Service details - Goolwa Children's...

1 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Service details

Service name Service approval number GOOLWA CHILDREN’S CENTRE

Primary contact at service JILL GRIFFEN SHIRLEY SUMMERS

Physical location of service Physical location contact details Street: BROOKING STREET

Suburb: GOOLWA

State/territory: SA

Postcode: 5214

Telephone: 08 85552509

Mobile: 0408639656

Fax: 08 85551565

Email: [email protected]

Approved Provider Nominated Supervisor Primary contact: GOOLWA CHILDREN’S CENTRE INC


Mobile: 0408639656

Fax: 08 85551565


Name: JILL GRIFFEN


Mobile: 0408639656

Fax: 08 85551565


Postal address (if different to physical location of service) Street:

Suburb:

State/territory:

Postcode:


Operating hours

For each day of the week this service is open, indicate the times of the day when education and care is provided.

For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using 24 hour

clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour.

If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.

For family day care services or multi-site services, please provide the operating hours of the service office.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time

7:30 7:30 7:30 7:30 7:30

Closing time

18:00 18:00 18:00 18:00 18:00


Additional information about your service The following information will assist the Regulatory Authority to plan the assessment visit.

Provide additional information about your service—parking, school holiday dates, pupil-free days etc.

Our centre is an Integrated service offering DECD preschool which operates along South Australian school term times and long day care which operates 50 weeks of the year. The centre has a Community Development Coordinator who facilitates programs with partner agencies including Goolwa Primary school and other local Fleurieu schools , Families SA, Southern Fleurieu Health service, Relationships Australia, Aboriginal Health, Whalers Housing, Housing SA. The centre has a family services coordinator who supports at risk families. CAFHS services operate at the centre 1 day per week. A Goolwa Children’s centre car park is alongside the centre and on street parking available. Apart from 1-2 week per year (over Christmas) the Children’s Centre is open for long day care. Pre-school operates during school terms.

How are the children grouped at your service?

Under 3

Over 3 with a fulltime DECD preschool integrated with child care

Pre-school 3.8 -6 years

The service is totally Integrated in the outdoor play environment.

The Pre-School operates for all eligible children to access 15 hours of pre-school per week for the year prior to children starting school.

Early Entry (where possible) is available prior to full time pre-school. Our Children’s centre is an integrated service.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’)

JILL GRIFFEN ( Director Education and Care- Nominated supervisor)

SHIRLEY SUMMERS (Assistant Director – certified supervisor)

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:__


Service statement of philosophy Please insert your service’s statement of philosophy here.

Vision; TOGETHER FOR CHILDREN

OUR PHILOSOPHY STATEMENT 2015

Goolwa Children’s Centre values respectful relationships between children, families, staff and the wider community. We work in partnership with families to respect each child’s culture and diversity whilst striving to provide a safe, nurturing and challenging learning environment. We believe children learn through play, with and from each other and the educators within a safe secure environment. We acknowledge each child as capable and competent, bringing with them their diverse life experiences, knowledge and perspectives. Goolwa Children’s centre seeks to: • Accommodate and embrace differences • Form relationships with respect, equity, inclusion and diversity • Develop active participants who are connected with and contribute to their world • Respect children as competent, capable and active participants in their learning for successful outcomes • Have high expectations for children, educators and service provision • Work in partnership with family and school as essential to the optimal growth and development of young children • Support the role of parents • Make connections to our local community Context Statement: The centre opened as a rural integrated service in 1995. The site was given funding to establish a Children’s Centre with community funding in 2013 and the new Centre was built and opened in 2014. Goolwa Children’s Centre is situated 80kms from Adelaide in the FLEURIEU DISTRICT. The centre is newly built DECD facility and is purpose built as an integrated service which incorporates DECD Kindergarten, Child Care, Community Development, Family Services, Allied Health and Child and Family Health at the same site and is licensed for 87 places. The children’s ages range from 6 weeks to 6 years and they can access all programs offered across the centre. This engenders caring and supportive relationships. Developing and maintaining relationships between children, staff and parents is a centre priority and part of the centre philosophy. The centre operates with 2 main groups of children – 0-3 years and 3-6 years. The children with additional needs are supported through Inclusive Directions, the Southern Fleurieu Health Service and the DECD Pre-school Support Program. Goolwa is situated on the Murray River close to the Coorong and the coast. Small business, tourism and farming are the communities main economic drivers. Socio economic backgrounds vary comprising of self-employed, full to part-time working families that necessitate travelling or working away from home and families on benefits or not currently in the work force. Transport is a problem for some families. The Goolwa Children’s Centre is situated close to the Goolwa Primary School and Investigator College. The majority of children come from the Goolwa township and surrounding areas including Middleton, Port Elliot, Hindmarsh Island and Currency Creek.


Staff: Pre-school Staff: Director (1.0) Teachers (1.5) ECW1 (0.5) Childcare Staff: Ass Director x 1, CCP L 1x 6 CSA x 7. Community development Coordinator (CDC), Family Services Coordinator (FSC), Allied Health (Speech Pathologist .3, Occupational Therapist (OT) .3), Finance officer and Clerical Assistant. The staff team in Pre-school comprises a Director full time (.4 teaching, .6 leadership and administration), 1.5 teachers and a .5 ECW1, employed by DECD and paid under the Pre-school Teachers Award. Childcare staff consists of an Assistant Director, CCP (Child Care Professional 6, CSA (Children’s Services Assistant) 7, A Finance officer and a Clerical Assistant and paid under EBA agreement and employed by the Governing Council. The Senior Team Leaders and the full time pre-school teachers are responsible for the day to day running of the two services. They work closely together to ensure smooth systems and effective transitions between programs. They form part of the leadership team along with the Director. The Director is responsible for the leadership and administration of the two services. The staff work collaboratively to support each other so that all children, regardless of attendance category can access all experiences being offered. Staff performance management is carried out every year with opportunities for other meetings on requests from staff. The Staff Policy Handbook is a comprehensive document outlining relevant centre policies, grievance procedures, code of conduct etc. Community development coordinator provides parent programs and links with the broader community and community services. Family Services Coordinator provides support for families at risk. CENTRE PROGRAMS This centre is an integrated service which operates several services at the same site. Interagency services are available off site but strongly linked to centre services. Pre-school- 15 hours of preschool is available– 5 sessions X 3hours per week/per child between Monday and Thursday Long Day Care-Monday to Friday 7.30a.m.-6p.m. Children are aged between 6 weeks and 6 years. Playgroup At the Uniting Church Hall, Mon 9.30 – 11.30 am Goolwa Children’s Centre Friday 9.30 – 11:00 am Baby play group- Thursday 9.30-11.00 am CAFHS -Every Monday Dad’s And Kids (RAMS)- Third Monday of every month during school terms between 6:30 to 8:00pm. Parent Study Group- Monday 9.30-12.00 am Young Mums - Tuesdays 10.00- 11.30 fortnightly Ngarrindjeri Language group – Fridays 9.30-12.30 fortnighly KEY CENTRE POLICIES The centre follows DECD priorities and the National Quality Framework with a focus for ongoing continuous improvement. A Quality Improvement Plan guides continuous improvement and is developed with staff and Governing Council. Key Priorities for the Quality Improvement Plan are, strong relationships, Centre culture –(vision: TOGETHER FOR CHILDREN), a whole centre approach to literacy and numeracy development using the literacy and numeracy indicators, Improving practice, establishing broader and stronger community relationships, Supporting families at risk, effective school transition programs, nature play and the environment. Centre policies are reviewed regularly and copies of policies are available for parents, staff and community members. Over the last 2 years the centre has been involved with OPAL (Alexandrina Council) in Healthy Eating and Physical Activity Programs to promote good health and wellbeing.


CURRICULUM Our core business is working in partnership with parents to provide for the caring, teaching and learning needs of all children 6 weeks to six years. The EYLF Belonging, Being, Becoming, is the framework for curriculum planning. Planning, Assessment and Reporting is documented in whole centre programs and for individual children. Learning Stories, learning journals, observations and parent feedback form the basis of individual programs. These programs present a child initiated curriculum and the information sharing with families ensure that learning is relevant, interesting and fun for the development of each child’s potential. Planning for children’s learning is shared by staff in childcare and Kindergarten so that the continuity of learning is smooth for all children. Children are also encouraged to participate in experiences provided in all areas of the centre according to their interests. Reflect, Respect , Relate (RRR) resource is used to inform practice through self-reflection and inquiry with a focus on building respectful relationships between educators, families and children to improve learning outcomes for children. CENTRE FACILITIES The Centre is built on a large section of DECD land close to the Goolwa Primary School. The building comprises a purpose-built 87 places for both Kindergarten and long day care. It is owned by DECD. The Community space consists of consultation rooms and a community room with outdoor yard. CAFHS consulting rooms have been included in the new centre. There is wheelchair access to the centre for children and parents. The outside area has been developed with a focus on play in the natural environment and is shared by all children and staff. The centre is responsible for the newly developed community garden and this is accessible to staff and children from the outdoor area. These comprise of 6 garden beds and some fruit trees. CENTRE OPERATIONS The Centre operates under one constitution as the Goolwa Children’s Centre Inc. The Director is responsible for leadership and administration of the whole service and supports the Governing Council to operate the centre as a small business. The Governing Council meets as one committee and has changed the constitution to reflect the Governing Council structure. It is expected that the Executive Council will meet once or twice a quarter. The centre is funded by the South Australian Department of Education and Children's Services and the Federal Department of Education and Workplace Relations. This dual funding arrangement is complex and is supported by the employment of a clerical officer to manage financial systems such as Childcare Benefit, CCMS bookings and billings and keeping the accounts on the Spike 3 and MYOB accounting packages. Financial viability is always a concern and needs to be monitored carefully. Global Budget funding [DECD] adds flexibility to the way finance and staffing can be arranged.


Quality Area 1: Educational program and practice This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.

Quality Area 1: Standards and elements

Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.

Element 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.

Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.

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

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

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

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

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

Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.

Element 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.


Quality Area 1: Related sections of the National Law and National Regulations

Standard/element National Law (section) and National Regulations (regulation)

1.1 section 168 Offence relating to required programs

1.1 section 323 Approved learning framework

1.1 regulation 73 Educational programs

1.1 regulation 75 Information about the educational program to be kept available

1.1 regulation 76 Information about educational program to be given to parents

1.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

Quality Improvement Plan for QA1 Summary of strengths for QA1

Strengths 1.1.1 1.1.2 1.1.3 1.1.5 1.1.6

1.2.1

Early Years Learning Framework guides curriculum, informs development of a program for each child that enhances their learning and development. This enables individual children learning in the five outcomes. - connection with their world - wellbeing - confident and involved learners - effective communicators Curriculum decision making- All core educators plan using the EYLF through regular meetings and programming time, observations and evaluations.

• The variety of play opportunities offered supports language development in socially and culturally respectful ways. • Our program reflects the individual identities belonging to the children attending the centre. • Every child is supported to participate in the program. • Communication is a major focus: oral language, comprehension, questioning: through stories, songs, games, free play • The documentation about each child’s program and progress is available to families. • Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning -a combination of intentional,

explicit teaching and children’s interests and ideas • Children’s wellbeing is observed to support ultimate learning outcomes.


1.2.2 1.2.3

• All children are observed regularly and programmed for and all children are encouraged to engage and participate in the program. Children’s decisions are respected. ( reflection book)

• Children are encouraged to make their own choices and are supported when appropriate. • Relationships with families to support children’s lifelong learning and a cycle of learning is essential. The staff use a variety of tools to support a cycle of

programming for children. Eg: learning journals, feedback sheets, conversations with families and staff, communication book, observations, learning stories, staff and team meetings.

• Strong focus on literacy and numeracy using the literacy and numeracy indicators to document children’s learning. • Always critically reflect on pedagogy.

Key improvements sought for QA1 Standard/element

[1.1.1] Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.

Identified issue Continue to review and evaluate planning, programming and documenting children’s learning for group and individual children with a focus on DECD priorities - literacy and numeracy, child protection curriculum and to meet NQS standards. - Literacy - to extend children’s develop and reinforce competency in communication - Numeracy – to support children to have the confidence, capacity and disposition to use mathematics.

Standard/element [1.1.4]

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

Identified issue EYLF informs the development of a curriculum. Families want more information about the educational program. -Information about the educational program to be available for families Families are more aware on where and how to access information about the educational program for their child.


Improvement Plan

Standard/ element

What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

1.1.1 Promote Educator reflective best practice.

M RRR focus on enquiry question using environment scale. Staff inquiry question: “What does play based learning look like for staff and children in your care”? Reflective practice meetings 2-3 times per term in childcare staff teams. Preschool staff team meetings incorporate reflection time.

Staff to research the enquiry question and present at staff meeting using protocol process to support their learning. Scaling using the involvement scale. Data from RRR scales. Training and development. Staff meetings, programs and planning documentation.

2017 Time is available at every team and staff meetings to work in teams on the presentation. Staff work in teams to research learning and to format their presentations. They decide on the team roles and presentation dates. Attach a community leader to each team to work collaboratively together. Reflection time is planned for 2017

1.1.2 Continue to review and evaluate planning, programming and documenting children’s learning for group and individual children with a focus on DECD priorities eg literacy and numeracy, child protection curriculum and to meet NQS standards.

L

Kindergarten staff continue to implement literacy and numeracy indicators into programming, planning and documentation. Build an awareness of learning through play with the whole staff team and what that looks like for children 0-6 years.

Staff to research the enquiry question and present at family nights using protocol process to support their learning. Scaling using the involvement scale. Feedback for staff from leaders and the protocol facilitator on their presentation. Presentation for parents. Programming documentation, observations, RRR Data, Assessment and reporting. Traffic light data

2017 Demonstrates forward planning with reflection. Small group work with a focus on motor development, working memory, motor planning through book based learning. Weekly displays. Yearly overview for staff and families. Protocol process with play based learning focus in 2017 following on from the literacy and numeracy focus in 2015 and 2016. Continue to develop and build on the reflective practice processes put in place through 2016 and into 2017.

1.2.1 Improve literacy and numeracy outcomes in our site.

M Using the Literacy and numeracy indicators as a guide staff will document learning 4 times per year through parent information/ questionnaire, learning

Learning is documented using learning stories, observations, and work samples. Statement of learning documented for each child. Use the results plus processes to

2017 2017 Small groups work weekly to target learning through book based processes with a focus on literacy and numeracy. ILP”S have been recorded using children’s voice for all children in preschool.


journal and statement of learning. Children with special rights programs will each have a journal inclusive of their programs, planning and learning.

document improved learning outcomes for all children in preschool in literacy and numeracy. Use traffic lights to collect data. Children with special rights all have a document program with evaluation supported by their support worker.

1.1.4 EYLF informs the development of a curriculum. Families want more information about the educational program. -Information about the educational program to be available for families Families are more aware on where and how to access information about the educational program for their child.

M Inform families via facebook, newsletters, discussions, posters of the programme Display photos of children engaged in activities Write statements of learning for pre-school children twice a year documenting literacy and numeracy development. Learning journals for all children with examples, observations, learning stories. Seesaw app implemented to share children’s learning directly to the family.

Feedback from the families through parent surveys and learning story feedback sheets. Folders are available at all times for children to share with families. Learning story, observations and work samples with photos in each child’s learning journal. Improvement in skills Development in children’s competency in communication Children have improved confidence and capacity in using mathematics

Throughout 2017

Families have had handouts about play. And literacy and numeracy learning. Monthly newsletters incorporate photos and information about the program. Parents are provided with information about community events. Healthy food programs and parenting courses. Families provided with information on the many ways they can access information about their child’s progress and daily activities. Learning journals are available for families and children to share. Set up facebook page in 2016 Implemented seesaw app for families beginning 2017. Yearly plan of sharing learning with families from preschool including parent interviews and statements of learning.

Quality Area 2: Children’s health and safety This quality area of the National Quality Standard focuses on safeguarding and promoting children’s health and safety.


Standard 2.1 Each child’s health is promoted.

Element 2.1.1 Each child’s health needs are supported.

Element 2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Element 2.1.3 Effective hygiene practices are promoted and implemented.

Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised guidelines.

Standard 2.2 Healthy eating and physical activity are embedded in the program for children.

Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

Standard 2.3 Each child is protected.

Element 2.3.1 Children are adequately supervised at all times.

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

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

Element 2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect.



2.1.2, 2.3.1, 2.3.2 section 165 Offence to inadequately supervise children

2.3.2 section 167 Offence relating to protection of children from harm and hazards

2.1.3, 2.1.4, 2.2.1 regulation 77 Health, hygiene and safe food practices

2.2.1 regulation 78 Food and beverages

2.2.1 regulation 79 Service providing food and beverages

2.2.1 regulation 80 Weekly menu

2.1.2 regulation 81 Sleep and rest

2.3.2 regulation 82 Tobacco, drug and alcohol free environment

2.3.2 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

2.3.4 regulation 84 Awareness of child protection law

2.1.4, 2.3.3, 2.3.4 regulation 85 Incident, injury, trauma and illness policies and procedures

2.1.4, 2.3.3, 2.3.4 regulation 86 Notification to parents of incident, injury, trauma and illness

2.1.4, 2.3.3, 2.3.4 regulation 87 Incident, injury, trauma and illness record

2.1.4 regulation 88 Infectious diseases

2.1.4 regulation 89 First aid kits


2.1.1, 2.1.4, 2.3.2 regulation 90 Medical conditions policy

2.1.1, 2.1.4, 2.3.2 regulation 91 Medical conditions policy to be provided to parents

2.1.1, 2.1.4 regulation 92 Medication record

2.1.1, 2.1.4 regulation 93 Administration of medication

2.1.1, 2.1.4 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency

2.1.1, 2.1.4 regulation 95 Procedure for administration of medication

2.1.1, 2.1.4 regulation 96 Self-administration of medication

2.3.3 regulation 97 Emergency and evacuation procedures

2.3.3 regulation 98 Telephone or other communication equipment

2.3.2 regulation 99 Children leaving the education and care premises

2.3.1, 2.3.2 regulation 100 Risk assessment must be conducted before excursion

2.3.1, 2.3.2 regulation 101 Conduct of risk assessment for excursion

2.3.1, 2.3.2 regulation 102 Authorisation for excursions

Related requirements

2.3.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

2.1.1, 2.3.2, 2.3.3 regulation 161 Authorisations to be kept in enrolment record

2.1.1, 2.1.4, 2.3.2, 2.3.3

regulation 162 Health information to be kept in enrolment record

2.1.1, 2.1.3, 2.1.4, 2.2.1, 2.3

regulation 168 Education and care service must have policies and procedures

2.1.3, 2.2.1, 2.3 regulation 168(2)(a) Policies and procedures are required in relation to health and safety, including matters relating to: (i) nutrition, food and beverages, dietary requirements; and (ii) sun protection; and (iii) water safety, including safety during any water based activities; and (iv) the administration of first aid

2.1.4, 2.3.3 regulation 168(2)(b) Policies and procedures are required in relation to incident, injury, trauma and illness procedures complying with regulation 85

2.1.4 regulation 168(2)(c) Policies and procedures are required in relation to dealing with infectious diseases, including procedures complying with regulation 88

2.1.1, 2.3.3 regulation 168(2)(d) Policies and procedures are required in relation to dealing with medical conditions in children, including the matters set out in regulation 90

2.3.3 regulation 168(2)(e) Policies and procedures are required in relation to emergency and evacuation, including the matters set out in regulation 97

2.3.2 regulation 168(2)(g) Policies and procedures are required in relation to excursions, including procedures complying with regulations 100 -102

2.3 regulation 168(2)(h) Policies and procedures are required in relation to providing a child-safe environment

2.1.1, 2.1.4, 2.3.3, 2.3.4

regulation 177 Prescribed enrolment and other documents to be kept by approved provider: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

2.1.1, 2.1.4, 2.3.3, 2.3.4

regulation 178 Prescribed enrolment and other documents to be kept by family day care educator: (1)(b) an incident, injury, trauma and illness record as set out in regulation 87 (1)(c) a medication record as set out in regulation 92

Quality Improvement Plan for Q2 Summary of strengths for QA2

Strengths 2.1.1 2.1.2 2.1.3

Each child’s health needs are supported: All children requiring health care plans have their plan displayed in the staff kitchen for easy access. All medications, accidents and incidents are recorded and signed by families and staff. BELS updated training for all staff, first aid administration and notification to family Children’s routines are closely followed to that of the home routine. Information is shared through the staff communication book and conversations. Discussions with family support any changes to routines for children. Hygiene practices are practiced at the site supporting all children with self -help skills. Visual cues provided to support all children. Regular supervised hand washing routines, posters, notices, tissue boxes easily accessed and toys disinfected after use. Steps are taken to control the spread of diseases and illness: Children stay home if sick, parents are notified, reference to health guidelines. Parents are notified and children are collected from the centre when unwell to limit the spread of illnesses and diseases in accordance with policy and guidelines. Paid cleaning contract nightly. Head lice notices, pamphlets, dental care information, first aid kit regularly checked and replenished Record accidents, verbal consultation with staff and written / verbal notification to parents (maybe collect child) Asthma and training anaphylaxis training current Support all children needing a sleep to have access to a quiet space for sleep.

2.2.1 2.2.2

Regularly promote and educated children and families about healthy food options. As a lunch box centre we liaise with the Southern Fleurieu Health service in regard to healthy food options for families with the dietician and regularly refer to right bite information. Spontaneous within the program. Water is provided for children at all times and children are encouraged to drink regularly with their own drink bottles. OPAL- local Alexandrina council- promoting physical health and healthy life styles. Outdoor construction set. School sports day. School playground. Outdoor play environment.

Staff have completed safe food handling provide by local council. Community development coordinator and parents have undertaken a 6 week healthy foodies course and will share their learning with children through programs and with families.

Strengths 2.1.1 2.1.3 2.1.4 2.2

2.2.2 2.2.2 2.3.1 2.3.2 2.3.4

Healthy eating and physical activity are embedded into the programme: Gross motor, free play and musical activities are both planned and spontaneous and are developmentally appropriate for the children Children are adequately supervised at all times Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury -health info, emergency contacts on signed enrolment forms. -general permission form ie: library, short walk, sunscreen, photo taking for research purposes -specific excursions- permission forms are given out and returned signed -adequate staff ratios on excursions -risk assessment / needs are taken into account Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or neglect. -all staff trained in responding to abuse and neglect. Preschool staff implement child protection curriculum.

Key improvements sought for QA2 Standard/element [2.1.2]

Continue to promote safe practices within the new site.

Identified issue Regular reviews of the new centre and play space to ensure safety for children. Risk assessments are documented when required to ensure safety for children and staff. Review policies to meet the needs of the new site.

Standard/element [number]

Children are adequately supervised at all times with a focus on safety for all children in an integrated paly space.

Identified issue Constantly being aware of child supervision within an integrated play environment. The play environment is available for all children from the ages of 0-6. Ensuring safety for all ages and appropriate developmental levels are catered for. Continue to develop the staff culture of a truly integrated service where all staff are caring, educating and supervising all children within the play environment.

Improvement Plan

Standard/ element


Priority (L/M/H)



2.1.2 Continue to promote safe practices within the site.

M Regular reviews of the centre and play space to ensure safety for staff and children. Risk assessments are documented when required to ensure safety for children and staff. Review policies to meet the needs of the site.

Policy, procedures and practices. Accident and illness records. Staff meeting minutes. OH&S plan Risk assessments Reporting to Governing Council monthly

Monthly reports Continue to promote safe practices within the new site. Policy review day planned. Process of updating all policies to meet the needs of the centre.

2.3.2 Constantly being aware of child supervision within an integrated play environment.

L Continue to develop the staff culture of a truly integrated service where all staff are supervising all children within the play environment. When possible and required, have 2 staff outdoors.

Staff meeting minutes and team meeting minutes. Staff presentations. Accident record data

Commencing 2015 and ongoing through 2016 and 2017

Discussion in team leaders meeting and staff meetings monthly. Ongoing through observations and reminders of staff during everyday practices.

Quality Area 3: Physical environment This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.


Standard 3.1 The design and location of the premises is appropriate for the operation of a service.

Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.

Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.

Element 3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and interaction between indoor and outdoor space.

Standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.

Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments.

Element 3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses.

Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.

Element 3.3.1 Sustainable practices are embedded in service operations.

Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.

Quality Area 3: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

3.1.2 regulation 103 Premises, furniture and equipment to be safe, clean and in good repair

3.1.1 regulation 104 Fencing and security

3.2.2 regulation 105 Furniture, materials and equipment

3.1.1 regulation 106 Laundry and hygiene facilities

3.1.1 regulation 107 Space requirements—indoor

3.1.1 regulation 108 Space requirements—outdoor space

3.1.1 regulation 109 Toilet and hygiene facilities

3.1.1 regulation 110 Ventilation and natural light

3.1.1 regulation 111 Administrative space

3.1.1 regulation 112 Nappy change facilities

3.2.1 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade

3.1.3 regulation 115 Premises designed to facilitate supervision

3.1.2 regulation 116 Assessments of family day care residences and approved family day care venues

3.1.1 regulation 117 Glass (additional requirement for family day care


Part 3 of the National Law: Service Approval

regulation 25 Additional information about proposed education and care service premises

Regulations 41-45 Service waiver and temporary waiver

Quality Improvement Plan for QA 3 Summary of strengths for QA3

Key improvements sought for QA3 Standard/element [number]

Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.

Identified issue Adequate outdoor shade ie” trees and verandah


Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.

Strengths 3.1 3.1.1 3.1.2 3.1.3 3.1.4 3.2 3.2.2

The design and location of the premises is appropriate for the operation of a service. We have a new centre. Construction was completed September 2015. All furnishings are new and the outdoor environment has a focus on natural. Monthly yard checks are carried out and issues are dealt with promptly. Clean and disinfect toys and equipment after use and discard all broken items. Children able to access both inside and outside play environments with staff ensuring supervision of all play areas. Play environment is kept clean and tidy. Balance of natural and built environment within the program. Strong focus on enquiry based learning. Environment is flexible and can be rearranged to stimulate new and exciting spaces for learning. Both open ended and structured play resources available for children to explore and learn. Adequate fencing and double gate entry for extra security to preschool Children are able to independently access toilet / bathroom facilities at all times Wheelchair access through gates and the toilet area, wide entrances and easy access in and between the out and indoor areas. The environment is inclusive, promotes competence, independent exploration and learning through play Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program and allow for multiple uses.

Identified issue Development of the natural play space outside of the centre fence for the purpose of extending the learning environment for all children. Extend community development space to incorporate natural play environment.

Improvement plan

Standard/ element


Priority (L/M/H)



3.3.1 Adequate outdoor shade with trees and verandah

M Trees are being established and watering systems are in place. Purchase temporary shade structures for the paved areas. Requested quote for shade structures over paved areas.

The construction of shade structures in 2017

End 2017 Trees becoming established. Approached Facilities for quotes on shade structures end 2016. Awaiting quotes. Included in 2017 budget. Re emailed facilities Feb 2017 to find out where quotes are at.

3.3.2 Develop an out-door play space within the community area with a focus on natural environments. Building respect for the natural environment to sustain the new outdoor play space.

L Plans and meetings regarding the development. Inclusion of current trees in the building area to be incorporated in the new play environment. Work in collaboration with the RAMS group to achieve this.

Before and after photos Construction of the nature garden with the support of community people.

End of 2017 Fencing for this area completed middle 2016. Each Tuesday afternoon set aside for this project.

Quality Area 4: Staffing arrangements This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.

Quality Area 4: Standards and elements Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.

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

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

Element 4.2.1 Professional standards guide practice, interactions and relationships.

Element 4.2.2 Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their skills, to improve practice and relationships.

Element 4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.



4.1 regulation 169 Offence relating to staffing arrangements

4.1 regulation 118 Educational leader

4.1 regulations 119–120 Age and supervision requirements

4.1 regulations 121–124 Minimum number of educators required


4.1 regulations 125–128 Educational qualifications for educators

4.1 regulations 129–135 Requirements for educators who are early childhood teachers

4.1 regulation 136 First aid qualifications

4.1 regulations 137–143 Approval and determination of qualifications

4.1 regulation 144 Family day care educator assistant

4.1 regulations 145–15 Staff and educator records—centre-based services

4.1 regulation 153 Register of family day care educators

4.1 regulation 154 Record of staff, family day care coordinators and family day care educator assistants


4.1 section 161 Offence to operate education and care service without nominated supervisor

4.1 section 162 Offence to operate education and care service unless responsible person is present

4.1 section 163 Offence relating to appointment or engagement of family day care coordinators

4.1 regulations 46–54 Supervisor certificates

4.2 regulation 55 Quality improvement plans

4.1 regulation 168(2)(i) Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the responsible person present at the service and the participation of volunteers and students on practicum placements.


Strengths 4.1 4.2 4.2.1 4.2.2 4.2.3 4.3.2

Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing. Indoor and outdoor free play programme, well staffed: support staff, small groups, 1:1, clusters Established, experienced team supporting children’s wellbeing, health and safety and learning 2-3 Qualified teaching staff on the floor for 7.15 per day. Educator-to-child ratios and qualification requirements are maintained at all times. -all staff have current first aid qualifications Staff and educator records are maintained and kept in Directors office. Work experience / TAFE placements are signed by family, school and preschool and kept on site NQA approvals for site teaching staff Professional standards guide practice, interactions and relationships. Demonstrate awareness, knowledge and skills to provide an environment where diversity and difference is acknowledged Educators, co-ordinators and staff members are respectful and ethical. 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. We work as a team, interchange roles to support each other and respect different perspectives and interests. We recognise, affirm certain skills for staff, roles, tasks, recognition of each other’s strengths and skills through staff communities of learnig and ongoing training and development. Individual development plans are in place to support performance improvement Focus on community and through the use of the RRR scales staff are very aware about the importance of building relationships with parents and children. The centre has been slowly developing a strong respectful culture between staff and this is an ongoing process. There has been some reflection and discussion about the centre’s code of ethics and the Staff professionalism policy. Staff have begun to develop a solid culture of relationships , tolerance and acceptance. Multiple forms of communication. Recognition of others achievements as well as challenges. Awareness of grievance procedures.


Element 4.2.2

Identified issue Educators, team leaders, leaders work collaboratively , challenge, support and learn from each other to further develop their skills to improve practice and relationships


Standard/element 4.2.3

Identified issue Individual development plans are in place to support performance improvement

Improvement plan Standard/ element


Priority (L/M/H)



4.2.2 Educators, team leaders, leaders work collaboratively, challenge, support and learn from each other to further develop their skills to improve practice and relationships.

H Protocol presentation using the reflective question. Measured using RRR scales- active learning environments. Staff and team meetings. Reflective team meetings 2-3 per term.

RRR data Community development data. Centre data from family events. Parent surveys. ECD DIAF Self review process Feeback from staff re reflective time.

End 2017 Throughout 2015-end 2016 staff have researched the reflective question: What does literacy / numeracy learning through play look like for the children I your care? 2017 What does learning through play look like for you as an educator and for children in your care. Staff meeting to introduce 2017 plans and provide initial information. Closure day to review philosophy statement and introduce the ideas for 2017 presentations and PDP goals. Engaged in a community of learning. Building respectful relationships, leadership and building on the strengths of each staff member within a team. Reflective team meetings set for term 1 2017. Mulga team to

continue from 2016 and the Hive to begin. Facilitator been provided for each childcare staff team.

Quality Area 5: Relationships with children This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning

Quality Area 5: Standards and element

Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.

Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.

Element 5.1.3 Each child is supported to feel secure, confident and included.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.

Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.

Element 5.2.3 The dignity and the rights of every child are maintained at all times.


5.2 section 166 Offence to use inappropriate discipline

5.1, 5.2 regulation 155 Interactions with children

5.2 regulation 156 Relationships in groups


5.1, 5.2 regulation 73 Educational program

5.1, 5.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

5.1, 5.2 regulation 162(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156


Strengths 5.1 5.1.1 5.1.2 5.2 5.2.1 5.2.2 5.2.3

Respectful and equitable relationships are developed and maintained with each child. The staff team develop and maintain relationships with the children, families and siblings and interactions with each child are warm, responsive and build trusting relationships Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning. We plan to engage so that interactions support the children to gain and develop skills and learning We encourage and extend children to support acquisition of skills Assessments and progress are recorded, appointments are made with families Educational programme: using BBB and children’s interests, developmental levels Each child is supported to build and maintain sensitive and responsive relationships with other children and adults. We work through conflict resolution strategies with the children with discussions about respecting children’s right of refusal Staff model empathy, praise empathy when displayed by peers

Staff use appropriate behaviour management strategies for individual children. Each child is supported to work with, learn from and help others through collaborative learning opportunities Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts. Part of the educational programme model we use language to communicate the message to the children -remind the children to use their words Implement Child protective curriculum into everyday planning and programming. Support the children to use the Protective Behaviours strategies for empowerment and resolution in conflict situations Have discussions with the children incidentally in free play and more explicitly in language groups The dignity and the rights of every child are maintained at all times.


Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

Identified issue Continue to build strong meaningful and trusting relationships between staff/families /children with a focus on new families.


Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.

Identified issue Continue with strengthening staff understanding of children’s development and wellbeing.

Improvement plan


Standard/ element




5.1.1 Interactions with each child are warm, responsive and build trusting relationships.

M Reflective practice for all staff- looking at the staffs role and how they impact on children and learning.

Reflective practice feedback and minutes. Changes within the staff teams.

End 2017 Planned meetings for each childcare staff team. Weekly Preschool staff meetings. T&D planning to include goal setting for individual staff to implement change in 2017 in their own practice to be monitored through PDP’s. PDP days have been set for beginning 28th March to 9th May.

5.2.2 Continue to build strong meaningful and trusting relationships between staff/families /children with a focus on new families.

H Continue with the 3R document to measure on going improvement. Focus on involvement. Continue to work in partnership with staff and community centre leaders to build relationships with families and with children. Introduce SEESAW APP for preschool children and families to share learning.

PDP records, T&D feedback and goal setting information. RRR data Community development data. Centre data from family events. Parent surveys. ECD DIAF Self review process Number of families using the APP and feedback.

End 2017 T&D day 20th Feb 2017 Learning through play and managing big feelings. Parent calendar for term 1 2017. Developed a Face book page. Parents have the SeeSaw app information and bar code to implement on their IT devices. Staff are sending photos and stories home for parents to comment about their individual children.

5.2 Continue with strengthening staff understanding of children’s development and wellbeing.

H Use collaborative collegial approach to behaviour management strategies across the site. Continue to use a strengths based approach to supporting children eg: what do you need

Inquiry question reviewed to continue to reflect importance of play development. Training and development records Sharing information with all staff about children to provide

End 2017 Closure day planning- learning through play. What does this look like and what is the educators role. Managing big feelings. Changes to transition


to do, why is the child behaving in this way, not punishment rather changing the behaviour. Focus on Imagination, persistence, questioning and cooperation as important qualities for children in the 21st century.

great understanding of children’s stories. Photos- program records.

information sharing with the introduction of 1 folder to follow the child through their care and education.


Quality Area 6: Collaborative partnerships with families and communities This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are based on active communication, consultation and collaboration.

Quality Area 6: Standards and elements Standard 6.1 Respectful supportive relationships are developed and maintained.

Element 6.1.1 There is an effective enrolment and orientation process for families.

Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.

Element 6.1.3 Current information about the service is available to families

Standard 6.2 Families are supported in their parenting role and their values and beliefs about child rearing are respected.

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

Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing.

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

Element 6.3.1 Links with relevant community and support agencies are established and maintained.

Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

Element 6.3.3 Access to inclusion and support assistance is facilitated.

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




6.1, 6.2, 6.3 regulation 157 Access for parents


6.1, 6.2 section 172 Offence to fail to display prescribed information

6.1, 6.2, 6.3 section 175 Offence relating to requirement to keep enrolment and other documents

6.1, 6.2, 6.3 regulation 73 Educational programs

6.1, 6.2, 6.3 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

6.1, 6.2, 6.3 regulation 75 Information about the educational program to be kept available

6.1, 6.2, 6.3 regulation 76 Information about educational program to be given to parents

6.1, 6.2, 6.3 regulation 80 Weekly menu

6., 6.2, 6.3 regulation 86 Notification to parents of incident, injury, trauma and illness

6.3 regulation 99 Children leaving the education and care service premises

6.3 regulation 102 Authorisation for excursions

6.1, 6.2,6.3 regulation 111 Administrative space (centre-based services)

6.1 regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation

6.1, 6.2, 6.3 regulation 171 Policies and procedures to be kept available



6.1, 6.2, 6.3 regulation 172 Notification of change to policies or procedures

6.1, 6.2, 6.3 regulation 173 Prescribed information is to be displayed

6.1 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

6.1 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

6.1, 6.2, 6.3 regulation 181 Confidentiality of records kept by approved provider

6.1, 6.2, 6.3 regulation 182 Confidentiality of records kept by family day care educator

6.1, 6.2, 6.3 regulation 183 Storage of records and other documents


Strengths 6.1 6.1.2 6.2.1 6.2.2 6.3 6.3.2

Respectful supportive relationships are developed and maintained. Enrolment form with information package. The enrolment process and sessions are flexible to suit family needs and support the child’s wellbeing. Enrolments are stored in a secure cabinet, locked office and monitored site To Listen and Respond appropriately to families and the Community Families have opportunities to be involved in the service and contribute to service decisions. Families are made aware of and encouraged to attend Governing Council Meetings (all are open) The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing. -invite families to be part of the programme, eg cooking, service providers Parent survey information is acted upon and outstanding issues are addressed Informal discussion with families about the learning and wellbeing of the children Community services are available to families to support parenting, families at risk, child development and family wellbeing Parenting courses are provided and advertised at the centre and in the wider community. The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing. Community services and CAFHS services operate weekly at the centre. Arrange for termly CAYHS visits in our consultation room.


-regular contact with Autism Australia consultant to support our children’s learning needs -contact with our regional DECD special educator to review, plan and work through support requirements -work with DECD speech therapist on needs of the referred children -arrange meetings and support informal conversations between speech therapist and families Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities -transition in the preschool from the special needs support group to the main larger group -support school transition visits -liaise with schools and exchange relevant information to support children’s learning -encourage visits from school staff to see the children in their familiar preschool environment

Key improvements sought for QA6


Element 6.3.1 Links with relevant community and support agencies are established and maintained.

Identified issue Continue to work in collaboration with the CDC to work with community to provide what community needs and wants.


Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.

Identified issue Continuity of learning and transitions are supported by sharing relevant information and clarifying responsibilities.


Improvement plan

Standard/ element


Priority (L/M/H)



6.3.1 Continue to work in collaboration with the Community team to work with community to meet community need.

H

Plan and program with the Community leaders team to provide quality services to our community. Work in collaboration with other services within our local community to provide for families with children 0-8. Collaborate with local schools to support families in our local community.

Parent questionnaires and feedback to monitor services provided for families. Enrolment and booking records. Termly overviews of what is available at the site to support community development. Minutes of all meetings attended with other service providers. Data and photos from parent events. Planned meetings as a leadership group monthly.

Ongoing Community team planning day Friday 3rd Feb. Term overview available for staff and families. Feedback information being provided to service users.

6.3.2 Continuity of learning and transitions are supported by sharing relevant information and clarifying responsibilities.

M Review strategies across the site to continue to improve transitions for all children, staff and families. Facilitate the partnership team to improve transition outcomes for all children in the partnership schools and preschools. Meet with the new school principal to review orientation and transition processes at the local school.

Entry from childcare to Kindergarten meetings ILP’s Information sharing across age groups. Transition Policy Minutes of the meetings for the transition process. Feedback about new transition process put in place with the school in 2014.

End 2017 Transition on the staff meeting agenda 13th Feb 2017 to look at what is happening across the centre. Staff have introduced a continuous sharing of children’s information through children’s learning journals transitioning with children. First partnership transition meeting set for Monday 20th Feb. Members are being formed through email contact.


Quality Area 7: Leadership and service management This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community. An ongoing cycle of planning and review, including engagement with families, creates the climate for continuous improvement.

Quality Area 7: Standards and elements Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.

Element 7.1.1 Appropriate governance arrangements are in place to manage the service.

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

Element 7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.

Element 7.1.4 Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning.

Element 7.1.5 Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.

Standard 7.2 There is a commitment to continuous improvement.

Element 7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.

Element 7.2.3 An effective self-assessment and quality improvement process is in place.

Standard 7.3 Administrative systems enable the effective management of a quality service.

Element 7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements.

Element 7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.

Element 7.3.3 The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and any complaints which allege a breach of legislation.


Element 7.3.4 Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely manner.

Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.


7.1.5 section 12 Applicant must be fit and proper person (provider approvals)

7.1.5 section 13 Matters to be taken into account in assessing whether a fit and proper person (provider approvals)

7.1.5 section 21 Reassessment of fitness and propriety (provider approvals)

7.1.5 section 109 Matters to be taken into account in assessing whether fit and proper person

7.3.1 regulations 158-162 Attendance and enrolment records

7.1.5 regulation 163 Residents at family day care residence and family day care educator assistants to be fit and proper persons

7.1.5 regulation 164 Requirement for notice of new persons at residence

7.3.1 regulation 167 Record of service’s compliance

7.1.1, 7.3.1, 7.3.4, 7.3.5

regulations 168-172 Policies and procedures

7.3.1 regulations 173-176 Information and record-keeping requirements

7.3.1 Regulations 177-180 Prescribed records

7.1.1 regulations 181–-184 Confidentiality and storage of records



7.1.5 regulation 14 Application for provider approval by individual

7.1.5 regulation 15 Application for provider approval by person other than an individual

7.1.5 regulation 16 Matters relating to criminal history

7.2.3 regulation 31 Condition on service approval - Quality improvement plan

7.1.5 regulation 46 Application for supervisor certificate

7.2.1, 7.2.3 regulations 55-56 Quality improvement plans

Quality Improvement Plan for QA7 Summary of Strengths

Strengths 7.1 7.1.3 7.1.4 7.1.5 7.2.1 7.2.2 7.3 7.3.1

Effective leadership promotes a positive organisational culture and builds a professional learning community Appropriate governance through regular governing council management meetings occur. Training and development of staff with clear expectations, encouragement, support for staff, sharing information and skills Every effort is made to promote continuity of educators and co-ordinators at the service. -established, stable team who work well together Families have indicated their interest and plans to continue at the preschool Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the establishment of clear goals and expectations for teaching and learning. Parent survey results have indicated support for what is happening in the preschool All staff have satisfied requirements relating to criminal history, qualifications, supervisor certificates A statement of philosophy is developed and guides all aspects of the service’s operations. The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement. Administrative systems enable the effective management of a quality service. Local site specific, DECD regional and State systems are in place and enable the effective operation of the service. Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with legislative requirements. Service’s compliance records are up to date and administered and are kept in locked filing cabinet, locked office, security monitored preschool records are archived in an orderly, proper system according to guidelines Preschool pays for the services of a qualified finance officer for BAS, cheques, account reconciliation / balances



Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance improvement.

Identified issue Building a professional learning community. Qualified and experienced educators lead the curriculum.


Element 7.2.3 An effective self-assessment and quality improvement process is in place.

Identified issue There is a commitment to continuous improvement.


Element 7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.

Identified issue Policies are reviewed regularly


Improvement plan

Standard/ element


Priority (L/M/H)



7.1.4 Building a professional learning community. Qualified and experienced educators lead the curriculum.

H Reflective question: research and presentation at staff meeting with focus on play. Presentation to coincide with family nights. Discussion at staff meetings. Allowing time for professional and reflective discussion at staff meetings. Linking with other sites to share practice. Continue to work with the new partnership and share information with centre staff. Support the partnership priorities.

Staff meeting minutes. Programming and planning processes. Data collected of children’s learning and the evidence of how staff plan and program from children’s interests.

End 2017 2016 the focus was numeracy. Presentations were with staff at staff meetings. 2017- Presentations will be linked to learning through play training and development closure day. The presentations will be to families and staff. Link a community leader to each staff team to work together on the presentations.

7.2 There is a commitment to continuous improvement.

H Staff protocol presentations. Reflective practice opportunities for staff teams. RRR scaling tool. Staff meetings, leaders meetings. Planning and programming. Training and development. QIP reviewed regularly

Reflective practice meetings 2-3 times per term for staff teams. Staff presentations and family nights. RRR data Minutes of meetings. Training and development records. PDR’s Programs.

Ongoing Reflective practice times are set for the Mulga team. Hive team- sent letters offering this opportunity. Governing council has approved this time for staff teams. Toil time has been offered to staff to allow them to attend. Mentors have been appointed to each team.

7.3 Policies are reviewed regularly

M Ensure all policies are reviewed annually. Review day annually. DECD policies guide our practice.

Policy folders. Staff and Governing council minutes.

End of 2017 Policy days are set aside to ensure all reviews are completed. Monday 3rd April first review day.

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