quality area 1: educational program and practice qip.docx · web viewthe national quality...

Quality Improvement Plan Keithcot Farm Children’s Centre March 2018

The National Quality Standard and Quality ImprovementThe National Quality Standard is the standard against which providers self-assess the performance of their service/s in delivering quality education and care, and plan future improvements to their service/s. One result of this process is a Quality Improvement Plan.

The Education and Care Services National Regulations 2017 (the National Regulations) require approved providers to prepare a Quality Improvement Plan (r55) for each service that:

• includes an assessment by the provider of the quality of the practices of the service against the National Quality Standardand the National Regulations; and

• identifies any areas that the provider considers may require improvement; and • contains a statement of philosophy of the service.

The National Regulations do not prescribe a format for a Quality Improvement Plan. The purpose of this template is to offer a format that supports approved providers to meet their obligations under the National Regulations.

Approved providers also have an obligation (r56) to review and revise the Quality Improvement Plan at least annually, having regard to the National Quality Standard.

A Quality Improvement Plan must be reviewed and/or submitted to the Regulatory Authority on request.

Quality Improvement Plan template 3

Service details Service name Service approval number

Keithcot Farm Children’s Centre Preschool : SE-00010523

Long Day Care : SE-00010524Primary contact at service

Anne Whittleston (Director: Education and Care).

Physical location of service Physical location contact detailsStreet 5 Keithcot Farm Drive Telephone 08- 8251 2700

Suburb Wynn Vale Mobile

State/territory South Australia Fax 82892676

Postcode 5127 Email [email protected]

Approved Provider:Department for Education and Child Development (Preschool)Keithcot Farm Children’s Centre Governing Council (Long Day Care) Nominated Supervisor

PreschoolPrimary Contact Ann-Marie Hayes Name Anne Whittleston

TelephoneAddress

08 82261000c/- 31 Flinders Street Adelaide Telephone 08 82512700

Long Day CarePrimary Contact Anthony PassmoreMobile 0424 736 953Email [email protected]


Operating hours

For each day of the week this service is open, indicate the times of the day when education and care is provided.

If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.

Long Day Care

Preschool


Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time 7.00 7.00 7.00 7.00 7.00

Closing time 18.00 18.00 18.00 18.00 18.00

Monday Tuesday Wednesday Thursday Friday Saturday Sunday

Opening time 8.30 8.30 8.30 8.30 8.30

Closing time 11.30 11.30 11.30 11.30 11.30

Between session care. 11.30 – 12.15 11.30 – 12.15 11.30 – 12.15 11.30 – 12.15 11.30 – 12.15

Opening time 12.15 12.15 12.15 12.15 12.15

Closing time 15.15 15.15 15.15 15.15 15.15

Additional information about your serviceThe 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.Integrated State funded preschool is provided during South Australian State school terms.

Long Day Care is provided 49 weeks of the year. 3 week break over Christmas and New Year.

Preschool Pupil free days scheduled for Friday 13 April, Friday 6 July, Friday 28 September

An additional closure date TBC

Car Park “H” – 5 Keithcot Farm Drive – Wynn Vale.

How are the children grouped at your service?We have a philosophy of self initiated, play based learning where mixed age groups of Preschool and Long Day Care children are integrated with siblings and others for the majority of the session.

Children are formally divided into groups according to their age for developmentally appropriate intentional teaching and learning experiences for short periods of time through the day.

Write the name and position of person(s) responsible for submitting this Quality Improvement Plan Anne Whittleston (Director) – Nominated Supervisor

Jen Reid (Assistant Director) – Certified Supervisor

Janet Hazel (Educational Leader) – Certified Supervisor

Kate Hallam (Educator) – Certified Supervisor

Laura Francis (Community Development Coordinator)


Service statement of philosophy


Keithcot Farm Children’s Centre provides accessible, flexible quality care and education for children from birth to school entry in a play-based program that is underpinned by current national and international early childhood development research. We reflect on the range of programs we offer and this is documented in our Quality Improvement Plan as we work towards continuous improvement. We acknowledge and value the cultural background and diversity of children, families and staff for their optimal wellbeing and engagement. We support the United Nations Convention on the Rights of the Child.ChildrenWe have a philosophy of self- initiated play based learning balanced with a program of intentional teaching where children are integrated with siblings and others for the majority of the session. Children are formally divided into smaller groups for more developmentally appropriate learning experiences for short periods of time. We strive to deliver a developmentally appropriate curriculum, The Early Years Learning Framework – Belonging, Being, Becoming, its Vision, Principles and Practices. The EYLF is child centred, focussed on play, open ended, challenging, inclusive and acknowledges children’s prior experiences within a secure and happy atmosphere and will complement the home environment and nurture children’s dispositions to learning. Children are actively involved in being environmentally responsible.FamiliesParents are their child’s primary educators and at Keithcot Farm Children’s Centre, we value this partnership, ensuring the delivery of inclusive, high quality care and education for all children. We provide families with information about their child’s learning experiences, involvement, development and progress and encourage their contribution to our program. We support families with information that will build their capacity in relation to their parenting.Staff and EducatorsAt Keithcot Farm Children’s Centre we employ a professional staff team who have a range of tertiary or post graduate early childhood qualifications, training and experience in teaching, children’s services, Community Development and Allied Health services - including a Speech Pathologist and an Occupational Therapist who work together with families and the community to provide a range of services. We believe in an ongoing commitment to supporting each staff member’s professional development and a strong focus on continuous improvement in care and learning for young children and their families. Sustainable practices are embedded in service operations and consistently promoted in the everyday program.ManagementWe offer all families the opportunity to be involved in governance and the review of policies and processes that represent the whole of the Centre through a Governing Council elected annually by the Children’s Centre families.CommunitiesWe are committed to promoting community awareness of children’s services through effective partnerships and networking with government and non-government organisations, parenting and community groups. These collaborative partnerships assist us in developing integrated and sustainable services to support and provide the best opportunities for every family and child. We develop positive relationships with neighbouring schools to enable seamless, effective transitions and continuity of curriculum across the prior to school and schooling sector.We believe that a statement of the Centre’s philosophy will change as new insights are gained and practice is evaluated.CREATED: March 2008REVIEWED: November 2008, November 2009, November 2010, November 2011, November 2012, February 2013November 2013, November 2014, September 2015, November 2016, November 2017.TO BE REVIEWED: November 2018SOURCED: South Australian Curriculum Standards Accountability FrameworkVirtual Village South Australian Early Years Report (2005)Dr Fraser Mustard – Investing in the Early YearsFerre Laevers – Wellbeing and Involvement (2003)Belonging, Being and Becoming – The Early Years Learning Framework for Australia 2009National Quality Framework (2011)

United Nations Convention on the Rights of the Child


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 The educational program enhances each child’s learning and development.

Approved learning framework

Element 1.1.1

Curriculum decision-making contributes to each child’s learning and development outcomes in relation to their identity, connection withcommunity, wellbeing, confidence as learners and effectiveness as communicators.

Child-centred Element 1.1.2

Each child’s current knowledge, strengths, ideas, culture, abilities and interests are the foundation of the program.

Program learning opportunities

Element 1.1.3

All aspects of the program, including routines, are organised in ways that maximise opportunities for each child’s learning.

Standard 1.2 Educators facilitate and extend each child’s learning and development.

Intentional teaching

Element 1.2.1

Educators are deliberate, purposeful, and thoughtful in their decisions and actions.

Responsive teaching and scaffolding

Element 1.2.2

Educators respond to children’s ideas and play and extend children’s learning through open-ended questions, interactions and feedback.

Child directed learning

Element 1.2.3

Each child’s agency is promoted, enabling them to make choices and decisions that influence events and their world.

Standard 1.3 Educators and co-ordinators take a planned and reflective approach to implementing the program for each child.

Assessment and planning cycle

Element 1.3.1

Each child’s learning and development is assessed or evaluated as part of an ongoing cycle of observation, analysing learning,documentation, planning, implementation and reflection.

X Critical reflection Element 1.3.2

Critical reflection on children’s learning and development, both as individuals and in groups, drives program planning and implementation.

X Information for families

Element 1.3.3

Families are informed about the program and their child’s progress.


Quality Area 1: Related sections of the National Law and National RegulationsStandard/element National Law (section) and National Regulations (regulation)

1.1.1, 1.1.3, 1.2.1, 1.2.2, 1.2.3

section 51(1)(b) Conditions on service approval (educational and developmental needs of children)

1.1.1 section 168(1)(a)-(b) Program designed for each child

1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2

section 168(1)(c)-(d) Program designed for each child

1.1.1, 1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2

regulation 73 Educational program

1.1.2, 1.1.3, 1.2.2, 1.2.3, 1.3.1, 1.3.2, 1.3.3

regulation 74 Documenting of child assessments or evaluations for delivery of educational program

1.3.1, 1.3.3 regulation 75 Information about the educational program to be kept available

1.3.3 regulation 76 Information about educational program to be given to parents

1.3.3 regulation 111 Administrative Space

1.1.3, 1.2.1, 1.2.2, 1.2.3, 1.3.2

regulation 155 Interactions with children

1.1.3, 1.2.1, 1.2.2, 1.2.3, 1.3.2

regulation 156 Relationships in groups


Standard/element National Law (section) and National Regulations (regulation)

1.3.1 regulation 177(1)(a) Prescribed enrolment and other documents to be kept by approved provider – the documentation of child assessments or evaluations for delivery of the educational program

1.3.1 regulation 178(1)(a) Prescribed enrolment and other documents to be kept by family day care educator – the documentation of child assessments or evaluations for delivery of the educational program

1.1.1 Regulation 254 Declared approved learning frameworks

1.3.1, 1.3.3 regulation 274A Programs for children over preschool ageNSW

1.3.1, 1.3.3 regulation 289A Programs for children over preschool ageNT

1.3.1, 1.3.3 regulation 298A Programs for children over preschool ageQld


Summary of strengths for Quality Area 1

Strengths Keithcot Farm Children’s Centre has a philosophy of self- initiated play based learning where babies, toddlers and preschool children are integrated with siblings and others for the majority of the session. The Early Years Learning Framework – Belonging, Being, Becoming, its Vision, Principles and Practices is the foundation of our developmentally appropriate curriculum. Our programs are child centred, focussed on play, open ended, challenging, inclusive and acknowledge children’s prior experiences. At KFCC we promote children’s well being by allowing them to exercise their independence and sense of agency through making decisions in their choice of play experiences and taking on new challenges. We build on children’s prior learning and their current interests and provoke new ideas and projects that will challenge and extend children’s existing understandings about the world. Literacy and numeracy experiences are embedded in Educators interactions with babies and children either spontaneous (counting fingers and toes when nappy changing and recording the number of goals scored when playing basket ball) or more intentional (when thinking of words that rhyme with each of our names). Children are divided into smaller groups for developmentally appropriate, intentional teaching learning experiences based on children’s interests or areas that need strengtheningEach child has a Primary Educator who engages with the child and records observations / noticing’s; individual and small group learning stories, along with annotated photos and samples of work. Each child has a Portfolio which contains Learning Stories and other samples of their work. The Portfolios are strategically placed to enable children full access to consolidate, reflect and communicate their learning to others. Parents are encouraged to take their child’s Portfolio home and to contribute aspects of learning experiences away from the Centre – which can then be shared and reflected upon by our Educators to build on the child’s current knowledge and abilities.All permanent Educators have access to non-contact time which allows them to critically reflect on their knowledge of the child – their strengths, interests and areas needing strengthening. Planning includes reflecting on the relationships, routines and resources and experiences which promote the holistic development of children. Families are encouraged to contribute to the program. The Program is collaboratively planned by the staff team, evaluated and reflective of children’s contributions / influence on their learning and the environment. Parents are invited to phone or email their child’s primary educator if they are not able to regularly come into the Centre in person. Our Staff team have diverse cultural backgrounds and are able to in many instances support families where English is a second language through this process.Families contribute to the planning through either informal conversations or more formal interviews with Educators to discuss their child’s goals and individual learning plans and include where appropriate their “voice” / ideas in our program.Examples include a grandma visiting with her pet chicken and showing the children and staff how to clip it’s wings and an extended family member cooking Roti’s (an Indian food). Parents participating in excursions eg Zoo and Nature Walk park.


Planning enables deliberate and intentional outcomes and includes a review of spontaneous aspects of our program including children’s ideas and points of view.

Over time, individual children’s records will show the ‘distance travelled’ by each child, in relation to the 5 outcome areas of the Early Years Learning Framework.Our Educators are in a unique position, to be able to foster strong relationships and develop a sound knowledge of the child and family often over a number of years.We focus on children’s interests and strengths as a way of extending their learning and strengthening areas of need.We have a large stable multi-disciplinary team of over 30 members working across our Centre including Educators with teaching degrees, Children’s Services Diplomas as well as Certificate 3. A Speech Pathologist and an Occupational Therapist are employed (0.3FTE) by DECD through Allied Health and a Community Development Coordinator (0.8 FTE).Educators, Allied Health and Community Development personnel regularly meet together to review and evaluate the program; the progress of children with identified learning needs and those with developmental concerns and referral pathways to ensure timely and effective intervention processes. All children, at the beginning and later near the end of their eligible year of Preschool participate in a Screen of Phonological Awareness (SPA) – current research suggests that the SPA is a strong indicator of later Literacy success. The SPA identifies children with strong skills, age appropriate and beginning skills. Information is shared with parents in relation to further strengthening these critical skills. Language Links is a computer based screener which is implemented to gather more information of children’s receptive language and concept development. The collected data will further support and inform staff and families of the need for possible intervention services. Our Speech Pathologist and Occupational Therapist run weekly SPOT (Speech and Occupational Therapy) groups in collaboration with our Educators for children identified with beginning skills. They also implement with our Educators “Move to Learn” with our Preschoolers and “Music and Movement” Groups with a Speech and OT focus specifically planned for the unique needs of our babies and toddlers.


Key improvements sought for Quality Area 1Improvement Plan

Standard/element

Identified Issue What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

Element 1.3.2

Critical Reflection To enhance the quality of critical reflections of children’s learning and development across the birth to school transition site by examining all aspects of the program - including routines, planned and spontaneous experiences.

H All staff are given opportunities to build upon their professional knowledge and reflective practice to improve processes for collaborative reflection on pedagogy and children’s progress.

All staff can demonstrate how they critically reflect, plan and implement new knowledge as part of an ongoing cycle of review to improve outcomes for children.

December 2018

Element 1.3.3

Information for families

To build the capacity of parents/ caregivers to value the holistic approach to learning across the birth to school entry site and have a genuine understanding of the Children’s Centre program.

H Identify new strategies to empower families to contribute to the program.

Families report through formal opportunities such as surveys and parent interviews and through incidental conversations with Educators their knowledge and understanding of the birth to school entry program.

December 2018


Quality Area 2: Children’s health and safetyThis quality area of the National Quality Standard focuses on safeguarding and promoting children’s health and safety.

Quality Area 2: Standards and elements

Standard 2.1 Each child’s health and physical activity is supported and promoted.

Wellbeing and comfort 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.

Health practices and procedures

Element 2.1.2

Effective illness and injury management and hygiene practices are promoted and implemented.

Healthy lifestyle Element 2.1.3

Healthy eating and physical activity is promoted and is appropriate for each child.

Standard 2.2 Each child is protected.

Supervision Element 2.2.1

At all times, reasonable precautions and adequate supervision ensure children are protected from harm and hazard.

Incident and emergency management

Element 2.2.2

Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and implemented.

Child protection Element 2.2.3

Management, educators and staff are aware of their roles and responsibilities to identify and respond to every child at risk of abuse or neglect.


Quality Area 2: Related sections of the National Law and National Regulations

Standard/element

National Law (section) and National Regulations (regulation)

2.1.1, 2.1.2, 2.1.3, 2.2.1, 2.2.2, 2.2.3

section 51(1)(a) Conditions on service approval (safety, health and wellbeing of children)

2.2.3 section 162A Persons in day-to-day charge and nominated supervisors to have child protection training

2.2.1 section 165 Offence to inadequately supervise children

2.1.1 section 166 Offence to use inappropriate discipline

2.2.1 section 167 Offence relating to protection of children from harm and hazards

2.2.1 section 169 Offence relating to staffing arrangements

2.2.1 section 170 Offence relating to unauthorised persons on education and care service premises

2.2.1 section 171 Offence relating to direction to exclude inappropriate persons from education and care premises

2.2.1 section 189 Emergency removal of children

2.1.2, 2.1.3, 2.2.1 regulation 77 Health, hygiene and safe food practices

2.1.3, 2.2.1 regulation 78 Food and beverages

2.1.3, 2.2.1 regulation 79 Service providing food and beverages

2.1.3, 2.2.1 regulation 80 Weekly menu

2.1.1 regulation 81 Sleep and rest


2.2.1 regulation 82 Tobacco, drug and alcohol free environment


2.2.1 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

2.2.3 regulation 84 Awareness of child protection law

2.1.2, 2.2.2, 2.2.3 regulation 85 Incident, injury, trauma and illness policies and procedures

2.1.2, 2.2.1, 2.2.2, 2.2.3 regulation 86 Notification to parents of incident, injury, trauma and illness

2.1.2, 2.2.1, 2.2.2, 2.2.3 regulation 87 Incident, injury, trauma and illness record

2.1.2 regulation 88 Infectious diseases

2.1.2 regulation 89 First aid kits

2.1.2, 2.2.1 regulation 90 Medical conditions policy

2.1.2, 2.2.1 regulation 91 Medical conditions policy to be provided to parents

2.1.2, 2.2.1 regulation 92 Medication record

2.1.2 regulation 93 Administration of medication

2.1.2 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency

2.1.2 regulation 95 Procedure for administration of medication

2.1.2 regulation 96 Self-administration of medication

2.2.2 regulation 97 Emergency and evacuation procedures


2.2.2 regulation 98 Telephone or other communication equipment



2.2.1 regulation 99 Children leaving the education and care premises

2.2.1 regulation 100 Risk assessment must be conducted before excursion

2.2.1 regulation 101 Conduct of risk assessment for excursion

2.2.1 regulation 102 Authorisation for excursions

2.1.2 regulation 136 First aid qualifications

2.2.1 regulation 161 Authorisations to be kept in enrolment record

2.1.2, 2.2.1 regulation 162 Health information to be kept in enrolment record, including the immunisation status of the child

2.2.2 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

2.2.2 regulation 161 Authorisations to be kept in enrolment record

2.2.2 regulation 162 health information to be kept in enrolment record

2.2.1 regulation 166 Children not to be alone with visitors

2.1.2, 2.1.3, 2.2.1, 2.2.2 regulation 168 Education and care service must have policies and procedures

2.1.1 regulation 168(2)(a)(v) Education and care service must have policies and procedures in relation to sleep and rest for children



2.1.2, 2.2.2, 2.2.3 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

2.1.2, 2.2.2, 2.2.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

2.2.1 regulation 274 Swimming poolsNSW

2.2.1 regulation 344 Safety screening clearance – staff membersTasmania

2.2.1 regulation 345 Swimming pool prohibitionTasmania



Strengths Keithcot Farm Children’s Centre is fully integrated giving children the opportunity to connect with siblings, extended family members and others which we believe is strongly connected to children’s sense of belonging, being and becoming.Educators provide quality interactions with children in all child play spaces within the Centre while ensuring the safety of equipment and resources. The centre program incorporates learning for children which includes nutrition and healthy food choices; dental care; sun safety; wellbeing and personal safety. “Move to Learn” is part of our Preschool Program which is supported by our Occupational Therapist. It promotes physical activity through a series of movement patterns which has a developmental sequence. Move to Learn aims to assist in integrating the left and right brain functions and helps to further mature the nervous system to support attention and higher order thinking. Babies and toddlers also participate in music and movement sessions at short group times as physical activity is promoted, as well as an extended period of outdoor play in the morningand afternoon times for all children.

Child Protection is a strong feature of our curriculum. It is delivered in both a formal intentional methodology as well as in a more spontaneous, integrated format. Parents and carers receive information at enrolment regarding the DECD Child Protection curriculum and how it is delivered.The Centre has a parent resource library of books, flyers and brochures which include safe sleeping, safety in the home, nutrition and child development topics as well as coping with issues in relation to mental illness, grief, family breakdowns and domestic violence.The centre has an elected Workplace Health and Safety (WH&S) representative who attends regular training and informs staff about up to date WH&S matters. WH&S is an agenda item at all staff and Governing Council meetings. Daily checks are implemented to identify risks and eliminate potential hazards and more thorough audits are implemented by the WH&S Rep.Parents/ Carers sign children in and out on arrival and departure and staff, contractors and visitors also sign in and out. This documentation is checked and substantiated during Emergency evacuations and invacuations which are implemented and evaluated at least every three months.All staff, students, regular volunteers and Governing Council members have up to date Criminal History ChecksA large proportion of our Staff tem have current first aid, asthma and anaphylaxis training where appropriate and respond to the changing needs of children by actively pursuing current and topical professional development (for example children’s health and additional needs).First Aid courses are offered to parents and the wider community.Ongoing cleanliness of the centre and resources are maintained throughout the day by our Centre staff.The centre employs a Professional Cleaner who thoroughly cleans the whole Centre each evening.Best practice hygiene is modelled by all staff. Educators identify and use these learning opportunities in everyday experiences such as hygiene procedures prior to meal times, active play and toileting routines with visual aids. Staff have accessed training in safe food handling such as “Bug Busters”. Educators have conversations with families and children and inquire about food preparation, eating and


rituals within families and their respective cultures. Individual needs and routines are discussed with families of children who are under 2 years ensuring we compliment the home routine.Fresh fruit and vegetables are provided to all children. We employ a Cook who provides a nutritious lunch for children staying all dayOur Cook has accessed a range of training through professional groups such as “Start Right Eat Right”, Gowrie training and Nutrition Australia.We have a vegetable garden which allows the children to make decisions about what to plant; when to harvest seasonal vegetables and herbs (which are sometimes used in the lunch provided by the Centre and taken home by families when there is an excess).Educators provide children with opportunities to exercise their independence at meal times from a young age. Children transition from sitting in high chairs as soon as they are developmentally ready, to sitting at small communal meal tables with Educators and other children.Older children are supported to serve themselves using tongs at snack times and to pour their own drinks. Fresh water is regularly available outdoors for children to independently access.We respect children’s individual sleep and rest requirements by providing separate areas for sleeping, resting and quiet activities both inside and outside. Yoga is offered for Preschool children during between session care as another form of relaxation. Safe sleep procedures are informed by “Red Nose”. Recent building renovations have enable us to offer an expanded toddler sleeproom. Children who are 2 – 4 years old who do not wish to sleep are offered a relaxation / yoga style session after lunch to encourage them to self regulate and manage their own wellbeing. We balance children’s health and safety with giving them authentic opportunities to explore the natural environment, to experiment, predict and to take managed risks. Preschool children regularly access more challenging physical experiences at Keithcot Farm Primary School.Families are informed of minor accidents which are documented and recorded on the child’s file. Families are contacted immediately if there is a serious incident and in particular any blow to the head. A serious incident is recorded on the DECD “Incident Response Management System” (IRMS) and the Regulatory Board is also notified.Medical plans for children are kept up to date and details of children with specific allergies and medical needs are displayed in the kitchen and staff room. Placemats are used to identify children with specific medical needs (particularly to support relief staff during meal times).Families are informed through notices of any outbreak of an infectious illness and provide information about the nature of the illness including incubation and exclusion requirements. Immunisation is strongly promoted and records of immunisation are continually updatedAll Educators are trained in Responding to Abuse and Neglect and are vigilant in relation to protection issues for children. Families have access to current information on community resources that can provide support in relation to mental health, child abuse and neglect and domestic violence.


Quality Area 3: Physical environment

This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse range of experiences that promote children’s learning and development.


Standard 3.1 The design of the facilities is appropriate for the operation of a service.

Fit for purpose Element 3.1.1

Outdoor and indoor spaces, buildings, fixtures and fittings are suitable for their purpose, including supporting the access of every child.

Upkeep Element 3.1.2

Premises, furniture and equipment are safe, clean and well maintained.

Standard 3.2 The service environment is inclusive, promotes competence and supports exploration and play-based learning.

Inclusive environment Element 3.2.1

Outdoor and indoor spaces are organised and adapted to support every child’s participation and to engage every child in quality experiences in both built and natural environments.

Resources support play-based learning

Element 3.2.2

Resources, materials and equipment allow for multiple uses, are sufficient in number, enable every child to engage in play-based learning.

Environmentally responsible

Element 3.2.3

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



3.2.3 section 168 Offence relating to required programs

3.2.3 regulation 73(2)(b) Educational program is to contribute to the outcome that each child will be connected with and contribute to his or her world

3.1.1, 3.1.2 regulation 103 Premises, furniture and equipment to be safe, clean and in good repair

3.1.1 regulation 104 Fencing and security

3.2.1, 3.2.2 regulation 105 Furniture, materials and equipment

3.1.1, 3.1.2 regulation 106 Laundry and hygiene facilities

3.1.1 regulation 107 Space requirements—indoor

3.1.1 regulation 108 Space requirements—outdoor space

3.1.1,3.1.2, 3.2.1 regulation 109 Toilet and hygiene facilities

3.1.1 regulation 110 Ventilation and natural light

3.1.1 regulation 111 Administrative space

3.1.1, 3.1.2 regulation 112 Nappy change facilities

3.1.1, 3.2.1, 3.2.2 regulation 113 Outdoor space—natural environment

3.1.1 regulation 114 Outdoor space—shade


3.1.1 regulation 115 Premises designed to facilitate supervision


3.1.1, 3.1.2 regulation 116 Assessments of family day care residences and approved family day care venues

3.1.1 regulation 117 Glass (additional requirement for family day care

3.1.1, 3.1.2 regulation 274 Swimming poolsNSW

3.1.1, 3.1.2 regulation 345 Swimming pool prohibitionTasmania



Strengths Keithcot Farm Children’s Centre is fully integrated with open internal concertina doors giving children the opportunity to connect with siblings, extended family members and others which we believe is strongly connected to children’s sense of belonging, being and becoming. This is an intentional part of our educational planning, routines and an effective use of space by providing children with a wide range of choice. We have a flexible play area (the Sunshine Corner) where babies have the opportunity to feel a sense of belonging. The glass surrounds create an open feel and continuous space. As an integrated site the gate is often left open, yet we have the flexibility to close the gate when required.Keithcot Farm Children’s Centre provides a stimulating indoor and outdoor learning environment and educators are active participants in children’s learning.Our outdoor environment has both natural and built areas for children to play and explore, it includes spaces that are shaded by trees and has plants, edible gardens, rocks, sand, mud and water. We have a strong focus on natural play which is supported by our families as demonstrated by their willingness to donate natural materials including off cuts of wood and other recycled materials for wood work, collage and other innovative experiences including a stove made out of recycled wooden palettes.Families are encouraged to dress their children for active messy play. Our Occupational Therapist provides information and Parenting Sessions for families of the value of messy / sensory play.Educators plan and set up each built and natural environment in collaboration with children as we listen and respond to their ideas to alter the environment. We encourage, support and challenge children to wonder, notice, explore, investigate, problem solve, imagine, create and experiment - giving children diverse opportunities to practise and refine skills across all aspects of learning through all areas of the indoor and outdoor environment – while Play is the catalyst for learning.Children actively participate in maintaining the Vegetable gardens and sort food scraps for the worm farm. Children engage in enquiry based learning as they engage in feeding, handling, collecting eggs and caring for our chickens. Children, staff and families are encouraged to build their knowledge and understanding of why we need to reduce the amount of waste that goes into landfill. Children are intentionally taught and supported to sort rubbish into appropriate coloured bins – yellow for recycling and craft materials; red for general rubbish and blue for recycling paper and about why water is a precious resource in our world.


Quality Area 4: Staffing arrangements

This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and experienced supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement in the learning program.


Standard 4.1 Staffing arrangements enhance children's learning and development.

Organisation of educators

Element 4.1.1 The organisation of educators across the service supports children’s learning and development.

Continuity of staff Element 4.1.2 Every effort is made for children to experience continuity of educators at the service.

Standard 4.2 Management, educators and staff are collaborative, respectful and ethical.

Professional collaboration

Element 4.2.1 Management, educators and staff work with mutual respect and collaboratively, and challenge and learn from each other, recognising each other’s strengths and skills.

Professional standards Element 4.2.2 Professional standards guide practice, interactions and relationships.




4.1.1 section 161 Offence to operate education and care service without nominated supervisor

4.1.1 section 162 Offence to operate education and care service unless responsible person is present

4.1.1 section 163 Offence relating to appointment or engagement of family day care coordinators

4.1.1 section 164A Offence relating to the education and care of children by family day care service

4.1.1 section 169 Offence relating to staffing arrangements

4.1.1 regulations 119–120 Age and supervision requirements

4.2.2 regulation 117A-117C Minimum requirements for a person in day-to-day charge, nominated supervisor and family day care educator

4.1.1, 4.1.2 regulations 121–124 Minimum number of educators required

4.1.1 regulations 125–128 Educational qualifications for educators

4.1.1, 4.1.2 regulations 129–135 Requirements for educators who are early childhood teachers

4.1 regulation 136 First aid qualifications

4.1.1 regulations 137–143 Approval and determination of qualifications

4.1.1, 4.1.2 regulation 144 Family day care educator assistant

4.1.1 regulations 145–152 Staff and educator records—centre-based services



4.1.1 regulation 153 Register of family day care educators

4.1.1 regulation 154 Record of staff, family day care coordinators and family day care educator assistants

4.1.1, 4.1.2, 4.2.1, 4.2.2

regulation 168(2)(i) Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the responsible person present at the service and the participation of volunteers and students on practicum placements.

4.2.1 regulation 169(2)(d) Additional policies and procedures in relation to monitoring, support and supervision of family day care educators (family day care service)

4.2.1 regulation 169(2)(g) Additional policies and procedures in relation to the provision of information, assistance and training to family day care educators (family day care service)

4.1.1 regulation 239 Centre-based service offering a preschool program in a composite class in a school

4.1.1 regulation 239A Centre-based services in remote and very remote areas—attendance of early childhood teachers

4.1.1 regulation 240 Qualifications for educators (centre-based service)

4.1.1 regulation 241 Persons taken to hold an approved early childhood teaching qualification

4.1.1 regulation 242 Persons taken to be early childhood teachers

4.1.1 regulation 243 Persons taken to hold an approved diploma level education and care qualification

4.1.1 regulation 243A Persons taken to hold an approved diploma level education and care qualification for regulation 128 in Queensland

4.1.1 regulation 244 Persons taken to hold an approved certificate III level education and care qualification

4.1.1 regulations 260-262 Children over preschool age – minimum number of educators and qualifications requiredACT



4.1.1 regulations 266-267 Transitional provisions – staffing arrangements (centre-based services)ACT

4.1.1 regulations 271-272 Minimum number of educators and qualifications and training requiredNSW

4.1.1 regulation 278 Qualifications for primary contact staff members-savingNSW

4.1.1 regulation 290 General qualification requirements for educators – children over preschool ageNT

4.1.1 Regulation 294 Early childhood teacher – 60 or more childrenNT

4.1.1 regulation 385 Resignation of early childhood teacherACT


Strengths

Keithcot Farm Children’s Centre has a multidisciplinary team composed of Educators; Allied Health and Community Development personnel and administrative staff.All Educators have a recognised Early Childhood qualification ranging from University degrees in Early Childhood Education; Diplomas in Children’s Services to Certificate 3. Allied Health Staff have a Bachelor of Applied Science (Speech Pathology) and a Bachelor of Applied Science (Occupational Therapy).At KFCC we have higher adult to child ratios than the legislated minimum requirements which contributes to the high quality learning and care environments for all children. An integrated program provides opportunities for our whole team of Educators and other professionals to develop relationships with all children which are valued and sustained over many years.KFCC Leaders have diverse skills and experience while providing educational leadership across the site.We endeavour to provide a consistent staff roster ensuring continuity for children and families throughout the Centre. Changes to the


roster due to staff illness or Professional Development opportunities are communicated to parents via signs displayed adjacent to the parents sign in sheets.Educators, Allied Health and Community Development staff consistently collaborate across the site through program planning, program reviews, staff meetings and professional conversations. Their interactions are respectful, collaborative and promote a positive atmosphere across the Centre.All permanent Educators, Allied Health and Community Development staff access professional learning opportunities designed to reflect and continually improve and ensure their interactions with children and families are of the highest quality for learning. Performance Conversations and planning are formally held twice per year. The progress of our QIP is referred to as the main focus for these structured, documented conversations.Relievers and Casual staff are given the opportunity to access Professional Development through a “Relievers and Casual Staff Meeting” and are encouraged to access PD information displayed throughout the Centre. They are also invited to Community Development programs implemented on site or throughout the community.Shared professional learning opportunities are accessed across the Children’s Centre and the School with the outcome of curriculum continuity; building relationships and ensuring streamlined processes as children transition to school.Keithcot Farm is a family friendly Centre – At times staff are able to vary their hours to respond to changing personal circumstances with the outcome of a minimal staff turnover over a period of many years.Crèches are supported by familiar Educators and enable families to access a range of parenting information facilitated by either our Community Development Coordinator, Occupational Therapist and or Speech Pathologist.A further strength of KFCC is the stable, consistent and committed team as evidenced by our long standing employees of up to 22 years of service to this Centre with the outcome of longstanding partnerships and relationships with families and community members.


Quality Area 5: Relationships with childrenThis quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning.


Standard 5.1 Respectful and equitable relationships are maintained with each child.

Positive educator to child interactions

Element 5.1.1 Responsive and meaningful interactions build trusting relationships which engage and support each child to feel secure, confident and included.

Dignity and rights of the child

Element 5.1.2 The dignity and the rights of every child are maintained.

Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships.

Collaborative learning Element 5.2.1 Children are supported to collaborate, learn from and help each other.

Self-regulation Element 5.2.2 Each child is supported to regulate their own behaviour, respond appropriately to the behaviour of others and communicate effectively to resolve conflicts.



5.1.2, 5.2.2 section 166 Offence to use inappropriate discipline

5.1.1, 5.2.1, 5.2.2 regulation 73 Educational program

5.2.1, 5.2.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

5.1.1, 5.1.2, 5.2.1, 5.2.2

regulation 155 Interactions with children

5.1.1, 5.1.2, 5.2.1. 5.2.2

regulation 156 Relationships in groups

5.1.1, 5.1.2, 5.2.1, 5.2.2

regulation 168(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations 155 and 156


Summary of strengths for Quality Area 5Strengths [Keithcot Farm Children’s Centre, our Philosophy and everday practice gives priority to relationship building with children and their families.

Each Educator takes responsibility for a group of children; communicates regularly with their families and demonstrates a high level of respect and knowledge about individual children. In partnership with parents / carers, goals are set for each individual child and these are regularly reviewed to ensure their relevance and accuracy. Educators aim to have regular communication with all families and this may be achieved in a range of ways, eg one to one conversations, email or at a planned interview time. Working with a small group of children whenever possible has proven to be an effective method of achieving the desired learning outcomes and promotes engagement and satisfaction for children and Educators. Over time, all Educators come to know each child as an individual with their unique strengths. The dignity and rights of each child are maintained as children experience secure, supportive relationships which gives them a sense of respect, value and agency. Educators role model ethical interactions with each other and with children and families. All children are respected as citizens from birth and are considered to be competent and capable learners.

We strive for all children to be happy and secure as they are more likely to fully participate in and learn from the daily routines, play and interactions with peers and other Educators. In January 2017 the Governing Council endorsed and we introduced in our Long Day Care program a minimum of 2 days and a maximum of 3 to reflect the principles of Attachment theory.

The design of the building and outdoor space stimulates children to make choices to support their learning through the centre. Children are empowered to make decisions in regard to resources used and action taken in the learning environment.

The “You Can Do It!” social confidence program is embedded across the site. This fosters self confidence, and by enhancing children’s social and emotional well being they are more likely to be resilient and confident learners. Our “Interactions with Children” Policy guides Educators to set appropriate expectations of children’s behaviour and to work with parents to ensure consistency with home and the Centre.

Children of all ages and levels of development are supported to manage their own behaviour and to develop communication skills to resolve conflict effectively.

Visual timetables are displayed to support children to understand and predict routines and manage change. Children are given a warning that there will soon be a change of routine eg. “You can have five more jumps on the trampoline before you need to wash hands for lunch.”

Children who have been accessing our Long Day Care program for a number of years are encouraged to take on a leadership / mentoring role for childrenwho are new to our Centre – showing them where the toilets are located, helping them to get a drink of water, assisting with routines such as using tongs to access food.

Each


Quality Area 6: Collaborative partnerships with families and communities This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children and community partnerships that are based on active communication, consultation and collaboration.

Quality Area 6: Standards and elementsStandard 6.1 Respectful relationships with families are developed and maintained and families are supported in their parenting role.

Engagement with the service

Element 6.1.1 Families are supported from enrolment to be involved in the service and contribute to service decisions.

X Parent views are respected

Element 6.1.2 The expertise, culture, values, beliefs of families are respected and families share in decision-making about their child’slearning and wellbeing.

Families are supported Element 6.1.3 Current information is available to families about the service and relevant community services and resources to supportparenting and family wellbeing.

Standard 6.2 Collaborative partnerships enhance children’s inclusion, learning and wellbeing.

Transitions Element 6.2.1 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifyingresponsibilities.

Access and participation Element 6.2.2 Effective partnerships support children’s access, inclusion and participation in the program.

Community engagement Element 6.2.3 The service builds relationships and engages with its community.





6.1.3 section 172 Offence to fail to display prescribed information

6.1.3, 6.2.1 section 175 Offence relating to requirement to keep enrolment and other documents

6.1.1, 6.1.3 regulation 31 Condition on service approval – quality improvement plan

6.1.1, 6.1.2, 6.2.2, 6.2.3 regulation 73 Educational programs

6.1.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program

6.1.3 regulation 75 Information about the educational program to be kept available

6.1.3, 6.2.2 regulation 76 Information about educational program to be given to parents

6.1.3 regulation 80 Weekly menu

6.1.1, 6.1.2, 6.1.3, 6.2.1 regulation 111 Administrative space (centre-based services)

6.1.2 regulation 155(e) Interactions with children have regard to the family and cultural values, age, and physical and intellectual development and abilities of each child

6.1.1 regulation 157 Access for parents

6.1.1, 6.1.2 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

6.2.1 regulation 168(2)(j) Education and care service must have policies and procedures in relation to interactions with children

6.1.1 regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation


6.1.3 regulation 171 Policies and procedures to be kept available

6.1.1, 6.1.3, 6.2.2 regulation 172 Notification of change to policies or procedures


6.1.3 regulation 173 Prescribed information is to be displayed

6.1.3 regulation 177 Prescribed enrolment and other documents to be kept by approved provider

6.1.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

6.1.3 regulation 181 Confidentiality of records kept by approved provider

6.1.3 regulation 182 Confidentiality of records kept by family day care educator

6.1.3 regulation 183 Storage of records and other documents

6.1.2 regulation 274A Programs for children over preschool ageNSW

6.1.2 regulation 289A Programs for children over preschool ageNT

6.1.2 regulation 298A Programs for children over preschool ageQld


Summary of strengths for Quality Area 6Strengths Our philosophy reflects our commitment to partnerships with families and community. We support families in their parenting role and we respect

individual family beliefs and values about child rearing. Information sessions are offered annually for families with children commencing the Preschool program. An orientation program is provided for Long Day Care and extensive information is provided during the enrolment process. Opportunities are provided to evaluate and provide feedback of the enrolment process. Time is prioritised to welcome and interact with families when they arrive. The Director and Assistant Director provide planned and spontaneous personalised tours for families who wish to visit and ask a range of questions about our integrated site.We listen and respond to families and their contributions can be observed within our planning and environment.Families are encouraged to participate in the program throughout the Centre and contribute to the running of the Centre in a number of ways. These include working with children on projects; sharing their own skills and interests such as playing a musical instrument or demonstrating a sport; sharing their role in the community (such as parents who are police officers, paramedics or fire officers), cooking, preparing resources; fundraising; Governing Council; planning and participating in Parenting programs; building and extending partnerships with other community groups.Through the work of our CDC we have developed strong connections with other community organisations and service providers and families are assisted to access these as needed. Our website is continually evaluated and changes made, as this is an essential form of communication with our immediate and wider community.Families receive regular informative newsletters which are also posted on our website. We have an active “Facebook” page which is used to keep families up to date with regular communication. Families are reminded of our Social Media and Cyber Safety Policy when accessing this technology.KFCC has a strong partnership with the neighbouring Keithcot Farm Primary School which is our major feeder school. Formal and informal meetings are planned throughout the year between staff of both sites to share information of all children. This also includes information sharing relating to children with additional needs and their specialist service support to ensure a steam lined and positive transition to school. Opportunities for collaborative partnerships with other local feeder schools are also sought as we strive to ensure continuity of learning for all children.KFCC site leaders regularly meet with leaders of Preschool, Primary and Secondary Schools within our Golden Way Partnership.We have strong Partnerships and referral pathways with support agencies and family services including DECD Support Services, NGO’s, Allied Health, Disability Services, Gowrie SA, Families SA and United Care Wesley Bowden in addition to other local services that work with families for example City of Tea Tree Gully, local churches, library and community centres.Health checks are provided at the centre throughout the year for preschool children via CAFHS in addition to a local midwifery clinic introduced at the centre in 2018 (for parents to visit post birth until baby is 6 weeks of age). This meets the DECD 2017 – 2020 Strategic Plan to engage with parents from before their child is born and invite parents and carers into our service.The Community Development Coordinator (CDC) conducts a regular needs analysis, for example family and community surveys, to ensure parent programs and events are topical and reflective of current community needs.Centre leadership regularly attends local and wider partnership planning groups and the CDC sits on a Local Government Forum group with other Community professionals. The Director is an active member of the Preschool Directors Association and the Assistant Director is an Executive member of Children’s Week committee and Community Children’s Centre of South Australia (CCCSA). Our Centre is a member of Early Childhood Australia (ECA) which keeps us informed of both State and Commonwealth legislation, research and innovations. Data including Australian Early Development Census (AEDC) also drives direction for planning and ongoing network opportunities. Partnerships continue to strengthen, including local playgroups, Preschools and Children’s centres to ensure a collective community response to supporting children and families.


Key improvements sought for Quality Area 6Improvement plan

Standard/element

Identified Issue What outcome or goal do we seek?

Priority (L/M/H)

How will we get this outcome? (Steps)

Success measure By when? Progress notes

6.1.2 To further enrich partnerships with families.

Families are empowered to authentically contribute to their child’s learning.

H Build capacity of all staff members to develop meaningful relationships with all families.

Increased parent participation and engagement with the program. Families report through formal opportunities such as surveys and parent interviews and through incidental conversations a valued partnership with the Centre in their child’s learning.


Quality Area 7: Governance and Leadership

This quality area of the National Quality Standard focuses on effective leadership and governance of the service to establish and maintain quality environments for children’s learning and development. Effective leaders establish shared values for the service that reflect the service context and professionalism and set clear direction for the service’s continuous improvement. Governance refers to the systems in place to support effective management and operation of the service, consistent with the service’s statement of philosophy.


Standard 7.1 Governance supports the operation of a quality service.

Service philosophy and purpose

Element 7.1.1 A statement of philosophy is developed and guides all aspects of the service’s operations.

Management systems Element 7.1.2 Systems are in place to manage risk and enable the effective management and operation of a quality service.

Roles and responsibilities

Element 7.1.3 Roles and responsibilities are clearly defined, and understood, and support effective decision-making and operation of the service.

Standard 7.2 Effective leadership build and promotes a positive organisational culture and professional learning community.

Continuous improvement

Element 7.2.1 There is an effective self-assessment and quality improvement process in place.

Educational leadership Element 7.2.2 The educational leader is supported and leads the development and implementation of the educational program and assessment and planning cycle.

Development of professionals

Element 7.2.3 Educators, co-ordinators and staff members’ performance is regularly evaluated and individual plans are in place to support learning and development.



7.1.2 section 12 Applicant must be fit and proper person (provider approvals)

7.1.2 section 13 Matters to be taken into account in assessing whether a fit and proper person (provider approvals)

7.1.2 section 21 Reassessment of fitness and propriety (provider approvals)

7.1.1 section 31 Condition on service approval—quality improvement plan

7.1.2 section 56 Notice of addition of nominated supervisor

7.1.2 section 56A Notice of change of a nominated supervisor's name or contact details

7.1.5 section 109 Matters to be taken into account in assessing whether fit and proper person

7.1.2 section 161 Offence to operate education and care service without nominated supervisor

7.1.2 section 161A Offence for nominated supervisor not to meet prescribed minimum requirements

7.1.2 section 162 Offence to operate education and care service unless responsible person is present

7.1.2 section 162A Persons in day-to-day charge and nominated supervisors to have child protection training

7.1.2, 7.1.3 section 163 Offence relating to appointment or engagement of family day care co-ordinators

7.1.2 section 164 Offence relating to assistance to family day care educators

7.1.2, 7.1.3 section 164A Offence relating to the education and care of children by family day care service

7.1.3 section 165(2) Offence to inadequately supervise children

7.1.3 section 166 Offence to use inappropriate discipline


7.1.3 section 167(2) Offence relating to protection of children from harm and hazards

7.1.3 section 167(3) Offence relating to protection of children from harm and hazards


7.1.3 section 168(2) Offence relating to required programs

7.1.2, 7.1.3 section 169 Offence relating to staffing arrangements

7.1.2 section 170 Offence relating to unauthorised persons on education and care service premises

7.1.3 section 170(3) Offence relating to unauthorised persons on education and care service premises

7.1.3 section 170(4) Offence relating to unauthorised persons on education and care service premises

7.1.2 section 171 Offence relating to direction to exclude inappropriate persons from education and care service premises

7.1.2 section 172 Offence to fail to display prescribed information

7.1.2 section 173 Offence to fail to notify certain circumstances to Regulatory Authority

7.1.2 section 174 Offence to fail to notify certain information to Regulatory Authority

7.1.2, 7.1.3 section 174A Family day care educator to notify certain information to approved provider

7.1.2 section 175 Offence relating to requirement to keep enrolment and other document

7.1.3 section 175(3) Offence relating to requirement to keep enrolment and other documents

7.1.2 section 188 Offence to engage person to whom prohibition notice applies

7.1.2 regulation 16 Matters relating to criminal history

7.2.1 regulation 31 Condition on service approval-quality improvement plan

7.1.1, 7.2.1 regulation 55 Quality improvement plans


7.1.1, 7.2.1 regulation 56 Review and revision of quality improvement plans

7.1.3 regulation 72 Offences in relation to giving false or misleading statements about ratings

7.2.2 regulation 73 Educational program

7.1.3 regulation 77(2-3) Health, hygiene and safe food practices

7.1.3 regulation 78(2-3) Food and beverages

7.1.3 regulation 79(2-3) Service providing food and beverages

7.1.3 regulation 80(2-3) Weekly menu

7.1.3 regulation 81(2-3) Sleep and rest

7.1.3 regulation 82 Tobacco, drug and alcohol-free environment

7.1.3 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs

7.1.2, 7.1.3 regulation 84 Awareness of child protection law

7.1.2, 7.1.3 regulation 85 Incident, injury, trauma and illness policies and procedures

7.1.2 regulation 86 Notification to parents of incident, injury, trauma and illness

7.1.2, 7.1.3 regulation 87 Incident, injury, trauma and illness record

7.1.2 regulation 88 Infectious diseases

7.1.2, 7.1.3 regulation 89 First aid kits

7.1.2, 7.1.3 regulation 90 Medical conditions policy

7.1.2, 7.1.3 regulation 92 Medication record


7.1.3 regulation 93(3-4) Administration of medication

7.1.3 regulation 94(2) Exception to authorisation requirement—anaphylaxis or asthma emergency

7.1.3 regulation 95(c) Procedure for administration of medication

7.1.2, 7.1.3 regulation 97 Emergency and evacuation procedures

7.1.3 regulation 98 Telephone or other equipment

7.1.2, 7.1.3 regulation 99 Children leaving the education and care service premises

7.1.3 regulation 100 Risk assessment must be conducted before excursion

7.1.2 regulation 101 Conduct of risk assessment for excursion

7.1.3 regulation 102 Authorisation for excursions

7.1.2, 7.1.3 regulation 116 Assessments of family day care residences and approved family day care venues

7.1.3, 7.2.2 regulation 118 Educational leader

7.1.3 regulation 120A Placing a person in day-to-day charge

7.1.2 regulations 117A-117C Minimum requirements for persons in day-to-day charge, nominated supervisors and family day care educators

7.1.3 regulation 124 Number of children who can be educated and cared for—family day care educator

7.1.3 regulation 136 First aid qualifications

7.1.3 regulation 144 Family day care educator assistant

7.1.2 regulations 145-147 Staff and educator records – centre-based services

7.1.2, 7.2.2 regulation 148 Staff and educator records – centre based services - Educational Leader

7.1.2 regulations 149-152 Staff and educator records – centre-based services


7.1.2 regulations 153-154 Register of family day care educators, co-ordinators and assistants

7.1.3 regulation 155 Interactions with children

7.1.3 regulation 157 Access for parents

7.1.2 regulations 158-162 Attendance and enrolment records

7.1.3 regulation 159 Children’s attendance record to be kept by family day care educator

7.1.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator

7.1.3 regulation 161(2) Authorisations to be kept in enrolment record

7.1.2 regulation 163-166 Residents at family day care residence and family day care educator assistants

7.1.3 regulation 164 Requirement for notice of new persons at residence

7.1.3 regulation 165(2) Record of visitors

7.1.3 regulation 166(2) Children not to be alone with visitors

7.1.2 regulation 167 Record of service’s compliance

7.1.2, 7.1.3, 7.2.3 regulation 168 Education and care service must have policies and procedures

7.1.2, 7.1.3, 7.2.3 regulation 169 Additional policies and procedures—family day care service

7.1.2, 7.1.3 regulation 170 Policies and procedures to be followed

7.1.2, 7.1.3 regulation 171 Policies and procedures to be kept available

7.1.2 regulation 172 Notification of change to policies or procedures


7.1.2 regulations 173-176A Display and reporting of prescribed information

7.1.3 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator

7.1.3 regulation 179 Family day care educator to provide documents on leaving service

7.1.2, 7.1.3 regulation 180 Evidence of prescribed insurance

7.1.2 regulation 181 Confidentiality of records kept by approved provider

7.1.3 regulation 182 Confidentiality of records kept by family day care educator

7.1.2 regulations 183-184 Confidentiality and storage of records

7.1.2, 7.1.3 regulation 185 Law and regulations to be available

7.1.2 regulation 344 Safety screening clearance – staff membersTasmania

7.1.2 regulation 358 Working with children check to be readVictoria

7.1.2 regulation 359 Criminal history record check to be read and consideredVictoria

Summary of Strengths for Quality Area 7

Strengths Site Governance is the partnership between the Children’s Centre’s local community as represented on the Governing Council and the Education and Care Leader and staff team, working together to develop the future directions for the site. Together we monitor and report progress to continually enhance the performance of the Children’s Centre. The Governing Council is accountable to the community and to the Minister for Education for representing the views of the community. Keithcot Farm Children’s Centre Governing Council consists of – parents, educators, Community Development Coordinator and other community members. Responsibilities of the Governing Council are clearly defined particularly as they are the employers of the Long Day Care staff. Governing Council members are given the opportunity to participate in more formal training to expand on their knowledge, roles and responsibilities. LDC staff have contracts which are developed in conjunction with the Governing Council and are reviewed annually.All staff, Governing Council members, students and regular volunteers have Screening Checks conducted by the Department for Communities and Social Inclusion (DCSI) or the Teacher Registration Board. All staff, Governing Council members and regular volunteers are in the process of Updating Responding to Abuse and Neglect (RAN) 2018 – 2022 training and are aware of their responsibilities as mandated reporters of abuse and neglect.The Philosophy Statement and all policies and procedures are reviewed at least annually with a focus on continuous improvement and feedback is sought and provided by Educators, Allied Health, Community Development staff and Governing Council members. Updated policies and procedures are readily available in hard copy by the Sign In desks and on our Website for staff and families to readily access. All Permanent staff and Governing Council members are given the opportunity to Review the Policies and Procedures at significant points through the year.Staff rosters are maintained and regularly reviewed to meet the needs of the Centre with the outcome of a stable staff team.Induction and orientation process for all new Educators have a focus on developing warm, respectful relationships with children and families, and to create safe, learning environments. The Early Childhood Association Code of Ethics is embedded in our relationships and practice. A copy of the Code of Ethics is supplied to all families on enrolment and to all staff as part of the Induction process.Performance development plans are developed with all staff. They are reviewed twice annually and performance goals align to the philosophy, the QIP, EYLF and ECA code of Ethics. The Educational Leader is given access to a range of PD and substantial non contact to allow critical reflection of the program. The Educational Leader and the Key Educators mentor educators who are new to the Centre or have newly completed qualifications.Shared professional learning opportunities are accessed across the Children’s Centre and the School, through a range of Partnership Programs. Staff share their learning within the team informally and at more formal occasions including staff meetings.An up to date Reading Folder is shared within the team, which contains; changes to legislation, regulations and articles for professional reflection.Effective administrative systems are in place and records are kept confidentially and archived according to legislative requirements. Training is accessed for Administrative Assistants to build networks and to keep informed. Financial audits are rigorous and are of a high standard and are conducted annually.

Grievances and complaints are addressed in a timely effective manner and are documented accordingly.DECD and the Regulatory Board are immediately notified of all serious incidents. The staff team reflect on these situations and improve processes to prevent future occurrences.Families indicate the effectiveness of programs via a range of surveys throughout the year. Suggestions for improvement are reflected upon and implemented when appropriate. The process of offering formal parent interviews is a direct outcome of a parent survey response.

KFCC is part of the Department for Education and Child Development (DECD) Golden Way Partnership which consists of Leaders from 2 Secondary Schools, 4 Primary Schools (including 2 with Preschools); 3 standalone Preschools and 1 Birth to school entry Children’s Centre.The Director of KFCC takes a lead role in the Partnership through the Numeracy and Literacy Results + initiative and provides a strong voice for the Birth to School Entry levels of Education by leading the work to identify and share outstanding and consistent practices in tracking and monitoring data; pedagogical practices and differentiated intervention processes. Through this process Early Years leaders within the Golden Way partnership are supported to develop and share consistent evidenced-informed numeracy and literacy improvement practices by building the collective capacity to improve learning outcomes at both the site; Partnership and State level. This work is enhancing the shared vision, learning spaces and pedagogies which support the continuity of learning for children and families across the Educational sectors.The Assistant Director is an Executive member of the Children’s Week Committee. Children's Week is an annual event celebrated in Australia through a diverse range of events and activities organised at National, State and Local levels. These focus the attention of the wider community on children, their needs and achievements. The Assistant Director is also a member of the Community Children’s Centres of South Australia.The Community Development Coordinator (CDC) chairs a local partnership group, consisting of leaders from 2 neighbouring schools, council, local churches, Family Day Care and coordinators of local parent support programs and groups. In addition the CDC facilitates a Family Wellbeing group consisting of representation from all 10 DECD Golden Way Partnership sites, inclusive of pastoral care, school leadership, counsellors and family wellbeing practitioners and works to address vulnerabilities identified from across the community. The CDC develops a calendar of programs/information sessions for parents (on topics including Sleep, Understanding Behaviour, Family Relationships, Fussy Eating and First Aid) and facilitates social activities for families to connect with each other.Our Allied Health team, consisting of an Occupational Therapist and Speech Pathologist, work within an early intervention approach, increasing the knowledge of our educators and working with families through referral pathways and additional support for children.

All Educators, parents and children have the opportunity to contribute to the QIP throughout the year to ensure ongoing and continuous service improvement.

quality area 1: educational program and practice qip.docx · web viewthe national quality...

Documents