Service details
Service name / Service approval numberFraser Park Preschool to 7 School
Primary contact at service
Brad Hill
Physical location of service / Physical location contact details
Street: 25/27 Burdekin Ave
Suburb: Murray Bridge
State/territory: SA
Postcode: 5253 / Telephone: 0885313090
Mobile:
Fax:
Email:
Approved Provider / Nominated Supervisor
Primary contact: Department for Education and Child Development
Telephone:
Mobile:
Fax:
Email: / Name: Michelle Kamma
Telephone: 0885313090
Mobile:
Fax:
Email:
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 / SundayOpening time / 08:50 / 08:50 / 08:50 / 08:50 / Closed / Closed / Closed
Closing time / 15:00 / 15:00 / 15:00 / 15:00 / Closed / Closed / Closed
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.We are a preschool on a school site. Administration is a separate building to the preschool.
How are the children grouped at your service?
We are a preschool service
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’)
Certified Supervisor, Brad Hill
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:______
Service statement of philosophy
Please insert your service’s statement of philosophy here.
Fraser Park Preschool provides a safe, secure and supportive environment for children and families where Respect, Care, Enthusiasm and Fun are valued.We believe children learn best through play which engages them in concrete, active experiences.
We believe in strong family partnerships and working with the community.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Quality Area 1: Educational program and practice
This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at school, at home and in the community.
Quality Area 1: Standards and elements
Standard 1.1 / An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.Element 1.1.1 / Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection with community, wellbeing, confidence as learners and effectiveness as communicators.
Element 1.1.2 / Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
Element 1.1.3 / The program, including routines, is organised in ways that maximise opportunities for each child’s learning.
Element 1.1.4 / The documentation about each child’s program and progress is available to families.
Element 1.1.5 / Every child is supported to participate in the program.
Element 1.1.6 / Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.
Standard 1.2 / Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
Element 1.2.1 / Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
Element 1.2.2 / Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.
Element 1.2.3 / Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the program.
Quality Area 1: Related sections of the National Law and National Regulations
Standard/element / National Law (section) and National Regulations (regulation) /1.1 / section 168 Offence relating to required programs
1.1 / section 323 Approved learning framework
1.1 / regulation 73 Educational programs
1.1 / regulation 75 Information about the educational program to be kept available
1.1 / regulation 76 Information about educational program to be given to parents
1.2 / regulation 74 Documenting of child assessments or evaluations for delivery of educational program
Quality Improvement Plan for QA1
Summary of strengths for QA1
Strengths / At our site we use the current, approved Curriculum framework (EYLF) as a basis of our planning. We currently provide a Personalised Learning Plan for each Aboriginal child, and each special needs child. We are making efforts to expand this to each child in the preschool. Aboriginal perspectives are incorporated across the curriculum, efforts are also made to reflect some home cultures in our programming. Play is at the centre of our curriculum, literacy has a major focus- via the use of Accelerated Literacy, and we are making moves to expand our Numeracy focus.Keeping open lines of communication with families is very important to us. We maintain this through informal/formal conversations, personally and on the telephone, letters/notices, Newsletters, Governing council reports and by using our ACEO to catch up with families via home visits. Upon enrolment families are given a questionnaire regarding their child. We also have a Family Map that provides us with a picture of the people in the lives of our children’s families. At the end of a child’s time at preschool we hold a graduation party that is open for families to attend. At these events the children are presented with a portfolio of their work and photos of their time with us, as a keepsake for their family. This Portfolio also consists of a report and learning stories. Recently we have introduced work sample books that the children can access and show to family members. We also produce photo and work sample displays of different activities the children have done at preschool. Each of these methods of correspondence regarding the children’s work is linked to the EYLF curriculum outcomes.
We also hold Family Days, where all families are welcome to look at the work their children have been doing and to talk with preschool staff.
It is an expectation that all staff be non-judgmental when communicating with families. Staff are required to assist families and provide a service to them that is helpful and supportive. We provide children with Well-being lunches and transport to and from preschool when needed.
Key improvements sought for QA1
Standard/element [1.1.1]Identified issue / EYLF training for staff
Staff to understand EYLF
Staff and volunteers
Extending children’s learning via scaffolding
Levels of questioning
Standard/element [1.1.1]
Identified issue / Need more labelling/print displayed incorporating Ngarrindjeri, English
Increase Literacy displayed around the preschool room
Standard/element [1.1.1]
Identified issue / Incorporate more Numeracy during mat times
Standard/element [1.1.1]
Identified issue / ICT needs revamp
Standard/element [1.1.2]
Identified issue / Have displays of children’s experiences with links to EYLF
More evidence of children working towards EYLF learning outcomes
Standard/element [1.1.2]
Identified issue / Strengthen links with local community
Standard/element [1.1.1]
Identified issue / Formalise NEP and Bilingual Programs
Standard/element [1.1.1]
Identified issue / Develop PLP/ILP
Standard/element [1.1.2]
Identified issue / Have opportunities for staff, children and families to contribute to the preschool program – develop systems to do this
Standard/element [1.1.4]
Identified issue / Make programming evident for families including links to EYLF outcomes and indicators
Standard/element [1.1.2]
Identified issue / Increase sharing what is happening at kindy with families
More opportunities to share what the kindy does with families
Standard/element [1.1.2]
Identified issue / Family questionnaire information is not being used effectively
Standard/element [1.1.3]
Identified issue / Relaxation time needs to be reintroduced
Standard/element [1.1.4]
Identified issue / Term dates and activities for families
Keep families informed of what is planned at kindy
Standard/element [1.1.4]
Identified issue / Portfolios to be made more accessible for families
Standard/element [1.1.4]
Identified issue / More effective record keeping of tracking progress – to share with families
Standard/element [1.1.]
Identified issue / Providing opportunities for sharing children’s progress with families and giving opportunities for feedback
Standard/element [1.1.5]
Identified issue / Incorporate Phillipino cultural perspectives in the program
Standard/element [1.2.1]
Identified issue / Tracking children’s progress – Assessment tools need to be used more effectively to do this
Needs to introduce an assessment cycle – for programming
Standard/element [1.2.1]
Identified issue / Planning needs to reflect children’s tracked progress – either planned or spontaneously
Needs to introduce an assessment cycle – for programming
Standard/element [1.2.1]
Identified issue / Need evidence of child initiated programming
Standard/element [1.2.1]
Identified issue / Set up system to facilitate consistent and effective observations
Standard/element [1.2.1]
Identified issue / NEP Programs to meet targets - Formalised
Standard/element [1.2.3]
Identified issue / Evidence is needed of spontaneous activities being consistently recorded and linking
Standard/element [1.2.2]
Extending children’s critical thinking via levels of questioning
Staff modelling language and encouraging children to wonderings
Standard/element [1.2.3]
Identified issue / Portfolios – too time consuming, not available to families, photos on the computer are not organised for efficiency, learning stories are not getting done – Work load is too big
Standard/element [1.2.3]
Identified issue / Photo displays and work samples need to be maintained with EYLF connections and purpose/explanations
Standard/element [1.2.3]
Identified issue / Evidence of assessment tools informing program including learning stories
Standard/element [1.2.3]
Identified issue / Establish assessment cycle
Standard/element [3.2.1]
Identified issue / Evidence of environmental changes – eg new furniture, rearrangement materials, decluttering, removal of rubbish from shed and store room - labelling
Standard/element 1.2.3]
Identified issue / Effective use of RRR to inform staff development and practise
Standard/element [1.2.1]
Identified issue / Need opportunities for staff to reflect on curriculum – more frequently and consistently
Eg use parking lot reflection tool (Daily)
Standard/element [1.2.3]
Identified issue / Need a system of recording children’s opinions of activities to inform programming
Standard/element [1.1.3]
Identified issue / Evidence of assessment tools informing program including learning stories
Standard/element [number]
Identified issue
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Improvement Plan
Standard/element / What outcome or goal do we seek? / Priority (L/M/H) / How will we get this outcome? (Steps) / Success measure / By when? / Progress notes
1.1.1 / Staff to understand EYLF / Run EYLF training
Staff and volunteers to extend Children’s Learning via scaffolding / Scaffolding ideas displayed
Display ‘blank’s levels of questioning’
Instruct staff of their use / Staff using the levels of questioning where talking with chlldren.
Staff assisting children to extend their play with literacy and numeracy concepts making shop sign
Increase literacy displayed around the kindy room / Make labels in English & Ngarrindjeri of key words
. Extend to Philippino and
Maori / Labels are displayed and children start referring to them
Incorporate numeracy and math times / . Start with songs and rhymes
. Review mat time program either cross curriculum or specific time allocated / Children becoming more numerate in
PLP for each child / Use existing proformas
Identify Wegs and sit down and do them / Completion of PLP,s
Develop NEP & Bilingual Programs
Revamp ITC’s / . Fix microscope computer
Get IPads / Children using ICT;s in kindy / Obtained IPads June 2013
Standard/
element / What outcome or goal do we seek? / Priority (L/M/H) / How will we get this outcome? (Steps) / Success measure
1.1.2 / Evidence of children working towards EYLF Learning Outcomes / Displays of photos and children’s work with links to EYLF / System established where Displays are rotated and keep informing and grabbing families attention
Strengthen links with local community / Excursions and special guests
Opportunities for families and staff to contribute to the program / Families – suggestions box
Staff – Reflective tool eg; Parking Lot TBA at Staff Meeting / `
Increase sharing what is happening with families / Collate information and us it as a guide when programming
1.1.3 / Providing set opportunities for rest / Reintroduce relaxation time after linch / When children get into the habbit of doing it
1.1.4 / Keep families informed of what is planned and kindy / Supply a term calendar with special date and activities for families
Standard/
element / What outcome or goal do we seek? / Priority (L/M/H) / How will we get this outcome? (Steps) / Success measure
1.1.4 / Portfolios to be more accessible for families / . Reduce the amount of
work put into them
. Have in a set place that is
accessible / Children showing family members their portfolio
Effectively track children’s progress / . Introduce Assessment
cycle
. Consistently assess with
…assessment tools
. Record results
. Use this information in
PLD’s
Opportunities to share children’s progress with families with opportunities for feedback / . Develop PLP in
consultation with families
. Share portfolios more
. hold Family Sharing Day
. makefeedback/suggestion
box
1.1.5 / Widen cultural diversity to include Philipinno and Maori / . research the different
cultures
. Tie in aspects of these
cultures to the curriculum
. Program activities that incorporate Philipinno and
Maori perspectives
Standard/
element / What outcome or goal do we seek? / Priority (L/M/H) / How will we get this outcome? (Steps) / Success measure
1.2.1 / Tracking progress to inform program / . Make usable proforma of
incidentally observed needs
. Use assessment tools to identify
needs
. Have planning staff meeting
where the current needs of
children are discussed
. Devise system where immediate
needs are identifies and
activities determined to meet the
need and recorded
1.2.1 / Evidence of child initiated programming / . Devise proforma of child
initiated activities
. Have opportunities for
children to talk about
what they are interested
in finding out about / . Staff using the proforma
consistently
. Brainstorming mindmap
visible in kindy room
Program reflects this
Consistent Observations / . Establish observation folders
. Allocate children to staff who are
to be observed
. Start with 4 year old girls
. Once established extend to 3
year old girls
. Purchase another camera
Formalisation of NEP and Bilingual Programs / . Use PLP plus DECD
reports to identify needs and
interests
. Set new targets
. Plan activites to meet targets
Staff reflecting on program/Curriculum / Establish a ‘reflection and review’ proforma that can be fill in daily / How comprehensively it is filled in and used
Standard/
element / What outcome or goal do we seek? / Priority (L/M/H) / How will we get this outcome? (Steps) / Success measure
1.2.2 / Staff modelling language and encouraging children’s wondering / Staff to use Blanks Levels of questioning
Staff to be mindful of the language they use is extending the children’s conceptual understanding.
1.2.3 / Evidence of spontaneous activities with EYLF links / . Make proforma
. Talk staff through how to fill it in
. / Staff filling in proforma each day
Streamline workload of portfolios / . organise photos
. geet a specific camera for
learning stories
sort photos regularly (each
week/day) into specified folders
. Identify what generic L/S to use
. make special occasion photo
pages more general
. have Blurbs & EYLF Links re;
Worksamples
. put rest of photos onto J Drive
each week and put into portfolio
Displays being updated and linking to EYLF / . put photos onto J Drive
each week
. Leeann work with kids on
computer learning – training –
Photos – Publisher
.. Brad tell Leeann what signs and
blurbs to wirte. Laminate and put
up
. Need book for this
Standard/
element / What outcome or goal do we seek? / Priority (L/M/H) / How will we get this outcome? (Steps) / Success measure
1.2.3 / Evidence of Assessment informing programming / . Establish planning tool for use at
staff meetings
. Produce proforma as part of
planning tool that can be added
to daily
. Plan in 2 or 3 week blocks
Establish Assessment cycle / . Program for assessment
Identify tools to use
. Display Assessment cycle
Effectively use RRR / . All staff to redo training
. Conduct assessment
get someone in to do this
with us
Establish a system of recording children’s opinions re activities / . Use Identity Webs, PLP’s to
determine favourite activities
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