Booleroo Centre and District Kindergarten and Rural Care Incorporating Melrose Rural

Care

2017 Quality Improvement Plan

Service details Service name Service approval number

Booleroo Centre and District Kindergarten and Rural Care, Incorporating Melrose Rural Care

SE-00010183

Primary contact at serviceKerry Thomas

Physical location of service Physical location contact details Street: 26 Campbell St

Suburb: Booleroo Centre

State/territory: South Australia

Postcode: 5482

Telephone: 08 8667 2055

Mobile: 0437586083

Fax: 08 8667 2039

Email: kerry.thomas897@schools.sa.edu.au

Approved Provider [DEPARTMENT OF EDUCATION & CHILD DEVELOPMENT] Nominated Supervisor Primary contact: Dean Angus (Education Director, Pirie Portfolio)

Telephone: 86320602

Mobile: 0427006094

Fax: 86320610

Email: Dean.Angus@sa.gov.au

Name: Kerry Thomas

Telephone: 08 8667 2055

Mobile: 0429964994

Fax: 08 8667 2039

Email: kerry.thomas897@schools.sa.edu.au

Postal address (if different to physical location of service)Post Office: Box 42, Booleroo Centre

State/territory: South Australia

Postcode: 5482

Operating hours* Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time 0800 0800 0800 0800 0800 CLOSED CLOSED

Closing time 1800 1800 1800 1800 1800 CLOSED CLOSED

*Rural Care operaties from 8am-6pm Monday to Friday during school terms and school holidays, with the exception of a 2-3 week closure during the Christmas / New Year period. Kindergarten operates from 8.45am-3.15pm on Tuesdays and Thursdays. An additional session on Mondays will commence during Term 3 to provide children with the equivalent of 15 hours preschool in their eligible year.

Additional Information

Parking / holidays / key dates On street parking is available. To find us, head north on Campbell St and turn 90 degrees at the end of the road. We are on the right

opposite the school oval (look for the crossing flags).

South Australian Government School holidays apply to the kindergarten service.

Pupil Free Days are scheduled for Thursday 8th June and Monday 4th September.

Grouping Rural Care: Long day care for children from 0-5 and after school/vacation care for school children 4-12 years. The Director manages two

Rural Care services: one at Booleroo and one at Melrose. The Booleroo Rural Care service is funded for a two-worker program on Wednesdays and Fridays. At Melrose and on other days at Booleroo, we operate a single worker program with a ratio of 1:4 plus 3 school aged children before and after school hours. There is a waiver in place for the service to operate with one less educator that required when school aged children are present.

Kindy: A preschool program for children in their eligible year.

Person responsible for submitting this Quality Improvement Plan Kerry Thomas [Nominated Supervisor / Director]

Some history The service has a recent history of disrupted leadership. From 2012 to 2014 it operated without a Director with the area school Principal

holding the nominated supervisor and educational leader roles. In 2015 a Director was appointed for 12 months. A new Director took up the position in 2016 but has since taken on the Early Childhood Leader position for the Portfolio. Consequently Kerry Thomas is the third Director in 3 years, following a period during which the service had no Director. This said, experience and commitment within the team, strong community support and a positive relationship with Booleroo Centre District School are providing a positive environment for the development of a shared vision and collaborative work towards quality improvement.

Service statement of philosophy

The service philosophy was reviewed with educators and families in 2016. Our goal was to express our core beliefs about children, families, educators and community in a philosophy that is sufficiently succinct and memorable for all educators to use as a reference point for their practice. We also wanted to use language that would be meaningful to families so we purposely avoided words and phrases that are not commonly used in the wider community. Staff, committee members and families were asked what they believed about or wanted to offer to children, families, educators and the community. These were collated in a “word cloud” from which we drew the three major elements of the philosophy. At the time of preparing this Quality Improvement Plan, the philosophy remains in draft form with further opportunities for comment from educators and committee members planned.

Booleroo-Melrose Early Childhood Services Philosophy

BELONGING - Quality relationships for learning

BEING - Creative environments for learning

BECOMING - Growing potential through learning

(DRAFT)

Service strengths

Quotes from the 2016 Parent Opinion Survey…

Attention given to each and every child with great communication shown to develop children’s understandings and vocab.

Love the individual program. Children’s needs are being met. This year my children have really pushed ahead in their learning and they love it. Amazing! Pride is taken in work space. Amazing team of well-informed friendly staff. The kids always tell me their favourite workers and they name everyone! Good long term staff members who can carry on and share knowledge with new staff and relievers enabling new staff

ability to focus on children. Outstanding relationships built. The genuine care shown to our children from all staff is clearly evident. Feel so welcome always. [BK] When transitioning our child into care we were always made to feel welcome and highly valued the transition process

and care from staff. Absolutely thrilled – can’t think of anything to improve! Communication from staff has been excellent, both in communication books and through informal conversation.

QA 1Educational

Program and

Practice

During 2016 educators reflected on the programming cycle as a whole team and in Kindy/Rural Care groups. Using the National Quality Standard and the Early Years Learning Framework, we trialled different way in which to synthesise observations, photos, child’s voice, parent voice and educator judgement in order to provide engaging learning environments and produce meaningful documentation. The programming cycle is constantly evolving but we see this as a strength rather than a weakness, as it is the result of critical thinking and professional conversations. Two “lightbulbs” that influenced our practice in 2016 were:

Children learn in social contexts Young children learn “in the moment” – what engages them today may not engage them tomorrow

As a result, we moved towards a shorter “turn around” between observation and planning, preparing the program at the end of each day for the next time we would be working with that group of children rather than planning experiences weeks ahead. For Rural Care, this meant programming for days of the week as the “Tuesday” group may have different a play dynamic from the “Friday” group, even though some of the children attending may be the same. At the time of submitting the QIP, the focus is on developing a programming cycle that integrates the two services, preschool and rural care.

We record individual children’s knowledge, ideas, culture, abilities and interests and establish an individual focus for each child. Upon enrolment, parents complete an “identity chart” which provides information for the service about their child. Parent Chats are held with all kindy families, during which educators and families work in partnership to compile an individual learning plan for the child. We also compile profile books for each child, including photos, learning stories, artworks and other artefacts. Children and families are encouraged to access their profile books any time and to take them home during school holidays to share with extended family. During collaborative programming meetings we analyse our documentation in terms of the Early Years Learning Framework outcomes and the Preschool Literacy and Numeracy indicators to ensure that we are offering children experiences in all areas and to build our capacity to understand, recognise and extend children’s learning within the outcomes and indicators. The planning cycle also includes daily reflections on children’s learning and educator practice.

Over the past two years educators have been challenged to reflect on practices against the idea of children as competent and capable learners. This has resulted in changing routines in order to build children’s independence, confidence and agency. For example, on arrival to kindy children sign in, unpack their bags and put away their communication books, lunch boxes and drink bottles. At eating times a basket containing scissors and spoons is placed on the table so that children can get their own spoons (for tubs of yoghurt etc) and open their own packets. A new fridge was purchased this year so that children could put away their own lunches rather than handing them to an adult to put them away in the kitchen fridge. Our focus on independence was reflected in a recent experience in which children learnt to use a sewing machine, practising first on paper and then sewing along straight and curvy lines. Eventually, every child made a stuffed teddy bear. The success of the group was celebrated in a Teddy Bears’ Picnic, after which the children took their teddy bears home. Recently, the kindy children have revisited the experience of using a sewing machine, this time by making scarves with hand pockets.

The staff team recently attended “A Bookmaking Approach To Writing” with Marilyn Heyward. This follows a 2016 focus on children as readers in which educators co-constructed texts about familiar songs, recipes and shared experiences and created books that the children took home and read to their families. Oral language is seen as the foundation for literacy learning. Children are profiled as

communicators using the “Yakka Tracker” oral language tool. Educators then reflect on the learning environment for language development, considering the “hot spots” for conversations and the frequency of conversations between educators and individual children. Preschool educators are aware of the link between conversations, learning and relationships and use a simple “strive for five” strategy where possible to extend conversations.

Ongoing learning and reflective practice have been growth areas over the past few years. As part of the DECD local “Flinders” partnership, the service is participating in the Visible Learning Plus Collaborative Impact Program, a three-year program based on the work of John Hattie, in which schools and preschools focus on metacognition, effective pedagogy and feedback as key drivers for improved outcomes for children’s learning. As a DECD service, we are also taking part in a state-wide Learning Design, Assessment and Moderation strategy which, in early childhood sites, is understood as Critical Reflection on the planning cycle, including documentation, assessment and pedagogy. As part of this strategy, we have undertaken action research into our practice using the “Active Learning Environment” scale. This has involved reflection on the learning environment and the educator’s role using video footage. We have also begun to revisit the Early Years Learning Framework principles and practices at staff meetings. A powerpoint presentation about the EYLF principles is available on request.

QA 2Children’s

Healthand

Safety

Children’s allergies and medical conditions are displayed on photo cards to support regular and relief educators. Rural Care children have a display folder containing information about sleep, food and comfort routines, emergency contacts/collection authorities, health conditions and any other information that will support their educators to provide quality care. This is especially useful for our relief staff. Spare medication and injury report forms are kept in the folders so that educators do not have to leave the children to look for forms in the office. Allergies are managed on a case by case basis. This involves working with families to create a safe, inclusive environment for their child and if necessary referring them to the child’s treating doctor for more information.

All educators have approved early childhood First Aid qualifications (including asthma and anaphylaxis management) and permanent and contract educators also have fire warden training. Early Childhood Worker, Karen Blesing, is the Health and Safety Representative and completed the initial 5 day HSR training in 2016.

An emergency bag is kept packed and ready for excursions, local walks and evacuations. The bag is checked each term and a laminated card shows the date of the last check. The service has a comprehensive emergency management plan, including a schedule of practices for different scenarios, which are conducted regularly and recorded on a chart as well as in the diary.

Educators are aware of their responsibility to report hazards. Documentation relating to hazards is reviewed at each staff meeting. All contractors working on the site are inducted using a process that protects both the contractor and the children and educators. Daily safety checks are recorded on staff sign in sheets. Products are checked on “Chemwatch” to ensure that they are non-hazardous and non-dangerous prior to purchase. Supervision at the service is based on good communication and collaborative risk/benefit analysis for practical activities and excursions.

We use “Staying Healthy In Child Care, 5th Edition” as a reference for cleaning practices, exclusion periods / symptoms / responsibilities during infectious disease outbreaks. Learning about germs and handwashing is part of the program for children. Recently children put a mixture of glitter

and glue on their hands prior to washing them as a way of learning to use a thorough hand washing technique.

The scope of our Nutrition Policy includes curriculum, learning environment, mealtimes, food safety, food-related health support planning and working with families and health services. At both sites, children use produce from the garden for cooking and eating. Produce includes figs, apples, plums, oranges, capsicums and tomatoes. Children are currently cooking fortnightly and have recently made corn and zucchini fritters and vegetable soup. During 2016 OPAL visited the children to talk about “Water – the Original Cool Drink” and we attended a Dental Hygiene session which reinforced the message about avoiding sugar in drinks. Each year we use the OPAL “Eat A Rainbow” kit in the children’s program to expose children to the taste and texture of different coloured fruits and vegetables and to build their understanding of the importance of healthy eating.

Rest routines are flexible and based on children’s individual needs as well as information from families and include options such as Yoga, drawing and reading as alternative “down time” activities. A short screen time is sometimes offered. Currently preschool educators are playing stories from a Dreaming Stories DVD resource.

QA 3Physical

Environment

Both the Melrose and Booleroo services feature large, garden-style outdoor learning areas with shade trees. Trees and bushes provide opportunities for children to engage with nature, watch seasonal changes and make discoveries.

Donated hay bales from local farming families are natural ‘loose parts’ used by the children to make obstacle courses and enclosures for imaginative play. During 2016 a favourite exploration was turning over the hay bales to find beetles and other creatures living underneath. As part of the safety check routine, haybales are monitored for rot and donated to the community for use as mulch once they start to break down.

This year we plan to move some raised garden beds from behind the building into the children’s play area to provide opportunities for children to grow herbs, vegetables and flowers. As many of our families live on farms, the children have extensive prior knowledge about and interest in growing crops. Having the garden beds accessible to children will allow them to sow “paddocks” of different crops and watch them grow, comparing them to the ones they see growing on their farms.

After heavy rain, a puddle forms at our centre that is large enough to paddle in. We encourage families to send rubber boots on wet days and we have purchased raincoats for outdoor play on wet days.

During 2015-16 improvements to our outdoor areas at Booleroo and Melrose include paving with different textures to create an interesting return bike track, adding loose parts (crates and planks), using a bamboo screen to turn a rarely-used outdoor stage into a multipurpose cubby, purchasing sand kitchens from a local business which uses recycled pallets to make children’s furniture, adding a log border (also donated) around the sand pit, enriching the soil in our garden beds with donated manure and dam silt, topping up bark chips to required soft fall depth and completing recycled art projects (an outdoor bottle top mural and a vertical succulent garden made from plastic milk bottles).

Technology was a focus in 2016. Supported by the Governing Council, the service negotiated with DECD to have a wireless network

set up in the preschool. This is due for completion in the next few weeks. Funds from the Long Day Care Professional Development Program were used to purchase iPads for all educators. These have been loaded with apps and documents to support documentation and access to relevant information. In 2017 the ICT upgrade will continue with the purchase of a TV/monitor for group viewing and mobile phones for both sites.

Sustainability also features on the Quality Improvement Plan this year. A sustainability strategy is planned to support consistency and commitment across the team in relation to sustainable purchasing, energy use, use of materials and resources, care of plants and animals and recycling. Currently, children sort their rubbish at meal times and food scraps are given to our 6 silky bantam chooks. This practice has embedded conversations about recycling into the curriculum. Both services include fruit trees and during the year children eat oranges, plums, pears and figs from these trees. Clean printed paper is shredded (if confidential) and used as bedding for the chooks. If not confidential, printed paper is kept so that the reverse side can also be used. We are using more and more recycled materials in the children’s program. At the Melrose site, artwork made from bottle tops features in the outdoor learning area and the veranda is lined with succulents growing in recycled plastic milk bottles. Currently Melrose educators are working with children to construct a milk bottle igloo.

QA 4Staffing

Arrangements

The size of our preschool and rural care service is a strength in that ratios are excellent and children and families have quality interactions with educators and are consequently able to build strong supportive relationships. It is an expectation that educators have a conversation with every parent collecting a child from Rural Care. Communication books are used to document younger children’s routines and experiences. Older children’s communication books are used for notes to and from home as necessary.

All regular staff member’s iPads have the Code of Ethics for the Public Sector and DECD’s Protective Practices for Staff document stored in the iBooks app. This year the staff team is reflecting on the EYLF principles and practices during staff meetings.

During 2016 educators attended professional development in small groups and as a whole team. Sessions included Natural Play, the Reggio Emilia Approach (Yorke Early Childhood Conference), Growth Mindset with James Anderson, a visit to Solomontown Kindergarten to observe learning environments through the lens of curiosity and engagement and a visit to Crystal Brook Kindergarten to observe a nature play focus. Educators shared their learning with colleagues at staff meetings. As indicated in QA 1, all regular staff members have recently attended “A Bookmaking Approach to Writing” training with Marilyn Heyward. Educators also collaborated on a draft philosophy as described below in QA 7.

Regular staff meetings are held three times a term. Two meetings are held at individual sites from 12-2pm, as this is when both rural care workers are presents (shifts being 8am-2pm and 12-6pm). One meeting is held in the evening for educators from both sites to attend together. The focus of the whole site staff meetings is collaborative critical reflection and professional learning.

Communication between Kindy, Rural Care and Playcentre educators allows each program to function according to its own requirements while allowing an integrated experience for each child, regardless of the program they are attending.

QA 5Relationships

withChildren

The service offers welcoming environments featuring children’s artwork and photographs.

Respectful communication with all children is maintained. Educators work to build secure relationships with each child by responding to verbal and non-verbal cues, communicating with families and recording their interests so that a relevant, meaningful and high-interest curriculum can be offered.

The programming cycle includes documentation and planning for individual children as well as groups. At site staff meetings, time is allocated for educators to raise concerns about particular children. As a team we share information and perspectives about that child and make decisions about actions and responsibilities.

Our Behaviour Code Policy was reviewed in 2016 with input from all educators and committee members. The aims of the policy are for children to develop increasing social competence, empathy and effective communication skills, to reflect on and take responsibility for their behaviour, to explore alternatives and make choices about their actions, to develop increasing self-regulation and independence and to develop an increasingly complex sense of fairness, equity and justice.

A highlight of the kindy year is an annual ‘road trip’ during which we travel to each child’s home (outside only) so that they can show us something that is special to them.

Prior to the transition to kindy program children due to start kindy in the following year receive a letter from the preschool welcoming them to kindy transition. The letter includes photos of kindy staff as well as play equipment, the chooks, the sandpit and inside play areas so that the children have a visual image of the kindy and can feel excited about coming. In 2016 we worked with the local school to develop a tailored, extended transition program for two children with additional needs. Feedback from the school and the families involved has been very positive about the supportive nature of this experience for children.

QA 6CollaborativePartnerships

withFamilies

and

The service has strong connections with Melrose Playcentre and Primary School, Booleroo Centre Playgroup and Booleroo Centre District School. A full year transition program to BCDS includes three visits per term for preschool children. Recently this has been extended to include visits to the school library and gymnasium. Children participate in school sports events and performances where appropriate. As kindy children also transition to Melrose Primary School and Wirrabara Primary School, the service has collaborated with other preschools and schools in Booleroo, Melrose, Wilmington and Wirrabara to develop a common transition calendar across the region.

Each year preschool children’s 4 year old CaFHS checks are offered to families and conducted by the community health nurse on site. Educators work with families, DECD and private therapists to support children’s individual needs. This includes meeting with social workers and guardians, speech therapists, occupational therapists and personnel from the Child Adolescent Mental Health service.

Communities

Parents are invited to attend “Parent Chats” to co-design their children’s ILPs and offer any feedback, suggestions and information relevant to their child’s experience. They are also asked to complete a profile sheet as part of the enrolment process, indicating their child’s strengths, interests and family experiences as well as their own hopes for the child’s experience in preschool or care.

A Parent Information session about early childhood curriculum was offered in 2016 and we received positive feedback from families who attended. In 2016 twilight sessions were held in Terms 2 and 3 for children to attend with a family member or other relative/friend. The children made pizzas with their visitor and shared them for tea. The sessions are a great way to bring families into the centre to create a sense of connectedness and build relationships between children, families and educators. In 2017 a visit from the Port Augusta “Community Foodies” to prepare a healthy, economical lunch for parents and grandparents is planned.

Where possible, educators incorporate families’ skills and interests into the program for children. During 2016 we visited the bike shop in Melrose, which was owned by one of the children’s families. They showed us all the bikes in the shop and then helped us choose a new balance bike to buy for kindy.

We participate in community events and projects where possible. The children’s artwork is displayed annually in the Melrose Show. We are currently fundraising for the centre by cooking pumpkin soup and bottled fruit and vegetables at the Melrose “Fat Tyre Festival”. Melrose Rural Care children are also involved in sewing pouches for injured fauna for a local wildlife rescue officer based in Laura.

During 2016 one of our young mothers was diagnosed with cancer and many children were hearing about this in the community and feeling confused or anxious. In response to the situation we worked with the children to undertake a fundraiser for Bowel Cancer Australia. As we had just visited the local Bike Shop, we decided on a Bike-a-thon. The event raised over $1000 and we hope that we achieved our goal of giving children a sense of empowerment, citizenship, hope and community. Based on the success of this experience, we plan to raise funds once a year for a charitable cause with a link to our community.The kindy children regularly visit Mt View aged care homes. They sing songs and take a variety of construction and other equipment to use while interacting with the residents. The residents have talked to the children about the way they used to get to school and what they used to take for lunch. One lady (aged 101) told the children about wrapping her jam sandwich in vine leaves to keep it cool as there were not fridges. One another occasion the children brought playdough to the homes and the residents enjoyed using it so much that the educators negotiated with the children to leave the playdough at the homes and to make another batch back at kindy. The benefit of this experience is in the children’s sense of connection and contribution to the community.

QA 7Leadership

and

The service is managed by an active Kindy, Rural Care and Playgroup Committee which meets twice a term to set and monitor broad direction and policy. The committee includes representatives from all programs, including Melrose Rural Care and reports to the Booleroo Centre District School Governing Council. Director’s reports to Governing Council are based on actions undertaken within each of the National Quality Standard areas.

The staff team includes experienced educators who work regular shifts and who have been with the service for many years. Efforts are made continually to build our pool of relief and contract educators. We regularly accept Certificate III and Diploma students on

ServiceManagement

placement as this contributes to early childhood education in a broad sense and potentially builds our workforce.

We have been proactive in developing an induction program which is offered to prospective / relief staff to build their confidence and capacity in undertaking work with our service. During 2016 funds from the Long Day Care Professional Development grant were put towards a ‘buddy’ program for new or relief educators, in order to build our relief pool in terms of numbers and capacity. The program included three paid “buddy” shifts alongside an experienced educator. In 2017 we are planning to extend on staff induction processes by establishing an up to date staff handbook including easy reference to site policies and procedures, possibly in electronic form.

Responses to a staff survey administered early in the year indicated that the philosophy was not easily recalled and not effective in guiding practice. Significant work was undertaken in which every educator contributed their beliefs about children, families, educators and the community in order to develop a draft philosophy (as described above, with the centre philosophy).

Significant work in the area of process and administration was undertaken in 2016. Actions to improve Workplace Health and Safety systems included the establishment of an HSR at the Melrose site as well as the Booleroo site, HSR training, clarification around educator responsibilities in relation to contractor induction, provision of information about site specific hazards such as asbestos, clarification about the process for reporting hazards, the creation of a comprehensive emergency management plan and regular staff meeting updates/reminders about DECD WHS policies.

As a DECD service we are conscious being part in a larger system and we aim to participate in projects and trials when the opportunity arises. In 2016 we trialled an Early Years Assessment tool and gave feedback to the assessment designers at the Fraser Mustard Centre. During 2017 the site leader is working collaboratively within and across local DECD Partnerships .

QUALITY IMPROVEMENT PLAN1. CHILD FOCUS: ENGAGEMENT Rationale: A focus on Literacy, Numeracy and Engagement is a priority within DECD’s “Results Plus” strategy. While the Parent Opinion Survey was overwhelmingly positive, some comments indicated variance in program quality in terms of interest and resources for children.Standard/Element Goal/s Strategies Measure Budget1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.

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

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Undertake site-based training sessions focussing on the elements of the “Active Learning Environment” (“Reflect, Respect, Relate”) at staff meetings

“Collaboratively critically reflect upon pedagogy using the Reflect, Respect, Relate resource…” (DECD directive for use of additonal Pupil Free Days for preschools)

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4 x staff meetings (1 per term @ 2 hours each) [8 x ECW @ $35.50/h]

$2272.00

Literacy and Numeracy resources E-ZOP-7172

$1000.00

Aesthetic improvementsE-ZOP-7172

$500.00

Site visits for ECWs[6 visits x 5.5h @ $43.95]

$1450.35

TV and mounting$2000.00

TOTAL: $7222.35

3.2 The environment is inclusive, promotes competence, independence and learning through play3.2.1 Outdoor and indoor spaces are deigned and organised to engage every child in quality experiences in both built and natural environments

Investigate the use of planning for engagement in educator-pairs. [Proposed model to consider: Educator teams plan experiences to engage and inspire in a particular learning space. Use photos and notes to document for group reflection at staff meeting.]Improve the aesthetics of learning spaces using layout, furniture, natural materials, pot plants etc to invite language, investigation, social play and creativity.

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

“Collaboratively critically reflect upon…children’s progress against the Indicators of Preschool Numeracy and Literacy” (DECD directive for use of additonal Pupil Free Days for preschools)

Develop a bank of experiences and resources to promote curiosity and engagement for each of the Literacy and Numeracy Indicators

Rural Care Workers / Early Childhood Workers to visit other sites for ideas, inspiration and networking.

Purchase new TV/monitor (+/- Apple TV) and mount in central space for group viewing (researching, reflecting…)

2. SERVICE FOCUS: BUILDING CAPACITY Rationale: While the Parent Opinion Survey was overwhelmingly positive, some comments indicated variance in professionalism and communication. Philosophy review was begun but not completed in 2016. Mobile communication is effective and social media is a possible extension of this. A review of site policy/procedure is timely and the introduction of a staff handbook will support educators with requirements. Standard/Element Goal/s Strategies Measure Budget2.1.3 Effective hygiene practices are promoted and implemented.

Efficient policies and procedures used consistently and communicated effectively via a staff handbook.

Shared philosophy based on the Code of Ethics and EYLF Principles and Practices is established and communicated.

All educators have an up to date and relevant PDP.

Communication with families is consistently positive, effective and respectful.

Audit current policy list against requirements, inlcuding National Regulations.

Create procedures in response to any “gaps”, including a cleaning schedule for furniture and equipment.

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4 x staff meetings (2 per term @ 2 hours each) [8 x ECW @ $35.50/h]

$2272 (already included in Child Focus)

Mobile phones for each site$2000

Release 1 x ECW for 2 x 5.5h @ $43.95 to source examples and draft handbook

$483.45

TOTAL: $2483.45

3.1.2 Premises, furniture and equipment are safe, clean and well-maintained

4.2.1 Professional standards guide practice, interactions and relationships

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

Undertake site-based training sessions focussing on the EYLF Principles and Practices and the Code of Ethics. Review the draft Philosophy in the light of this learning and present to Committee / Governing Council for ratification when agreement is reached.

6.1.1 There is an effective enrolment and orientation process for families

6.1.3 Current information about the service is available to families

Purchase mobile phones for each service for quick communication with families / collection authorities.

7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community

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

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

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

Source examples of staff handbooks from other sites and use as a basis for developing an up to date handbook for educators at the service. Include digital access to all site / DECD policies and procedures (e.g. on phone / ipad / staff computer).

PDPs for all educators include critical reflection on pedagogy and the way in which each educator is contributing to the QIP priorities.

3. COMMUNITY FOCUS: CONNECTING AND CONTRIBUTINGRationale: A sustainability strategy was planned in the 2016 Quality Improvement Plan but was not achieved. This in an area of staff interest and expertise. A visit to Mt View homes in 2016 prompted consideration of further, mutually meaningful opportunities to foster connections between early learning and aged care in our area. Feedback from parents indicates that opportunities to come in to the service creates a sense of belonging and supports the establishment of community networks. Involving children in charitable fundraising as active citizens of their community contributes to positive self-image, agency and a sense of belonging to a supportive community.Standard/Element Goal/s Strategies Measure Budget

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

3.3.1 Sustainable practices are embedded in service operations

A sustainability strategy is in place.

The service has an ongoing relationship with the local aged care home.

Families feel a sense of belonging and have opportunities as part of the parent community to build social connections and to learn about child health, education and wellbeing.

Children contribute to the community through involvement in charitable fundraising.

Establish a worm farm for scraps. Engage the children through inquiry/project work approach.

Move garden bed/s from behind the building to create a vegetable garden in the children’s play area. Engage the children through inquiry/project work approach. A risk assessment will be required for products (e.g. potting mix), fall height / fence height and moving the beds (manual handling). Consider establishing herb pots on veranda.

Establish a sustainability strategy for the service covering purchasing, energy use, use of materials, care of plants and animals and recycling.

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Worms / other materials for worm farm.

$100.00

Seedlings, soil, gardening gloves and tools, pots.

$300.00

Release 2 x ECWs @ $43.95/h for 2 x 5.5h sessions to draft sustainability strategy.

$966.90

Tea, coffee, food and materials for Parent Nights

$200.00

TOTAL: $1566.90

TOTAL BUDGET FOR QUALIT IMPROVEMENT PLAN:

$11271.80

6.2.2 Current information is available to families about community services and resources to support parent and family wellbeing

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

6.3.4 The service builds relationships and engages with their local community

Schedule regular visits to Mt View home and investigate ways to make the visits meaningful for children and residents.

Offer Parent Nights each term with a social component and/or a health / education component e.g. Community Foodies

Choose a charitable cause with a connection to our community and undertake a fundraising event involving families and communities as part of the children’s learning program