Service details Service name Service approval number Hackham West Children’s Centre 1-L6ZOE Primary contact at service Heather Morony Chris Harland Physical location of service Physical location contact details Street: 9 Vintners Walk Telephone: 08 83826161 Suburb: Hackham West Mobile: State/territory: South Australia Fax: 08 83268268 Postcode: 5163 Email: Heather. [email protected] Approved Provider Nominated Supervisor Primary contact: Hackham West Children’s Centre Inc. Name: Heather Morony Telephone:08 83826161 Telephone: 83826161 Mobile: Mobile: 0413382041 Fax: 08 83268268 Fax: 83268268 Email: [email protected] Email: [email protected]

Postal address (if different to physical location of service) Street: Suburb: State/territory: Postcode: Operating hours

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

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

7:00 7:00 7:00 7:00 7:00 Opening time

18:00 18:00 18:00 18:00 18:00 Closing time 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. A small car park is alongside the centre and on street parking is available. Apart from 2 weeks per year(over the Christmas break) the children’s centre is open for long day care . Preschool operates over the school terms.

How are the children grouped at your service? Under 2’s and over 2’s (for child care). The over 2’s include toddlers in child care and children in preschool. The preschool operates for all eligible children to access 15 hours preschool per week for the year prior to school. Early entry and pre- entry (where possible) is also available prior to full time preschool. Our Children’s Centre is an integrated service.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’) Heather Morony (Director Education and Care- Nominated supervisor) Chris Harland (Assistant Director- certified supervisor)

For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and their addresses.

No. of educators :______24___ Service statement of philosophy

HACKHAM WEST CHILDREN’S CENTRE

OUR PHILOSOPHY Children are unique individuals with diverse abilities, backgrounds, strengths, needs and interests. As a Children’s Centre we:

 enhance children’s development, learning, health and wellbeing.

 encourage children to develop their cognitive, physical, social and emotional skills

 provide a rich learning environment based on play

 recognise and value children’s experiences

 develop positive and respectful relationships

 implement a child initiated curriculum based on the Early Years Learning Framework (E.Y.L.F.)- using Belonging, Being and Becoming(B,B&B) and Reflect Respect Relate (the 3 R’s)

 provide an integrated service to support positive transitions for children

 engage staff who are nurturing, caring and ethical professionals

 respect, value, support and involve staff, families and our community  maintain confidentiality and integrity

 provide professional development opportunities for staff and educational programs for families

 provide a welcoming and inclusive environment

 encourage families to participate by providing a variety of opportunities

 work in partnership with relevant agencies, organisations and the community

 value parents / caregivers as partners in their child’s education

 value children’s rights to be emotionally and physically secure Quality Improvement Plan for QA1 Educational Program and Practice

Summary of strengths for QA1 Curriculum decision making – regular meetings occur (twice each term) Strengths for programming using the Early Years Learning Framework.

The educational leaders from each of the 3 groups (under 2’s, over 2’s and preschool) use a collaborative approach in providing a learning environment and curriculum to support all children in their learning and wellbeing. The 3 educational team leaders meet together twice per term

Primary childcare educators have individual programming time, while preschool staff develop Individual Learning Plans in a program meeting held each week. A Strategy meeting is held each term to support staff in improving the learning environment for those children who may have additional needs. This meeting involves preschool staff and special educators from DECD (including a Speech Pathologist, Psychologist and Disability Coordinator ) working together to develop strategies to support individual children.

Our weekly program of ‘Walk and Talk’ (around our local community) has embedded a sense of ‘belonging to a community’. (Children are involved in map making, maths, problem solving decision making along with developing both literacy and social skills).This was highlighted in our validation process in 2011.

Strategies were developed in 2012 to improve how children’s learning was displayed and documented. This will continue- as ongoing improvement - as staff and families work together, refining ideas and practice. In 2012 the children’s Learning Stories were made more accessible for all families in the centre and improvements were made to the way learning information and programming was displayed in all 3 areas (i.e. in the Koala, Kookaburra and Kangaroo rooms). Professional development was offered to all staff in 2012. This included sessions on ‘Documenting Children’s Learning’, ‘Circle of Security parenting’ and ‘Key Word Signing’.

With the support of Allied Health, within the centre, we are able to identify health, development and learning needs earlier and therefore, if required, provide access to earlier intervention including referrals.

We are continuing to explore ways of improving our learning environment. We place a strong focus on a quality outdoor learning environment. We encourage children to participate in driving their own learning by staff extending children’s interests and encouraging children’s ideas and decision making. Key improvements sought for QA1 The following outcome-of improving children’s literacy and numeracy- supports 1.1.3 ‘The program, including routines, is organised in ways that maximise opportunities for each child’s learning’ (e.g. in literacy) and Outcome 5 of the Early Years Learning Framework-Children are Effective Communicators.

In 2013, our centre has, as one of its priorities, Improving Children’s Literacy and Numeracy. This is also a DECD priority.

This year our centre is exploring ways to improve our learning environment through the following inquiry question “Are we providing purposeful ways to encourage children’s writing?”

This will be a reflective process, using the Involvement Scale tool from Reflect Respect Relate. Data will be gathered in term 1, strategies developed in term 2 and 3 and the scale again used in term 4 to determine progress.

Further strategies to support children’s literacy and numeracy include:  A Family Literacy Focus- e.g. promoting the program ‘Let’s Read’( both within the centre and in the Yellow Unit at the school), family packs for borrowing, sessions on storytelling, Book Week, information shared with families  A grant application has been submitted (end of Feb.) to support families in developing and enjoying literacy with their children(through storytelling)  Professional development opportunities for staff- e.g. in Storytelling and Levels of Questioning. The speech pathologist from Allied Health will support staff in working with the Levels of Questioning and intentional teaching (in particular to support children in problem solving)  Identifying children for a literacy focus group  Providing a literacy and numeracy enriched learning environment through the Early Years Learning Framework.  Providing programs and a learning environment that support children’s literacy and understanding of numeracy. These programs will include- ‘Foodie Friends’ and ‘Walk and Talk’. The learning environment includes both indoors and outdoors.  The introduction of regular(weekly) visits to the school to visit the library and the children to work with Year 6’s and 7’s within the library  Music, drama and dance opportunities such as sessions at the school with an Aboriginal musician, Yoga and drama experiences

Measuring improvement will occur through  observations using the RRR’s in terms1 and 4  assessing numeracy and literacy growth for children using Outcome 5 of EYLF  in feedback from families.

Progress Notes:

Term 1:  In preschool 3 more children were referred to DECD for speech and language. 4 children have been identified for a literacy focus group  A storyteller has visited our children (pre-schoolers and childcare) on Tuesday 19th March..a valuable experience for children to experience storytelling(without a book) and for several families to also share in this. Several children who usually have difficulty engaging at story time were observed to be really listening. This term our centre applied to Communities for Children for a grant to support having a storyteller work with children, families and staff to encourage the use of storytelling as a wonderful way of supporting children in their literacy(by improving children’s engagement and listening).  We began regular Thursday visits to the school library (starting in week 7)- supporting transition and an opportunity for our children to work with the older children at school – being read stories  At our Ed. Team Leaders mtg it was discussed about sending home to a small group of families (approx. 6 families at one time in each area) a note to invite comments and feedback from families about their weekend/anything of interest that they had been doing as a family/with their child. The aim is to reach all families each term.  Our inquiry question for literacy developed after much discussion between staff (at a staff meeting, in the Ed. Team Leaders mtg. and in programming) and was around children’s involvement in writing. This term, using the involvement scale in the RRR’s, a random selected group of children will be rated as to their level of involvement in writing.  In childcare a slightly different question was developed to meet their needs- “How can we develop problem solving skills during routine times  Preschool inquiry “Are we providing purposeful ways to encourage children’s writing?” Looked at the learning environment – the activities provided for children to develop skills for writing & activities that are encouraging writing experiences.  1st round of observations using 3R’s gave a rating of 3.8 (i.e. our of 5, our supportive environment, for writing, is 3.8)

Term 2:  Providing more ‘writing opportunities outdoors’ – numeracy writing with games, making vegetable & herb signs 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 There is a significant focus in our Children’s Centre supporting 2.2- ‘Healthy eating and physical activity are embedded in the program for children’. This occurs through:  programs such as ‘Foodie Friends’, ‘Walk and Talk’, ‘supporting emotional regulation through yoga/relaxation techniques and sensory activities’  a stimulating outdoor learning environment that includes vegetable and herb gardens, active play spaces and more shaded areas for play.  the involvement of Allied Health (OT, speech and an Aboriginal Health Promotions Worker).  being both a Start Right Eat Right centre and a SunSmart centre.  a ‘Healthy note’ is included in each newsletter and there is regular info to families re health issues through posters, info sent home’ Parenting SA brochures, visiting health org. to discuss and provide info for children and their families (e.g. Head lice)

There is a Dental Care focus. We are involved in the program ‘Lift the Lip’ and support dental care as part of our programming for learning and wellbeing. An immunization clinic is planned for this year.

There is a wide range of updated resources to support healthy lifestyles (this includes puzzles, games and posters).

Relaxation techniques and strategies to support children in managing their emotions are incorporated more into our smaller group times and we are exploring ways to support children who attend for the whole day. For the preschool and older children in childcare we are starting to use “Guided imagery’. 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 Improvement Plan for QA 3 Summary of strengths for QA3 Strengths The centre has an inviting and stimulating learning environment including a spacious and interesting outdoor learning environment that has had recent improvements to children’s garden areas, increased shaded areas and improvements to play areas (e.g. lawn).

Our centre is currently involved with the Natural resource Management board through a Sustainability Grant obtained late 2012. This grant is to assist us in installing a rainwater tank and citrus trees.. We are currently working with their project officer on furthering the development of our Butterfly Garden and our outdoor learning environment. (this will further support Quality Area 3( 3.3,3.3.1 and 3.3.2).

This year, 2013, we have organised removing all sand from both sandpits and replacing with new sand. Currently there are discussions with staff in planning how to best provide for an additional sandpit area for the over 2’s.

Staff have been creative in using the indoor space, which, although meeting the requirements, has some challenges in the way it has been designed- Outdoor blinds have been a significant improvement.

Key improvements sought for QA3 (also supports quality area 1-1.1.6) The following outcome of children developing their understandings around caring for the environment supports 3.3 The service takes an active role in caring for it’s environment and contributes to a sustainable future 3.3.2 Children are supported to become environmentally responsible and show respect for the environment In the latter part of 2012, we applied for a grant with the Natural Management Board (NRM) for Sustainability. With this funding we plan to develop our front area by installing a tank and planting fruit trees. An educational officer has visited to support this project and has offered to support us in developing other areas of our outdoor learning environment- e.g. garden areas and our butterfly garden. Our program, based on the Early Years Learning Framework, incorporates Outcome 2- CHILDREN ARE CONNECTED WITH AND CONTRIBUTE TO THEIR WORLD-children become socially responsible and show respect for the environment.

Further Strategies to support this include:  Gardening activities- especially planting vegetable and herbs, both at the children’s centre and at the school(where we work with the older children in their vegetable garden)  Recycling activities such as fruit scraps etc. (for our chooks and worm farm)  Environmental awareness incorporated in our Walk and Talk program  Involvement in Trees for Life  Continuing to develop our Butterfly Garden in the reserve next to the centre.

Evidence of this will be through observations and conversations with children and recorded in learning stories

Progress notes Term1:  We continue to discuss with our children about the use of fruit scraps for the chooks and the worm farm.  We observed the effect of lack of water on plants during Walk and Talk and what has happened to the plants at the centre (especially those in our vegetable garden). We did not replant any vegetable seedlings while the weather  Continued to be very hot. In a meeting with the Principal at the school we looked at ways to further our partnership with the school- including recommencing visits to the school in term 2 to work in the vegetable garden and to include the school in improving our Butterfly Garden. Term 2: With the arrival of rain, children assisted in the planting of herbs and lettuces. Preschool children planted bean and pea seeds in pots (T1) and were able to take these home. (staff talked to families about the value of gardening etc. with children when the plants were given out) 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 Our Children’s Centre has a strong ethos around the Circle of Security. Staff are supported through professional development opportunities and in a partnership with the Gowrie in developing knowledge on attachment theory, building positive relationships and understanding children’s behaviour. This also supports reflective practice. In 2012, staff who had not previously undertaken Circle of Security Parenting were offered the training for Circle of Security Parenting. This has strengthened the culture of our Centre- supporting and reflecting the values, vision and philosophy of the centre.

Providing staff with professional development opportunities-both at our centre and elsewhere (including the Gowrie and another Children’s Centre)-strengthened team collaboration. It ensures an integrated approach, supporting staff relationships whilst building on the strengths and skills of staff. Performance management is an important factor in staffing quality. Staff reviews are an ongoing support mechanism .This year we are planning to review the format- and management-of staff performance reviews. 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 Through working with the Circle of Security, building relationships underpin all that we do. There is a priority to ensure a sense of belonging, a feeling of being included, of feeling safe. Interactions and engagement are of a high level. Children’s learning and wellbeing are supported through  Individual Learning Plans  Meetings between staff and families( e.g. as the children begin at the centre, ‘move’ into preschool or to support children)  Strategy meetings(held each term between preschool staff, DECD Disability Coordinator, Speech Pathologist and Psychologist)  A collaborative practice in which Allied Health, DECD staff, Inclusive Directions and centre staff ensure early intervention and referral support  Core Group meetings (i.e. the Ed. Leaders, Community Development Coordinator, Family Services Coordinator and Allied Health) meet 3 times/term to provide a holistic approach in supporting children and their families. (These meetings were organised late 2012)  The Family Services Coordinator regularly works with children and their families within the centre and at the Yellow Unit in the school- strengthening relationships. This also provides support for staff.  Support from the Gowrie including Professional Development and our involvement in the Through the Looking Glass program- an intensive parenting program  Further parenting programs are offered such as ‘Building Blocks’, ‘Bringing up great Kids’ and support groups such as ‘My Time’(for families of children who have a disability or chronic illness).

Key improvements sought for QA5 Our centre will continue to focus on emotional regulation and supporting children in their ability to resolve conflict in appropriate ways. This outcome remains a priority- 5.5.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflict. We identified this as a priority Strategies will include:  Programming through EYLF to promote Outcome 5 CHILDREN ARE EFFECTIVE COMMUNICATORS and Outcome 4 CHILDREN ARE CONFIDENT AND INVOLVED LEARNERS. It also encompasses Outcome 2 -whereby children become aware of fairness.  Developing strategies, both for the individual child and as a group to support children in their emotions and their ability to resolve conflict. This will occur in programming, Educational Team Leaders meetings, Strategy meetings and our Core Leader’s meetings.  Working from a strength basis and in partnership with families  Modelling emotional competencies and alternate ways to regulate behaviour  Providing early support- and referral pathways when required  Parenting programs-such as Bringing Up Great Kids, Through the Looking Glass, Circle of Security parenting. This supports both families and the staff in building positive interactions.  Relaxation ideas are incorporated into the program  Professional Development will be offered to staff

Improvement will be evident in changes in emotional behaviour and in how children respond to conflict and resolve issues.

Progress Notes

Term 1:  In March, both the preschool teacher and director attended a full day workshop, SMART (Strategies to Manage Abuse Related Trauma) - an excellent day to support our work with families and children, understanding what is behind the behaviour and practical ideas to support children.  Relaxation ideas and sensory activities have been incorporated into the program- in particular Tuesday’s full day preschool program.  Supporting children in developing a strong sense of identity of feeling safe, secure and supported through – all children in preschool making their own “About Me’ poster (at home with their family), having an ‘interview with the teacher about themselves, re- introducing Pongo(to go home for a sleepover at children’s homes), having their own special ‘sign-in book’ and photo display.  Using the emotion eggs to support children in their feelings

Term 2:  Each term a Strategy meeting is held to support those children on special enrolment. Strategies are developed to support children in regulating emotions, ensuring inclusive practices. Term 2 meeting held in week 3 with preschool staff and DECD special educator. 7 children supported through the development of strategies. Also discussed children in childcare who have additional needs and who will be starting early entry later in the year.  Some staff completed their practioner level of Marte Meo. The concepts were discussed at our Core Group (& how we can share with other staff some of the “Marte Meo understanding”  Q&A Kids – again being offered for families to access info/share concerns re developmental, speech, social skills, health of children.

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  Positive feedback from families has been received about their induction experience to the centre, how welcomed they felt and about the information they were given.  An information folder provides both the required initial information and a resource for reference.  Information about our programs and services are readily provided for families (displays or in their note pockets- along with information about other local groups, programs etc.  Feedback from families is encouraged- through surveys, a Parent Input box, discussions, Governing Council meeting and in the Fee box  Information displays have been organised near the entrance and in the childcare area.  Meetings are arranged for parent chats e.g. when children start preschool or at other transition points. To ensure continuity of learning- children’s strengths, needs are clarified and there is shared understanding of their child’s learning and wellbeing journey.  Regular family events provide opportunities to share and hold conversations with staff.  As a Children’s Centre and with the assistance of our Community Development Coordinator community connections and networking is strengthened with other agencies and organizations. These include the Hackham West Community Centre, Anglicare- Communities for Children, Onkaparinga Council, Smith Family, Health, Disability Services, Southern Domestic Violence, Families SA  Early intervention and referral pathways provide inclusion and support. (through Allied Health, Inclusive Directions, DECD and the Family Services Coordinator)  Working with our partners ensures local community needs and interests are addressed. There are Partners Meetings each term, an ‘Under 5’s Networking ‘meeting also held once/term, community forums every month called ‘People Matters- Hackham West’ and bi-monthly Regional Partners Group meetings. We also work with the Community Centre Aboriginal Worker to support programs within our centre that strengthen understandings about Aboriginal culture and support our Aboriginal families. These programs included an art program in 2012 and a music program planned for term 1, 2013 Key improvements sought for QA6 with other organizations and service providers to enhance children’s learning and wellbeing. This year our centre is strengthening our connection and relationship with our local school, Hackham WestR-7. This relates to 6.3 ‘The service collaborates with organizations and service providers to enhance children’s learning and wellbeing.’

This will support children and their families transitioning into school, supporting the child continuity in learning and building a stronger learning community. A meeting was held in term 1 of this year between the school’s Principal and the Director to develop a vision for working together.

Strategies include:  Continue with our gardening visits to the vegetable garden at the school with both the preschool children and the older children in childcare- as part of our program. These will recommence in term 2 (when the weather is cooler and more suited to planting)  Library visits to begin in March- with year 6’s and 7’s working with our children (reading stories)- also supporting our Literacy priority.  School Sports Day- childcare children to participate in school sport’s day  ‘Let’s Read’- is a program that we are involved in as a Children’s Centre- this year a session for families will be held in the Yellow Unit at the school- Term 2.  School will become involved in supporting our centre with the Butterfly Garden.  Possibility of our children participating in the Funkyfit Yoga program at the school(funded through Communities for Children)  Aboriginal musician/singer will be visiting the school in term 1 and our children will be involved in 3 visits this term  Planning is to be undertaken with the school to develop strategies for extended transition.  Working with the new AEO who will be starting at the school to support Aboriginal families coming to our centre and to participate in the various programs we are offering.  Highlighting programs to families both at the school and the centre- including family events that both sites can participate in  Older students at the school to assist in developing a transition/school info folder, promoting the school to families and children

Evaluation through, discussions with school, data of involvement including joint projects.

Progress notes: Term 1:  Older child care children participated in, and enjoyed, the school’s sports day in March  Weekly visits to the school library commenced in week 7  Unfortunately, the Aboriginal Music program was unable to commence at the school this term

Improving Attendance is a further priority in supporting continuity of learning.

Encouraging children to have regular attendance and arriving on time, will support families and children as they move through to school. It will also support their learning and wellbeing while at our Children’s Centre.

Our average attendance in 2011 was 91.8% (the state’s was 89.2%), in 2012 through our average was much lower, 70.3% (the state’s average was 85.9%). A factor that has had some impact on our attendance has been the number of children whose families have chosen to not attend their full quota of entitled sessions. However there is room for improvement – regular attendance is important. Our goal is to improve our average attendance in 2013 to exceed 80%. A number of strategies have been developed to support this: 1. Information sharing with families about the importance of regular attendance- through newsletters, on enrolment and in general conversations. 2. Ensuring contact with families whose children are not attending regularly. This will be recorded in diary. 3. Working with the school to support regular attendance of ‘joint’ families and working with their AEO worker to support Aboriginal families in attending our centre. However attendance is closely linked to engagement. Engagement is critical if we are to improve attendance.. and when children are attending engagement is critical for that child to learn. 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 As a Children’s Centre we strive to ensure a whole team approach in upholding the vision and philosophy of the centre. We have encouraged a whole of centre ‘opportunity’ in developing this. By providing opportunities for all staff-preschool, childcare, the Family Services Coordinator and Community Development Coordinator and Allied Health with opportunities to participate in a range of Professional Development supports the  centre’s priorities and philosophy  local community needs  building of a stronger learning community as a centre. There is a professional learning folder and feedback is sought on any training that is undertaken

In 2012 there was a priority identified to improve the way we documented and shared information to families about their child’s learning. Staff meetings, extra professional development evenings were organised(and assisted by the Gowrie Training Centre), discussions with Our Early Years Consultant and the Assistant Regional Director(both from the DECD Southern Regional office), programming meetings assisted us in reflecting and reviewing our practice and thus building in strategies for improvement.

Continuous improvement is vital- and a reflective approach to our work with children and their families is vital. There are 2 ways in particular that we focussed on in 2012-  The establishment of more structured meetings each term (our aim is for 3 meetings per term) to provide a holistic approach in strengthening children and their families. These meetings are called our Core Group Leaders meetings and involve the Director, Assistant Director, Family Services Coordinator, the Community Development Coordinator and Allied Health.  Improving Performance Management -this year we will continue working on this as an ongoing priority, to ensure an improved ‘format’ that is more manageable. Staff meetings include regular agenda items such as OHS&W and Child Protection- there are often Professional dev. Opportunities provided for in the meetings. This year we are continuing to develop our connection with the local school, Hackham WestR-7. A meeting has been held between the Principal of the school and the Director of the Children’s Centre to ensure strategies are in place to develop a collaborative learning environment with the school, improving transition and a partnership as a learning community. Please refer to the previous section. Key improvements sought for QA7 The Director and Assistant Director identified the need to ‘revamp’ our Staff Performance Reviews in ensuring a commitment to continuous improvement(7.2) and in particular 7.2.2, ‘The performance of educators, coordinators and staff members is evaluated and individual development plans are in place to support performance improvement’ the following strategies are planned.

There is a large staff team – and we recognised the difficulty in addressing performance. Strategies:  Developing a format for the performance review meeting that is supportive, allows for discussion and the development of an action plan. This will be developed by the Director and assistant Director and trialled in term1, 2013  Developing a year plan to ensure that all staff are included and have a least 2 meetings per year  Written feedback is provided at least once every year

Initial Evaluation will occur in term 2- The Director and Assistant Director will discuss their reflections about the process( this is still in trial stage) and in term 4 a more in depth look at the way we are managing performance(and any changes that may be required)

Progress notes Term 1:  The Performance Management format was reviewed- the Director worked with 2 staff in term 1 to trial the new format. The plan is to meet with staff at least twice per year. Written feedback was provided. Term 2:  A follow up review with one P.M.  An initial performance review also held with Universal Access Teacher