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1 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Service details Service name Service approval number

Salisbury Downs Preschool Centre

Primary contact at service Elizabeth Burton

Physical location of service Physical location contact details Street: 12 Donegal Street Telephone: 08 82584532 Suburb: Salisbury Downs Mobile: 0403 025 888 State/territory: South Australia Fax: 08 82855156 Postcode: 5108 Email: [email protected] Approved Provider Nominated Supervisor Primary contact: DECD, Trish Strachan Head, Child Development Name: Elizabeth Burton Telephone: Telephone: 08 82584532 Mobile: Mobile: 0403 025 888 Fax: 08 82855156 Fax: 08 82855156 Email: [email protected] Email: [email protected] Postal address (if different to physical location of service) Street: GPO Box 1152 Suburb: Adelaide State/territory: SA Postcode: 5001

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

For each day of the week this service is open, indicate the times of the day when education and care is provided. For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using 24 hour clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the nearest quarter of an hour. If the service is open for two sessions per day, please indicate the opening and closing times for both sessions. For family day care services or multi-site services, please provide the operating hours of the service office.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

08:50 08:50 08:50 08:50 08:50 Opening time 12:30 12:30 12:30 12:30 12:30

11:50 11:50 11:50 11:50 Closing time 15:30 15:30 15:30 15:30

3 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template 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. Street parking is available, carpark for staff only. Term dates: Term 1: 27/01/15 - 10/04/15 Term 2: 27/04/15 - 03/07/15 Term 3: 20/07/15 - 25/09/15 Term 4: 12/10/15 - 11/12/15

How are the children grouped at your service? Families are given a choice of a combination of 5 sessions – 5 half days; One full day and three half days; Two full days and one half day.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’) Elizabeth Burton – Nominated 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:___7______

4 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Service statement of philosophy

Please insert your service’s statement of philosophy here. Salisbury Downs Preschool Centre

PHILOSOPHY

Our philosophy has been guided by the Code of Ethics as well as the Early Years Learning Framework ‘Belonging, Being and Becoming’.

CHILDREN

We believe;  Children need to have fun and enjoy their learning.  Children are capable, competent, engaged, resourceful learners who need to be active participants in their own learning.  Children need to be valued as individuals, regardless of gender, culture and social context.  Children learn through play based experiences and collaboration with others.  Children can develop a positive self esteem and wellbeing through supportive and respectful relationships with educators and the environment.  Children have their own strengths, skills, abilities, interests and prior knowledge.

Therefore we;  Implement a play-based and child-centred program based on EYLF, with opportunities for collaborative and cooperative learning.  Promote each child’s confidence and wellbeing through a range of experiences and opportunities that build upon their individual abilities and interests.  Encourage each child to be successful learners and to reach their highest potential.  Will recognise, acknowledge and extend on children’s prior knowledge.

FAMILIES

We believe;  A child’s family is their first and most influential educators.  Family involvement is integral to a high quality program.  There should be a strong partnership between families and staff based on trust, respect and collaboration.  Families come from a diverse range of cultures with differing values and beliefs which need to be respected and honoured.

5 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Therefore;  We will ensure we maintain a high level of communication with families through a variety of methods.  We will work in partnership with families to achieve high quality learning outcomes.  We support and welcome each family’s interest in the preschool and encourage their involvement.  We will acknowledge, respect and value the diversity and individual cultural backgrounds of each family, including Australia’s Aboriginal and Torres Strait Islanders.

STAFF We believe;  All educators need to be enthusiastic and display a high level of commitment to education.  All educators have unique abilities, interests and personal qualities that are valued.  All staff should continually strive to extend their knowledge.  All educators should display ethical, courteous and professional behaviour and maintain confidentiality.  All staff should be positive role models for the children and families.  All staff should contribute to a shared vision for the service.

Therefore;  We will provide opportunities and encourage all educators to share in decision making and to have their voice heard.  We encourage all staff to reflect on their practice and to attend ongoing professional development based on individual and site needs.  Staff will utilise strategies such as modelling, demonstrating, questioning, explaining and problem solving to extend children’s thinking and learning.

PROGRAM

We believe;  The program should be inclusive of all children, utilising a holistic approach catering for the whole child.  The program should cater for transitions, including from home to preschool and from preschool to school.  The program needs to be flexible, challenging, open-ended, play based, child-centred and cater for all learning styles, with high expectations for all children.  Children’s creativity and individuality should be valued, respected and supported.  The environment should be safe, secure, nurturing, aesthetically pleasing and welcoming to all families and staff.

Therefore;  We will assess and monitor children’s progress and plan an appropriate program based on each child’s needs.  We will provide rich, meaningful, inquiry-based experiences which encourage each child to explore, discover and experiment.  We will provide individual support for each child to achieve learning outcomes at their own level.  We will provide opportunities to develop an appreciation and respect for the natural environment and promote children’s understanding about their responsibilities to care for the environment.

6 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template  We will plan opportunities for intentional teaching and knowledge building through individual work, small and large group experiences.

COMMUNITY

We believe;  We should be advocates for our profession and share our knowledge and experience with the community.  We are a central link to information and support services within the wider community.  In the importance of developing and nurturing relationships with community organisations, support agencies, councils, local childcare centres and schools.

Therefore;  We will operate within the guidelines set down by governing and professional bodies.  We will participate in community events.  We will utilise local services when needed or appropriate.

7 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Area 1: Educational program and practice

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

Quality Improvement Plan for QA1

Summary of strengths for QA1

Strengths  Children are given lots of choice. Staff work with individual children and in small groups. All children are individually supported so they can progress at their level and achieve to their highest potential. We cater for individual learning styles. Lots of opportunities are provided for dramatic play and open ended experiences are provided for children to inquire and problem solve. We focus on the intentional teaching of social skills, problem solving skills and the child protection curriculum. We ensure that all children have their artwork displayed and children are given a choice of what they want displayed. Learning outcomes for experiences are displayed with work, in portfolios and on tables for parents to view at the end of sessions. Information is collected from families on the children’s interests.

 The program is flexible encouraging all children to make decisions and choices about their learning. It is displayed for families to read and comment on. Weekly photo pages also help parents comprehend the program along with slide shows and information on the interactive plasma. We discuss and record children’s ideas and interests when developing the program. We constantly review the timetable to enable us to provide more sustained periods of play. The timetable is displayed on the wall and in the enrolment

8 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template package. Festivals and events are celebrated relevant to the children’s cultures, and excursions and incursions occur termly. Bilingual workers work closely with families to support their needs. Some literacy kits are translated into other languages and all families are encouraged to regularly borrow. Children’s home language is recorded on their work and displayed where appropriate.

 Routines are discussed and a number of different methods are used to help children understand them e.g. signs, pictures, diagrams and signals.

 Individual and informal discussions are conducted with families based on need and interviews are offered to families in term two. We have a very strong focus on communicating with parents about their child’s learning and how it can be extended at home. Parents are encouraged to view and discuss it. Information on learning is displayed and placed in newsletters. Families are encouraged to view portfolios. Portfolios are sent home where necessary, for families with limited access to the centre.  We identify children who require additional support and provide appropriate intervention and family support.

 Children have individual photo pages and observations are recorded. These observations are linked to EYLF and are shared and discussed with families.

 We have recently developed an EYLF board to communicate the curriculum to parents. Key improvements sought for QA1 Standard/element [1.1.3] The program, including routines, is organised in ways that maximise

9 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template opportunities for each child’s learning.

Identified issue We would like to alter the timetable to ensure extended play and the opportunities for the children to come back to projects that they are working on. We will trial having earlier group times and the opportunity to eat earlier so that children aren’t eating too close to lunch time.

Standard/element [1.1.4] The documentation about each child’s program and progress is available to families.

Identified issue We would like to develop a reporting procedure for 2015 and this will include the development of individual learning goals that will be conveyed to families. We will further explore floor books as a method of communication to keep more families informed.

Standard/element [1.1.5] Every child is supported to participate in the program.

Identified issue To build the capacity of all educators. To encourage more participation we will continue to utilise a variety of methodologies to cater for individual learning styles. In 2014 we had a smart board installed. This will complement our interactive plasma which is primarily used for slide shows, music and displays. As a team we would like to investigate how the smart board can be used to facilitate learning in all areas of the curriculum.

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

Identified issue We will continue to focus on individual children and will investigate ways for children to further extend their knowledge and ability to make choices about their learning. We will also review the timetable to

10 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template maximise learning opportunities for children.

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

Identified issue We need to review our programming and planning procedures in order for the program to reflect the children’s interests, needs and skill levels. Our former programming format did not include individual children. We would like to make changes to our reporting procedure and review and make changes to our statement of learning.

11 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Improvement Plan Standard/ What outcome or goal do we Priority (L/M/H) How will we get Suc By when? Progress notes element seek? this outcome? cess (Steps) mea sure Evid enc e and data

1.1.3 and To maximise opportunities for children’s H Review and adapt our Childre End of term 2. T1. Reviewed timetable. Will adjust and trial new timetable in learning by reviewing the timetable and timetable and routines to n are week 8, Term 1. Tried many different timetables. Continue 1.1.6 present routines to enable greater periods allow children the time to engag to be flexible throughout the day. of uninterrupted play. engage in sustained and ed in uninterrupted play. their learnin Trial different timetables and g for a observe children’s longer behaviours/interactions in duratio play n.

Docum entatio n of learnin g demon strates childre n’s sustain ed involve ment in purpos eful play.

More flexible timeta ble operati

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

Childre n adapt to new timeta ble

1.1.4. To extend our programing cycle to include H Display weekly photo When Ongoing T1. Established a system for collecting individual information on communication with families about observations in a floor book familie children and children’s progress and interest. format. s are T2.Weekly pages to be A3 and placed in floor book. A4 copies 6.1.2 comm to be kept with program. Send copies of photo unicati T2 W4. New family information board and sign in table received pages/observations and ng with positive feedback. learning stories home (to staff 13/5/15 Pam Lutze ran a session on Statement of Learning. about families whom we don’t see W6. Established a new format for the Statement of Learning. their on a regular basis). W7. Began writing term 1 and 2 reflections and began child’s interviews with families. Incooperating individual learning progre Develop a new reporting goals into report and discussed with families. ss. procedure – parent T3 completed interviews and families have recorded their interviews offered in term 2. thoughts on the report. Midyear learning journey Positiv presented at term 2 e interviews. parent opinio Individual learning goals to n/feed be established reviewed back regularly and communicated to families on an ongoing Famili basis. es offer their ideas about childre n’s interes ts etc

Family feedba ck demon strates an unders tandin g of early

13 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template childho od learnin g outco mes

1.1.5 For staff and children to confidently use M Encourage children to The Begin using by T1. Follow up router. Information Communication Technology access the smart board and smart the end of term 24/3 Router and wireless installed [ICT] to enhance learning utilise a range of other board 2, 2015. T2 W1 Smartboard operational began to utilise29/6 Attende technologies available to is Rajon training session on the smartboard. them. regular T3 4/8 Smartboard replaced as had a fault ly Encourage access to ICT in being group times and during free utilised play time. .

Continue to utilise existing All computers and interactive staff plasma for internet inquiries access and investigations to support ing learning. techno logy to Staff to use a range of suppor methods for presenting t information, stories and learnin songs g.

Docum entatio n of learnin g demon strates childre n and educat ors use of techno

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

1.1.6 To develop each child’s agency and H Children are encouraged to The By the end of T1. Discussed ways to display individual work and creating a encourage them to make choices and choose and display their own staff term 2, 2015. space for work in progress. And decisions. work/artefacts/scripts. team T1 W6 Established ‘I’m still working on it cards. Children began 1.1.3 have to utilise. Revisited throughout the term. Children are given the come opportunity and the time to up with continue uninterrupted with a way their work. for childre n to each have an area to display their learnin g and the childre n are choosi ng their individ ual learnin g to be display ed.

Childre n are encour aged to contin ue with ongoin

15 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template g project s by having a ‘I’m still workin g on this’ table and signag e.

Docum entatio n of learnin g makes visible the learnin g throug h display s of childre n’s work.

Flexibl e timeta ble suppor ts childre n’s choice s.

1.2.1. To ensure our programming and H Staff develop new format Staff Ongoing. T1. Reviewed programming procedure. Introduced programming documentation cycle reflects the children’s and procedure for planning, are for individual children by recording how children are interests and development and documenting and reflecting. using accessing and influencing the program. Observed children possibilities/opportunities for ongoing a new and created a format for recording individual learning goals. learning. Observe all children and planni Program includes planning for individual children. establish individual learning ng, T2 W8 Family voice included in Statement of Learning as well goals. evalua as goals

16 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template ting/ref Have been utilising reflection evaluation form to program Include child’s voice in ILP. lecting weekly and keeping a record of who we are programming upon for. Include family voice in ILP. and progra mming cycle that is based on individ ual childre n’s interes ts and skills.

Learni ng goals have been establi shed and are being review ed regular ly.

Docum entatio n of learnin g exhibit s individ ual and group goals are being planne d for.

17 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Docum entatio n of learnin g makes visible childre n’s learnin g, growth and develo pment.

18 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Area 2: Children’s health and safety

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

Quality Improvement Plan for Q2

Summary of strengths for QA2

Strengths  We communicate with parents on enrolment about any health issues and when needed we obtain a health care plan for the child which has been signed by the doctor. These are kept with the child’s enrolment form as well as in a separate health care plans folder accessible to all staff. A list of children’s health and medical issues is inside the first aid cabinet. Photos of children with severe allergies or medical conditions are on the front of the first aid cabinet. All medical issues are discussed with all staff.  Medications are stored in a separate container next to the first aid cabinet, out of reach of children. We regularly check children’s medication for use by dates.  All children with asthma have a current asthma plan and medication on site. We have updated our asthma/medication log that includes a parent signature.  Although we don’t have a specific rest time we have relaxation when appropriate. We do provide a balance of quiet and active activities, and we respond appropriately to children’s needs for comfort. Individual children are able to lay down on the couch or cushions if they need to rest. Full day children particularly take advantage of this.  We follow practices outlined by Safe Work SA and Work Cover Corporation in regards to cleaning, keeping MSDS on substances we use and storing materials appropriately. We have a staff roster for regularly cleaning the toilets and bathroom, and a weekly and termly schedule for washing toys, equipment and furniture.  We have discussions with the children about hygiene, health and safety issues such as toileting, hand washing, coughing and sneezing, as well as putting information in the newsletters for families.  We sit at tables for snack and lunch times, and make sure the tables have been hygienically cleaned beforehand.  We complete accident/incident forms for injured or unwell children. We communicate with parents on pick-up about what happened or contact the parent immediately if necessary. Critical incident reports are filled out for all emergencies.  We put notes out for families reporting any communicable disease, and we follow the guidelines for excluding children.  We sit with children during snack times to have discussions about issues such as allergies, not sharing food, healthy

19 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template eating and to observe what the children are eating. We encourage healthy eating, as outlined in our healthy eating policy which we have recently updated. We are encouraging parents to purchase ice packs to put in their child’s lunch box. We regularly do cooking with the children and encourage everyone to try the new foods. We have cooking sessions with the food that we grow.  Through observations we identify children who may need extra assistance to develop their skills. Staff work individually or in small groups to support these children. This information is shared with parents and further intervention is provided, where necessary.  Staff talk to parents through informal discussions about the benefits of physical activity.  Children are well supervised at all times. Staff are aware of the differing levels of supervision required for different groups of children, depending on the activity and the skills and needs of the children.  We have a locked cupboard in the storeroom in which we keep hazardous substances.  Visitors sign in and out. We ensure details of any adult collecting a child are on that child’s enrolment form. Children are signed in and out each session with the time of arrival and pick-up.  We are a sunsafe approved centre and we regularly focus on sun safety with the children and families.  We recently topped up our soft fall under the outdoor equipment. We talk to the children about how to use our equipment safely.  Written emergency procedures are by all exits. We practice our fire drills every term, which are recorded in the fire drill log. Some of the staff have completed fire warden training.  We write observations about anything concerning us about the safety and welfare of the children.  We document our risk assessments for excursions and local walks and discuss as a team.  Safety checks of the indoor and outdoor environment are conducted annually, termly and daily where appropriate.  All staff have completed RAN training and are aware of their responsibilities.

Key improvements sought for QA2

Standard/element [2.2.1] Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.

Identified issue We have many children who are reluctant to try a variety of foods and parents have asked for advice and assistance. We would like to support the children to try new experiences and make nutritional food choices.

20 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Standard/element [2.2.2] Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.

Identified issue We have identified that many of our children do not have the opportunity to develop their gross motor skills and coordination at home. Parents are commenting that children spend too much time on game consoles and computers and many children don’t have the opportunity and resources to participate in incidental and planned physical experiences outside of preschool.

Standard/eleme Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. nt [2.3.2]

Identified issue We need to develop skills at documenting risks assessments and benefits in conjunction with the development of our outdoor learning environment.

We need to revisit the implementation of the Child Protection Curriculum and build capacity of all educators.

21 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Improvement Plan Standard/ What outcome or goal do Priority How will we get this Success measure By when? Progress notes element we seek? (L/M/H) outcome? (Steps) Data and evidence

2.2.1 To support families in their H Look into guest speaker The children are more willing to widen End of 2015. T1. Information given to understanding and provision of options and how the their exposure to a variety of foods. families on healthy healthy food and good nutrition preschool staff can provide eating and what this options for young children. assistance to parents or re Families have knowledge and can look like in a direct them to appropriate education to help in their decision lunchbox. services. making. Introduced children to Ensure that families cultural Centre displays reflect the promotion our garden and habits are respected and and benefits of healthy eating. involved them in a catered for in the promotion range of cooking of healthy food. Documentation reflects child and experiences with the family engagement in food and produce. Educate children through a nutrition experiences. variety of programs such as Week 11: Sent out an the Rite bite policy and expression of interest exposure to a range of Children’s food from home meets the into talk on ‘Growing sensory experiences. guidelines for Healthy Eating. Healthy Children’. Invite families to share T2 W1 Established food cooking experiences with charts to assist families children and invite them to in encouraging their participate in our gardening children to try new

22 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template and cooking program. foods. 19/6 ‘Growing healthy children’ talk presented to families by Dr. Rappold.

2.2.2 In keeping with the DECD strategic M Children access planned Children are more willing to participate Ongoing. T1. Booked Little Athletics plan priority to improve each child’s experiences such as Little in active learning experiences and sessions during week 8 health and well-being and the AEDC Athletics, Kinder gym and free play opportunities. and 9, term 1. target to increase the number of Yoga. Booked Yoga sessions children developmentally on track, Quality observation and week 3, term 2. opportunities to engage in physical Free choice documentation of the learning activity will be offered as part of the Time for active, vigorous journey. Booked sessions to everyday kindergarten program. play. introduce children to Children will have access to a range the Premiers “be Unplanned experiences. of free play learning resources. active” program in term 2 Following children’s interest Families are provided with information about community services. Small group and large Introducing the children groups. Health checks reflect healthy children. to Salisbury Downs Primary School Applying to variety club for playground and oval. gross motor equipment.

Development of slippery dip T2 12/5 Premiers Be Active area.. challenge- Fundamental Free play junk materials – movement program crates, reels, pipes, rope, etc. 20/5 Obstacle-a-thon 25/5 Yoga

2.3.2 To improve our processes in M Risk benefit assessments will Conversations and documentation By the end of term 2 T1 W10 Discussed format assessing for risks and benefits be conducted in consultation demonstrate that children and families for assessing risk after particularly in the outdoor/natural with children and their are aware of risks and understand Elizabeth attended play environment. families. [Strategies will be that some risk is acceptable, training day at The put in place to minimise risk and that some challenges support the Grove Kindergarten. where appropriate]. development of problem solving T2 Risk assessments capabilities, confidence, resilience, regularly conducted Document all risk perseverance, courage and curiosity. with the children and assessments. displayed in floor books

23 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Risk Assessment records and on the wall. Encourage families to view demonstrate effective process. W8 Sent home risk taking as challenging information for families children to extend learning on risk assessment in dispositions. preschools.

2.3.2 To implement the DECD Child H Create an information page Records show that all areas of the Ongoing T1 Included in weekly Protection curriculum in tandem with about the child protection child protection curriculum appropriate program. families. curriculum. for preschool have been T3 All staff to undertake implemented. RAN training. Communicate regularly with parents about the child All staff have a thorough protection curriculum. understanding of the program and confidently inform families about the Record within the program program. the elements that we are focusing on. Parent feedback about the CPC is positive. Make available to families CPC resources. Staff PD records.

Include families in discussions re the CPC.

24 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Area 3: Physical environment

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

Quality Area 3: Related sections of the National Law and National Regulations

Quality Improvement Plan for QA3 Summary of strengths for QA3

Strengths  We have a large, very well shaded yard with lots of trees. There is a good balance of natural and constructed materials. We have lots of potted flowers and plants for the children to help care for. We have a large grassed area for play.  Children are aware of boundaries and the areas they can play in. The environment and equipment are safe and children are always supervised by the correct number of staff, both inside and outside.  We have recently changed to using foam soap in the children’s bathroom.  When required we have conversations with families in the office if privacy is needed.  We have a schedule for cleaning toys and equipment, both weekly and termly. We follow safety guidelines set by Safe Work SA. Children help with routine tasks such as putting equipment away, sweeping and cleaning tables.  Children are encouraged to ask for resources and choose their own activities. We have ample activities on offer to cater for large numbers of children. During part of the session children are able to choose whether they engage in indoor or outdoor activities. Experiences and resources are open-ended and allow for all children to participate at their own level, regardless of ability or any special needs. We follow guidelines from occupational therapists to plan goals for individual children to allow them to participate fully in the activities to the best of their ability.  We monitor children’s involvement in both indoor and outdoor activities and encourage them to participate in a wide range of experiences. We have recently changed the timetable to allow for larger blocks of uninterrupted time for the children to play and follow their interests.  The photo board and floor books depicting weekly photos represent our learning and communicate this to families.  We have visits from NAWMA and encourage recycling and reusing. We incorporate environmental awareness activities into the program, such as learning about the water cycle, seasons, and animals.

25 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template  We use routines as opportunities for learning, such as using hand washing times to talk to the children about water conservation.  Sustainability practises are encouraged around reducing, reusing and recycling. We have recently installed new veggie, herb and flower gardens. Children are encouraged to plant, care for the gardens and cook with the produce.

Key improvements sought for QA3 Standard/eleme Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, nt and interaction between indoor and outdoor space. [3.1.3]

Identified issue We had a verandah constructed in 2014. We would like to pave under the verandah and install blinds to create more usable outdoor learning space.

Standard/eleme Sustainable practices are embedded in service operations. nt [3.3.1]

Identified issue We would like to continue the development of our sustainability vision and ensure that families are informed and assist with our strategies.

Standard/eleme Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and nt natural environments. [3.2.1]

Identified issue How can we include our local indigenous community in the development of our garden? How can we redesign our garden after the removal of structures such as the bridge and platform? How can we incorporate a fixed slippery dip as the portable one needs replacing? How can we access resources and develop our outdoor environment to engage children in nature play? How can the RRR document help by the utilisation of the engagement observation scales?

26 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Improvement plan Standard/ What outcome or goal do we Priority How will we get this Success measure By when? Progress notes element seek? (L/M/H) outcome? (Steps) Data and evidence

3.1.3 To complete an enclosed outdoor M Installation of blinds and paving When the paving and blinds have been By the end of 2015. Hold off for the learning environment to offer a protected under the veranda. completed. beginning of the year and spacious learning space for as we were children. Documentation demonstrates positive investigating co- use of space location with the Salisbury Downs Primary school.

3.3.1 To further develop knowledge and H Develop a sustainability vision for When families and children are T1. Introduction of the practices which reflect the importance of the site in order to embed supporting our centre to participate in a Ongoing. concept of sustainable practices and care of the measures in our practice to reduce, range of sustainable practices. reducing, reusing environment within the day to day reuse and recycle. This will be and recycling. learning experiences offered for children. achieved through consultation with When tank is installed to encourage families, children, community, the use of rainwater. educators, Professional Learning Planting, harvesting Communities and training. Decrease in the amount of rubbish and care of plants. generated. Investigate how we can reduce the Staff brainstormed amount of rubbish in our red bin. Visuals have been created for bins to what sustainability enable children to place items in the looks like at our bins unassisted. site.  Install a rainwater tank. Installation of automatic,

27 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Documentation of sustainability evident environmental Continue to collect food scraps  in the centre and in communication to friendly hand soap, to give to worms, staff and families. paper towel and families for chickens. toilet paper.  Investigate composting and worm towers. Children’s learning records reflect their Purchase of a understanding, knowledge and practice compost bin to trial  Continue with gardening, of sustainable practices and a worm tower planting, caring for and to introduce into harvesting our produce one of our garden  Diabetes (blue bin) recycling. beds.. T2 W8 Sent home  Collect bottles for recycling. information on sustainability in Create a pamphlet for parents to  preschools show our sustainable practices.  Create visual cues for children: garbage, recycling, food scraps.  NAWMA visit.  Linking with NRM and investigating services offered.  Encouraging children to understand water and energy savings.  Developing strategies to encourage wildlife into our yard.

To continue to develop our outdoor H When completed. End of 2015. 3.2.1  Communicate with our T1. Mahleaha’s Dad is learning environment and nature play investigating how Indigenous families and concept and investigate how and where Documentation of the journey TAFE horticultural community to create a plan and children are most involved and learning. students can assist assist with the development of a Visits to the centre by community with an Indigenous garden area. persons Garden.  Investigate possible grants for 21/3 Elizabeth the project – TAFE SA. Changing landscape displays attended conference on  Develop links with Nature Play creating inspiring SA play spaces at the  Development of a slippery dip Grove area. Kindergarten  Remove platform, bridge and tree stumps and roots.  Relocate swings. Term 1 - Chose sample group of 5

28 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Observations using RRR Indicators children to observe Development of area near  indicate children’s involvement veranda.  Collecting and purchasing natural resources to extend play. Term 3/4, 2015.  Use the Reflect Respect Relate [RRR] resource to support our outdoor involvement inquiry/reflective practice  Focus RRR observations on

involvement of children in the nd outdoor environment 2 round of observation show increased involvement  Choose random sampling group of 5 children to observe [T1]  Observations will be reflected upon, discussed and strategies devised and enacted to foster/encourage involvement  Observe again at a later stage of the year [after strategies have been implemented]

29 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template 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 Improvement Plan for QA4 Summary of strengths for QA4

Strengths  Whenever possible we aim to have regular relief staff and support workers to maintain continuity for the children.  We always maintain the correct ratio of staff to children.  All staff are familiar with the Early Years Learning Framework and the National Quality Standards and copies of both are always available to look at when required.  Staff recognise and acknowledge each other’s strengths and utilise these when there is a task to be undertaken.  Staff learn from each other and are encouraged to ask questions and give feedback to each other.  Staff have both planned and incidental discussions about the needs of the children and families.  Staff work well as a team, both when working with children and when doing tasks such as administration.  Relief staff are provided with the induction folder on arrival and during the day are encouraged to ask questions if they are unsure of anything.  Staff are given information as a team and individually on how to plan and record information on individual children.  We have a close relationship with support agencies and work with them to provide intervention and support.  We have joint staff meetings and pupil/child free days wherever possible to spend time reflecting together as a team. All staff are provided with staff meeting notes.

Key improvements sought for QA4

Standard/eleme Educators, coordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to

30 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template nt further develop their skills, to improve practice and relationships. [4.2.2]

Identified issue Staff would like to develop their capacity, and be given the opportunity, to become familiar with the DECD numeracy indicators. We would like to put strategies in place for training/learning, review, discussions about practice and assistance for all staff to develop an agreed understanding of the mathematical language within the indicators so that this can be used in conversations and learning experiences with children. All educators will be encouraged to develop their skills in observation, reflective practice, and reporting to families.

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

Standard/ What outcome or goal do P How will we get this outcome? Success By when? Progress notes element we seek? r (Steps) measur i e o r i t y

( L / M / H )

4.2.2 To develop collaborative staff practices H All staff will support each other to be familiar with using All staff Ongoing. T4, 2014. Attended an which focus on reflection, dialogue, the new numeracy indicators. Strategies will be have information session on planning together and sharing developed with staff and they will be encouraged to increased trialling numeracy knowledge so that common attend available training. their indicators. understandings can be established. understandi T4, 2014. Elizabeth These common understandings will All staff will have performance development meetings ng and attended ECHO support learning relationships with with the opportunity to reflect on the comprehension knowledge conference and shared children. A particular focus this year will and understanding of the numeracy indicators. of the information on be for all staff to develop preschool numeracy with staff. understandings of numeracy in the play At staff meetings and partnership meetings a priority numeracy Particularly around environment in line with the DECD focus will be around numeracy learning. and literacy noticing and the Numeracy Indicators. indicators as language of shape Staff will develop their awareness of numeracy demonstrate knowledge. vocabulary and it will be evident on a day to day basis. d by their T1. Elizabeth and Sam interactions attended ‘Leading Staff will use mathematical language with children in with children Numeracy their play conversations. and the Improvement Training’. documentati Numeracy audit to be on of completed by the end learning. of term one. T1. Week 8, attended Quality ‘shared staff meeting’ documentati at Salisbury Preschool on of to discuss the children’s numeracy audit. 32 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template learning makes T1 Development of visible the Directors Professional numeracy Learning Community learning in with a focus on play. numeracy. Meetings to be held twice a term. Staff 26/3 Results plus sharing meeting of practices. dialogue will T2 Introduced Numeracy reflect Indicators into collaborative observations, practice. Discussions around indicators with staff. Children’s 5/6 Pupil Free day with a learning and focus on the Numeracy progress are Indicators. noted in statement of T2 Results plus -beginning learning. to establish line of inquiry Staff T3 Inquiry question attendance determined with other at preschool sites. partnership training and discussions.

Staff attain a holistic understandi ng [EYLF] of numeracy and are reporting numeracy learning on an ongoing basis.

Staff PD records demonstrate the value of collaborative reflective practice and developing understandi ngs of numeracy learning in play 33 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template 34 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Area 5: Relationships with children

This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning Quality Improvement Plan for QA5 Summary of strengths for QA5 Strengths  We maintain a high level of staffing to ensure that children are given individual attention so that their voice is heard. Through team discussions we ensure that all children are given the opportunity to have 1:1 time with staff and to develop their individual skills. Through observation and staff reflection learning goals are established and children who require extra support are provided with the support they require to develop dispositions for learning. We have a focus on developing children’s ability to inquire and answer questions. Staff actively listen to children and encourage them to be involved in back and forth dialogue. Staff divide children into smaller groups, where appropriate, to encourage all children to develop confidence and have more opportunities for interaction. ECWs support the children in the groups including children on preschool support.  Children are given choice and are encouraged to make decisions around their learning. They are made to feel comfortable to ask for help or resources. We record children’s ideas through brainstorming and informal discussions. These are displayed for parents to read. We have science and discovery learning focuses where children are encouraged to predict and reflect. Children share ideas verbally, through art and writing.  We work with families individually to support them through separation. We encourage all children to greet and farewell staff and make sure all staff are available to greet families and help children settle in. Activities are open-ended to promote success in all children. We have an intervention process in place to ensure children receive the support they require. Families are provided with information on who will be providing their child’s preschool support and how much and when they will receive it. Support plans are written for children on preschool support. ILPs are also written for Aboriginal children and children on support. They are reviewed regularly.  Behaviour plans are written where appropriate and staff support children to make choices.  Children are encouraged to participate in the setting up and tidying up of the indoor and outdoor environment.

Key improvements sought for QA5

35 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Standard/eleme Each child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and nt [5.1.2] learning.

Identified issue We would like to be more aware of the quality of our interactions with children. This will include discussions on how we can extend the back and forth dialogue and therefore encourage more sustained interactions. This will include our work on developing children’s questioning abilities and awareness of questioning as they interact with each other in play and groups.

Standard/ What outcome or Priority How will we get this Success measure By when? Progress notes element goal do we seek? (L/M/H) outcome? (Steps) Evidence and data

5.1.2 To develop the practice of M In conversations with children we Children are engaged in sustained Ongoing. T1. Staff have had discussions on sustained shared will give children time to respond two way- turn taking those children who aren’t conversations with all and elaborate ideas. conversational exchanges. currently at a level to sustain children, in order to support shared conversations. their ongoing well- being and Develop strategies and awareness Children are responding to open learning. with staff to engage in five part ended questions. Shared with families conversational exchanges. information on questioning. Children are approaching staff to

Open ended questioning is have meaningful conversations. We have gathered ‘shared happening on an ongoing basis. thinking strategies’ Documentation and displays of information to share with Inform/support parents of learning demonstrate children’s families and staff. strategies for extending learning and thinking within conversational language in the sustained shared conversations. T2 Specifically documenting more home environment. language and child’s voice in Parent feedback is positive re observations. Investigate inquiry questions with development of conversational educators to build their capacity to language extend conversation.

Improvement plan

36 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Area 6: Collaborative partnerships with families and communities

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

Quality Improvement Plan for QA6 Summary of strengths for QA6

Strengths  We form close relationships and connections with families through respect and open communication. Families are able to participate in the centre’s activities in a variety of ways, such as coming on excursions, Special Friends’ day, end of year concert and the obstacle-a-thon. Through these events we can communicate with parents about the learning that occurs at our centre and about their child’s learning. We encourage parents to stay with their child and do an activity with them on arrival. We put out question cards next to the learning activities to assist through guiding the learning. In the enrolment package we have a list with ideas on how parents can be involved in the centre. Letters are sent out to families asking how they may help. We have a playgroup once a week through which we can start to build relationships with families before their child starts preschool.  We communicate with parents verbally and through written documents such as newsletters and displays. Families with limited access to the site receive emails of all communication. We utilise our bilingual workers to explain information to families in their home language. We have the parent survey translated into Vietnamese, which is our largest ESL group. We put lots of information for families on the table outside as well as in the parent brochure stand, including newspaper and magazine articles. Our bilingual workers also help educate us about their culture and about any particular needs or beliefs of the families that they are working with.  Parents are able to access information through information on the brochure stand as well as through discussions with staff. We are able to give them details of organisations or services that they require.  We refer children based on our observations and conversations with parents to relevant organisations or DECD support staff and we support families to access the support services available.  We are aware of the importance of continuity between preschool and school. We have regular discussions and meetings with the Salisbury Downs Junior Primary staff about issues relevant to both sites. These discussions also involve the local childcare centre where appropriate. In 2014 the school volunteered to have all our children for one day during term 4, to help with induction. This was beneficial to both sites and enabled pre-entry sessions at preschool. A day with the staff to enable discussion about the children going to their site was very useful and will continue. We also have regular visits to the school with the children to familiarise them with a school setting. The preschool staff participate in school staff

37 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template meetings and training where appropriate. We contact feeder schools about the children who will be attending for the following year, offering the option of having a meeting or phone conversation to discuss the children.  We are inclusive of all children from all backgrounds, including Aboriginal and Torres Strait Islanders. We have a ‘Welcome to Country’ poster on the wall and on the plasma screen for families to view. We ensure we have resources depicting people from all cultures, including books, posters and puzzles.  We have formed links with the local community in a variety of ways. These have included the local schools, health support agencies, Salisbury council, Lions club, Bunnings, IBIS aged care, the local vet, fire and police services, South Australia Little Athletics and the local library and shopping centre. We have students from Uni SA, the local TAFE’s and work experience students from the local Secondary schools.  We have an effective enrolment procedure where parents are provided with information as a group or individually. Families are given support to complete forms and staff go through the forms individually with families.  All relevant enrolment information is shared with staff.  Families complete an initial information sheet about their child on enrolment. This is shared with all staff and placed in the child’s portfolio and revisited during parent interviews.  Families are encouraged to be involved and to make comments about our service to help with our continuous improvement.  Policies are made available to families where appropriate.  Attendance issues are followed up with families and supported with home visits where appropriate.

Key improvements sought for QA6

Standard/eleme Families have opportunities to be involved in the service and contribute to service decisions. nt [6.1.2]

Identified issue Many families are reluctant to be involved and we would like to continue to encourage them. This requires all staff being involved in building relationships and investigating communication methods.

Standard/eleme Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying nt responsibilities [6.3.2]

Identified issue Investigate this year the benefits of the voluntary amalgamation program with Salisbury Downs Primary.

38 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template 39 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Improvement plan

Standard/ What Priority How will we get this Success measure By when? Progress notes element outcome or (L/M/H) outcome? (Steps) Evidence and data goal do we seek?

6.1.2 Continue to M Staff to be involved in an Staff are implementing parent Term 3, 2015. T1. Staff are aware of develop and e-learning course on engaging suggestions / practices learnt. Ongoing training and will maintain families in the early childhood complete during own respectful, development story. Parents are contributing ideas time. supportive regularly. T1. Sent home a survey relationships with Continue sharing information in asking parents how families so that Parent opinion is positive about newsletters inviting parents to they are able to assist parents can their inclusion in centre operations contribute or comment. at preschool. contribute to and programs centre decision Engage parents in daily 26/03 Note sent home making and be Documentation of learning conversations especially relating to encouraging more involved in demonstrates parent involvement children’s interests and learning families to join planning for in children’s learning program goals. Governing Council children’s T2 Sam and Elizabeth learning. Increased number of parents on Encourage parents to join the completed e learning GC Governing Council. course

Encourage parents to share skills within the daily program with children.

Surveying families.

6.3.2 An investigation M Completion of the expression of Records of successful discussions Ongoing T1. Discussed possibility into the possibility interest form. with School leadership of amalgamation Documentation displays positive and Education Director. of the 2 sites, the Discussions with relevant outcomes of amalgamation for The idea was approved preschool and the personnel as to the benefits of children, families and staff. by the school and main feeder relocation. preschool governing school, will be councils. initiated. The Include families in consultation with school has space all personnel. on their site for the preschool to Include local staff in consultation relocate. Amalgamation/rel ocation will assist in continuity of learning and transition to school practices

40 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template 41 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Area 7: Leadership and service management

This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear direction and reflective practices enable the service to function as a learning community. An ongoing cycle of planning and review, including engagement with families, creates the climate for continuous improvement. Quality Improvement Plan for QA7 Summary of Strengths

Strengths  We have an efficient governing council that works effectively with the staff to achieve high outcomes for the centre and the children. Minutes are recorded from every meeting. We work constantly at recruiting parents to the governing council and at informing them of what is happening within the preschool.  We believe in maintaining continuity of staff and have had the same core teaching, bilingual, support and ECWs.  Staff meetings are minuted and information conveyed to all staff. All staff are invited to attend pupil free days.  All DECD employees, work experience students, governing council members and people working on site undergo a Department for Communities and Social Inclusion (DCSI) Clearance and we keep a record of those checks.  Clear goals and expectations for learning are conveyed to all staff and they are familiar with our philosophy.  Staff member’s individual skills and expertise are recognised and utilised.  Training and development is encouraged and the centre will fund training where appropriate.  Staff have clear job descriptions and receive acknowledgement, praise and encouragement to undertake new skills.  Our ECW’s are undertaking Diploma in Children’s services. Our teacher has a Bachelor of Early Childhood Education and the Director has a Diploma.  We have an effective quality improvement process and we have a constant cycle of review and improvement. Surveys provide information for improvement to the preschool.  Children’s records are stored confidentially in the office.  We have high quality standards for administrative systems, including making sure that all information that goes out to parents is thoroughly proof- read.  All staff write performance plans and review them throughout the year.  The grievance procedure policy has been updated to include the parent complaint phone number. We currently document grievances and attend to them promptly in an appropriate fashion.

42 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template  The induction manual is regularly updated and individual copies are available to new staff. In 2015 all staff completed the new DECD induction process which contains links to relevant information.

Key improvements sought for QA7

Standard/eleme Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained nt in accordance with legislative requirements. [7.3.1]

Identified issue We need to update our existing knowledge on current records management practices.

Improvement plan

Standard/ What outcome or goal do P How will we get this outcome? Succes By when? Progress notes element we seek? (Steps) s measur e

7.3.1 To establish a process that meets the L Consider the DECD records management policies and A plan for Ongoing. T1. 15/2: Investigated requirements of quality record procedures. establishing training which will be management. a records available in the second Attend DECD records management training. manageme half of 2015. nt process Allocate time to review and apply the new practices. is in place.

All records have been archived and/or stored appropriatel y.

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

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