Quality Improvement Plan

1 2 Service details Service name Service approval number

Winston Mall Children’s Centre

Primary contact at service

Belinda Gollan

Physical location of service Physical location contact details Street: Shop 44/190 Caroline Chisholm Dr Telephone: (02) 9624 3421 Suburb: Winston Hills Mobile: 0409 012 775 State/territory: NSW Fax: (02) 9620 9083 Postcode: 2153 Email: [email protected] Approved Provider Nominated Supervisor Primary contact: Kelly Lovely Name: Belinda Gollan Telephone: (02) 9624 3421 Telephone: (02) 9624 3421 Mobile: Mobile: Fax: (02) 9620 9083 Fax: (02) 9620 9083 Email: Email: [email protected] Postal address (if different to physical location of service) Street: as above Suburb: State/territory: Postcode:

3 Operating hours

Winston Mall Shopping Centre is open for 50 weeks of the year, closing down for 2 weeks over Christmas and New Year.

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

07:00hrs 07:00hrs 07:00rs 07:00hrs 07:00hrs Closed Closed Opening time

17:00hrs 17:00hrs 17:00hrs 17:00hrs 17:00hrs Closed Closed Closing time

4 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. Parking is available free for three hours in an underground car park for the Winston Mall Shopping Centre; with travelators or ramp to the shopping level which the centre is on. A fifteen minute/disabled car park with 4 places is available outside the child care centre for drop off and pick up. Street parking is available but limited in the near vicinity. We are located outside near the post office. Winston Mall Children’s Centre closes for two weeks each year, usually the week prior to Christmas approx. the 19th-22nd December reopening two weeks later, approximately the 5th-9th January. The Centre remains open throughout the year except NSW Public Holidays. Educators spend a total of up to two full days to clean and prepare the centre without children at the beginning and end of the year.

How are the children grouped at your service? Winston Mall Children’s Centre provides care for children 6 weeks to 6 years; we offer two rooms. Children aged 6 weeks to 2.5 years in the Joeys Room and 2.5 years to school age in the Kangaroo Room. We have a maximum number of 8 children in the Joeys Room and up to 22 children in the Kangaroo Room, and a maximum number of 30 children each day at the service.

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

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:__N/A__

5 WMCC Service Philosophy

The Philosophy of Winston Mall Children’s Centre is engrained in our everyday practices with the belief that all children deserve the right to care, happiness, equality, education and that each child’s uniqueness is celebrated. Our aim is to provide a learning environment that is warm, caring, happy and secure, enabling each child to develop to their fullest potential. In relation to children The educators of Winston Mall Children’s Centre view each child as a whole, encompassing their individual styles and the life experiences they bring, including their cultural background, the family dynamics and economic status. Children are seen as active participants in their learning and are encouraged to explore their environment and engage in socio-cultural learning that can enhance their interests, skills and ideas. Educators provide a nurturing, trusting and secure relationship to support children in developing confidence and a feeling of respect, value and a sense of belonging. Children are seen as capable and confident and are given praise and positive reinforcement to assist their development. The vision of “Being, Belonging and Becoming” is fundamental to the curriculum as children not only meet developmental outcomes…but meet outcomes which reflect a successful future. In relation to families Families are considered a child’s first teacher, with educators respecting this as they gain knowledge of individual children. Family input is used by educators when creating a learning program in order to embed knowledge within the context of cultural expectations and societal roles. It is important to create a link between the home and Centre environments so families and educators can work in partnership to assist children develop their learning potential. In relation to the community The children and educators, who spend their lives together within these walls, will listen, talk, play, think, negotiate, value, and care for each other in an early childhood program which spills out into the surrounding community. It is the connections that are formed and the mutual respect shown by all which creates a desire to contribute to righting the wrongs of the world. We strive to incorporate the local community in the program through our incursions, excursions, family participation and social events. In relation to colleagues Each educator’s personal teaching philosophies are respected and reflected in the learning program of the Centre. Educators work collaboratively and maintain positive relationships with each other. As educators we continually reflect on our ability to achieve high quality education and care, including principles, theories and practices. This reflection is used to support the philosophy ethics and practices of the service. Winston Mall Children’s Centre prides itself on its qualified, caring, passionate and enthusiastic educators.

6 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, and 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. 7

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  The educators of Winston Mall Children’s Centre (WMCC) gain a holistic view of each child by collating observations, routine forms, enrolment forms and family input. When documenting children’s learning, educators are aware of each child’s strengths, interests and abilities, which are reflected within the program for each classroom environment. Anecdotal observations, photo records and learning stories are most commonly used in the documentation process and are then displayed in children’s portfolios for reflection. A tracking sheet is used to keep an ongoing record of all documentation to ensure children are observed regularly and equally.

 Gathering information is also about developing close relationships with families and children in order to allow educators to assess interests, culture and abilities. Speaking to parents allows educators at Winston Mall Children’s Centre to gage the rapidly changing interests of young children. It is these interests, cultures and abilities that actively drive all aspects of the program at Winston Mall Children’s Centre.

 Curriculum decision making involves community connections through a variety of incursions, fire and police visits, sustainability productions and collaboration with local schools to assist with orientation and transition to school. At Winston Mall Children’s Centre we also value each child’s family culture and openly celebrate these cultures throughout the year.  The program has been devised to reflect the Early Years Learning Framework and the Philosophy of Winston Mall Children’s Centre, with both spontaneous and intentional teaching experiences being documented. Children’s abilities and skills are recorded with consideration to the Early Years Learning Framework outcomes. Educators also link children’s development to their knowledge of theories and texts. Spontaneous experiences may develop from conversations with children or families,

observations of children in play and routines.

 Critical reflection is completed regularly by WMCC educators. Weekly team meetings allows for reflection of the program, partnerships with families and interactions with children. The devil’s advocate question is discussed at these meetings and posted on the noticeboard in staff room, encouraging educators to reflect on their teaching philosophies and practices. This question is updated weekly allowing for regular and continuous reflection

 As a result of training and development attended by educators, the role of Educational Leader has been revised at Winston Mall Children’s Centre and has been designated to an educator that is engaged in regular programming. Time is allocated to allow for opportunities to mentor other educators and to further enhance and enrich the program for children.

Key improvements sought for QA1

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

Identified issue Whilst children’s individual portfolios are available to families throughout the year, they are not viewed regularly. Families are invited to take these home mid-year to review and add any additional input. Daily reflections are displayed daily in the classroom outlining the learning that has occurred during the day. Too often families are in and out of the centre quickly and do not always stop to view the days events. Notice of upcoming events are posted in newsletters, text messages, reminder emails and on our Facebook page.

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

Identified issue Many of the educators at Winston Mall Children’s Centre are currently studying or have recently completed studies in early childhood education. Educators are aware of children developing different learning styles and a variety of techniques to apply these into the daily routine are still being developed.

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

Identified issue Educators at Winston Mall Children’s Centre incorporate children’s interests, cultures and abilities into the program. Noticing teachable moments and times for intentional teaching can at times be overlooked. By noticing and tuning in to these teachable moments, educators can better scaffold and enrich children’s learning each day.

Improvement Plan

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) )

1.1.4 To better communicate M  Include a room  Families offer ideas, March 2014 and involve families in report in the suggestions, input about the reflection and availability of children’s newsletter that events relating to news individual programs and outlines any in newsletters. daily learning. significant events or learning that has occurred for children over the  Emails from parents previous month. responding to and June 2014  Move to a weekly contributing ideas. email of the week’s reflections to allow parents time to read and reflect with  Children will openly December their children discuss what they have 2013  Display daily learnt each day using the reflections at pictures displayed as a children’s height to reference. Greater sense encourage their of belonging participation and sharing daily reflections with families.

1.1.5 For educators to further M  Meetings to be held  Goals set and displayed December enhance their to discuss and set in classrooms 2013 awareness of children’s different learning styles goals for 2014. 12

and techniques to  Educators to attend  Training will be incorporate them into training in learning scheduled to cover Feb – June daily routine styles and behaviour resilience, behaviour 2014 management. guidance, early  Reflect on children’s development and how to learning in weekly support children’s October Weekly team meetings have been team meetings. learning. 2013 successful in outlining any challenges  Educational Leader  Program regularly in relation to children’s interactions to mentor staff in reflects each child’s and program suggestions to support techniques to needs and interests. this for the upcoming week. Will incorporate a variety  Educational Leader’s February include Educational leader of learning styles. monthly report outlining 2014 component by April 2014. strengths and areas for improvement within the program.

1.2.2 For all educators to H  WMCC educators to  Educators attend Feb – June become aware of attend training or in- training and reflect on 2014 teachable moments and how their practice can service their learning to extend children’s opportunities in colleagues at staff learning intentional teaching meetings. and teachable moments. December Teachable moments and the use of  Educators to use  Critical reflection will be 2013 intentional teaching was discussed at learning stories to apparent in learning the November staff meeting. reflect on both stories, staff reflection Educators have been asked to reflect children’s learning journals and in weekly and bring examples to the December and educators team meetings. staff meeting. teaching strategies. January 2014  Educational Leader to review, monitor  Staff feel supported in and mentor their practices.

13 educators in their  Positive relationships ability to notice and with children. engage in teachable moments.

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. Each child’s health needs are supported. Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation. Effective hygiene practices are promoted and implemented. 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. Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child. Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child. Standard 2.3 Each child is protected. Children are adequately supervised at all times. Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury. Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented. Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to

15 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 18

Quality Improvement Plan for Q2

Summary of strengths for QA2

Strengths  Winston Mall Children’s Centre’s medication management, child protection and the prioritisation of health (e.g. sun smart and healthy eating) form a key part of the WMCC educational program/practice and are supported by all staff members.

 The WMCC Parent Executive Committee play a key role in children’s health & safety leadership through their endorsement of the WMCC WHS Policy, Procedures and overall management system. The Committee introduced the appointment of a Compliance Officer to the WMCC Constitution (late 2011) in a continuing role to ensure this endorsement. The Compliance Officer works closely with the centre director, following up on WHS areas including risk assessments and areas discussed at staff meetings.

 Winston Mall Children’s Centre believes that all children are provided with opportunity to sleep or rest. We pride ourselves in providing a 20-30 minute relaxation/quiet group time during this time of day. This allows children the opportunity, if requiring a sleep, to do so without making all children rest on a bed. This also promotes all children the opportunity to have a settling section of the day without the need to lay on a bed.

 Staff at Winston Mall Children’s Centre participate in active supervision and ensure all areas of the environment are adequately supervised at all times. This includes: - Indoor environment - Outdoor environment - Bathroom - Sleep/rest areas - Overall the health and safety of all children are respected highly within the Winston Mall Children’s Centre community.

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

Identified issue The Winston Mall Children’s Centre’s nutrition policy is currently under review. As part of recent training in safe food handling and menu planning, a comprehensive information package for families is to be developed in conjunction with staff and the parent management committee. As families provide a packed lunch box, it is important to ensure we are promoting healthy and adequate dietary information to ensure children meet the recommended 50% RDI across the day.

Standard/eleme Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented. nt 2.3.3

Identified issue The management and staff of Winston Mall Children’s Centre are updating our emergency evacuation policy and procedures to ensure all staff, children and families are aware of and familiar with how emergency situations will be managed. As we are located within a shopping centre and near a pub, we need to look at additional risk assessments based on this location and how we could best manage possible scenarios. Winston Mall Children’s Centre participates in bi-monthly fire and lock down drills. We also participate in drills run and managed by Centre Management of the shopping centre.

Standard/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.

Identified issue Whilst many of the educators of Winston Mall Children’s Centre have relevant training and awareness in risk of harm for children, it is not discussed or reflected upon regularly. Educators can become involved in the process of risk assessment, not just management.

Improvement Plan 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) )

2.2.1 To develop and H  Develop a nutrition  A well informed December Staff training in basic implement a nutrition policy in consultation nutrition policy and 2013 safe food handling in policy that promotes healthy eating and is with staff, families procedure is October 2013 has appropriate for each and parent committee developed and put prompted need for child that meets the into practice. update. Australian Dietary  A menu is displayed Guidelines. and implemented that  Implement nutrition reflects the nutritional March 2014 policy and healthy goals of WMCC eating practices into  Evaluation of the everyday practice. menu to be completed regularly.

2.3.3 To develop and H  Practice evacuation  Emergency February 2014 implement an effective and emergency Preparedness system to manage incident and situation drills exercises scheduled emergencies regularly and ensure routinely (ie: bi- all staff and children monthly). Keep a roll participate in these to cover children and drills. staff present/absent.  Consult with external  Display Chubb fire bodies on emergency safety inspections procedures. annually.  Complete risk  Keep evidence of assessments of Winston Mall potential hazards in Shopping Centre

and around WMCC. Facilities Management externally facilitated pest, building and equipment maintenance services  Register of risk assessments to be kept

2.3.4 For educators and M  Staff to engage in  Staff training log July 2014 management to have professional updated and staff greater understanding discussion and of their role and meeting discussions responsibility to respond development about and input to children at risk of risk of harm documented. harm, abuse or neglect.  Risk assessments  Register of risk to be completed to assessments to be outline potential for kept. risk  Personal child  personal child protection protection commitment commitment statements will be statements to be agreed to and kept. signed by all educators, coordinators, staff members and Parent Executive Committee members on an annual basis.

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. Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose. Premises, furniture and equipment are safe, clean and well maintained. 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. Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural environments. 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. Sustainable practices are embedded in service operations. Children are supported to become environmentally responsible and show respect for the environment.

Standard/eleme National Law (section) and National Regulations (regulation) nt

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

Related requirements

Part 3 of the National Law: Service Approval 26

Quality Improvement Plan for QA 3 Summary of strengths for QA3

Strengths  Winston Mall Children’s Centre is attached to a shopping centre, with a playground adjacent to the entrance of the shops. This allows children to watch members of the community attend the shops. These members include elderly people from local nursing homes, postal workers, police services, ambulance officers, fire officers along with a wider selection of the community. The Children are encouraged to discuss these community services whilst widening their knowledge of their community on a regular basis. Due to this location it becomes a part of Educators supervision duties to be constantly aware of potential hazard/ risks in the surrounding area. The outdoor play space is also limited in size with resources being continually packed into an outdoor storeroom, and set up each morning for children to play; this provides variety for the children, however restricts continuation of play experiences.

 We have one outdoor environment which is used at different times by each age group. The playground is set up to be developmentally appropriate for the age of children using the area. For example, when the older children are outdoors they may use the big bikes however these will be packed away and more appropriate bikes will be available to younger children. Shade cloths have been added to this area to provide a greater level of shade and sun protection for children and staff.

 The children have constant access to 2 bathroom facilities; one includes three smaller toilets and one regular sized toilet with and hand washing sink the other provides one toilet and sink alongside nappy changing facilities. One bathroom is able to be accessed from inside older play room and the outdoor area encouraging children to develop autonomy and independence in the toileting skills whilst educators provide supervision support and assistance when needed.

 The children take responsibility for their own belongings by placing a bag in a locker and selecting their name tag to go with it. Children are involved in making decisions about their learning as they investigate interests some producing webs with educators, or with educators providing resources to extend on play. Children are encouraged use resources available on shelving in the room, also to ask for extra resources from the storeroom if needed.

 Members of the community are welcome to enquire at any time, with many making comment on the location of our centre being very convenient with a warm feeling when they come inside. Winston Mall Children Centre takes pride in our appearance with regular maintenance. In our foyer we, included a modern table and shelving that is at an ergonomic height for our families to sign their children in and out. Communication between the centre and Families has become more efficient with family pockets displayed aesthetically with a larger pocket to hold information easily; technology has also increased communication means by including emails and text messaging to families. We also now have a WMCC Facebook page to announce updates, reminders and upcoming events.

 Children’s resources are checked regularly with any broken parts disposed immediately with replacement resources being purchased when 27

possible; resources are extended upon and updated when necessary to encourage development and learning through intentional play experiences. When resources are used, educators model skills required to use effectively prior to use and participate in experiences to guide and model appropriate use and behaviour. Resources are stored in labelled containers in a separate store room with selected resources available on shelving in the room for children’s choice. Children can choose from a range of both natural and commercial resources.

 The team members of Winston Mall Children’s Centre are responsible for keeping the centre clean, staff clean the bathroom and play area throughout the day and we have a cleaning service attend 3 nights a week which includes mopping of the floor, washing windows, a complete wash of all bathrooms and kitchen areas. Team members perform safety checks prior to opening the centre, checking both indoor and outdoor areas. Team members where possible remove any identifiable hazards or complete a hazard identification form to coordinate necessary risk management approach.

 Sustainability is promoted in everyday practice as children are supervised in bathroom to ensure water is not being wasted and electrical appliances turned off when not in use to reduce use of electricity. Families are also encouraged to provide recycled items for craft and investigations. Winston Mall Children’s Centre has introduced a sustainability section in the monthly newsletter communicating practices within the program and requesting items when needed.

 As our younger classroom (Joeys) has no access to natural light, we have a waiver to cover this and have updated all lighting to be cooler natural lighting. Blinds have also been installed into the older classroom (Kangaroos) to minimise risk of UV radiation as we are located in a west-facing direction.

 Winston Mall Children’s Centre liaises with both centre management and Hills Shire Council in ensuring the building and facilities are well maintained.

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

Identified issue Winston Mall Children Centre strives to promote recycling as part of everyday practice. In the Kangaroo room children have access to a waste bin as well as a recycling bin. Winston Mall Shopping Centre however does not promote this as well and only has facilities to recycle cardboard. Contact with centre management and local council/s has left this situation unresolved and is not likely to be resolved in a timely manner. Sustainability projects such as composting are still being developed at Winston Mall Children’s Centre.

Standard/eleme Children are supported to become environmentally responsible and show respect for the environment nt 3.3.2

Identified issue Children at Winston Mall Children’s Centre are encouraged to participate in watering the garden, including strawberry patch. Environmental management and sustainability is relatively new learning for most parents/caregivers, educators and team members so an environmental and sustainability strategy (with achievable goals and objectives relating to office & centre waste, utilities usage and food management requires an ‘across the board’ review.

Standard/eleme Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose. nt 3.1.1

Identified issue Winston Mall Children’s Centre, when extending the license of operational hours from 8am-4pm to 7am-5pm has been given a restriction whereby the outdoor area is required to be packed away and children indoors by 4pm. At present we are reviewing our policy on breastfeeding and identifying a suitably designated area to support breast feeding within the service.

Improvement plan 29

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) )

3.1.1 To ensure children have M  Ensure daily routine  A fair and reasonable November opportunities for blocks of reflects adequate routine for outdoor 2013 uninterrupted play in the outdoor environment whilst adhering to blocks of time for play restrictions children of both rooms in outdoor environment.  Extension or waiver  Apply for extension of received, able to stay July 2014 restriction or waiver outdoors past 4pm. currently requiring to be inside by 4pm.

3.1.1 To provide a suitable area for H  Blinds for window in  Parents feel April 2014 breast feeding mothers that is staffroom near door. comfortable and nurturing and comfortable  Alternative, adult size supported in their chair in cot room when choice to breast feed available for breast at WMCC. feeding mothers.  Availability of ‘quiet  Staff room lounge can area’ for be used for breast breastfeeding feeding mothers  Display signs to promote safe breast feeding practices

3.3.1 To promote better sustainability M  Further discuss ideas  More recycling June 2014 Seed, Harvest practices at Winston Mall and solutions for better options available at and Spoon Children’s Centre and Winston Mall sustainability within the shopping mall program will be Shopping Centre. shopping centre  Implementation of coming to  Liaise with other alternative solutions WMCC in services to promote the eg staff/families February 2014 need for better taking home recycling facilities. recyclable items  Engage external  Compost bin companies to promote functional in WMCC composting – Seed, playground harvest, spoon.

3.3.2 To demonstrate respect for the M  To incorporate  Children engaging in June 2014 environment environmentally autonomous care for responsible practices gardens and birds. into daily programs through group discussions and caring for gardens and birds.

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.

Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing. Element Educator-to-child ratios and qualification requirements are maintained at all times. 4.1.1 Standard 4.2 Educators, co-ordinators and staff members are respectful and ethical. Element Professional standards guide practice, interactions and relationships. 4.2.1 Element Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other 4.2.2 to further develop their skills, to improve practice and relationships. Element Interactions convey mutual respect, equity and recognition of each other’s strengths and skills. 4.2.3

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 34

1. Quality Improvement Plan for QA4 Summary of strengths for QA4

Strengths  Winston Mall Children’s Centre is well resourced with reliable and passionate staff. Whilst there are some educators who have been involved with the service for many years, the bulk of educators are rapidly up-skilling in light of modern childcare service requirements. Each day sees up to eight staff members attending. This presently includes: - Teaching Director/Nominated Supervisor (who commenced her employment with WMCC in September 2013 for 6 month maternity leave cover) - Joeys Room – a room leader and assistant - Kangaroos Room – two joint room leaders (one being educational leader), one assistant, and teacher/director (part time in classroom) - Kitchen – a certificate 111 assistant with safe food handling qualifications.

 All team members are currently qualified with a minimum of a Certificate 111 in Children’s Services; with three staff members actively engaged in study for a Diploma in Children’s Services.

 The two classroom environments are divided by age groups and are staffed appropriately in relation to the National Quality Standard.

 The ‘Joeys’ Room caters for eight children per day, aged from 6 weeks to approximately 30 months (2.5 years). This room has a Diploma qualified room leader and a Certificate 111 qualified assistant. The Kangaroos’ Room currently holds twenty-two children per day with two Diploma trained Room Leaders; one Certificate 3 qualified assistant, and access to a Teaching-Director who holds a Bachelor of Education (Early Childhood). Ratios of children to educators are well maintained throughout the day, including breaks, programming time and food preparation. Educators are also available at the beginning and end of each day to communicate with families, while adequately maintaining supervision and engaging experiences for children.

 Each room is provided with 2 hours non-contact time each week for the purposes of programming. Educators are often encouraged to participate in professional development and networking meetings with other education and care services. This experience has allowed our service to develop a close relationship with a variety of other Early Childhood settings; where we are able to share ideas and support one another.

 When replacing educators due to sick leave, holidays, or for programming/professional development purposes, Winston Mall Children’s Centre, utilises a pool of familiar educators, who are familiar with the service’s policies and practices. Children are encouraged to form a close relationship with each of their educators to ensure they feel comfortable at all times within the service. If children do form a special relationship with an educator, this is encouraged and nourished in order to provide the most supportive and loving environment for that

child. All new and casual educators are inducted into the service. Induction process covers policies, procedures, emergency evacuation information, room routines and tour of facilities. An induction checklist is completed with new staff.

 A change in educational leader occurred in September 2013. Time is now allocated to allow for mentoring of staff and reviewing documentation and practices, identifying areas for improvement at staff meetings and through professional development.

 Our recruitment policies and practices have been updated to support new staff to be successfully inducted into Winston Mall Children’s Centre as we recruit for multiple maternity leave cover.

Standard/eleme Educator-to-child ratio’s and qualification requirements are maintained at all times. nt 4.1.1

Identified issue Human Resources procedures not previously incorporated into the program, will be rigorously implemented with educational leader and staff and monitored for compliance and continuous quality improvement over time. This will outline: - expected codes of conduct, - performance management and monitoring principles in line with the WMCC philosophy, - the support and services to be promoted amongst parent/caregiver volunteers and students - comprehensive induction process for new staff - and the position description/ responsibilities & accountabilities of the Director/Nominated Supervisor

Standard/eleme Interactions convey mutual respect, equity and recognition of each other’s strengths and skills. nt 4.2.3

Identified issue  staff retention across the WMCC has generally been high, new staff orientation and inductions has been considered a lowered priority in

the past. It is now identified that a comprehensive induction process for new staff needs to be developed as a high priority with recent staff changes such as multiple maternity leave positions.  With an increased emphasis on the works and services of volunteers and students and, in the possible event that retention levels may change, it has been identified that: - a 3 month new staff orientation and induction program is timely, - a program of orientation for non-paid workforce members (that considers the requirements of child protection, food handling, safety and risk involved in community excursions and the like).  Each staff member’s skills and strengths to be promoted positively and regularly.

Improvement plan

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

( L / M / H )

4.1.1 To develop and implement Human H  Priority for the Human Resource  WMCC HR February 2014 Resources Procedures (HR) Policies and Procedures to Manageme added to the responsibilities of nt system Director/Nominated Supervisor complies  Recruitment of volunteers and with the students to be a priority area in requiremen 2013 & 2014 ts of  HR Procedure rolls out industry implemented effectively & standard consistently with all staff,  Induction contractors, visitors and checklist for students. new staff.  Develop and implement an  Visitor, induction process for staff student and

38 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template volunteer records are up to date  All visitors to WMCC use visitor sign in/out register

4.2.3 New staff orientation and H  New staff orientation and  WMCC New January 2014 induction program induction program developed staff  Recruitment of volunteers and orientation students to be a priority area in and 2013 & 2014 induction program complies with the requiremen ts of industry standard.  Induction checklist.  Number of students, volunteers being retained and actively engaged within the services of the WMCC

39 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template 40 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 Area 5: Standards and elements

Standard 5.1 Respectful and equitable relationships are developed and maintained with each child. Element Interactions with each child are warm, responsive and build trusting relationships. 5.1.1 Element Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life 5.1.2 and learning. Element Each child is supported to feel secure, confident and included. 5.1.3 Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults. Element Each child is supported to work with, learn from and help others through collaborative learning opportunities. 5.2.1 Element Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and 5.2.2 communicate effectively to resolve conflicts. Element The dignity and the rights of every child are maintained at all times. 5.2.3

41 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Area 5: Related sections of the National Law and National Regulations Standard/element National Law (section) and National Regulations (regulation)

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

42 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Improvement Plan for QA5 Summary of strengths for QA5 Strengths  At Winston Mall Children’s Centre, a greater sense of community and interaction with parents/caregivers has been equally encouraged and promoted by way of investment into WMCC website and Facebook in 2012. With this online presence, it is the belief that the WMCC community will:

- Raised participation levels in students, volunteers and parental involvement – an important aspect outlined within the WMCC Philosophy - Gain important opportunities for children to be involved in safe and secure online & social networking; - Assist with continuous quality improvement review (an important aspect of the NQF) through advocacy of the ‘Like’ function; - Serve to connect all stakeholders together in a fun and effective way over time. - Communication with parents also includes email reminders and text messages.

 Children are encouraged to interact with others in a warm and positive manner. Conflict resolution strategies are promoted to enhance the children’s autonomy to manage difficult situations with assistance and guidance from staff.

 At Winston Mall Children’s Centre, we believe children benefit from collaborative and social learning situations. This is promoted through interactions with staff, during small group experiences and during uninterrupted blocks of play.

 Our philosophy focuses on each child being respected as an individual at Winston Mall children’s Centre and children are encouraged to respect others around them.

 Staff are responsive to both verbal and non-verbal cues of children and can extend on these needs through scaffolding and intentional teaching. Children are praised and encouraged for their efforts, building confidence in each child in social and individual learning situations.

43 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Key improvements sought for QA5

Standard/eleme Interactions with each child are warm, responsive and build trusting relationships nt 5.1.1

Identified issue  Whilst staff at Winston Mall Children’s Centre promote positive interactions with and amongst children, we can further develop these skills to support the following: - Culture - Beliefs - interests

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

Identified issue  Behaviour challenges can present themselves amongst children and staff could benefit from exploring a variety of positive behaviour modification strategies to address and monitor this. Effective communication and collaboration with families in managing this is key in identifying possible reasons why the behaviour could be occurring.

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) )

44 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template 5.1.1 WMCC online L  Update website and  Number of Face July 2012 The Facebook page has presence (website promote family and book feeds and ‘Like’ been a big success in and Face book account) to promote community ratings keeping families sense of community participation  Greater sense of updated in special and belonging  Collaborate and community and events. consult with staff, social networking The website was parents and other amongst developed but regular stakeholders in the parents/caregivers, updates are required to types of educational staff and relevant maintain up to date programs and others information. activities available in a safe and secure fashion online

5.2.2 To promote and M  Staff to attend  Staff will be May 2014 support appropriate training/in-service on confident in conflict resolution amongst children behaviour guidance managing  Research reasons challenging into why challenging behaviours in a behaviours might positive manner occur  Staff will be able to structure environment and situations to lessen likelihood of conflict

Improvement plan

45 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template 46 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 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.

47 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Area 6: Related sections of the National Law and National Regulations

48 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Standard/element National Law (section) and National Regulations (regulation)

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

Standard/element National Law (section) and National Regulations (regulation) 49 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template Quality Improvement Plan for QA6 Summary of strengths for QA6

Strengths  The Winston Mall Children’s Centre (WMCC) is governed and controlled by an Executive Parent Committee (consisting of office bearing committee members with voting rights) and the WMCC Nominated Supervisor/Director (who has no voting rights). All office bearing committee members must be the parent or guardian of children currently attending the WMCC and must remain financial (in payment of their WMCC membership fee). The committee meets monthly to discuss centre operations with reports from Director, Treasurer and general agenda items. The annual general meeting (AGM) is held in September each year where office bearing roles or nominated and elected.

 All office bearing committee members provide their services voluntarily (all out of pocket expenses will be reimbursed however). No office bearing committee member is eligible to be appointed to a paid position within the WMCC. Office bearing committee member who happen to be a parent, guardian or immediate relative of staff (including the Nominated Supervisor/Director) currently working within the WMCC may be perceived to have a familial conflict of interest from time to time.

 If this is the case (or if other potential conflict of interest situations arise over time), office bearing committee members are required to disclose all potential conflict of interests, absent themselves from discussions of matters relating to this potential conflict of interest and are not entitled to vote in respect of that particular matter. In the event of familial relationships (being a potential source of conflict of interest), the relevant Executive Committee member is not eligible to move motions, discuss motions or vote on motions that relate to that relationship.

 The WMCC Director plays a large role in ensuring the quality of the service meets and exceeds the requirements of all families, communities and regulators. Whilst an extensive amount of support and governance is provided by the Parent Executive Committee, the WMCC Director is currently registered with a mentoring network, to professional training and to the community network.

 As each new year comes around, greater emphasis is placed on enrolment, orientation and settling in/support for new families. Families are invited to attend an orientation session where they can become familiar with the centre and educators. Although positions may become available throughout the year, an orientation session is encouraged before commencing to assist with settling. Winston Mall Children’s Centre has an open door policy and invites families to call and see how their child has settled.

 Winston Mall Children’s Centre prides itself on its reputation within the community and this is reflected in the waiting list we have where

50 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template places can take up to 12-18 months to become available.

Standard/eleme Current information about the service is available to families. nt 6.1.3

Identified issue The WMCC does ‘pride itself’ on its commitment to communication to parents by way of:

- monthly newsletters and - emails, -SMS messaging, -communication board in foyer, -notices in pockets -verbal discussions with educators

Its processes around communication are very manual and time intensive for both parents/caregivers and staff. It is for this reason that the WMCC is further developing its online presence by way of WMCC website and Face book presence established in 2012 and is being continued into 2013/2014.

Standard/eleme Links with relevant community and support agencies are established and maintained. nt 6.3.1

Identified issue As the WMCC is a not for profit, community based long day care centre, a large majority of its members (ie: its parents and caregivers) and all staff are expected to be ‘ready, willing and able’ to support the success of the centre and it promotes its

51 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template benefits across the community. This culture will continue throughout 2013/2014 though initiatives in the following areas:

 Through development and support for Preschool Readiness Information Evenings with local schools and community organisations (e.g.: Scouting & Guiding Associations, Local Dance and Sporting Clubs and other relevant extra-curricular activities as approximately defined within the WMCC Educations Program).  Presently we do not require support from support agencies such as Inclusion Support however a network for local directors is set up to meet throughout the year and share ideas and experiences as a variety of services. This group is run by the trainer from Early Years Training & Consultancy. The implementation of these meetings can be incorporated into staff training and meetings. A meeting for educational leaders in the area could be beneficial for staff and program ideas.

52 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) goal do we ) seek?

6.1.3 WMCC online L  Update website at  Number of Face January 2014 presence regular intervals. book feeds and (website and Face book  Collaborate and ‘Like’ ratings account) to consult with staff,  Greater sense of promote parents and other community and sense of stakeholders in the social networking community types of amongst and belonging educational parents/caregiver programs and s, staff and activities available relevant others in a safe and secure fashion online

6.3.1 Links with M  Preschool  Greater sense of July 2014 Seed, Harvest and relevant Readiness community and Spoon has been community Information social networking scheduled to run a and Evenings with amongst parent/teacher support local schools and parents/caregiver information session agencies community s, staff and to assist in are organisations relevant others maintaining the  Build network with established  Staff team feeling sustainability local groups such and confident in what program they will as guides, scouts, maintained assist to establish at sporting and they do. . WMCC in February dance clubs  High quality 2014.  Build a network programs that demonstrates the

53 FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template for educational children’s current leaders in the needs and area interests.  Use training section of staff meeting to discuss areas from directors network meetings.

54 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 Area 7: Standards and elements

Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community. Element Appropriate governance arrangements are in place to manage the service. 7.1.1 Element The induction of educators, co-ordinators and staff members is comprehensive. 7.1.2 Element Every effort is made to promote continuity of educators and co-ordinators at the service. 7.1.3 Element Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the 7.1.4 curriculum and ensures the establishment of clear goals and expectations for teaching and learning. Element Adults working with children and those engaged in management of the service or residing on the premises are fit and 7.1.5 proper. Standard 7.2 There is a commitment to continuous improvement. Element A statement of philosophy is developed and guides all aspects of the service’s operations. 7.2.1 Element The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in 7.2.2 place to support performance improvement.

Element An effective self-assessment and quality improvement process is in place. 7.2.3 Standard 7.3 Administrative systems enable the effective management of a quality service. Element Records and information are stored appropriately to ensure confidentiality, are available from the service and are 7.3.1 maintained in accordance with legislative requirements. Element Administrative systems are established and maintained to ensure the effective operation of the service. 7.3.2 Element The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and any 7.3.3 complaints which allege a breach of legislation. Element Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a 7.3.4 timely manner. Element Service practices are based on effectively documented policies and procedures that are available at the service and 7.3.5 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, regulations 168-172 Policies and procedures 7.3.5

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 58

Quality Improvement Plan for QA7 Summary of Strengths

Strengths As mentioned in QA 6: Collaborative partnerships with families and communities, the WMCC governance is via an effective and efficient Parent Executive Committee. The broad function of the Parent Executive Committee is to oversee the work of the WMCC. In consultation with the WMCC Director, the Executive Parent Committee is responsible for major legal, financial, employment, planning, regulatory compliance and policy making decisions as well as liaising with key stakeholders. More specifically they are responsible for:

 Establishing the WMCC Business Plan and the overall aims and objectives of the centre;  Ratifying WMCC Policy and Procedures;  Overall financial management of the WMCC;  Overall regulatory compliance of the WMCC;  Overall public relations and reputation of the WMCC;  The employment and maintenance of the professional working relationship and wellbeing of the Authorised Supervisor/Director;  Leading the activities of any sub committees as required.

Subject to the Act, the Regulation and the WMCC constitution and to any resolution passed by the association in annual or special general meeting, the Executive Parent Committee additionally has the power to perform all such acts and do all such things as appear to the committee to be necessary or desirable for the proper management of the affairs of the association.  The Parent Executive Committee maintain a high presence and support by way of regular attendance at all staff and other ad-hoc business meetings.

 Whilst not certified, the WMCC maintains its documentation and records management to the requirements of ISO 9001 Quality Management Systems. Equally it is the expressed belief that all online records, reports and social networking (by way of the WMCC Website/Face book online presence) will meet all privacy, confidential and disclosure regulations and requirements.

 The philosophy of Winston Mall Children’s Centre is written to encompass the values and beliefs of the staff team. Each educator is invited to contribute their values when reviewing the philosophy.

 As an act of team work, consistency of message, as well as leadership and support, this WMCC Quality Improvement Plan (QIP) has been developed collaboratively between the WMCC Director, staff and the Parent Executive Committee. All action items have received the full

and informed consent of all stakeholders and a considerable amount of momentum has been achieved, so much so that the WMCC ‘hit the ground running’ for the commencement of its implementation on 1 May 2012. Ongoing review of the QIP will continue to be a collaborative effort and will occur as part of regular staff and executive parent committee meetings.

Standard/element Appropriate governance arrangements are in place to manage the service. 7.1.1

Identified issue Governance policies, procedures and management system, not previously incorporated into the program, will be developed in consultation and collaboration with educational leader/staff and parents/caregivers and rigorously implemented. Governance activities will be progressively rolled out across 2013 to address various issues (identified by way of WMCC Risk Register) including but not limited to:  WMCC Constitution & Parent Handbook (2011 – for review) and WMCC Parent Executive Handbook or guidance material (2013 – to further develop and implement);  WMCC Governance to be communicated and readily available to parents and caregivers via the WMCC website;  Exit Interviews to be developed and put in place for staff & parents of children (who leave the centre for reasons not related to age and school readiness);  Complaints and issue resolution process (that includes the Parent Executive Committee) development and implementation as a priority in 2013;  An active caseload (or plan) around compliance management activities to be developed and rigorously monitored by Parent Executive Committee Compliance Officer.

Standard/eleme Administrative Systems are established and maintained to ensure the effective operation of the service. nt 7.3.2

Identified issue  As outlined within 7.1.1, governance policies, procedures and management system, specifically related to human resources and performance management and monitoring, not previously incorporated into the program, will continue to be developed in consultation and collaboration with educational leader/staff and parents/caregivers and rigorously implemented.  Of course in order to ensure continuous quality improvement, opportunities for staff and parent/caregiver feedback will be made available by way of regular communication processes as well as via our online presence.

Improvement plan

Standard What outcome or goal do we How will we get this outcome? (Steps) Success measure By when? Progress notes / seek? element

7.1.1 Appropriate governance  WMCC Constitution & Parent  Number of September Exit Interview arrangements are in place to Handbook (2011 – for review) complaints 2013/March 2014 developed for staff manage the service.  Review WMCC Parent Executive  Number of in November 2013. Handbook or guidance material issues  WMCC Governance to be resolved communicated and readily with staff, available to parents and caregivers parents, via the WMCC website; community  Exit Interviews to be implemented and Parent for staff & parents of children Executive (who leave the centre for reasons Committee not related to age and school members readiness);  Folder  Complaints and issue resolution detailing log process (that includes the Parent of Executive Committee) compliance development and implementation updates and  Compliance management activities requiremen to be developed and rigorously ts. monitored by Parent Executive Committee Compliance Officer.

7.3.2 Administrative Systems are  Develop WMCC Human Resources  Productive January 2014 established and maintained to Procedures and implement as and ensure the effective operation required effective of the service. working environmen t amongst

62 staff, parents, the community and the Parent Executive Committee