a very large and complex Centre. As children grow and develop this process is reviewed and children are eventually placed with another Primary Educator. We believe that it takes a team of Educators to nurture the learning and development of each individual child in partnership with families. Educators encourage and support babies, toddler’s and preschool children to access new and challenging learning experiences as they participate in the whole program across the site (rather than being restricted to a room with similar aged children).

Inclusion involves taking into account all children’s social, cultural, developmental and linguistic diversity (including learning styles and developmental abilities) in curriculum decision-making processes.

Our Centre acknowledges the cultural background and diversity of children, families and educators. In 2013 several Educators at our Centre including Roshni, Margaret, Nobuko, Momoko, Alice, Cathy and Magdaline introduced many aspects of their diverse cultural backgrounds to the children. These experiences included greetings, phrases and songs in Hindi, Swahili, Japanese, Italian and Greek.

Tim & John from the Aboriginal Family Support Services, “Connect to Culture” visited for 3 blocks of 5 weekly sessions. These sessions gave us the opportunity to learn more about the Aboriginal Culture. They showed the children how to paint their hands and make hand prints using the colours from the Aboriginal flag. Tim explained to the children why we were using the colours red, yellow and black. Red represents the earth, yellow the sun and black the people. Each week Tim and John introduced different aspects of the Aboriginal culture including music, stories and art. This is a valuable opportunity for children to explore the diversity of culture, heritage, background and tradition.

One of our parents Olivia –Anne Trembath read a book in Maori and taught the children to count and greet each other in the Maori language.

In March we celebrated Harmony Day. This is part of the Australian Government’s “Living in Harmony” initiative and is Australia’s largest national multicultural event. In 2013 the theme was Many Stories – One Australia and the message of Harmony Day is that Everyone Belongs. This year we looked at what country our name comes from and what other languages children speak at home. We learnt traditional dances with multicultural music. Roshni brought some authentic, traditional clothes from India for children to try on, feel and compare with their own clothing. Celebrating Harmony Day gives children the opportunity to reflect on the diversity of our Centre. The children are highly inquisitive of the world map in relation to Australia and learning about their own cultural background and the cultural background of many of their peers. It is amazing how far we stretch around the globe when we look at the different countries our families come from. Early Years Learning Framework. Outcome 2: Children respond to diversity with respect. This is evident when children explore the diversity of culture, heritage, background and tradition and that diversity presents opportunities for choices and new understandings and become aware of connections, similarities and differences between people.

Annual Report 2013

Element 1.2.1: Continual reflection on planning and documentation of individual children’s learning and development. Educators “Reflect” on the children’s learning and analyse this, in order to engage every child so they reach their highest potential in their learning and well being. Throughout 2013 all staff had access to a range of professional learning opportunities - to refine and develop their skills and knowledge by engaging with current local and international research which will ultimately improve learning outcomes for our children and families. Our Educators have become “reflective practitioners” as they plan and document individual children’s learning and development An improvement in this area is seen in the deeper analysis of children’s learning as informed by the growing body of evidence around Executive Functions. What are Executive Functions? They are the skills that enable us to control impulses, make plans, and stay focused. We are born with the potential to develop these capacities—or not—depending on our experiences during infancy, throughout childhood, and into adolescence. Being able to focus, hold, and work with information in mind, is called Executive Function. Completing most tasks requires the successful coordination of Working memory; Inhibitory Control and Cognitive or Mental Flexibility.

Dr Martin Westwell from Flinders University (SA) was the key speaker at the Golden Grove Cluster Day and at several Northern Adelaide Regional Leaders Days throughout 2013. He referred to Executive Function skills as the biological foundation for school readiness. He argues that strong working memory, cognitive self control and attentional skills provide the basis upon which children’s abilities to learn to read, write and do maths are built. Observations of individual children are documented in the form of “Learning Stories” as children participate in the program. They are readily available for children, parents, and families to read together as we make the learning “more visible” for all. The Learning stories which form a significant part of individual children’s portfolios focus on children’s strengths, interests, actions, dispositions and Executive Functions. They now document aspects of how children approach challenging tasks, demonstrate cognitive flexibility, working memory and inhibitory control. A further improvement based on our ongoing reflections is in the area of formally documenting the actual follow up of children’s learning as we plan for the strengths and areas needing strengthening of individual children.

Element 1.2.3: Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program. Numeracy and literacy has been an ongoing priority for 2013. Current research indicates that without strong numeracy and literacy skills our children will struggle to lead rich lives, to plan, to think critically and creatively and to solve problems. Janet & Angela participated in Mathematics and Numeracy Professional Development called MLATS (Mathematics Learning And Teaching for Success). The skills and knowledge they acquired through this 3 full days program has enabled them to lead and mentor our large team of Educators to: • Better understand numeracy and its relationship to

mathematics • Recognize and describe numerate moments • Develop a greater awareness of the language used

to describe mathematics with the understanding that all children at Keithcot Farm Children’s Centre will have improved foundational skills for learning and life!

Janet and Angela (KFCC Educators) collected “Numeracy Moments” with the children throughout the year and these were documented in 2 folders which were presented to their colleagues at their last training day, demonstrating the numeracy learning experiences that we have throughout the Centre. They have engaged in various mathematical experiences including “sorting” & “patterning”

They asked the children the question “What is sorting” and “what is a pattern?” this gives children the opportunity to share their prior knowledge. (Respect, Reflect & Relate document) states that educator’s co-construct meaning with children by finding out what the children know before sharing knowledge and giving answers.) Sorting assists children to organize their thinking, children do this daily when they sort their clothes eg socks or shoes, children sort with colours and shapes.

Annual Report 2013

Children are exposed to many numeracy experiences throughout their day including counting, looking at time, measurement and the seasons. Early Years Learning Framework states that “Numeracy is the capacity, confidence and disposition to use mathematics in daily life. These mathematical concepts assist with spatial sense, patterns, number, measurement and structures that also assist in literacy- they are important for learning. All children are screened in their first and final term of the Preschool program of their Phonological Awareness. This includes their listening skills; understanding of rhyme and awareness of sounds in words. Research shows that children who develop these understandings before they begin school have a good grounding for strong reading skills. The Screen of Phonological Awareness (SPA) data is discussed at 3 weekly reflective review / staff meetings. (See Appendix A) “Let’s Read” is an initiative to promote reading with young children from birth to 5 years. It was developed by the Centre for Community Child Health, a key research centre of Murdoch Research Institute, in partnership with The Smith Family. The program has been designed to support and empower parents to read to their children on a daily basis and to enhance the literary development of young children, thereby supporting their successful transition to school. Four Educators including Kate (Community Development Coordinator) from Keithcot Farm Children’s Centre have been trained and are facilitating the program. A further improvement which was implemented this year was that all families with children who will be accessing the preschool program in 2014 were given “Let’s Read” bags containing a picture book, DVD, parent information sheet, book suggestion sheet and information about the local library rather than a small targeted group. Element 3.3.1: Sustainable practices are embedded in service operations. At Keithcot Farm Children’s Centre, Educators and children are endeavoring to reduce our carbon footprint. In 2013 we implemented recommendations provided through Sustainable Directions “Small Green Steps”. These recommendations included

� Replacing all Fluoro lights throughout the

Centre with energy efficient Fluoro lights which

use 30% less energy but provide 30% more

light using the 2013 Building Maintenance

grant.

� Printer and photocopier cartridges are recycled

� Natural light is used whenever possible.

� Educators provide recycled materials donated

by families for collage/ woodwork etc rather

than purchasing new scrap materials for these

learning experiences.

Element 3.3.2: Children are supported to become environmentally responsible. Children and Educators are together researching in to the concept of improving our recycling by accessing the internet via our SMART board and through games, books and resources supplied by KESAB. Children of all ages have been enthusiastically involved in the establishment and maintenance of the Worm farm, vegetable and flower gardens. The vermicast (worm wee) is used to fertilise flower and vegetable gardens. Thank you to Caleb and Elliot’s dad, Gavin who has assisted us with our Worm Farm which is set up in a disused door less fridge on the verandah. The children creatively painted the fridge and added the soil and worms.

Bokashi Buckets have been purchased using a $500 sustainability grant from the Tea Tree Gully Council. The buckets are used to collect food scraps. A Bokashi mix is added to the food scraps and when broken down the diluted liquid residue is used as fertiliser for our gardens.

These experiences relate to the Early Years Learning Framework Outcome 2: Children become socially responsible and show respect for the environment as they show growing appreciation and care for natural and constructed environments.

Annual Report 2013

Element 6.2.2: Education and Care services support families in their parenting role by providing easily accessible and reliable information and helping them to make connections with other services in the local community. In 2013 we reexamined the Australian Early Development Index (AEDI) data. The AEDI is a nation-wide population measure that looks at the development of young children, giving a snapshot view of how children have developed by the time they start school. The current AEDI data (2012) shows that the proportion of children who live in the suburbs surrounding KFCC are developmentally less vulnerable in 2012 than recorded in 2009. This means that there has been a significant change in the level of developmental vulnerability for this community between 2009 and 2012.

The revised data informed us that 20% of children that attend KFCC reside in Wynn Vale, 14% reside in Golden Grove, 16% reside in Gulfview Heights and 7% in Greenwith.

The AEDI data assists us to understand what’s working well in the community and what needs to be improved or developed to better support children and their families. This data has helped us to make informed choices with a focus on all 5 domains about what school holiday activities to run.

� Physical Health and Wellbeing.

� Social Competence

� Emotional Maturity

� Language and Cognitive Skills

� Communication Skills and General

Knowledge

� Art classes using a variety of methods, from screen

printing and paint brushes to water colours.

� Sports activities such as Little Athlete Fun Time

Sports with children using soccer balls, balancing

beams, large parachutes, hoola hoops as well as

using the Kindergym at Banksia Park. Many

children of different ages jumped, rolled, hopped,

swung using a variety of equipment.

� The children were also involved in African

Drumming and Dancing when Bortier came from

Afrobeat and demonstrated how to drum. With all

parents and children becoming involved in

drumming and dancing to African music.

The School holiday program is designed for parents

and their children to spend time together.

Annual Report 2013

There has been four Parent Information Sessions held for parents and families this year including

Getting more organised.

Fussy eating.

Sleep in young children.

Managing children’s behaviour.

These sessions all have a focus for parents to build

strong, caring and cooperative relationships with their

children as well as strategies to reclaim energy and

focus. Parents have commented on how the sessions

were informative, practical, useful, helping them learn

effective strategies that they can implement at home as

well as giving parents an opportunity to gain the

confidence to change routines.

We also offered specialised programs in 2013, such as

First Aid Course where parents and carers

learnt the basics of first aid including CPR.

Adult literacy support via Wandana Community Centre to parents that are looking to get back into the workforce within the near future.

Infant Massage where parents learnt how to massage their young baby correctly.

The Playful Parents Project

This was a 9 week Community Development Project that was created in collaboration between Keithcot Farm Children’s Centre and the University of South Australia. It was facilitated by two 4th Year Occupational Therapy students - Rikko and Lydia. The aim of the project was "To identify and develop strategies that the Children’s Centre can use to further support parent’s engagement in their child’s early learning and development”. Through feedback from parents it was apparent that parents wanted to participate more in the Children's Centre program. So we held various activities in which parents were encouraged to join in. � Special Persons Morning Tea.

� Obstacle-a-thon

� Catherine's mum and Blake and Annabelle's

Auntie, Belinda showed us various musical

instruments including a clarinet and saxophone.

� Sue, a grandmother of two children who attend the

Children’s Centre, brought her keyboard to play.

Sue explained how the keyboard worked as she

played loud, soft, high and low notes for the

children to distinguish between. Later the children

enjoyed singing with the music and then were

invited to experiment with the sounds and patterns

they could create from the keyboard themselves.

� We also made Origami and Onigiri, Japanese Rice

Balls integrating Rikkos Japanese cultural

background with the assistance of parent help.

� ‘Dad’s play morning’ has been a very popular event

this year. These Saturday morning sessions

encourage dads, grandparents and uncles to come

together and be involved in activities with their

children such as hammering, painting, soccer and

has given many dads the chance to meet and chat

with other dad’s about a variety of parenting topics.

� We also started “PJ Story time and PJ Movie Night”

each term in the evenings. These sessions have

enabled everyone from children, to mums and

dads, and even grandparents to share in the magic

of books and reading in the comfort of the

children’s centre. The timing of the sessions also

enables parents to unwind and interact with their

children after a long, busy day away from the

distractions of the television and everyday routine.

� In August we held our very first Ladies Night Out,

where mum’s, aunties, nanna’s and females alike

joined together to help raise money for the

children’s centre. There were stalls selling a variety

of goods from girls’ clothing and accessories,

cupcakes, jewellery, photography, to pamper

sessions with hand massages and nail painting.

Annual Report 2013

Element 6.3.2: Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities. Transitions—including from home to the Children’s Centre and then to school—offer opportunities and challenges. Keithcot Farm Children’s Centre is co-located alongside Keithcot Farm Primary School and King’s Baptist Grammar School. The implementation of Same First Day for schools in 2014 provides the opportunity and highlights the need to give a higher priority to the thoughtful consideration of system, region and site level structures and processes needed to support all children and families during the transition to school. Over many years we have endeavored to develop � a shared vision

� shared learning spaces

� shared Professional Development

across the 3 sites as we develop more consistent

pedagogies (teaching and learning styles) which supports

the continuity of learning for both children and families.

Regular meetings are scheduled with teachers of many of our local schools (See School Destination data) to

� discuss transition processes

� ongoing early intervention needs and strategies

� children’s literacy awareness (Appendix A)

� individual children’s “Statement of Learning”

(Appendix B)

� plan professional development opportunities

All of the above promote a seamless transition to school and enhance curriculum continuity between our prior to school and school settings. Our Community Development Coordinator provided morning tea for the parents whose children are transitioning to Keithcot Farm Primary School. They met at Golden Grove Baptist Church and chat for an hour and a half (whilst their children are attending a school transition visit) about many topics including lunch box ideas, what to do on the first day of school and uniform tips and above all developed networks and strong supportive relationships with each other.

The leadership teams of Keithcot Farm Children’s Centre; Keithcot Farm Primary School and King’s Baptist meet regularly as part of the Wynn Vale West Campus. Leadership from all 3 sites also meet regularly with our Government and non Government Community partners as part of a Partnership Group. The Partnership Group brings together agencies which provide integrated services organised around the needs of the child and the family. Through our Partnership Group we have strengthened our links with local schools, the local council, Golden Grove Baptist Church and other local organisations that support children and families. Through the Governing Council, the Partnership Group, and The Wynn Vale West Group, we have developed effective processes to facilitate communication sharing between our staff team and the community.

In 2013 we welcomed a number of visitors to our Centre.

These visits relate to The Early Years Learning Framework (EYLF) :Outcome 2 - children broaden their understanding of the world in which they live and begin to become aware of connections, similarities and differences between people.

Celia and Leanne, two parents who are Police Officers, brought their police cars. The children were invited to sit in the cars, and learn about the role of a police officer – with an emphasis on helping us and keeping us safe and the importance of knowing where children can get help if they find themselves in an unsafe situation. Educators followed up on this valuable experience by providing equipment for dramatic (role) play such as traffic lights, road signs; caps and jackets and discussed “safe” and “unsafe situations”; “emergencies” and “people we trust” which are a part of “Keeping Safe” The Child Protection Curriculum. EYLF Outcome 3: Children show increasing independence, care & safety for themselves and others. An excursion was held in August when Preschool children and Educators visited the new Road Safety Centre at Thebarton. Senior Constable Ian Gregor spoke to the children about the importance of keeping safe when a passenger in the car, and a pedestrian. Bikes were available for children to ride around the miniature roadway and practice using the various road signs and traffic lights.

Annual Report 2013

Katherine from “DanceAlong” presented the interactive show ‘The Great Australian Eggstravaganza”,a story to celebrate our Australian wildlife The children danced and sang along with the puppets portraying this Australian adventure.

In July, children who were 2 years and over travelled by bus to the Norwood Concert Hall to see the production “Possum Magic – The Musical” It is thirty years since this well loved story was first published. The children engaged in various learning experiences relating to the

book � retelling and illustrating the story, � acting out the story, � making puppets � Looking at the map of Australia in relation to the

story. Outcome 2 The children are connected with and contribute to their world, as they broaden their understanding of the world in which they live, listen to other’s ideas and demonstrate an increasing knowledge of Australian animals.

The particular interest in Australian native animals came about as we had a wild koala and later an owl visiting in the trees at the Centre earlier in the year! To further develop this interest we organized for Scott to visit from Remabi Park. The children observed, handled and listened to Scott discuss the different animals, where they live in the wild and

what they eat. EYLF Outcome 5 children are effective communicators – This is evident when children respond verbally and non verbally to what they see, hear, touch, feel and taste. They asked questions regarding the animals and described how they felt - soft, smooth, cold, rough. Scott introduced us to various native animals including Dave a baby salt water Crocodile; Kelly the gang, gang Cockatoo; a hairy nosed Wombat called Lucy and a 9 year old black headed Python called Ben!

Each fortnight, animals or preserved specimens are borrowed by Annette (KFCC Educator) in her own time from The Nature Education Centre which is situated at Urrbrae Agricultural College, Fullarton. Children learnt about the creatures and preserved specimens by � handling them;

� researching them using the Smartboard and books,

� drawing them.

The creatures have included Green Tree Frogs,

Spiny Leaf Insects, Hopping Mice, hermit crabs,

silkworms and a variety of lizards.

We also watched as chickens hatched from an incubator obtained from the “Living Eggs” program in Term1. Children learned about the lifecycle of a hen, fed the chickens and discussed which other creatures hatch from eggs.

Annual Report 2013

Intervention and Support Programs

Keithcot Farm Children’s Centre supports children from birth to school transition to achieve the best possible learning, health and wellbeing outcomes in a universal setting with targeted responses when additional support is required. Feedback received from many families is that they feel comfortable raising concerns about their child’s development with their child’s Primary Educator and are confident that when relevant, we will support them to access external services through community groups such as � Inclusive Directions,

� NOVITA,

� Disabilities SA,

� Aboriginal Health ,

� Lyell McEwin Hospital Child Development Unit

� Autism Association

� DECD Intervention Services.

See Appendix A Screen of Phonological Awareness (SPA) data is discussed with families and schools → identifying children potentially at risk in their literacy development. SPA data informs pre referral discussions with Speech Pathologists and Disability Coordinators with DECD and Inclusive Directions. During 2013, 15 preschool children were referred to DECD Student Support and Disability Services to support the achievement of learning goals. 12 of these children received formal Preschool Support, ranging from ½ hour to 4 hours each week with a Preschool Support Worker funded by DECD.

Student Data

Statements of Learning are written for Children in their first term and fourth term of their eligible year in the DECD Preschool Program. The Statement of Learning is categorized under the five areas of learning as specified in EYLF. See Appendix B Enrolments in Long Day Care have increased in 2013 from 34.15 Full Time Equivalent to 39.17 FTE. Enrolments of children in their eligible year of Preschool have ranged from 102 in term one to 49 in term 4. This reflects the change in DECD policy where there were no intakes to Preschool after term one in preparation for the Single Intake to School Policy for 2014.

Figure 1: Enrolments by Term

Total Enrolments 2011 - 2013

Table 1: Enrolments by Term

Enrolment by Term

Year Term 1

Term 2

Term 3

Term 4

2011 93 101 99 100

2012 86 104 98 99

2013 102 75 Based on person counts in the two week reference period each term. Source: Preschool Data Collection, Data Management and Information Systems

Figure 2: Attendance by Term

Attendance Percentages 2011 - 2013

Table 2: Attendance Percentages 2011 - 2013

Attendance Percentage

Year Term 1 Term 2 Term 3 Term 4

2011 Centre 93.5 88.1 91.9 87.0

2012 Centre 89.5 85.6 81.6 80.8

2013 Centre 87.1 77.3

2011 State 89.9 89.1 88.4 89.6

2012 State 87.4 85.9 84.5 85.5

2013 State 88.7 88.0

.

Annual Report 2013

Client Opinion

Each year the Parent Opinion Survey is sent to parents/caregivers to help us gain feedback about the Children’s Centre and the services that we provide. It is an opportunity for families to express their views around what they value about the Children’s Centre and its programs and to offer constructive and innovative suggestions about how we can continuously improve the quality of our service.

Year

Customer Responsiveness

Health, Safety, Nutrition

Knowledge of Child Program Staff

2005 5.6 5.7 5.6 5.6 5.6

2006 5.65 5.78 5.7 5.66 5.65

2007 5.6 5.8 5.5 5.7 5.7

2008 5.7 5.8 5.5 5.7 5.6

2009 5.6 5.7 5.6 5.5 5.6

2010 5.7 5.8 5.7 5.6 5.6

2011 5.7 5.8 5.8 5.8 5.7

2012 5.7 5.8 5.8 5.7 5.6

2013 5.6 5.9 5.9 5.6 5.8

**A rating of 6 ('Strongly Agree') represents the highest scale rating available on the survey, with 1 ('Strongly Disagree') the lowest. Overall the responses indicate a continuing high degree of satisfaction in each of the categories. Yellow shading = pre Children’s Centre.

Blue shading = Increased flexibility in hours of operation and additional programs.

Feeder School Percentage Data

Site number - Name Type 2011 - % 2012 - % 2013 - %

0444 - Two Wells Primary School Govt. 1.0

0533 - Wynn Vale R-7 School Govt. 1.0 1.3 1.0

0665 – Hillcrest Primary School Govt 1.0

0973 - Paradise Primary School Govt. 1.3

1043 - East Marden Primary School Govt. 1.3

1201 - Gulfview Heights Primary School Govt. 1.0 1.3 3.7

1210 - Modbury West School Govt. 1.0

1847 - Keithcot Farm Primary School Govt. 65.0 55.7 65.0

1848 – Golden Grove Primary School Govt 1.0

8006 - St Francis Xavier's Regionl Cath Sch Non-Govt. 2.0 6.3 5.9

8027 - Pedare Christian College Junior Sch Non-Govt. 1.0 5.1 3.7

8032 - Cedar College Non-Govt. 1.0

8226 - Golden Grove Lutheran Primary School

Non-Govt. 1.0 1.3 1.0

8411 - Torrens Valley Christian School Non-Govt. 3.7

8419 - Good Shepherd Luth Sch - Para Vista Non-Govt. 1.3

8421 - King's Baptist Grammar School Non-Govt. 20.0 15.2 10.3

8439 - Tyndale Christian School Non-Govt. 4.0 5.1

9116 - St Paul Lutheran School Non-Govt. 1.3

9757 - Our Lady of Hope School Non-Govt. 1.0 3.8 3.7

Total 99.0 100.3 100.0

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

Annual Report 2013

Appendix A

Analysis of Actual Score.

Age 4.0 – 4.5

(1st Term)

Beginning Skills

Below 14

AgeAppropriate Skills

15 - 24

Strong Skills

25+

Age 4.10 – 5.5

(4th Term)

Beginning Skills

Below 23

Age Appropriate

23 - 35

Strong Skills

36+

0

5

10

15

20

25

30

35

40

45

50

1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25

Keithcot Farm Children's Centre

2013

Phonological Awareness Data

Term One 2013

Term Four 2013

Annual Report 2013

Appendix B Families with children in the Preschool Program receive a Statement of Learning after their 1

st Term. This

report is then compared with a further report which is provided in their 4th term of the Preschool Program.

A copy of this report is provided, with parent consent, to the child’s future school, prior to the formal transition process.

Written observations and Learning Stories inform these reports and indicate the “distance travelled” by the child, during their year in the Preschool program. Where relevant, documented observations and learning stories are collected while children access learning experiences through our integrated Long Day Care program, these also inform the child’s Statement of Learning.

The collated Statement of Learning Report Data (Appendix B) indicates that children are achieving positive learning outcomes as a result of regular attendance, curriculum development and program implementation.

Term 1=30 Reports Term 4 = 32 Reports

2 children moved house and left KFCC in 2013

4 children moved into the community transferring from other Early Years settings.

These percentages are based on Term 0ne and Term Four 2013 Statements of Learning. The Statement of Learning is categorized under the five areas of learning as specified in the

Early Years Learning Framework (EYLF)

1st Term 4th Term.

CHILDREN HAVE A STRONG SENSE OF IDENTITY Developing Consistent Developing Consistent

Build secure attachment with first one and then more familiar educators 17% 83% 0% 100%

Establish and maintain respectful trusting relationships with other children

27% 73% 9% 91%

Initiate interactions and conversations with trusted educators 47% 53% 6% 94%

Persist when faced with challenges and when first attempts are not successful

80% 20% 12% 88%

Exploring different identities and points of view in dramatic play 67% 33% 12% 88%

Empathize with and express concern for others 60% 40% 12% 88%

Engage in and contribute to shared play experiences 30% 70% 16% 84%

CHILDREN ARE CONNECTED WITH AND

CONTRIBUTE TO THEIR WORLD

Developing Consistent Developing Consistent

Co-operate with others and negotiate roles and relationships in play and group experience 87% 13%

16% 84%

Demonstrates a sense of belonging and comfort in their environment 40% 60% 0% 100%

Become aware of connections similarities and differences between people 97% 3%

19% 81%

Develop the ability to recognize unfairness and bias and the capacity to act with compassion and kindness 67% 33%

12% 88%

Participate with others to solve problems and to contribute to group outcomes 90% 10%

28% 72%

Demonstrate an increasing knowledge of and respect for natural and constructed environment 34% 66%

3% 97%

Annual Report 2013

CHILDREN ARE CONFIDENT AND INVOLVED

LEARNERS Developing Consistent Developing Consistent

Use play to investigate imagine and explore ideas 44% 56% 3% 97% Follow and expand their own interest with enthusiasm, energy, concentration, involvement and engagement 30% 70%

0% 100%

Manipulate objects and experiments with cause and effect, trial and error and motion, construct and take apart. 70% 30%

19% 81%

Understands basic concepts (eg colours & shapes) 40% 60% 16% 84% Uses numeracy in their play(eg counting & recognition of numerals, length, size, & patterning) 37% 63%

9% 91%

Use the process of play, reflection and investigations to solve problems. 60% 40%

9% 91%

CHILDREN ARE EFFECTIVE COMMUNICATORS Developing Consistent Developing Consistent

Are independent communicators who engage in verbal and non verbal interactions

3% 97% 0% 100%

Demonstrates attentive viewing and listening skills and responds with relevant questions comments or actions.

70% 30% 22% 78%

Listens to and responds to sounds patterns in speech stories and rhymes

73% 27% 28% 72%

Develop an understanding that symbols are a powerful means of communication and that ideas, thoughts and concepts can be represented through them

87% 13%

37% 63%

Uses literacy in their play. Uses approximations of letters and words to convey meaning (beginning to write their own name)

37% 63% 3% 97%

Share the stories and symbols of their own culture 67% 33% 3% 97%

Use the creative arts such as drawings, painting, and sculpture, to express ideas

23% 77% 9% 91%

Engage with technology for fun and to make meaning 37% 63% 0% 100%

CHILDREN HAVE A STRONG SENSE OF WELL

BEING

Developing Consistent Developing Consistent

Demonstrate trust and confidence and share humour, enjoyment and satisfaction

30% 70% 3% 97%

Make choices, accept challenges, take considered risks, manage change and cope with frustrations and the unexpected (eg change of staff, routines or excursions)

20% 80%

0% 100%

Show an increasing capacity to understand, and manage their emotions

37% 63% 19% 81%

Recognize and communicate their needs (thirst, hunger, rest, physical activity)

10% 90% 0% 100%

Uses their senses to explore and respond to their world 47% 53% 44% 56%

Demonstrates competence using gross motor skills (eg ball skills, climbing, balance, hopping, running, swinging)

70% 30% 9% 91%

Demonstrates competence using fine motor skills (eg hand-eye coordination, pen grasp, scissor skills, mouse skills)

60% 40% 28% 72%

Responds through movement to music dance and story telling 24% 76% 3% 97%

Annual Report 2013

Report from Governing Council

As I reflect back on 2013 and report on what we have achieved at our Centre, I would firstly like to acknowledge and express thanks to each and every one of the Staff at KFCC for continuously providing a fantastic, nurturing learning environment that as a parent of 2 children (a daughter who I watched progress through the Centre and a son who is currently accessing a range of programs) I am proud to be part of. Lead by and supported effortlessly by Anne Whittleston (who has been reappointed as Director of Education and Care) and Assistant Director Jenny Reid, I say thank you on behalf of all parents of the Centre. As parents who leave one of our most precious treasures in your hands each week, we leave in the comfort knowing he is undoubtedly well cared for and when we return to pick him up, we are delighted to see he is sporting a big smile on his face and always a story from our wonderful Educators of what he has done whilst in your care. Our Commitee: The Keithcot Farm Children's Centre Governing Council consists of 16 members, which includes 5 staff members. We meet approximately every 6 weeks during the year to discuss various issues such as Centre Policies, fundraising (which is kept to a minimum), Community Development, finances and major purchases and Occupational Health and Safety issues. I was humbled to become Chairperson in this my 2nd year and have enjoyed what I felt a sense of "giving back to the Centre". Please consider becoming a member of the Governing Council. We welcome and encourage your views and experience. Leading issues: The Big Steps Campaign has commenced and the development of an EBA (Enterprise Bargaining Agreement) was unanimously accepted by all relevant staff. The campaign acknowledges how our Educators play an important and integral part of our children's learning and development from birth to 5 years, which are the most vital years in the life of a child. As working parents, we rely on a quality early education and care sector to be provided for our children. To recognize the outstanding job that our Educators commit to our children in order of a salary increase, an application was forwarded to apply for the Early Years Quality Fund. But due to our change in Federal Government, all applications submitted for the grant now cannot be honoured and the funds have been retained. It is within our interest, as a society, to better recognise qualified early childhood educators and to have all applications submitted honoured. This would remove uncertainty for organisations and educators, and to allow the sector to move on and focus on a longer term, more substantial solution. Curriculum: In July, staff and children travelled by bus from the Centre to the Norwood Concert Hall to experience Australia's Most Successful Children's Musical- Possum Magic! It was a fantastic learning experience for all involved. In August, money raised from our Ladies Night gave the opportunity for children enrolled in the DECD program on Tuesdays to attend an excursion to the Road Safety School at the Thebarton Police Barracks. This enabled the children to learn practical bicycle safety and pedestrian safety activities. Sustainable practices have now been embedded in our service operations. This includes power conservation (by replacing our fluoro lights throughout the Centre with energy efficient fluoro's) recycling (with resources provided by KESAB) and a reduction of foodscraps by utilising the Bokashi Buckets (which we received a grant from the Tea Tree Gully Council). The children have also been enthusiastically involved in the establishment and maintenance of the Worm Farm, vegetable and flower gardens. On a personal note, I have found that this has been a real impact on my children and they have taken away the importance of reuse and recycle. Just the other morning after giving my son fruit for a snack, he asked me to please give him a scrap bowl to put the watermelon into for afterwards! Community Development: We have had a variety of successful parenting information sessions held at the Centre, which all were organised by our wonderful Community Development Coordinator, Kate Hallam. These sessions were facilitated by a range of guest speakers and included such topics as "Getting Organised" and "Sleep in Young Children". We also had a variety of events such as the Ladies Night (which ran successfully in August at the Centre) and activities run throughout School Holidays (African Drumming/Dancing, Zumba). We were visited by Occupational Therapy Students (Lydia & Rikko) at the Centre for 9 weeks who were completing their Community Development Project. This helped to develop strategies to increase parent participation at the Centre. The Education and Care brief is also the next step in developing our plans towards an extension to our building to enhance our Community Development opportunities. Fundraising and expenditure

• The Easter Raffle made a profit of $469.70

• The Obstacle-A-Thon made a profit of $791.90

• The Beanie Kids sale made a profit of $290.00

The money raised has been used to purchase a range of quality curriculum resources such as books, puzzles, and toys to be used by our wide age range of children. For 2013 and 2014, we have also received a Maintenance Funding Grant from the Department for Education and Child Development. This funding has been used to:

• install new energy efficient lighting

• replace worn carpets and installing new carpets

• repairing the wooden decking and pergola

• relaying uneven paving

• replacing outdoor blinds

On behalf of the members of KFCC Governing Council, may you all have a joyous and safe Christmas and I look forward to being part of this committee once again in the New Year. Olivia-Anne Trembath 2013 Governing Council Chairperson.

Annual Report 2013

AGM 2013 FINANCE REPORT

I have thoroughly enjoyed my role as the Centre’s Treasurer for 2013 - it has been a privilege to have worked in this position. This role has given me a remarkable insight into the running of the centre. Most importantly it has allowed me to work alongside an amazingly dedicated bunch of people. I would like to extend a big “thank you” to all the staff at the centre. They have made me feel an integral part of the centre – even when I interrupt them to have a chat in the lunch-room! In particular I must thank Anne, Jenny, and Carolyn who have always made themselves available to answer my questions and provide the information I need to report back to Governing Council at each meeting. As you are all probably aware the Financial Year for our centre runs between January and December. The annual report for the Jan-December 2012 year was tabled at our February 2013 meeting. The Profit and Loss report I am tabling this evening is for the period January to October 2013. Although this P&L shows a current loss of $12,374 we have made some extraordinary payments for superannuation shortfalls (please refer below) and we also received a once off loan in the income section – neither of these items were budgeted for. We currently have 3 bank accounts – all are now held at the Commonwealth Bank (the SASIF accounts were previously held by the Department but the Department moved all the centre’s accounts to CBA in October 2013). Signed original copies of the Bank Reconciliations for each of these accounts (as at 31

st October) are available for your review at this meeting.

Current balances of our accounts are as follows:- Cheque Account: $ 53,115.43 SASIF Account $ 43,784.95 SASIF Long Service Leave Account $ 36,237.74 (this account covers our current LSL provision)

Superannuation Guarantee Shortfalls In May 2013 whilst checking the superannuation category on MYOB it was noted that this category had been incorrectly set up by an external Accountant in 2007. The first $450 of employee’s gross wages was not taken into account when calculating the 9% superannuation guarantee. We immediately began the lengthy process of determining what had been paid to staff, and what should have been paid. The outcome was a shortfall of $84K of superannuation paid to our staff. This situation was reported to the Governing Council immediately, letters written to current and former staff, and steps were taken to rectify the payroll category on MYOB to ensure that all future Superannuation Guarantee would be calculated correctly. Unfortunately due to the delay in finding this error (it had occurred over 7 years) the centre was also required to pay nominal interest to the staff, as well as administration fees to the ATO. The total outlay for our centre was almost $120K (the actual amounts paid are in the Other Expenses section of the Profit and &Loss). This unexpected (and unbudgeted) outlay of funds impacted on the centre’s cash flow – and depleted our SASIF investment account. Thankfully, after Anne’s incredible input and consultation with the Department we were given a “once-off grant” of $49K. We are also in the process of finalising an insurance claim relating to this error which we are hopeful will offer an additional $39K to our centre. Sometimes further penalties can be imposed by the ATO for a breach such as this. At this stage we are waiting on a response from the ATO clarifying that no further penalties (or general interest charges) will be incurred. We are hopeful that the ATO will respond positively to our letter asking for remissions. Centre Fees The policy of our centre is to raise fees in line with CPI (in order to cover the anticipated rise in expenses). Governing Council approved a small rise in the Long Day Care daily fee to $81 from Term 1 2014. The Pre-School Fees will also increase to $85 plus a $15 Fundraising levy. Budget Work has already begun on our budget for 2014. We are hopeful that we will be able to present the finalised budget for approval at the first Governing Council meeting for 2014. By that time we will have more of an understanding of the income we will be receiving from the Department, and also our wage expenses.

Annual Report 2013

Keithcot Farm Childrens Centre

5 Keithcot Farm Drive

WYNN VALE 5127

Red= Less income than budgeted and more expense than budgeted

Profit & Loss [Budget Analysis] January 2013 through October 2013

Selected Period Budgeted $ Difference INCOME

DECD GLOBAL BUDGET INCOME Early Assistance $734.03 $580.00 $154.03

Early Intervention $1,278.84 $1,250.00 $28.84

Centre Operating Grant - Fixed $4,830.45 $4,721.00 $109.45

Centre Operating Grant - Var $2,267.22 $2,050.00 $217.22

Training & Development $907.77 $359.00 $548.77

Financial Admin & Support $4,382.04 $4,280.00 $102.04

Collaborative Planning $1,415.23 $1,383.30 $31.93

Early Years Literacy Program $2,508.07 $2,451.00 $57.07

Human Resources Inc Univers Ac $431,435.44 $420,658.70 $10,776.74

Admin/Leadership Grant $8,044.61 $6,918.00 $1,126.61

Children's Centre Admin Sup $0.00 $10,290.00 ($10,290.00)

Extra Electricity Allocation $3,432.93 $3,432.93 $0.00

Reform Management Grant $1,269.18 $0.00 $1,269.18

Universal Access $238.07 $0.00 $238.07

Universal Access Increment Grt $317.42 $0.00 $317.42

Maintenance (Hotline) $2,544.08 $3,146.00 ($601.92)

DECS Maintenanace Refund $6,839.84 $6,839.00 $0.84

OTHER GRANT INCOME

Sustainability $505.00 $0.00 $505.00

Maintenance Funding Grant $19,939.50 $0.00 $19,939.50

Movies Project $754.00 $0.00 $754.00

PRESCHOOL INCOME

Parent Contrib - Preschool $9,199.69 $21,280.00 ($12,080.31)

Excursions & Performances $885.00 $331.00 $554.00

FUNDRAISING INCOME

Fundraising $4,581.93 $7,275.00 ($2,693.07)

Clothing/Hats $242.56 $329.00 ($86.44)

INTEREST INCOME

Bank Interest $1,135.97 $77.00 $1,058.97

Investment Interest $652.29 $0.00 $652.29

CHILD CARE INCOME

Child Care Parent Fees $374,352.58 $386,207.00 ($11,854.42)

Child Care - CCMS $234,590.31 $244,000.00 ($9,409.69)

CC Inclusive Directions Refund $375.53 $0.00 $375.53

Child Care Sundry Income $49,751.50 $0.00 $49,751.50

OTHER INCOME

Miscellaneous $153.12 $831.00 ($677.88)

Donations $15.99 $327.00 ($311.01)

Total INCOME $1,169,580.19 $1,129,015.93 $40,564.26

COST OF SALES

CHILD CARE STAFF SALARIES

Child Care Staff Salaries $432,837.73 $453,557.00 $20,719.27

CHILD CARE SALARY ON-COSTS

Child Care Leave Loading $3,379.48 $5,138.00 $1,758.52

Annual Report 2013

Child Care Superannuation $34,480.87 $38,152.00 $3,671.13

Child Care WorkCover Levy $10,295.89 $14,562.00 $4,266.11

CHILD CARE PROVISIONS

Provision for LSL $0.00 $4,419.00 $4,419.00

CHILD CARE OTHER EXPENSES

Nappies $3,212.50 $3,766.00 $553.50

Nappies Services (disposal) $2,241.90 $2,337.00 $95.10

Child Care Insurances $5,727.36 $5,705.00 ($22.36)

Bad Debt Collection/Write Off $0.00 $1,781.00 $1,781.00

Child Care Operating Costs $55,277.00 $55,277.00 $0.00

Total COST OF SALES $547,452.73 $584,694.00 $37,241.27

Gross Profit $622,127.46 $544,321.93 $77,805.53

EXPENSES

Global Budget Expenses

Staff Training & Development $3,365.08 $2,020.00 ($1,345.08)

Financial Management $900.01 $4,280.00 $3,379.99

Collaborative Planning $0.00 $1,380.00 $1,380.00

Human Resources $441,112.97 $436,822.26 ($4,290.71)

Admin/Leadership Grant $1,106.67 $0.00 ($1,106.67)

Breakdown Maintenance $2,104.97 $0.00 ($2,104.97)

Maintenance Funding Costs $20,446.59 $0.00 ($20,446.59)

Other Grant Expenses

Comm Development Assist Grant $40.91 $0.00 ($40.91)

Green School Grant $500.00 $0.00 ($500.00)

Community Development

Office Supplies $15.60 $0.00 ($15.60)

Equipment $62.73 $0.00 ($62.73)

Housekeeping $402.54 $0.00 ($402.54)

Curriculum Expenses

Curriculum Consumables $11,921.55 $15,022.00 $3,100.45

Childrens Library Books $250.95 $0.00 ($250.95)

Curriculum Resources $804.71 $1,835.00 $1,030.29

Excursions & Performances $1,939.45 $838.00 ($1,101.45)

Administration Expenses

Administration & Stationery $592.61 $1,416.00 $823.39

Printing/Photocopying $6,497.96 $5,426.00 ($1,071.96)

Postage $436.36 $414.00 ($22.36)

Advertising $1,688.09 $667.00 ($1,021.09)

Governing Council Expenses $163.09 $335.00 $171.91

District expenses $245.00 $249.00 $4.00

Bank Fees $1,871.00 $1,916.00 $45.00

Food & Drink $29,776.61 $30,200.00 $423.39

Food Safety Audit - TTGCouncil $162.60 $208.00 $45.40

Depn Smart Board $1,505.02 $4,143.00 $2,637.98

Fundraising Expenses

Fundraising $368.90 $249.00 ($119.90)

T Shirts/ Hats $57.15 $502.00 $444.85

Utility & Centre Maintenance

Cleaning $17,840.06 $25,037.00 $7,196.94

Cleaning Consumables $7,023.74 $9,300.00 $2,276.26

Electricity\Gas $1,107.25 $1,502.00 $394.75

Telephone\Facsimile $2,488.88 $2,170.00 ($318.88)

Internet Fees $441.30 $0.00 ($441.30)

Waste $759.79 $836.00 $76.21

Water $3,531.29 $2,504.00 ($1,027.29)

Window Cleaning $200.00 $500.00 $300.00

OH & S Expenses $0.00 $1,252.00 $1,252.00

Centre Maintenace $1,287.71 $2,842.00 $1,554.29

Centre Grounds & Gardens Maint $1,577.32 $2,000.00 $422.68

Annual Report 2013

Child Care Expenses

Child Care Advertising

CC Bad Debts

Bad Debt - Written Off $2,625.00 $0.00 ($2,625.00)

Child Care Equipment

Software Maintenance $1,050.00 $0.00 ($1,050.00)

Centre Memberships & Subs

Autism SA Annaul Membership $0.00 $70.00 $70.00

CC CCI Group Purchasing $25.00 $25.00 $0.00

CC Early Childhood Australia $0.00 $295.00 $295.00

CC MYOB Support $709.09 $650.00 ($59.09)

CC ACCS $0.00 $70.00 $70.00

CC CCCSA membership $136.36 $137.00 $0.64

CC Network SA $570.00 $420.00 ($150.00)

Lady Gowrie Resource Cent Memb $0.00 $200.00 $200.00

Speechlink - Subscription $300.00 $0.00 ($300.00)

Child Care On-Costs

LDC Expenses t/f to COGS ($55,277.00) ($55,277.00) $0.00

Total EXPENSES $514,734.91 $502,455.26 $12,279.65

Operating Profit $107,392.55 $41,866.67 $65,525.88

Other Expenses

Superannuation Shortfalls

2006-07 Fin Year $5,645.36 $0.00 ($5,645.36)

2007-08 Fin Year $17,295.21 $0.00 ($17,295.21)

2008-09 Fin Year $19,512.70 $0.00 ($19,512.70)

2009-10 Fin Year $20,941.04 $0.00 ($20,941.04)

2010-11 Fin Year $19,702.46 $0.00 ($19,702.46)

2011-12 Fin Year $21,038.94 $0.00 ($21,038.94)

2012-13 Fin Year $15,630.96 $0.00 ($15,630.96)

Total Other Expenses $119,766.67 $0.00 ($119,766.67)

Net Profit/(Loss) ($12,374.12) $41,866.67 ($54,240.79)

Annual Report 2013

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Annual Report 2013