Annual Report 2013 2 - Dernancourt Kindergarten · Annual Report 2013 Vernons Drv, Highbury SA 5089...

Annual Report January 1, 2013

DERNANCOURT KINDERGARTEN

Annual Report 2013

10 Vernons Drv, Highbury SA 5089 Phone: (08) 8264 6652 Fax: (08) 8395 3519

Email: [email protected] Site No: 4613


Preschool Name: Dernancourt Kindergarten Preschool Number: 4613 Preschool Director: Natalie Stormonth Region: North Adelaide Kindergarten Staff: Michele Geddes (Teacher on leave throughout 2013) Melanie Cook (Teacher) Amber May (Teacher) Leanne Fleet (Early Childhood Worker) Kerry Anne Uglesic (Pre school Support) Debbie Edwards (Preschool Support, Playgroup Coordinator) Dernancourt Kindergarten is a stand alone preschool currently operating full time. Whilst attendances reduced towards the end of year due to the single school intake beginning 2014, the centre was operating in different functions Monday to Friday. Kindergarten sessions were reduced to Monday to Thursday, with playgroup running fortnightly on Friday mornings. The kindergarten is located in an established area within the suburb of Highbury, tucked away on a suburban street and not specifically linked with a primary school. This enabled us to provide a preschool education for children enrolled at a number of various schools. In 2013 children transitioned to 17 different schools. Throughout 2013 there were many changes for the centre and staff to adapt to. The first significant change was a change in Director after 1 term. Tina Wise was offered directorship at Klemzig Kindergarten whilst the

existing Director of that centre took leave. Natalie Stormonth who was currently teaching at the time was asked to fill Tina’s position temporarily. Tina has right of return to her position at Dernancourt Kindergarten in term 2, 2014. The changes continued as teaching staff needed to be appointed for term 2. Michele Geddes was on extended sick leave and Natalie’s position needed filling. This resulted in Amber May and Melanie Cook sharing the teaching load for term 2. With the number of attendances decreasing each term, so too did the teaching staff with Melanie Cook being the only teacher for terms 3 and 4, working in partnership with ECW Leanne Fleet and support staff. As with any change of leadership and staff, changes occurred throughout the year in regards to the centre’s appearance, programming, reporting techniques, centre philosophy and Quality Improvement Plan. As a team and in conjunction with the Governing Council we felt these changes were improvements and reflected the current beliefs and values of the changed staff team and families. 2013 saw the continuation of the Universal Preschool Program offering two full days and one half day session fortnightly for our fulltime enrolled children. Our full day sessions ran for 6 hours and 45 minutes, leaving a 3 hour ½ day session fortnightly to bring the total hours offered to our children up to the regulated 15 hours (30 hours per fortnight). Staff kept the current structure of the day (as established whilst Tina was directing) as this worked well and provided some consistency amongst the many changes. Staff planned ways

Centre Context


to keep the program stimulating and engaging and ensured time for both inside and outdoor activities. In order to broaden opportunity for children’s choice it was decided that children would be given the option in the afternoons for either or both inside/ outside time. This flexibility in timetable has met children’s needs and enabled time for extended rest. It has also allowed time to develop skills and abilities in specific areas of child interest. A significant change for 2013 was the introduction of our transition visits. This was a result of reduced staffing for term 4 and an inability to offer pre entry. Parent opinion indicated that transitions were still desired and as a staff team we saw the value in establishing relationships with the new families and children prior to them beginning fulltime 2014. In consultation with our finance team, Governing Council, staff and newly enrolled families it was decided to offer transition visits on a fortnightly basis. These would be half days and charged at a higher rate per session to cover the cost of staffing. These were optional and families could select the amount of transition visits required. 45 families decided to take up this opportunity. This proved to be a very valuable introduction to the kindergarten year, also resulting in Preschool support options set up for the commencement of 2014. Overall a total of 58 children attended kindergarten fulltime, 5 children had access through early attendance and 45 children attended transition visits. For 10 children English was their second language, 8 children received speech support, 2 children received disability support and 3 children, behavioural/social/emotional support.

DECD Support Services were involved in different capacities throughout the year. We worked in conjunction with speech pathologists, psychologists, occupational therapists and disability coordinators. Additional funds were provided for these children that enabled support workers to work directly with their needs. Extra support time was also provided through the centre’s Early Intervention and Literacy and Numeracy grants to support these and other children. CAYHS screening tests were also offered to families throughout the year with many 4 year olds receiving health checks and following up on referrals.

The kindergarten curriculum is based on the Early Years Learning Framework (EYLF) “Belonging, Being and Becoming”. The program is based on a fortnightly cycle of child observations. This is the basis for our programming, implementation and evaluation. Evaluating the program regularly enables us to determine each child’s needs and specific areas of learning for the future. We provide a play based curriculum in a safe environment that encourages children to explore competently, and courageously. The play based curriculum provides opportunities for the children to develop physical, social, emotional, cognitive and language skills. It is our expectation that each child will be a successful learner. Each child has a portfolio that includes work samples, photographs, learning stories and reports. Parents and children are encouraged to access these portfolios anytime.

Curriculum


The National Quality Standards across pre school services in Australia enable strategic planning for improvements. Seven standards provide the basis for assessment of current practices and determine which areas may need improvement or further development. As a centre we nominate which areas we will focus on and set practices in motion to achieve this. Achievements over 2013 are as follows: Quality Area 1: Educational program and practice Improving communication with parents in the area of how programming occurs, how their child is specifically programmed for and how they access this information. This was achieved through learning stories, portfolios made accessible, digital picture frame, mid year reports, and daily scrapbook entries. Quality Area 2: Children’s Health and Safety Safety measures were increased to ensure the safety of a child with a complex and significant health issue. Letters to families, posters to make expectations of all families visible, regular communication through newsletters were done to achieve this. Quality Area 3: Physical Environment The inclusion of natural resources and nature education was included in the form of; a bearded dragon, pet yabbies’, hatching chickens and tadpoles turning into frogs. Logs, pine cones and other natural resources were

included in the environment. Sustainable practices were taught and became embedded in the program, resulting in a visible reduction in waste, water bills and power consumption. Quality Area 4: Staffing Arrangements Staff attended several professional development courses including Echo Conferences, Key word signing, Fire Warden Training and Child Safety courses. Updating of Qualifications for Early Childhood Staff included Certificate 3. Quality Area 5: Relationships with Children Private change facilities were arranged for the interim as consultations continued towards the development of a disabled toilet. A focus on the ‘You Can Do It’ characters were well implemented in the program and the kindergarten learning environment. This program has helped equip children with the skills required to regulate their own behaviour. Quality Area 6: Collaborative partnerships with families and communities An information area was established for the families to have access to centre information and community resources. Information is checked and updated regularly. An informative information session was made available to all families transitioning.

Quality Improvement Plan


Quality Area 7: Leadership and Service Management A new centre philosophy was established with the new staff team to reflect current practice, beliefs and values. These are displayed throughout the centre. An updated induction folder and policies folder were completed. Staff performance reviews occurred each term.

During 2013 we continued to seek the support of the Regional Speech Pathology team, Psychologist and Disability Coordinator to assess and provide programs for our children with special needs. These programs and additional one on one time provided by our preschool support Early Childhood Workers ensured that these children’s learning and health needs were improved and taken care of. The care and support provided to these children were of high quality and professionalism. The improvements observed and family feedback indicate a real strength in this area for our centre. One child and their family went through the process of a special options package resulting in the families first choice of primary school.

The report covers the achievements for 2013 for the parent’s committee for Dernancourt Kindergarten. We have had a number of fundraisers this year and decisions that we have made as a team.

During the October election, we opened the Kindergarten as a polling booth. Here we set up a barbeque and sold sausages, onions, bread, cans of drink and cakes – both made by a parent and donated by a local bakery. The committee volunteered their time to set up, sell goods and clean up at the end of the day. The barbeque was very successful. Our other fundraisers have included a Kytons bakery delivery, sales from a toy catalogue, a Christmas raffle (including donated goods and services from families and businesses in the community), the ‘community lottery’, sales of entertainment books and melamine plates which were decorated by the children and bought by parents. We also had the opportunity to offer input into how some raised funds and government grants were spent. With the government grant for maintenance, we decided to replace the shade over the sandpit which is now structurally sound and offers better UV protection for the children. With some raised funds we decided on buying a slide for the play equipment. The children officially opened it with a small ceremony and I think everyone agrees that it was a good purchase. I think that all committee members would agree that volunteering in the committee has given opportunities to get to know other families, offer feedback and know where assistance is needed, such as assisting with library borrowing and cleaning at the end of the term. Overall, I feel we have been successful in working together as a team to better Dernancourt Kindergarten. Kate Coxon on behalf of Chantelle Cox.

Intervention and Support Programs

Governing Council Chairperson’s Report


Comprehension has been a site focus since 2010. The areas covered include:

- Oral Recount and Narrative - Vocabulary and Concepts - Interactions with peers and adults - Participation at group time

All children will show measurable improvement in all of those areas. The strategies used to achieve this include:

- Group time activities with explicit teaching of rhyme, syllables and initial sounds. Use of the sharing box and persona dolls to encourage questioning skills and oral language development.

- Role modeling vocabulary and concepts within the learning environment with experiential examples.

- Extending literacy packs and encouraging the borrowing of these with each child’s weekly book borrowing opportunity.

- Explicit teaching around the Literacy Comes to Life table to equip and enable children to explore this further in their own time.

Whilst the whole group was observed and evaluated, results indicated below are based on a randomly selected group of 12 children.

Recount Data for all children in 2013

Recount showed that 100% of the children assessed showed improvement in their ability to recount a story with a drawing and the staff scribing their explanation.

0 0.5 1

1.5 2

2.5 3

3.5 4

4.5

Well Dev

Dev

Beg

N/E

Comprehension: Site Priority


Sharing Box/Oral Language

We used a checklist to ensure that all children had a turn of taking home the sharing box each term. In term 1 the children were developing their confidence to speak in

front of the whole group during a structured group time. Three of these children were showing that they were already quite confident in their oral language skills. However

over the year each child showed improvement in this area and all bar one, showed enthusiasm to have their turn with the sharing box. Often children initiated their own

sharing with some even creating their own box from home.

Level 1 Questioning

A set of questions accompanying picture cards are used to assess where the children’s language skills are in relation to other children of similar age. The children were all

able to answer level 1 questions even as the questions became more complex

0 0.5 1

1.5 2

2.5 3

3.5 4

4.5

Well Dev

Dev

Beg

N/E

0 0.5 1

1.5 2

2.5 3

3.5 4

4.5

Well Dev

Dev

Beg

N/E


requiring a more detailed answer. Where the columns are completely purple

(indicating well developed) it indicates results for both terms 1 and 4. This indicates that these children already had a high level of questioning skills on commencement of

kindergarten.

Level 2 Questioning

This indicates the next level of questioning assessed. Almost all the children had very well developed questioning skills at this level. All made improvements in their levels, with those represented in purple again maintaining the skill level and even developing

skills as far as level 4 questions. Those at the beginning stages of level 2 questions made great improvement by the time they were ready to leave kindergarten.

0 0.5 1

1.5 2

2.5 3

3.5 4

4.5

Well Dev

Dev

Beg

N/E


Rhyme

The teaching of rhyme is taught through songs, games, stories and group time activities. The data indicates that from the 12 children 50% had a well developed

understanding of rhyme in their fourth term of kindergarten. The remaining children’s understanding of rhyme was developing steadily. Children could match picture cards

in games, identify and predict rhyming words in stories and make up their own rhyming words.

Sound Recognition

Children commenced kindergarten with varying skills in recognizing and naming letters, and hearing beginning sounds in words. Some children had no letter

recognition whilst others knew their initial letter or some letters in their name. Our program was specific in meeting the varying needs of each child’s ability.

Overall the results depicted an improvement in all areas of literacy. Comprehension skills have developed well utilizing activities such as ‘think aloud’, predictive texts,

0 0.5 1

1.5 2

2.5 3

3.5 4

4.5

Well Dev

Dev

Beg

N/E

0 0.5 1

1.5 2

2.5 3

3.5 4

4.5

Well Dev

Dev

Beg

N/E


recount activities, literacy to life play tables, and smaller discussion groups at group time. All children demonstrated growth and development in all areas with the most

distinctive jumps being with those of whom began kindergarten with no prior knowledge of letter or sound recognition (N/E, not evident).

TERM 1

• Based on the picture book The Music Tree by Catroina Hoy, the children created their own musical tree outdoors by hanging an assortment of objects from tin, plastic and wood. They enjoyed playing this tree and listening to the sounds created by the wind. This was part of our bringing ‘Literacy to Life’ program.

Literacy to Life Play Table Grandparent’s

reading with children.

Highlights from the Program


• Enjoying sensory experiences in tubs on a hot day. This focused on

confidence to try something new and descriptive language to explain what and how they were feeling.

• Many cooking experiences were on offer throughout the year. This included multicultural dishes, extending family involvement by various families enrolled at the centre. Here Tomoko (of Japanese background) teaches the children to make sushi.

TERM 2

• The children enjoyed the development of the vegetable garden. They made choices about planting, experimented at the science table with seeds, made predictions and planted and cared for our vegetables. They enjoyed cooking vegetarian dishes and eating fresh radishes.

• Taking a trip on the Obahn by bus to town and going through the Council Depo bus wash was a definite highlight.

• Yoshi the Bearded Dragon was a very welcome member of the kindergarten community. She became the hot topic for environmental discussions, care and respect of creatures, reptile enquiries, and the investigation of cold and warm blooded animals. Many a natural enclosure was created by the children with Yoshi ‘obligingly’ participating in the children’s play experiences.


TERM 3

• For National Tree Planting Day the children planted a fruit tree on the Kindergarten grounds. We planted an apricot tree and enjoyed hearing the children’s explanations for why trees are important and why we need to care for the environment. “Owls live in trees. If we didn’t have trees they would have to live on the ground and meat eating animals would eat them” (Ryder).

• Book Week, a time for the children to dress up as their favourite story book characters. With many a reading nook, this special week was extended for some time at the kindergarten.

• Living eggs came to visit the kindergarten. With the arrival of 8 eggs in an incubator, the children watched with great anticipation as the eggs slowly began to crack and wet, soggy little chicks emerged. The children became so attached to these new arrivals that we had to purchase some to keep for an extended period to further observe their development.

• A visit to local DECD school, Paradise Primary to see a performance by the band and choir was a highlight. We were able to visit the current reception students and even see a few familiar faces.


TERM 4

• Grandparent’s day was an opportunity for the children to invite someone significant in their life. This included aunties, neighbours, grandparents or adult siblings. This was a time for the children to showcase their kindergarten, make morning tea for their special guest and present them with a beautiful artwork of their handprints.

• The opening of our slide was a result of some great fundraising efforts within the community. Our centre was used as a polling booth for the federal election. We held a sausage sizzle BBQ to raise much needed funds to complete our platform area. We had an official opening ceremony with the cutting of the ribbon for the first slide.

• ‘Jack and Molly’ came to entertain the children for Christmas with their special Christmas edition concert. Always plenty of audience participation, this remains a highlight each year for the kindergarten.

END OF YEAR FAMILY NIGHT Our end of year family night was well supported by the kindergarten families and local community. With many local businesses supporting us with a wide range of products and services we were able to put together a wide range of gift hampers as prizes for our raffle. With poor weather threatening to dampen the evening, we still managed to have families gather on the lawns to enjoy a picnic tea, disco and kindergarten performance by the children. This evening proved to be a highlight for all the families and staff. It was a wonderful way to celebrate the end of year, a year of many changes, evolvement and success.


Parent opinion surveys were distributed in Term 3 2013. Surveys were distributed to all families who were currently attending the kindergarten fulltime. These were distributed with the option of completing these online or as a hard copy. 15 surveys were completed, 14 on paper and 1 online. Each response has been analysed in the following areas. QUALITY OF TEACHING AND LEARNING AT PRESCHOOL

Quality of the Teaching and Learning My child says the teachers are nice and he loves them ♥ Teachers are always accessible to have chats about my child’s development/learning/well being. A stimulating program is provided. Teachers are warm, caring, motivated. Fantastic staff that are passionate about children’s learning. The teaching staff are wonderful and all go out of their way to ensure my child feels valued and respected. This is also extended to his little sister and us as parents. My child has learnt many different physical and educational skills and enjoys telling us all about what she’s learnt at Kindy. I am very impressed with the variety of experiences that she’s had at Kindy. Maybe a bit more effort on writing could be done. Teachers do a great job. Learning environment is welcoming, friendly and fun. Leanne has a very special way with the children. My children have enjoyed having her at the Kindy as a “special friend” as well as teacher. Excellent quality of teaching, able to engage all children in nurturing and supportive manner.

0

2

4

6

8

10

12

14

Q1 Q2 Q3 Q4 Q5 Q6 Q7 Q8 Q9

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Don’t Know

1. I think my child receives high quality teaching at this preschool. 2. My child’s teachers know what my child can do and what he/she needs to learn. 3. This preschool has the expectation that children will learn. 4. Teachers are enthusiastic in their teaching. 5. I am satisfied with the learning programs offered at my child's preschool. 6. My child's teachers clearly inform me about the learning program. 7. My child’s teachers make learning interesting and enjoyable. 8. Teachers at this preschool really want to help my child learn. 9. The preschool has an excellent learning environment.

Opinion Data


SUPPORT OF LEARNING

Support of Learning My child’s favourite things: Bearded dragon, looking at flowers, chickens, the sparkles on the roof (Christmas lights). My child is extremely happy to attend Dernancourt Kindy. His confidence has developed greatly through the varied learning opportunities and social interactions he has had in the centre. My child has really enjoyed her year. My child experienced some anxiety earlier this term. The support that he has received from the teaching staff at Dernancourt Kindy has been a big contributor toward him finding confidence and a newfound resilience. The support and feedback that we received on a daily basis from my child’s teachers was reassuring and encouraging. There was an issue with my child speaking unkindly to other children. I was made aware of this in a sensitive manner and on one occasion, I was told that she needed to sit in time out. One of the teachers had a conversation with her afterwards about getting along with her friends. The next week my child was awarded for sticking up for a child who was being bullied. I was so happy with her progress and the way that the Kindy kept me informed and dealt with the matter. I believe there is a great deal of support at this Kindy. The programs/excursions have been varied and interesting. There is a high level of respect for everyone and I feel happy to leave my child at this Kindy, knowing it is a safe and secure environment. My child absolutely loves Kindy and often comes home talking about the things she has learnt.

0 2 4 6 8 10 12 14 16

Q10 Q12 Q14 Q16 Q18 Q20

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Don't Know

10. My child is motivated to learn at this preschool. 11. My child's teachers provide help and support when it is needed. 12. My child has access to quality materials and resources that help him/her to learn. 13. My child is happy at this preschool this year. 14. My child would receive support for any special needs he/she had. 15. The preschool changes its programs and activities to improve achievement. 16. Children know how they are expected to behave at preschool. 17. Teachers at this preschool treat my child fairly. 18. This preschool provides a safe and secure environment. 19. Children have enough materials and resources for their learning. 20. This preschool has information available about other support agencies within the community. 21. This preschool encourages children to have a sense of pride in their achievement.


RELATIONSHIPS AND COMMUNICATION

Notes Q27: one respondent entered both ‘Neutral’ and ‘Don’t know’ Q28: one respondent annotated the ‘Neutral’ response with “N/A” Relationships and Communication My degree of involvement is limited by my slackness rather than a lack of opportunity. Communication about all matters is excellent through newsletters, daily correspondence on white board and posters, iPad photos, info on pin-up boards, chats with teachers. Mid Year reports were great and informative. Staff are always friendly and approachable. The communication with parents is fantastic. Whether it be via the notice board, newsletters, digital photo frames, verbal or written report – the communication is open, clear, professional and always handled with respect. Every day when I collect my child, there is a notice board with photos and descriptions of what they’ve done that day. My child also has a portfolio which I am welcome to see at any time. We had a mid-year report card and we have regular newsletters, fliers sent home. The staff also make themselves available to discuss the programs and my child’s development. I feel well informed of her progress and needs. I love the photos on display and the notebook with a comment on the day’s activities. It helps to know what the children have been doing during the day – great idea. Newsletters are excellent. Whiteboard good too. Teachers are great – friendly and approachable and keep you informed. They do a great job. Sometimes it would be good to know in advance what my son is doing rather than after the event so we can continue the learning process at home for that week.

0

2

4

6

8

10

12

14

Q22 Q24 Q26 Q28 Q30 Q32 Q34

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Don’t know

22. I feel welcome at this preschool. 23. This preschool assists the development of my child’s personal and social skills. 24. I am comfortable about approaching my child’s teachers to talk about his/her progress. 25. I am given opportunities to have a say in matters about this preschool. 26. There is a broad variety of communications that inform me about the preschool. 27. Children from all backgrounds and cultures are treated fairly at this preschool. 28. The staff always listen to what I have to say about my child’s development and needs. 29. I receive helpful information about my child’s progress and achievement. 30. This preschool provides opportunities to discuss my child’s progress. 31. I am well informed about preschool activities. 32. I believe that if I have concerns or suggestions, the preschool would respond appropriately. 33. I am encouraged to be involved in the preschool in all kinds of ways. 34. Teachers let me know how well my child is doing.


LEADERSHIP AND DECISION MAKING

Leadership and Decision Making Our experience with the Dernancourt Kindergarten has been second to none and this can only be put down to the amazing teaching staff and management team. I cannot speak highly enough of them and will forever be an advocate for the Kindy. I have had the opportunity to be a part of the governing council. Through this, I have been informed about programs and changes within the Kindy as well as having my voice heard and contribute to decision making. I have also been invited to be involved in fundraising and assisting the children with borrowing library books. I also had the opportunity to volunteer with a cooking activity on one occasion. I have found this year to be a wonderful year – the changes that have happened have been great. Natalie is a fantastic director. The organisation has been great and the improvements have been excellent. Other Comments My child wants his teachers to know that he loves them. Well done! We feel blessed that our child has been able to experience his ‘Kindy year’ at Dernancourt Kindy and will be sending our younger daughter there for her Kindy year without hesitation as we believe it is one of the best Kindys in SA! We are very happy with the kindergarten and its staff. Communication with parents is excellent. Our child has learnt more than we thought. A great Kindy in every way! Great team and very positive environment. The staff consistently provide a wonderful learning environment ... thankyou !!

0 2 4 6 8 10 12 14 16

Q35

Q36

Q37

Q38

Q39

Q40

Q41

Q42

Q43

Q44

Strongly Disagree

Disagree

Neutral

Agree

Strongly Agree

Don’t know

35. This preschool is well organized this year. 36. I have confidence in how the preschool is managed. 37. I believe there is effective educational leadership within the preschool. 38. The preschool seeks parents’ opinions about educational programs. 39. I am given the opportunity to be involved in the preschool's educational activities. 40. The preschool is always looking for ways to improve what it does. 41. Parents are invited to participate in decisions about their child's education. 42. Parents have the opportunity to be involved in the development of plans through the Governing Council. 43. The preschool includes parents and community in decision making. 44. Overall, I am satisfied with the preschool's planning.


Term 1 2012 Term 2 2012 Term 3 2012 Term 4 2012 Full time 50 Pre-entry 8

Full time 54 Pre-entry 9



Term 1 2013 Term 2 2013 Term 3 2013 Term 4 2013 Full time 40 Pre-entry 0


Full time 37 Pre-entry 0 Early entry 5


Predicted Enrolments

Term 1 2014 Term 2 2014 Term 3 2014 Term 4 2014 Full time 49

Full time 55 Full time 55 Early Entry 5


Outcomes

The table indicates steady enrolment figures over the last two years. Whilst the transition year towards the single intake (2013) shows a gradual reduction each term, we were fortunate enough to pick up some new enrolments throughout the year. This was due to families relocating in the area and some changing from a childcare environment to kindergarten. We were able to offer early entry to 5 families during term 3. This was for language (ESL), speech and disability support. Pre-entry took a different approach for 2013. With the reduction of children attending fulltime by term 4, staffing was reduced impacting upon our ability to run a weekly pre-entry session prior to children starting 2014. As a staff team we viewed this as still being vital to our service and important in establishing a smooth transition for children commencing fulltime 2014. With input from staff, Governing Council and families currently seeking enrolment it was decided to offer 4 optional half day transition visits. Families were charged per session to enable staffing for these sessions. Of the 49 families enrolled, 45 families participated. The families who did not utilize the transition sessions had other arrangements in place or were unavailable to attend due to travel or childcare commitments. It was ensured that families were not excluded due to the costing and alternate arrangements were made to ensure access. Due to the healthy enrolment figures the Department of Education approved the centre to run as a fulltime centre for 2014 (as this centre is normally a part time centre). Recommendations

• Enable time for the playgroup to continue running fortnightly as a means to continue connecting with families in the area.

Attendance and Enrolment Data


• Continue to employ a playgroup coordinator who has qualifications and

experience in the area of Early Childhood Education to actively advocate for the kindergarten.

• To provide pre-entry/transition visits in some capacity term 4 2014. • To provide early entry for families eligible (if vacancies are available) during

our full time sessions term 3 2014. • To work collaboratively with schools in the local area, and to share both

enrolment data and transition processes. • Updating of the website to ensure the latest information is available to

families.

Attendance Percentage

Year Term 1 Term 2 Term 3 Term 4 2013 92% 81% 30% 40%

These figures are based on attendances recorded in the two week reference period each term, and calculated to an average unadjusted daily attendance (deemed

attendance). Attendance percentages are based on the calculated deemed attendance (integer), divided by the number of enrolments. Excludes early entry and transition

group.

Numbers recorded during the two week data collection period are not reflective of actual attendance throughout the term. Factors such as families notifying us of

extended holidays, a very strict health policy due to a child attending with extremely complex health needs, and early entry and transition numbers not being included have

impacted the percentages significantly. Actual attendance on average for the year was good.

Source: Preschool Data Collection, Data Management and Information Systems

Attendance Data


2013 Schools Attended by Children Completing Kindergarten

DECD Schools No. Enrolled Non Government

Schools No. Enrolled

Paradise PS 4 Pedare 1 Dernancourt PS 15 St Pius X 4 Highbury PS 5 St Davids 3 East Marden PS 7 St Gabriels 1 Ardtornish PS 1 St Francis of Assisi 2 Modbury Special School

1 St Pauls 1

East Adelaide 1 St Josephs 1 Torrens Valley Christian

School 3

St Josephs Memorial 7 Cedar College 1 In 2013 there was a total of 58 children who transitioned to school within Adelaide. Of these 58 children, 34 attended DECD schools within the local area, with 24 attending non government schools. As the chart indicates the majority of our children transitioned to local public schools.

School Transition Data

Annual Report 2013 2 - Dernancourt Kindergarten · Annual Report 2013 Vernons Drv, Highbury SA 5089...

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