Quality Improvement Plan
February 2018

Logo-Nundle-Pre-School.png

Service details

Service name

Service approval number

Nundle CWA Preschool

SE-00008607

Primary contact at service

Maura Burke

Physical location of service

Physical location contact details

Street:74 Jenkins Street

Suburb: Nundle

State/territory: NSW

Postcode: 2340

Telephone: 02 67 693 188

Mobile: 0428 072 106

Fax: 02 67 693 171

Email: nunpre@activ8.net.au

Approved Provider

Nominated Supervisor

Primary contact: Dancia Leys

Telephone: 02 93 582 923

Mobile:

Fax: 02 93 574 570

Email: info@cwaofnsw.org.au

Name: Maura Burke

Telephone: 02 67 693 188

Mobile: 0428 072 106

Fax: 02 67 693 171

Email: jmburke@skymesh.com.au

Postal address (if different to physical location of service)

Street: Level 2, 224 Coward Street

Suburb: Mascot

State/territory: NSW

Postcode: 2020

Operating hours

Monday

Tuesday

Wednesday

Thursday

Friday

Saturday

Sunday

Opening time

8.45

08.45

08.45

Closing time

15.15

15.15

15.15


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 follow public school holiday dates with 4 terms per year.

· The first day of Term 1 is enrolment day and is a pupil free day.

· The last week of Term 4 is clean-up day for staff and is a pupil free day.

· We are closed public holidays during these terms. That is Good Friday, Anzac Day, Queen Birthday, and Labour Day.

· There is no parking except in the street in front of the centre

How are the children grouped at your service?

· We have one room catering for 21/2-5yr olds, with a Maximum of 17 children per day

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

Nominated Supervisor – Maura Burke

Service statement of philosophy

NUNDLE CWA PRESCHOOL PHILOSOPHY

At Nundle CWA Preschool, we believe that childhood is a most important stage of life which should offer opportunities to maximise each child’s potential. The National Quality Framework principles guide our delivery of quality education. We believe in providing a safe environment for our children which promotes the health of each child. We believe the preschool is part of the wider community in which we live and we aim to have respectful and supportive relationships with our children’s families. By supporting our staff to be well trained and by providing enough staff to support each child in their learning we will be able to provide an environment where educators are focused, active and reflective in designing and delivering a program for each child. In relationship with the Early Years Learning Framework, we believe children’s lives can be characterised by their: Belonging, Being and Becoming

Belonging
We place importance on the family, cultural groups and the wider community all of which the child belongs to. We understand that these groups help form the children’s identity and assist in building lifelong relationships

Being
We believe that childhood is a time for the children to be engaged: to be engaged with life’s joys, explore their environment, be faced with challenges and be exposed to stimulating learning opportunities. We recognise the significance of the “here and now” in a child’s life, not only the preparation for the future

Becoming
We recognise that children face a rapid growth and change in their early years. We encourage them to participate actively in their society and become able to build relationships, knowledge and skills for the future. We see childhood as being a time of dynamic, complex and holistic learning. We understand that all areas of development are interrelated: including physical, social, emotional, creative, moral, cognitive and linguistic. We celebrate the benefits of play base learning and place importance on communication and language as well as emphasising literacy, numeracy and the development of pro-social skills. Our educators engage in intentional teaching in order to encourage deliberate and purposeful learning programs. With input from children’s interests and families our educators are able to promote children’s learning through modelling, demonstrating, open questioning and problem solving. We celebrate diversity and understand the differences which exist amongst children, families and staff at our centre. We see childhood as being a time for fun and enjoyment, a time for stimulating experiences, where children are encouraged to interact at their own pace as a unique individual


Quality Area 1: Educational program and practice

Quality Improvement Plan for QA1

Summary of strengths for QA1

Strengths

- Every child is supported to participate in the program. Children direct their own play and leisure experiences, create peer scaffolding and work collaboratively with their peers. The children are empowered to make choices of their own and are free to participate in their choice of experiences.

- Nundle CWA Preschool educators are trained and highly motivated to provide an educational program based on the children’s interest and the EYLF curriculum.

- Nundle CWA Preschool provide higher than needed child to staff ratios, enable all children to access all parts of the program.

- Families are encouraged to be part of the program by having the program displayed for them to comment on, by asking them to complete child and family interest sheets, by having a family activity sheet on the sign in table and by staff talking to families at arrival and departure and have staff record relevant information given at these times to inform the program. Programming is done on as fortnightly cycle and permanent staff take turns in writing up the program based on input from other educators, families and children. Parent/teacher interviews are conducted to enable parental input into the programming

Key improvements sought for QA1

Standard/element 1.1.2

Each child’s current knowledge, strengths, ideas, culture, abilities and interests are

the foundation of the program.

Identified issue

We need to ensure we can show how we reach our programme each week and show that each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.


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

1.1.2

1.1.3

Each child’s current knowledge, strengths, ideas, culture, abilities and interests are

the foundation of the program

All aspects of the program, including routines, are organised in ways that maximise

opportunities for each child’s learning.

H

H

- Complete formal observations of children

- Use our daily reflection and diary to understand children’s interest and needs

- Use the formal and informal observation as the base for the following week’s program.

- Take formal and informal observations of the children undertaking the activities that have been planned.

- Plan follow ups for the following week if needed.

Incorporating Ella into the program in 2018- French

We have a concrete learning cycle that demonstrates observation, planning and assessment.

Children will be able to maximise their learning of another language

- Revisit in week five term one to see if we have idea of learning cycle

2018- Continue to monitor observations, programming, planning and assessments to ensure the cycle of learning is demonstrated.

Continue to source training available in the area

Ongoing

Maura & Tina to attend Count Me In in-service March 21st 2018

Maura to attend Early Learning Conference 5th April 2018

Another ipad purchased with grant along with headphones to improve concentration.

Improvement Plan

Quality Area 2: Children’s health and safety

Quality Improvement Plan for Q2

Summary of strengths for QA

Strengths

· All staff have training in identifying children at risk of harm and first aid certificates.

· Policies include healthy eating, hygiene, supervision. Healthy eating is encouraged by providing the policy to parents, providing healthy eating information and recipes to families, and talking to the children about healthy eating while they are at preschool. Healthy lunchboxes are encouraged by presenting certificates

· We also have a physical activity policy which encourages children to be active and staff model active participation in all activities. The preschool uses guidelines and suggestions from the Munch & Move program to provide parents with suggestions regarding healthy eating and being physically active and also uses these suggestions within the program

· Indoor and outdoor safety checklists are completed each day that the preschool is open

· Children are encouraged to follow correct hand washing procedure and posters are visual to prompt children.

· We complete a fire drill in week five of each term,

· Children are encouraged to undertake sun protection by wearing sunscreen, hats and shirts with sleeves.

· Staff consistently clean environment, adhering to appropriate procedures and all hazardous items are kept out of children reach.

Key improvements sought for QA2

Standard/element 2.1.1

Each child’s wellbeing and comfort is provided for, including appropriate opportunities to meet each child’s need for sleep, rest and relaxation.

Identified issue

We need to ensure we are providing children opportunities to meet each child’s need for sleep, rest and relaxation.

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

2.1.1

Children are provided with a variety of quiet activities so their need for rest, sleep and relaxation is meet

M

Purchase new equipment to enable staff to introduce new relaxation activities

Research new relaxation ideas

.Children will have their need for rest, sleep & relaxation met

Continuing for 2018

Yoga cards purchased

A new television which is capable of connecting to a laptop computer purchased so staff can access child based yoga activities

Local yoga teacher invited to provide yoga lessons for children

Quality Area 3: Physical environment

Quality Improvement Plan for QA 3

Summary of strengths for QA3

Strengths

· Our indoor and outdoor environments are safe, clean, challenging and suitable for their purposes

· Our outdoor environment includes a bike track decorated by local artists using the children’s input.

· A sensory garden for the children to explore and many shade trees.

· We try to reduce our chemical footprint by steam cleaning.

· We encourage the children to be aware of recycling and have recycling bins for them to use.

· We also recycle food scrapes and feed to the worms.

· We try to reduce our use of paper and printing material by having many of our diaries and portfolios on computer flash pen

· Directors reports and other information is emailed to parents

Key improvements sought for QA3

Standard/element 3.2.3

The service cares for the environment and supports children to become environmentally responsible.

Identified issue

The children need to be more involved in what happens to their food scraps.

Standard/element 3.1

The design of the facilities is appropriate for the operation of a service.

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

3.2.3

- We would like for all children to have an understanding that there can be other uses for food scrapes

- That the preschool continues to recycle are food scrapes.

M

- The children currently recycle food scrapes at Morning Tea and Lunch by placing in an ice cream container. Children will continue to do this.

- One day a week ask the children if someone would like to take the food scrapes to feed to their farm animals - Chickens

- On the other day of the week take the children as a group to the worm farm and feed the worm

- Educate children on what food scrapes can be feed to the chickens and worms.

- Tamworth Regional Council an Education officer that talks to children about worm farms. Contact and organise a visit.

- All food scrapes are being recycled.

- Children have an understanding of why we recycle food scrapes and what food scrapes can be feed to different animals.

- Visit from Tamworth Regional Council Education Officer

- Continue to recycle food scrapes everyday

- By the end of Term Two at a time convenient to Council

Children are becoming more aware of how food scrapes can be feed to a variety of animals

We weren’t able to organise a visit from the Tamworth Regional Council Education Officer – this was done in 2017 and will be done again in 2018

3.1

Improved access to the building for people with disabilities and families with prams

H

In partnership with our parent body Nundle CWA designs have been done and grants applied for to upgrade the front access to the building. The other tenant of the building Hunter New England Health is in agreeance of this happening

The new driveway and turning circle will be completed enabling disabled access to the preschool

End of Term 3 2018

There have been difficulties with getting DA approval so this is still a work in progress

Quality Area 4: Staffing arrangements

Quality Improvement Plan for QA4

Summary of strengths for QA4

Strengths

· All Nundle CWA Preschool educators have early childhood qualifications and continue to improve their qualifications by attending in service course available

· Educator to child ratios better than needed by Regulations

· Educators work collaboratively together and acknowledge each educators knowledge, strengths and experience

· We have regular staff meetings to discuss programming and children’s progress

· Staff are provided with programming time

· Our staff abide by the early childhood code of ethics

· Nundle CWA Preschool educators show care, empathy and respect towards each other, families and children

· Record of staff are always kept up to date

· Working with CCCCNSW and CCSA

· Staff appraisals have been done and a matrix of staff qualifications has been done to ensure staff qualifications such as First Aid remain up to date

Key improvements sought for QA4

Standard/element 4.2.2

Professional standards guide practice, interactions and relationships.

Identified issue

Professional development sessions are difficult to access in this area

Standard/element 4.1.2 Every effort is made for children to experience continuity of educators at the service.

Identified issue There is a likely hood of the service extending to 3 days and we need to have staffing

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

4.2.1

4.1.2

Staff need to access professional interactions

Every effort is made for children to experience continuity of educators at the service.

H

H

Maura to attend Directors network meetings once a term in Tamworth. Maura to liaise with the Directors of the centres where the meeting is being held so she can observe practices in other centres for the day. A casual worker to be employed to enable this to happen

Advertise for staff who can attend for the 3 days

Maura to have a professional network of other directors to liaise with and discuss practices within Early childhood

We will have staff who attend all three days

Continuing for 2018

Beginning of Term 2 2018

A professional development grant was applied for and received to enable Tina & Maura to attend professional development further afield Maura is to attend the Early Childhood Conference in Sydney on 5th April 2018

Quality Area 5: Relationships with children

Quality Improvement Plan for QA5

Summary of strengths for QA5

Strengths

- Educator continually review and discuss strategies to improve interactions and relationships with children to try to ensure that interactions and relationships are warm, responsive and trusting

- Educators interact with children

- Educators encourage positive relationships with children and their families by engaging with families and making them welcome to the preschool

- Educators work with outside agencies such as Brighter Futures, SCAN, Horizon Early Intervention, DEC Early Intervention, Hunter New England Speech Pathology and allied services to ensure all children are supported to actively participate in the learning opportunities provided

- Nundle CWA Preschool offers a relaxed and happy environment

- Nundle CWA Preschool allow the children to have unhurried mealtimes

- Nundle CWA staff allow children time to formulate and give answers to questions and to formulate their own ideas for play

Key improvements sought for QA5

Standard/element 5.2

Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.

Identified issue

Staff need to ensure that they use positive reinforcement when speaking to children.


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

5.2

Staff to use positive reinforcement when speaking to children

e.g. Use “Remember we use walking feet inside” rather than “Don’t run inside”

H

Staff to support each other with reminders and to take time to think about the language they are using

Training to in this area to be sourced for staff to attend

CCCC resources to be accessed to provide staff with positive reinforcement statements

Staff will use positive reinforcement with the children when speaking to them

Ongoing 2018

New staff encouraged to use positive reinforcement

Improvement plan

Quality Area 6: Collaborative partnerships with families and communities

Quality Improvement Plan for QA6

Summary of strengths for QA6

Strengths

- Nundle CWA Preschool has an effective enrolment and orientation process for families.

- Families have opportunities to be involved in the service and contribute to service decisions. Educators communicate with families on arrival and departure

- Current information about the service is available to families

- Many educators belong to the community and are involved in other organisations within the community

- Nundle CWA Preschool builds relationships and engages with their local community – Visit the library, visit the school

- Nundle CWA Preschool have open communication between families and community

- Nundle CWA Preschool provide families with community service information

- Nundle CWA Preschool works with the local schools to provide children with a smooth transition process

- Nundle CWA Preschool works well with speciality services to support children and families

- There is a parent handbook now available to parents on enrolment

Key improvements sought for QA6

Standard/element

6.1.3

Current information is available to families about the service and relevant community services and resources to support parenting and family wellbeing.

Identified issue

Information changes quickly and it is difficult to make sure parents are kept up to date

Standard/element 6.2.3

The service builds relationships and engages with its community.

Identified issue

We need to ensure that the preschool is a part of the community

Standard/element 6.1

Respectful supportive relationships with families are developed and maintained.

Identified issue

We have one family attending this year who are bilingual. We need to ensure that those families cultures and language are respected

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

6.1.3

To have parents informed about happenings at the preschool and to present this in a form that will be read by parents

H

A new webpage and closed Facebook page are being constructed

Parents receive information about the preschool in a form they feel suits their family the best

Ongoing- hopefully by the end of Term 2 2018

To have community members visit the preschool

H

Ask local yoga teacher to come to the preschool to visit and teach the children yoga

Encourage community members and CWA committee to visit and be part of the preschool

The preschool will become involved in the community

Ongoing

Local yoga teaching is coming to teach children yoga – she is also keen to help with Ella

6.1

Respectful supportive relationships with families are developed and maintained.

H

Staff to access basic words in French (Ella) and German to use at the centre to allow the child to feel respected and included

Staff to encourage all children to use some French and German words during their day e.g. say hello or goodbye

Families are asked to come to the centre to share their culture

e.g. learning a song, reading a story in their native language, cooking a dish from their country of origin

The two families will feel included and respected

Ongoing 2018

Quality Area 7: Leadership and service management

Quality Improvement Plan for QA7

Summary of Strengths

Strengths

· Information is stored to ensure confidentiality is maintained.

· Adults working with the children are fit and proper.

· Continuity of educators and co-ordinators is maintained

· A Directors report and the minutes of each monthly meeting is sent home to each family

· Nundle CWA Preschool display all required service information

· Nundle CWA Preschool has documented position description for all staff.

· Operation support is obtained from CCCCNSW and CCSA

· A committee brochure and information given to CWA

· A staff handbook is now available for new staff

· A matrix of staff required qualifications is completed and being used

Key improvements sought for QA7

Standard/element

7.2.1

. There is an effective self-assessment and quality improvement process in place.

Identified issue

We need to ensure staff have enough time to reflect and self-assess their needs for improvement

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

7.2.1

For staff to have time off the floor to self-assess their needs for improvement

H

Plan for all staff to have some off the floor time allocated during the week

Staff will have time to self- assess

Ongoing