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Children's wish list for their kinder yard

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:This year's unusually high rainfall has highlighted significant problems with the outdoor drainage system. Downpipes are not fully connected, allowing water to flow into the bark area. Poor drainage and blocked drains, combined with the design of the curved pathways, have resulted in extensive pooling of water and mud. The lack of defined edging around the bark area has caused bark to wash across pathways, creating slip hazards for children, families and educators. There are also concerns that ongoing water pooling may damage the building if left unresolved. The outdoor environment has become difficult to maintain, and sections of our already limited outdoor play space have become unusable.

Outcome sought:A safe, well-drained and sustainable outdoor environment where children can confidently access all play areas throughout the year, with reduced maintenance requirements and protection of the building from water damage.

Priority: High

How will we get to this outcome? Document drainage issues through photographs and observations.

Raise concerns with management and West Wimmera Shire.

Share the issue with families through the Parent Advisory Group (PAG) meeting on 27 July 2026.

Investigate grant opportunities with support from management.

Seek expert advice regarding drainage, downpipes and pathway design.

Repair or reconnect downpipes.

Improve drainage infrastructure and clear blocked drains.

Install suitable edging to retain bark within garden areas.

Monitor the effectiveness of improvements following periods of heavy rainfall.

By when: Planning commenced July 2026, with funding applications submitted during 2026 and improvement works completed as funding becomes available.

Progress notes:

Following repeated heavy rainfall, extensive photographs were taken to document the ongoing issues. Concerns have been raised with management after significant time was spent cleaning mud, bark and standing water from pathways. Management is supporting the investigation of grant funding to address the problem, and families will be informed and invited to contribute ideas at the Parent Advisory Group meeting on 27 July 2026. This project is now a priority due to the increasing safety risks and the potential for damage to the building. Although it has been disappointing to see the impact the weather has had on our outdoor environment, it has also provided an opportunity to critically evaluate the design of the space and advocate for improvements that will benefit children for many years.

Children's voices and drawings recorded on what they want to see in the yard; Term 3 weeks 2 &3.

Grain Corp grant submission 31/7/26

Is practice embedded in service operations?

No – developing. Educators continue to monitor hazards, redirect play when necessary and complete regular risk assessments; however, permanent infrastructure improvements are required before the issue can be considered resolved.

Is practice informed by critical reflection?
Yes. Ongoing reflection, repeated clean-up efforts and observations following heavy rainfall have highlighted that the current drainage system is no longer meeting the needs of the service and requires long-term improvement.
is practice shaped by meaningful engagement with family and/or the community?

Families will be consulted through the Parent Advisory Group, while management is supporting grant applications and liaising with relevant organisations to identify sustainable solutions. This collaborative approach ensures the project reflects the needs and priorities of the whole kindergarten community.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Outcome sought: Improve visibility and supervision around the water pump area by removing self-seeded butterfly bushes that create blind spots and potential safety risks.

Priority: High – relates to children’s safety, supervision, and risk minimisation (QA2 & QA3).

How will we get to this outcome?
Conduct team discussion.

• Decide on partial bush removal.

• Organise maintenance for removal.

• Review supervision plan after environmental change.
By when:
2 weeks
Progress notes:
• Risk identified during yard supervision.

• Team collaboration occurred at staff meeting.

• Maintenance organised and bushes partially removed.

• Clear visual of area now established.

• Educators report improved supervision confidence.
Is practice embedded in service operations?
Yes – Environmental risk assessments and active supervision reviews are ongoing practices within the service.
Is practice informed by critical reflection?
Yes – Decision was based on reflective discussion weighing natural play benefits against safety and supervision risks.( Refer to evidence folder)
is practice shaped by meaningful engagement with family and/or the community?

Partially – Families are informed of environmental changes as part of maintaining a safe outdoor space. Opportunity remains to further engage families in discussions about balancing natural play spaces with safety considerations.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified: Some Indigenous resources within the kindergarten were identified as imitation or tokenistic, with no clear connection to a specific Aboriginal or Torres Strait Islander artist, Nation, or story. These resources did not authentically support children’s understanding of First Nations cultures or align with reconciliation principles.

Outcome sought:

To ensure all Aboriginal and Torres Strait Islander resources used within the kindergarten are authentic, ethically sourced, and connected to real artists, communities, and stories, supporting meaningful cultural understanding and respectful inclusion within the educational program.

Priority:

High – This directly supports our Reconciliation Action Plan (RAP), VEYLF Practice Principles, and NQS expectations around inclusive, respectful, and culturally responsive practice.

How will we get to this outcome?

Audit current Indigenous resources within the learning environment.

Remove or replace imitation or tokenistic items.

Source Aboriginal and Torres Strait Islander resources from credible suppliers and artists that clearly identify the artist, Nation, and story behind the work.

Intentionally embed these resources into everyday practice and learning experiences rather than using them as decorative displays.

Use authentic resources to engage children in age-appropriate discussions about culture, respect, and identity.

By when:

Ongoing review as part of annual program planning and RAP actions.

Progress notes:

Aboriginal-designed fabric including artist and artwork story was purchased from a credible supplier.

Fabric was repurposed into bunting and displayed within the kindergarten room as an authentic and meaningful cultural representation.

The kindergarten birthday chart was updated and replaced with a resource purchased directly from an Indigenous artist.

Educators have increased awareness of the importance of authenticity when embedding Indigenous perspectives.

Is practice embedded in service operations?

Yes. The sourcing of authentic Aboriginal and Torres Strait Islander resources is now embedded into purchasing decisions, environment planning, and program documentation.

Is practice informed by critical reflection?

Yes. This improvement was directly informed by critical reflection following the development and publication of the service’s Reconciliation Action Plan, prompting educators to question previous practices and make intentional changes.

is practice shaped by meaningful engagement with family and/or the community?

Yes. Families are informed of the service’s commitment to reconciliation through the RAP and learning environment displays. Authentic resources are used as conversation starters with children and families, strengthening shared understanding and respect for Aboriginal and Torres Strait Islander cultures.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:
There was a risk that 3-year-old children turning 4 would lose access to the Kaniva College bus service due to incidents that occurred at another kindergarten within the cluster. A blanket approach to transport decisions did not adequately consider the individual context, safety history, or rural needs of our service and families, potentially limiting equitable access to kindergarten.
Outcome sought:
To ensure all children, including those living remotely, have equitable and safe access to kindergarten by continuing to offer the bus service based on service-specific risk assessment, family consultation, and informed professional judgement.
Priority:
High — as access to transport directly impacts enrolment, attendance, inclusion, and children’s right to participate in early childhood education within a rural community.
How will we get to this outcome?
Engage in critical reflection on current transport practices and service history.

Consult with families to understand their needs, preferences, and concerns regarding bus transport.

Advocate at cluster level by sharing family feedback and evidence of safe practice at the service.

Implement and regularly review supervision and safety procedures related to bus transport.

Ensure decisions align with the service philosophy, NQS, and VEYLF principles of equity and inclusion.
By when:
Ongoing — reviewed annually and as part of the Quality Improvement Plan cycle, or sooner if circumstances or safety requirements change.
Progress notes:
Family feedback collected at open day confirmed strong support for continuation of the bus service.

Discussions held with cluster management resulted in services being empowered to make context-specific decisions.

The service has committed to continuing the bus service for eligible children.

Safety and supervision practices remain in place and are monitored regularly.
Is practice embedded in service operations?
Yes. The bus service is an established part of daily operations and is supported by consistent procedures, educator awareness, and ongoing monitoring.
Is practice informed by critical reflection?
Yes. Decisions were informed by reflective consideration of service-specific data, past practice, family voice, rural context, and ethical responsibilities, rather than relying solely on external incidents.
is practice shaped by meaningful engagement with family and/or the community?

Yes. Family perspectives were actively sought and valued. The decision reflects the needs of local rural families and supports strong partnerships with the community by enabling children from remote areas to attend kindergarten.

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Participating in an Acknowledgement of Country is important for children because it builds cultural understanding, respect, and a strong sense of belonging from an early age. In early childhood settings, it plays a meaningful role in supporting children’s identity, wellbeing, and worldview. Here are the key reasons:

1. It teaches respect for First Nations peoples

Children learn that Aboriginal and Torres Strait Islander peoples are the First Peoples of Australia and continue to have deep, ongoing connections to Country. This helps build a foundation of respect, appreciation, and recognition.

2. It promotes cultural awareness and inclusion

Regular participation helps children understand that many cultures make up our community, and that First Nations cultures are valued and central. It signals that everyone is welcome and included.

3. It builds a sense of belonging to place

Children learn that we all share responsibility for the land we play, live, and learn on. This nurtures care for the environment and connection to place, aligning with EYLF Outcome 2.

4. It fosters reconciliation from an early age

By embedding these respectful practices, children develop empathy, fairness, and understanding—important foundations for reconciliation and future social responsibility.

5. It supports children’s confidence and identity

Speaking, listening, or participating in an Acknowledgement empowers children to use their voice, take part in community rituals, and understand their role as active community members.

6. It normalises respectful cultural practices

When included daily or during gatherings, the Acknowledgement becomes a natural part of children’s routines, showing them that respecting Aboriginal and Torres Strait Islander peoples is not a special event, but an ongoing practice.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified: The outdoor eating area and sandpit were exposed to excessive sun, wind and rain, reducing children's comfort and limiting the use of these spaces throughout the year.

Outcome sought: Children, educators and families have access to a more comfortable, protected outdoor environment that encourages longer periods of outdoor learning, social interactions and mealtimes regardless of weather conditions.

Priority: High

How will we get to this outcome?

Critically reflect on the use of the outdoor environment.

Discuss the proposal with educators and families.

Present the idea at the Parent Advisory Group (PAG) meeting.

Obtain a quote from Wimmera Blinds.

Seek approval and funding from West Wimmera Shire.

Complete any required building modifications.

Install outdoor blinds.

Monitor and evaluate how the improved environment is being used by children and educators.

By when: End of Term 2, 2026 (completed 2 July 2026).

Progress notes:

The need for weather protection was identified through team reflection. The proposal was presented at the PAG meeting, where families supported the initiative and began obtaining quotes from Wimmera Blinds. The quote was submitted to the shire for approval, and funding was approved through the existing budget, with the option for the PAG to contribute if desired. Following a site inspection, additional timber framing was required and installed by Carters Builders. Wimmera Blinds completed the installation during the Term 2 holidays on 2 July 2026. The blinds have significantly improved the comfort and usability of both the eating area and sandpit, allowing children to enjoy these spaces in a wider range of weather conditions.

Is practice embedded in service operations?

Yes. The outdoor spaces are now used more consistently throughout the year, supporting daily routines, mealtimes and uninterrupted outdoor learning experiences.

Is practice informed by critical reflection?

Yes. The project originated from educator reflections identifying barriers to children's access and participation in outdoor learning during varying weather conditions.

is practice shaped by meaningful engagement with family and/or the community?

Yes. Families, through the Parent Advisory Group, supported the project by sourcing quotes and discussing fundraising options. The project was also strengthened through collaboration with West Wimmera Shire, Wimmera Blinds and Carters Builders, demonstrating a strong partnership between the service, families and the local community.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Limited garden infrastructure restricting the sustainability of the kitchen garden program

· Inconsistencies in educator confidence and language when supporting emotional regulation

· Opportunities to strengthen intentional teaching of emotional literacy

· The need to further align policies, procedures and daily practice

Outcome sought:

To strengthen a whole-service approach to mental health and wellbeing by embedding emotional literacy, self-regulation and resilience into everyday practice through the Stephanie Alexander kitchen garden program.

Priority: High

How will we get to this outcome?
Ongoing team reflection embedded in staff meetings and planning cycles

· Continued engagement with Be You professional learning

· Regular review and alignment of policies with practice

· Strong leadership guiding consistency and shared understanding

· Continued celebration and communication of children’s wellbeing achievements with families
By when:

ongoing
Progress notes:
Term 1 2026

WWSC paid membership for Kaniva kindergarden , Stephanie Alexander Kitchen Garden Program.

Regular meetings commenced with Be You (Beyond Blue)

Term 2 2026

PAG fundraise for new wicking garden beds.

Families donate manure and soil to fill the new beds.

Family survey's to be sent out (Be You)
Is practice embedded in service operations?
Mental health and wellbeing practices are consistently embedded across daily routines, experiences and interactions. Educators intentionally integrate emotional literacy, self-regulation and resilience-building into gardening, cooking and shared mealtimes. The kitchen garden is a core part of the program, providing a predictable, calming and inclusive environment that supports all children, including those who experience dysregulation.

Wellbeing strategies, including emotional check-ins, modelling of language and mindfulness practices, are applied consistently by all educators and are visible in planning, documentation and practice.
Is practice informed by critical reflection?
Ongoing critical reflection informs the design and delivery of the program. Educators regularly reflect on children’s engagement, emotional regulation and responses to sensory and outdoor experiences, using these insights to adapt and extend practice.

The service critically reflects on the strong link between outdoor learning environments and improved wellbeing outcomes, using this evidence to prioritise the expansion of the kitchen garden program. Reflection also identifies areas for improvement, including consistency of practice and alignment with policies and procedures, which are reviewed and updated accordingly.
is practice shaped by meaningful engagement with family and/or the community?

Families and the broader community actively contribute to and shape the program. Family engagement is embedded through participation in cooking experiences, fundraising for garden resources and sharing of knowledge, including cultural perspectives related to food and gardening.

The service values and incorporates the voices of children, families and educators in decision-making, planning and policy review. This collaborative approach strengthens a shared understanding of mental health and wellbeing and ensures the program is responsive, inclusive and reflective of the community.

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The service actively involves families in planning and participating in activities, recognising that families are the first and most important educators of their children.

Examples: Parents are invited to volunteer during activities, share their skills (such as cooking or storytelling), or contribute ideas for the curriculum.

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No reconciliation Action Plan (RAP) - Element 6.2.3

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No reconciliation Action Plan (RAP) - Element 6.2.3

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:
No reconciliation Action Plan (RAP) for the service
Outcome sought:
To produce a RAP that helps educators engage with children in ways that reflect cultural respect and understanding, ensuring that all children feel a sense of belonging.
Priority:
High
How will we get to this outcome?
Professional Development day in January 2025 with Gowrie consultant to start the process
By when:
2025
Progress notes:

As of Term 2 (2025), we are meeting as a cluster fortnightly to work on RAP.

Our biggest issue is we are unable to source an Elder to visit the service, currently there are none visiting kindergartens in the Wimmera area.

*RAP published January 2026

Is practice embedded in service operations?

Yes, by educators partaking in Cultural Competence and Awareness Training, ensuring that the curriculum reflects diverse cultural perspectives. Designing activities that reflect the diverse backgrounds of all children, allowing them to connect their heritage with others. Collaborating with local Indigenous Elders or community members to share their stories, knowledge, and experiences

Is practice informed by critical reflection?
Yes, by ensuring that practice is regularly informed by critical reflection, educators can continuously improve their approach to cultural respect and understanding, fostering an environment where all children feel a sense of belonging and are supported in their cultural identity.

is practice shaped by meaningful engagement with family and/or the community?

Yes, practice is most effective and respectful when it is shaped by continuous, meaningful engagement with families and communities. This engagement ensures that educators stay grounded in cultural context, reflect local values, and build an environment where all children feel respected, valued, and connected to their cultural identities.

Pease refer to evidence folder

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 Children’s voices were not explicitly represented in our service philosophy.  Element 1.1.2 

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 Children’s voices were not explicitly represented in our service philosophy.  Element 1.1.2 

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

We recognised that children’s voices were not explicitly represented in our service philosophy, limiting the visibility and influence of their perspectives.

Outcome sought:

Children feel a sense of ownership and belonging in the learning environment, knowing their preferences and voices are acknowledged and represented.

• Families and the broader community see the importance of children’s perspectives in our philosophy and curriculum, strengthening our collaborative approach.

Priority: High

How will we get to this outcome?

Educators engaged all children by asking them about their favorite activities at kindergarten and encouraged them to express these through drawings. Photographs were also taken to capture the children engaged in these activities.

2. Community Collaboration: A parent volunteered to use these drawings, images, and children’s words to create a painting that represents their voices. This artwork will be displayed near our philosophy statement to ensure that children’s interests and contributions are visible and celebrated.

By when: End of Term 1 2025

Progress notes:

All children have expressed their favorite thing they love to do at kinder, pictures have been drawn and photos taken.

Is practice embedded in service operations?

Yes, we will be committing to repeating this every two years . We will update the display or create a new way to keep children's voices visible and relevant throughout the year. Educators will also consult with families and ask for involvement with the experience.

Is practice informed by critical reflection?
Yes, this practice is informed by critical reflection. We critically reflected on the lack of visible representation of children’s voices and the impact it had on our service’s philosophy, prompting the need for a solution.

• Reflective Practice: Educators discussed and decided on meaningful ways to capture and value children’s perspectives, considering how to engage them authentically and make their voices a visible part of the learning environment.

• Responsive Action: By involving children in the process of sharing their favorite activities and partnering with a parent to create a visual representation, we have thoughtfully considered the best ways to integrate children’s voices based on reflective thinking.
is practice shaped by meaningful engagement with family and/or the community?

Yes, we involved a parent to help create the painting and listened to her ideas of how it could be done. This demonstrates that families' skills are respected and integrated into service practices.

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Strengths in Quality Area 2- Children's Health and Safety 

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Strengths in Quality Area 2- Children's Health and Safety 

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Emergency Preparedness

The service regularly conducts emergency drills (e.g., fire, lockdown, evacuation) to ensure that children and staff are well-prepared and confident in responding to emergencies. Clear evacuation procedures are displayed and known to all.

Examples: Termly emergency drills, a well-maintained emergency kit, and discussions with children about safety in a non-threatening, age-appropriate way.

Safe and Engaging Physical Environment

The physical environment is regularly inspected and maintained to ensure children’s safety, with clear risk assessment procedures in place. Equipment is age-appropriate and safely designed.

Examples: Daily hazard identification checklist completed daily.

Individual Health and Safety Plans

Health care and allergy management plans are created for children with specific medical needs. Staff are trained in administering medication, and families are consulted to ensure comprehensive care.

Examples: Action plans for children with asthma or anaphylaxis, medication stored securely yet easily accessible, and regular first aid training for all educators.

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Strengths for Quality Area 3- Physical Environment

Natural Play Spaces

The outdoor environment is designed to incorporate natural elements, providing children with opportunities to connect with nature and engage in sensory-rich play.

Examples: Sandpits, mud kitchens, logs for balancing, native gardens, and a variety of plants that attract wildlife, such as butterflies and birds.

Safe and Well-Maintained Environment

The physical environment is regularly inspected and maintained to ensure it is safe and clean. Risk assessments are conducted to identify and address potential hazards, and equipment is kept in good condition.

Examples: Daily safety checklists, a well-maintained first aid kit, secure fencing around the outdoor area, and shaded spaces for sun safety.

Sustainable Use of Resources

The service maximises the use of recycled and upcycled materials, encouraging creativity and minimising waste. Children are taught the value of reusing materials in fun and innovative ways.

Examples: Craft projects using donated or recycled materials, building projects with loose parts like cardboard tubes and boxes, and repurposing old items for new uses, like turning an old bookshelf into a plant stand.

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Strengths for Quality Area 4: Staffing Arrangements

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Strengths for Quality Area 4: Staffing Arrangements

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Collaborative Team Culture

The service fosters a positive and supportive team environment where staff members work collaboratively, share knowledge, and value each other’s contributions. This leads to high-quality education and care for children.

Examples: Regular team meetings for reflective practice, open communication among staff members, and a team culture that celebrates successes and provides support when challenges arise.

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

Consistent and Reliable Staff

Children and families benefit from consistent staffing arrangements, which help to build trusting relationships and provide stability. The service ensures educators work regular shifts to support continuity of care.

Examples: Children are greeted by familiar educators each day, and families feel comfortable and confident with the staff who consistently care for their children.

Professional Development Opportunities

The service is committed to ongoing professional learning for all staff members. Educators are encouraged and supported to attend workshops, training sessions, and conferences to enhance their skills and knowledge.

Examples: Staff attend regular first aid and child protection training, participate in professional development on inclusive practices, and engage in workshops on emerging early childhood research.

Supportive Mentorship and Training Programs

Experienced educators mentor newer staff members, providing guidance and support. Trainees are encouraged to develop their skills in a nurturing environment.

Examples: Traineeships are supported with structured mentoring programs, regular check-ins, and opportunities to apply new learning in practical settings. Staff members also benefit from peer-to-peer support and coaching (Gowrie- ongoing, KQIP 2024)

Effective Communication Strategies

The service uses a range of communication strategies to ensure that staff members are informed, involved, and able to contribute to decision-making processes.

Examples: regular staff meetings that encourage input from all team members.

Open and Transparent Leadership

The service has a leadership team that is approachable, listens to staff feedback, and involves educators in planning and decision-making. This creates a strong sense of belonging and professional respect.

Examples: Leaders hold open-door policies, encourage ideas for improving the program, and acknowledge staff efforts through regular praise and appreciation.

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The program emphasises healthy eating by involving children in meal preparation and educating them about nutritious food choices.

Examples: Children participate in cooking experiences using fresh produce from the kindergarten’s garden, and educators discuss the benefits of fruits and vegetables during mealtimes.

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Update to children's voice in philosophy

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The children have been busy painting the blank canvas, ready for their pictures and words to be added.

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 Mental health strategies - Element 4.2.2

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 Mental health strategies - Element 4.2.2

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified: Mental health strategies training lacking

Outcome sought:

For educators to feel comfortable in supporting team wellbeing.

Priority:

Medium

How will we get to this outcome?
All educators attend training.
By when:
December 2024
Progress notes:
3 April – all educators attended training.
Is practice embedded in service operations?
Yes, for educators to feel comfortable supporting team wellbeing, the practice must be embedded in service operations. When wellbeing is part of the fabric of daily routines, policies, and the service culture, it creates a safe and supportive environment where educators can confidently and authentically contribute to team wellbeing
Is practice informed by critical reflection?
Yes, for educators to feel comfortable supporting team wellbeing, practice must be informed by critical reflection. Critical reflection ensures that wellbeing initiatives are intentional, effective, and responsive to the needs of the team.
is practice shaped by meaningful engagement with family and/or the community?

Yes, for educators to feel comfortable supporting team wellbeing, practice can and should be shaped by meaningful engagement with families and/or the community. Families and the community play an integral role in creating a holistic environment where wellbeing is prioritised.

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Children’s voice captured by parent Carla Wallis and made into a beautiful rainbow mural 

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Jess teaching the children how to make pizza.

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Literacy and numeracy concepts are embedded in everyday experiences, fostering children’s language and mathematical understanding in a natural and engaging way.

Examples: Incorporating counting songs during group times and  using story tables to retell books read aloud.

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Car table painted by Carla

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Strong partnerships with families support children’s learning and development. The program regularly communicates with parents, sharing children’s progress and seeking input to enrich the learning experiences.

Examples: Termly newsletters, PAG meetings attended by ECT, and inviting families to be involved in the daily routine – cooking, gardening & art.

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Seeds for our kinder garden donated by a family

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The program emphasises play-based learning, providing a range of hands-on, sensory-rich experiences that foster curiosity and exploration. Educators skilfully balance child-led and adult-guided activities.

Examples: Loose parts play to encourage imagination, water play with measuring cups to explore volume, or vegetable gardening to discuss food, soil and bugs.

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Reflective Practice

Educators engage in continuous reflection on their teaching practices and the program’s effectiveness. They gather feedback from families and children, using it to improve the learning experiences offered.

Examples: Regular team meetings to discuss observations, evaluating activities to ensure they are developmentally appropriate and termly meetings with the PAG (parents group) to discuss children’s learning and interests.

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What is a Quality Improvement Plan (QIP)?

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What is a Quality Improvement Plan (QIP)?

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In early childhood education, a Quality Improvement Plan (QIP) is a key document required under the National Quality Framework (NQF) in Australia. It helps early childhood education and care services meet and exceed the standards outlined in the National Quality Standard (NQS) by identifying strengths, areas for improvement, and setting goals to enhance service quality.

A Quality Improvement Plan is a moving document that changes and evolves with our service, children and families. It allows us to use feedback from children, families and staff to improve the quality of our kindergarten.

Please feel free to pass on your ideas and suggestions! We welcome your feedback, both praise and constructive criticism.

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Open and Ongoing Communication with Families

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Open and Ongoing Communication with Families

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The service prioritises open, two-way communication with families to ensure they feel informed, respected, and involved in their child's learning journey.

Examples: Regular newsletters, updates through digital platforms, daily conversations at drop-off and pick-up times, and parent surveys to gather feedback.

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Intentional Teaching

Educators are intentional in planning and guiding children’s learning experiences, using both spontaneous and planned teaching moments to extend learning. They scaffold children’s development by asking open-ended questions, providing resources to provoke thinking, and modeling skills.

Examples: During art activities, educators discuss different techniques like mixing colours or making patterns, encouraging children to experiment and express their creativity.

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learning about and tasting a new fruit- pomegranates

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Strengths for Quality Area 7: Governance and Leadership

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Strengths for Quality Area 7: Governance and Leadership

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Commitment to Continuous Improvement

The service is committed to continuous improvement, with regular reflection and assessment of practices. The QIP is a dynamic document that guides ongoing quality enhancements.

Examples: Holding team meetings to review progress on the QIP, using feedback from families and staff to make improvements, and staying updated with the latest research in early childhood education.

Strong Governance Structure

The service has a robust governance structure that ensures compliance with regulations and promotes accountability. Policies and procedures are well-documented, regularly reviewed, and effectively communicated to staff and families.

Examples: Comprehensive policy manuals are accessible to all staff, the governance team conducts regular audits to ensure compliance, and procedures are in place for reviewing and updating policies.

Professional and Ethical Conduct

The service has high expectations for professional and ethical conduct, ensuring that all staff adhere to a professional code of ethics and act in the best interests of children and families.

Examples: Regular training on ethical practices, a strong focus on the importance of confidentiality and respect, and visible reminders of the code of ethics in the staff room.

Focus on Professional Development

There is a strong focus on professional development, with regular opportunities for staff to engage in training and upskilling to ensure high-quality education and care.

Examples: A professional development calendar that includes workshops, online courses, and conferences, and staff are encouraged to attend relevant training that aligns with their interests and the needs of the service.

Collaborative and Inclusive Decision-Making

Leaders foster a culture of collaboration and inclusion, involving staff and families in decision-making processes to ensure diverse perspectives are considered.

Examples: Staff are invited to contribute ideas during staff meetings, family input is sought through surveys and community meetings, and decisions are made transparently and inclusively.

Effective Performance Management and Support

The service has effective performance management processes that include regular appraisals, feedback, and support. Staff performance is monitored, and constructive feedback is provided to promote continuous improvement.

Examples: Structured performance review sessions, mentoring programs for new educators, and individual development plans for staff.

Succession Planning and Staff Retention

The service actively plans for the future by developing a strong succession plan and implementing strategies to retain high-quality staff.

Examples: Identifying and nurturing future leaders within the team, offering incentives and benefits to retain staff, and creating career progression opportunities.

Strong Community and Stakeholder Engagement

The service builds strong relationships with stakeholders, including the management committee, local council, and external agencies, to ensure governance practices align with the community's needs.

Examples: Regularly meeting with the management committee to discuss governance matters, engaging with local council for support and resources, and maintaining partnerships with relevant community organisations.

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kindergarten children visiting the local nursing home.

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Strengths for Quality Area 6: Collaborative Partnerships with Families and Communities

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Strengths for Quality Area 6: Collaborative Partnerships with Families and Communities

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Community Engagement and Partnerships

The service builds and maintains partnerships with local community organisations and services, enhancing the program and providing additional support to families.

Examples: Collaborating with local libraries for Storytime sessions, visiting local nursing home residents, visiting local parks and partnering with health professionals to provide information to families.

Support for Families’ Wellbeing

The service provides support to families by connecting them with relevant resources and services. Educators show genuine care and interest in the wellbeing of the whole family.

Examples: Offering referrals to local support services (such as speech therapists, MCH, PSFO, Orange Door)

Parent Committees and Leadership Opportunities

Parents have the opportunity to be involved in decision-making processes through parent committees or advisory groups. Their input is valued and influences the service’s practices.

Examples: Established  parent advisory group that meets regularly, encouraging parents to share their ideas for improving the service, and involving families in fundraising initiatives.

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 Regular outing permission note. Element 6.1.2

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 Regular outing permission note. Element 6.1.2

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:
Regular outing permission note not compliant.
Outcome sought:
Revise the regular outing permission note to ensure it meets all regulatory requirements and clearly communicates the necessary information to families, enhancing transparency and compliance.
Priority:
High
How will we get to this outcome?
.We aimed to update the note with clear, inclusive language that families can easily understand, in collaboration with our KQIP mentor and based on the previous feedback from our Gowrie consultant. All risk assessments that align with the regular outings must be updated and shared with the families
By when:
Term 2 2025
Progress notes:
We allocated time to collaborate with our KQIP mentor, using their expertise to upgrade the note effectively. This included reviewing regulatory guidelines, assessing previous feedback, and implementing suggestions to make the note more compliant and parent friendly. Risk assessments will be updated by end of Term 1 2025.

We are also looking into making the permission form and risk assessments available electronically via the kindergarten App.

24/6/25- Spot visit from the Department of Education found our original permission form was not compliant. Reflecting on the advice given by the Department, changes were made to suit the changes necessary for compliance.
Is practice embedded in service operations?

Yes, the practice of using a compliant and effective regular outing permission note is now embedded in the service’s operations. With the revisions guided by our KQIP mentorship, the updated note is consistently used and forms a crucial part of our communication and regulatory compliance processes. The note is incorporated into routine administrative practices, ensuring all families are well-informed and that our service remains aligned with regulations. Additionally, staff are aware of the procedures and importance of these permission notes, reflecting a commitment to maintaining high standards in family engagement and safety.
Is practice informed by critical reflection?
Yes, the practice is informed by critical reflection. The process of revising the regular outing permission note involved reflecting on previous experiences, feedback from families, and guidance from our Gowrie consultant. Recognising that the original note did not fully meet regulatory requirements prompted thoughtful analysis of what needed improvement. Through KQIP mentorship, our service engaged in reflective discussions to ensure the updated note addressed these gaps and better served families’ needs. This reflective approach ensures that practices evolve based on ongoing evaluation, regulatory changes, and community feedback, demonstrating a commitment to continuous improvement.
is practice shaped by meaningful engagement with family and/or the community?

Yes, the practice is shaped by meaningful engagement with family and community. The revision of the regular outing permission note involved actively seeking and considering input from families to ensure the information was clear, accessible, and met their needs. By incorporating feedback and collaborating with our Gowrie consultant and KQIP mentor, Kaniva kindergarten demonstrated a commitment to engaging with families and community members in meaningful ways.

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Strengths for Quality Area 5: Relationships with Children

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Strengths for Quality Area 5: Relationships with Children

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Child-Centered Interactions

Interactions are child-centered, with educators actively listening to children's ideas and respecting their choices. Children feel valued and heard, which fosters a positive self-identity.

Examples: Educators kneel to the child’s level during conversations, use active listening techniques, and encourage children to express their thoughts and feelings.

Responsive and Respectful Communication

Educators use responsive and respectful communication, modeling positive language and social interactions. They facilitate discussions that support children’s developing social and emotional skills.

Examples: Educators support children in resolving conflicts peacefully, use inclusive language, and guide children in recognising and naming their emotions.

Consistent and Predictable Environment

Children benefit from consistent and predictable routines that help them feel secure. Educators are reliable and consistent in their expectations and interactions, fostering trust.

Examples: Daily routines are followed, and transitions between activities are managed calmly, with educators giving children reminders and using familiar songs or cues.

Inclusive and Equitable Practices

The service is committed to inclusive and equitable practices, ensuring that every child feels accepted and respected, regardless of their background or abilities.

Examples: activities are adapted to ensure that all children can participate fully.

Strengthening Children’s Autonomy and Confidence

Educators empower children to make choices, solve problems, and take responsibility for their actions. Children are given opportunities to practice independence and decision-making.

Examples: Allowing children to choose their own activities (indoor/outdoor program) encouraging them to try new tasks and persist through challenges and celebrating their achievements.

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Coaching with School Readiness Funding – Session Summary (17 June 2026)

Coach: Leanne Grogan (Gowrie Victoria)
Focus: Quality Improvement Plan (QIP)

Key strengths identified

High-quality evidence collected across the National Quality Standards.

Documentation wall is informative, engaging and showcases children’s learning effectively.

Suggestion to add a “Modifications” heading to document changes made following critical reflection.

Strong commitment to sustainability through durable, natural materials that reflect children’s interests and contexts.

Authentic embedding of Aboriginal and Torres Strait Islander perspectives through:

Indigenous resources and materials.

Acknowledgement of Country.

Discussions about where materials come from.

Sharing books by Indigenous authors.

QIP recommendations

QA7 – Governance and Leadership

7.1.1 Philosophy

Collect evidence of critical reflection on the service philosophy.

Use meeting minutes to demonstrate ongoing review and discussion.

7.2.1 Continuous Improvement

Display the QIP more visibly (e.g. include photos of the active display).

Make continuous improvement more visible and accessible to families, children and educators.

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Due to the kindergarten’s rural location, staffing has been a significant challenge. In response, the leadership team critically reflected on the needs of our community and families and recognised the importance of innovative staffing solutions. This reflection led to the successful implementation of traineeships in Certificate III in Early Childhood Education.

The initiative has provided ample staffing to ensure educator-to-child ratios are consistently met, delivering continuity of care and enabling additional support for the inclusion of children with special rights and needs. This practice has become embedded across our service, reflecting a commitment to quality and inclusive education.

Our trainees receive ongoing support and incentives from their Registered Training Organization (RTO), creating a mutually beneficial arrangement for both the kindergarten and the trainees. This consistent and supportive staffing structure has also had a positive ripple effect. The stability among educators has strengthened our relationships with children and families and enhanced our outreach to the broader community, affirming our role as a high-quality early childhood service.

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Revise the timetable for 2025 & 2026 to include a 4 year old day. Element 1.1.2

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Revise the timetable for 2025 & 2026 to include a 4 year old day. Element 1.1.2

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

3 & 4 year old children in a combined group allowing no individual time for the older children.

Outcome sought:
Create a revised timetable that includes a dedicated day for 4-year-old children to focus on school readiness skills, ensuring the program better meets their developmental needs.
Priority:

Medium
How will we get to this outcome?
Through negotiation with management, highlighting the evidence gathered from reflective discussions with staff and parents. By presenting a compelling case focused on the children’s best interests, we successfully adjusted the timetable within budgetary constraints
By when:
Term 1 2025
Progress notes:
Negotiations for 2025 began once all new enrollments were received. Due to the high number of new enrollments, council agreed to run kinder over 3 days- granting a 4 year old day.

High enrollments have ensured a 4-year-old day in 2026.
Is practice embedded in service operations?
Yes, the practice of offering a dedicated day for 4-year-old children to focus on school readiness skills is now embedded in the service operations. The adjusted timetable reflects a commitment to providing tailored learning experiences that meet the developmental needs of the older children. This change, developed through collaboration and reflection, is now an integral part of how the service operates, ensuring that school readiness is a clear focus while still maintaining an inclusive environment for all children. Staff are also aligned in their approach, and the structure supports consistency and quality in delivering the educational program.
Is practice informed by critical reflection?
Yes, the practice is informed by critical reflection. The decision to create a dedicated day for 4-year-old children emerged from careful evaluation and analysis of this year’s experiences. Reflecting with staff and parents revealed that the mixed-age sessions were not fully meeting the needs of the older children, particularly regarding school readiness. This reflection process considered the developmental requirements of the 4-year-olds and the feedback from all stakeholders, leading to a well-informed, purposeful change in the timetable. The adjustments demonstrate a thoughtful, reflective approach aimed at continuous improvement and better outcomes for the children
is practice shaped by meaningful engagement with family and/or the community?

Yes, the practice is informed by meaningful engagement with families and the community. The decision to provide a dedicated day for 4-year-old children was based on active discussions and feedback from parents, who shared their observations and concerns about their children’s readiness for school. Engaging with families in this way ensured their perspectives were valued and considered in shaping the educational program. Additionally, collaboration with the community, such as consulting with school transition contacts and understanding local expectations for school readiness, further reinforced the need for this tailored approach. This engagement ensures the practice aligns with both family and community expectations, fostering a supportive and inclusive learning environment.

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Through critical reflection, we recognised that offering full supervision during educator lunch breaks was not possible while running an indoor/outdoor program. In the best interest of all children, we decided to implement exclusive outdoor play during lunch breaks, starting in Term 2, particularly due to the absence of a KIS support educator. We acknowledged that some children may prefer indoor play, so to address this, we ensure a variety of outdoor activities are rotated regularly to meet all children’s needs. Moving forward, we will continue to navigate staffing challenges, prioritise the care and safety of our children, and keep families informed about any necessary adjustments.

The ongoing reflection shows a proactive approach to addressing these challenges, maintaining quality care, and ensuring families are kept informed about changes that may affect their children’s experiences. Moving forward, the emphasis on communication and adaptability reinforces the kindergarten’s commitment to providing the best care possible, even under difficult circumstances.

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Strengths in Quality Area 1- Program and Practice

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Strengths in Quality Area 1- Program and Practice

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Child-Centered Planning

The educational program is developed with a strong focus on each child’s interests, strengths, and needs. Educators regularly observe and reflect on children's play to tailor experiences that promote engagement and meaningful learning.

Examples: Using children’s ideas from group discussions to create project-based learning experiences, such as what to plant in our vegetable garden, what experiences to include in our program and different ideas to include in our outdoor area.

Inclusive Practices

The program caters to all children's diverse needs, including children with additional support needs, and non-verbal or bilingual children. Individualised strategies and support are implemented to ensure every child feels included and able to participate fully.

Examples: Creating sensory-friendly spaces or using visuals to aid communication. Welcoming PSFO and Allied Health professionals to help with strategies and assist all educators to ensure inclusion of all children.

Flexibility and Responsiveness

The curriculum is flexible and responsive, allowing for changes based on children’s interests and emerging ideas. This ensures that the program remains dynamic and engaging, encouraging children to take the lead in their learning.

Examples: When children express excitement about a recent community event, the curriculum is adjusted to explore related topics through dramatic play, art, and science experiments.

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Critical Reflection on the Dolly Parton Imagination Library Program

This year, we utilised our School Readiness funding (SRF) to support the Dolly Parton Imagination Library, and the impact on both children and their families has been outstanding. Although we began the program in June due to surplus SRF funds, the response from parents has been overwhelmingly positive. The excitement of receiving a book addressed to them has created a special connection between the children and their own personal reading journey.

Parents like Jess Wallis shared how her child was "so proud to get her own mail" and has read the book repeatedly, reflecting the power of ownership in fostering a love of reading. Sarah Stimson praised the quality of the books and expressed gratitude for including such a valuable resource in our program. Danelle Hendy also commented on the joy it brought to her daughter, reinforcing the emotional and educational benefits the program provides.

From an educator's perspective, it's clear that receiving books directly at home helps build literacy skills in a meaningful way. The children's enthusiasm for reading and sharing their stories within the classroom has been a delightful outcome, reinforcing language development, engagement with literature, and confidence in storytelling.

Reflecting on the timing, it would have been ideal to introduce this program earlier in the year. Nonetheless, its success has highlighted the potential of continuing to access this program in future years. The combination of home and school connection through books has enriched the children's learning experiences and sparked a deeper love for reading. I hope we can secure this initiative again next year to maintain this positive momentum in promoting early literacy.

This reflection ties together parent feedback, the benefits to children's literacy, and hopes for future participation, demonstrating the program's value to the community.

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Kaniva Kindergarten Philosophy

Acknowledgement of Country

We acknowledge the Traditional Custodians of the land on which Kaniva Kindergarten stands, the people of the Wotjobaluk Nation. We pay our respects to Elders past and present and recognise that Aboriginal and Torres Strait Islander peoples have cared for Country, community, and culture for tens of thousands of years.

Our Beliefs About Children

At Kaniva Kindergarten, we believe that children are competent, curious, full of potential, and capable of complex thinking. They are natural researchers who question what they see and think, hypothesise, make predictions, experiment, and represent their discoveries. Each child is important, with unique needs and rights.

We are committed to ensuring that children always feel and are safe, both physically and emotionally, and that they develop a strong sense of belonging and identity, including respect for Aboriginal and Torres Strait Islander cultures as the First Peoples of Australia.

The Role of Families

Families are children’s first educators and play a crucial role in all aspects of their child's education. We promote an open-door policy to ensure families and parents always feel included and welcome. Parents are encouraged to be partners in learning, sharing their child’s interests.

We recognise that a child's environment, including the people within it, collectively contributes to their growth and well-being. We value the cultural knowledge and stories families bring, recognising the importance of sharing and learning together to strengthen our community’s connection to reconciliation.

The Educator’s Role

Children and educators are partners in learning, exploring side by side. Educators act as researchers to understand children’s thinking and provoke their ideas. They model questioning and researching attitudes, demonstrating the inquiry process. Our educators teach sustainable practices to instil a sense of responsibility for the world.

They listen and pose careful questions to encourage children to test theories, justify reasoning, and develop plans. Educators are also committed to ongoing professional learning and reflection about Aboriginal and Torres Strait Islander histories, cultures, and perspectives. We embrace reconciliation as a continuous journey, ensuring our teaching practices reflect respect, inclusion, and cultural awareness.

An Emergent Learning Process

Our play-based and inquiry learning approaches challenge and engage children to make sense of the world around them, centring on their interests and wonderings. Through the exploration of intentional materials, children construct their own knowledge and understanding.

Play is used to maximise each child’s potential in literacy, numeracy, social, physical, and emotional development, while embedding opportunities to learn about and celebrate the world’s oldest living cultures through story, art, and connection to Country.

The Role of the Environment

We view the environment as the third teacher, playing an integral role in sparking and inspiring wonder and curiosity. Learning opportunities respond to children’s interests with intentional materials that promote deeper thinking skills.

These materials enrich the environment, ensuring that children encounter literacy and numeracy naturally throughout their day.

Community and Inclusion

At Kaniva Kindergarten, we recognise the importance of community and inclusion in a child’s education. We strive to create a welcoming, inclusive environment where every child and family feels valued and respected.

We are committed to reconciliation and the ongoing journey of understanding and respect between Indigenous and non-Indigenous Australians. Through authentic connections with local Elders and the Goolum Goolum Aboriginal Cooperative, we seek to learn from and with our First Nations communities.

Documentation

Together, educators and early learners communicate and present learning journeys through documentation. We honour and value children’s ideas through observation, documentation (video, photographs, writing, portfolios), and reflection. Educators assist children in expressing what they have learned, ensuring that their voices are heard and respected.

Child Safe Environment

We are committed to providing a child-safe environment where all children can thrive. Our practices ensure that children are protected from harm and feel secure in our care. Safety, both physical and emotional, is paramount in everything we do at Kaniva Kindergarten.

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Kaniva Kindergarten offers a high-quality early childhood education program for 3- and 4-year-olds, providing 15 hours of free kinder sessions each week. Situated on Wotobaluk land, our council-run service is led by a bachelor-qualified early childhood teacher. Sessions run on Tuesday, Wednesday, and Thursday from 8:30 am to 4:00 pm. For families living outside the town boundary, a school bus is available for 4-year-olds.

We follow the Victorian Early Years Learning and Development Framework (VEYLF) to guide our practices, ensuring that children’s learning and development are supported holistically. Our program also adheres to Victorian school holidays and public holidays.

At Kaniva Kindergarten, we are committed to creating a child-safe environment where safety—both physical and emotional—is paramount. Our practices ensure all children feel secure and protected in our care. Parent involvement is highly encouraged in all aspects of the program, and we work closely with families to create a welcoming and inclusive atmosphere.

Community involvement is central to fostering a sense of belonging, ensuring that every child and family feels valued and represented in our activities and learning experiences.

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Educators build strong, secure, and trusting relationships with each child. They are responsive to children's needs and create a safe, nurturing environment that promotes a sense of belonging.

Examples: Educators greet children warmly upon arrival, engage in meaningful conversations, and use comforting strategies when a child is upset or needs reassurance.

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Culturally Safe and Respectful Environment

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Culturally Safe and Respectful Environment

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The service ensures that the environment is culturally safe and respectful for all children, acknowledging and valuing the diverse cultural backgrounds of families.

Examples: Displaying cultural artefacts and books and having multicultural dolls and furnishings in the room.

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Clear allergy awareness practices are in place, including displaying allergy information and ensuring that all staff are aware of and follow food safety guidelines.

Examples: Allergy-safe zones, nut-free policies, and staff training on identifying and responding to allergic reactions.

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The service has robust sun safety policies, such as requiring children to wear hats and sunscreen (UV 3 or above) during outdoor play .

Examples: "No hat, no play" policy, shaded play areas, and reminders for children to drink water and reapply sunscreen.

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Growing "germs" on bread to promote handwashing

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Effective hygiene practices are embedded into the daily routine, including regular handwashing. Educators consistently teach and reinforce these practices, ensuring a clean and safe environment.

Examples: Using visual cues for handwashing steps in bathrooms and ensuring children understand the importance of cleanliness before and after meals.

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Indoor environments are thoughtfully arranged to provide a range of learning experiences and are adaptable to children's needs and interests. Spaces are set up to encourage exploration, creativity, and collaborative play.

Examples: Well-organised learning experiences, such as a construction area with various building materials or a dramatic play corner that changes themes based on children’s interests.

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The outdoor space is viewed as an extension of the indoor learning environment, with a variety of opportunities for physical activity, exploration, and imaginative play.

Examples: A bike track for developing gross motor skills, open grassy areas for running and group games, water play stations, and a sensory garden for hands-on learning experiences.

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The setup of the physical environment supports children’s independence, with materials and resources accessible at their level. This allows children to make choices and take responsibility for their learning.

Examples: Low shelving with accessible art supplies for spontaneous creativity, and child-sized furniture for ease of movement and comfort.

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The physical environment is aesthetically pleasing and inviting, featuring displays of children’s artwork and projects, natural lighting, and a balance between busy and quiet areas.

Examples: Displaying nature collections and children’s work at their eye level, and incorporating calming colours and materials throughout the space.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Outcome sought:

Priority:

How will we get to this outcome?

By when:

Progress notes:

Is practice embedded in service operations?

Is practice informed by critical reflection?

is practice shaped by meaningful engagement with family and/or the community?

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The service offers a variety of age-appropriate, stimulating, and safe play equipment that encourages physical development and imaginative play.

Examples: Climbing frames, bikes, water play, slide, sandpit and loose parts.

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The service provides an environment that is welcoming, inclusive, and accessible to all children, including those with additional needs. Adjustments are made to ensure everyone can participate in all aspects of the program.

Examples: Wide pathways for children who use mobility aids, all abilities cubby house, new change table and resources that reflect diverse abilities.

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The service prioritises building meaningful connections with children, getting to know their interests, cultures, and family backgrounds. This knowledge informs planning and helps to create a culturally responsive environment.

Examples: Educators incorporate children’s interests into the curriculum, share stories that reflect children’s cultures, and use family photos to personalise the environment.

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Children working together to pick and eat cherries 

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Educators facilitate opportunities for children to build positive peer relationships, encouraging cooperative play and teamwork. They support children in developing skills to initiate and maintain friendships.

Examples: Setting up collaborative group projects, like building with blocks or cooking together, and organising small group activities to promote teamwork and communication.

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Strong partnerships with the local school support children’s transitions, ensuring a smooth and positive experience as they move from early childhood education to school.

Examples: Coordinating transition program  with Kaniva College, organising school visits for children, and sharing relevant information with teachers to support each child’s needs.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Bush Kinder not being a part of our program due to costs involved.

Outcome sought:
We would like to introduce Bush Kinder into our program.
Priority:
Medium
How will we get to this outcome?
Apply for grant to help with purchasing equipment for Bush kinder
By when:
2025
Progress notes:
Nicole Hollis has applied for a $6000 grant. We were not successful in our application for 2025.

We have decided to try again for 2026.

Jan 2026 we gained the grant for bush kinder.

March 2026 parents asked for input on items needed to run the program ( kinder Facebook post & notice board)
Is practice embedded in service operations?
yes, our application demonstrates that Bush Kinder is not a standalone initiative but an integral part of our educational philosophy, daily practices, and long-term goals.
Is practice informed by critical reflection?
Yes, implementing Bush Kinder as part of our service operations ensures that the practice is thoughtfully planned, responsive to children’s needs, and aligns with our service’s goals and values.
is practice shaped by meaningful engagement with family and/or the community?

Yes, implementing Bush Kinder should be shaped by meaningful engagement with families and the community to ensure its relevance, inclusivity, and success. Engaging families and the community fosters collaboration, builds trust, and enhances the value of outdoor learning experiences for everyone involved.

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1. Exceeding Theme 1: Practice is Embedded in Service Operations

Putting the QIP on Padlet and actively involving families shows that collaboration and transparency are integral to your service’s practices. It reflects a commitment to embedding continuous quality improvement into everyday operations. Sharing and updating the QIP regularly on a digital platform reinforces that improvement is an ongoing, embedded practice rather than a one-time event. The service demonstrates that all stakeholders, including families, are essential contributors to its operations and success.

2. Exceeding Theme 2: Practice is Informed by Critical Reflection

Sharing the QIP on Padlet supports a culture of critical reflection, where families are encouraged to share their insights and feedback. This aligns with the idea of examining current practices, considering different perspectives, and making informed changes. By reviewing and reflecting on family contributions, the service can thoughtfully consider how its plans and practices align with the needs and expectations of the community. It also shows that critical reflection is not limited to educators but is extended to include the voices of families, ensuring continuous improvement is informed by diverse, reflective input.

3. Exceeding Theme 3: Practice is Shaped by Meaningful Engagement with Families and/or the Community

This approach emphasises that engagement with families and the community is intentional, meaningful, and respectful. Using Padlet to share the QIP fosters authentic partnerships, demonstrating that families’ views are sought, valued, and acted upon. It reflects a genuine commitment to building strong relationships and creating a shared vision for children’s learning and development. The interactive nature of Padlet allows for ongoing, two-way communication, making families feel they are active participants in shaping the service’s quality improvement efforts.

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As part of the fire levy demonstration, the fire trucks were lined up just outside our kinder, and the children were invited to explore them firsthand. They had the opportunity to hop aboard the trucks, activate the sirens, and even try squirting water from the hose—an experience that sparked excitement and awe.

What was particularly remarkable was the children's awareness and curiosity about the event. Many of them demonstrated an emerging understanding of the issue at hand, with conversations reflecting their knowledge of how the proposed changes could impact farmers and the local community. These discussions opened up space for important learning around community roles, government decisions, and fairness.

This real-world experience deeply supported the children's sense of identity and belonging, as well as their understanding of civic responsibility. We are grateful to our local firefighters for including us in this moment and for the incredible, hands-on learning opportunity they provided. Their visit reinforced the importance of community voices and helped our children feel connected to the people and causes shaping their world.

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Smiles 4 Miles is an oral health promotion program that works to improve the oral health of children, their families, early childhood staff and the wider community. Kaniva kindergarten is proud to be a participant in this program.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified: staff meetings at Kaniva Kindergarten have not been consistently held, limiting opportunities for collaborative reflection and planning of the educational program.

Outcome sought:
Schedule regular monthly staff meetings and communicate dates to all educators.

Develop a standard agenda template to include curriculum planning, RAP reflection, policy review, and professional development discussions.
Priority: High

How will we get to this outcome?

Establish a Regular Meeting Schedule:

Staff meetings will be scheduled monthly (or fortnightly if needed) and added to the official calendar.

Meeting dates will be communicated in advance to ensure full participation.

By when: Term 4, 2025

Progress notes:

Is practice embedded in service operations?
Yes. By scheduling regular staff meetings, reviewing policies, and embedding RAP reflections and curriculum planning into meeting agendas, we ensure that reflective practices and continuous improvement are part of the day-to-day operations of Kaniva Kindergarten. Educators’ discussions and actions are directly tied to the ongoing delivery and quality of the educational program.
Is practice informed by critical reflection?
Yes. Staff meetings provide a structured forum for critical reflection on the program, policies, Indigenous perspectives, and children’s learning outcomes. Educators are encouraged to share observations, challenge assumptions, and collaboratively discuss how to improve teaching practices, ensuring that decisions are evidence-based and reflective.
is practice shaped by meaningful engagement with family and/or the community?

Yes. Families are invited to provide feedback on policies, the RAP, and program initiatives. Engagement with the local community, Elders, and Indigenous organisations informs educators’ decisions and strengthens curriculum planning. This ensures that practices are inclusive, culturally respectful, and responsive to the children and families we serve.

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Visiting Zoo organised and paid for by the parents 

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Visiting Zoo organised and paid for by the parents 

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Fair Dinkum Fauna visiting zoo - made possible by the fundraising efforts of the parents

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Outcome sought:

Priority:

How will we get to this outcome?

By when:

Progress notes:

Is practice embedded in service operations?

Is practice informed by critical reflection?

is practice shaped by meaningful engagement with family and/or the community?

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:We have observed frequent collisions and near-misses on the bike track due to children riding in opposite directions. To minimise risk and improve safety, we identified the need to implement clearer directional guidance.

Outcome sought:
Paint directional arrows on the bike track to guide flow of traffic
Priority:
High
How will we get to this outcome?
By using a stencil of an arrow and spray paint
By when: End Term 3

Progress notes:
Arrows have been painted by an educator with the help of children 13/8/2025

We will monitor their appearance and repaint if needed

Is the practice embedded in service operations?

Yes.

Safety on the bike track is actively monitored and supported by educators as part of our daily outdoor routines. Following the identification of collisions due to children riding in opposite directions, we implemented painted arrows on the track to guide traffic flow. This safety measure has been embedded into practice through:

Daily reminders and group discussions about riding safely.

Consistent reinforcement of using the arrows to guide direction.

Educators modelling and supporting safe riding behaviours.

Risk assessments now specifically referencing directional bike play.

Incident data reviewed regularly to ensure the effectiveness of this safety strategy.

Children have begun self-regulating and reminding peers of the track rules, demonstrating that the practice is embedded and understood.

Is practice informed by critical reflection?
is practice shaped by meaningful engagement with family and/or the community?

Yes.

The practice was shaped through critical reflection during team meetings and incident reviews, where educators discussed repeated collisions and confusion on the bike track. Educators identified that children were often riding in opposite directions, leading to unsafe situations. This prompted a reflective conversation around how the physical environment could be adjusted to better support children’s developing spatial awareness and understanding of safety.

Children were also part of this reflection. During group time, they shared that “everyone crashes” or “someone went the wrong way,” which supported the educators’ observations. Children suggested ideas like “signs” and “lines,” prompting further discussion about visual cues.

Families were also engaged in the conversation. A few raised concerns after observing near-misses at drop-off time and supported the idea of clearer signage and traffic flow. This feedback reinforced the need for action.

Through this process, the team decided to paint arrows on the track to create a one-way system. This change reflects a responsive approach shaped by:

Educator observations and analysis of incident data

Child voice and participation in problem-solving

Family feedback

Reflective discussions focused on continuous improvement and safety

As a result, the practice is not only shaped by critical reflection but also informed by the perspectives of those directly affected — the children and families.

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Prevent Sand from Entering the Eating Area. Element 3.1.1

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Prevent Sand from Entering the Eating Area. Element 3.1.1

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Sand has been entering the eating area, going onto the tables and creating an unhygienic eating area.

Outcome sought:

Prevent Sand from Entering the Eating Area

Priority:

High

How will we get to this outcome?
Install a barrier to prevent sand from entering the designated eating area. Collaborate with the parent group, who will fund a builder to construct the barrier.
By when:
Term 1 2025
Progress notes:
Parents have agreed to fund the project. Kindergarten manager needs to see what parents are planning before going ahead to ensure compliance.

15/11/24 Tracey Bone asked parents to submit into innovations platform as a project.

24/4/25 local builder came to do a measure and quote. Parents have agreed to quote, and materials have been ordered.
Is practice embedded in service operations?
Yes, actively involving families in solving practical issues highlights a commitment to strong, on-going partnerships that are embedded in our service.
Is practice informed by critical reflection?

Yes, critical reflection helped us identifying the issue: We noticed that sand in the eating area was creating hygiene and safety concerns, prompting a reflection on how this could affect the children’s well-being and the environment’s cleanliness. We consulted with the PAG and they were more than happy to fund the project. We chose a practical solution to the problem, to save money but are still waiting for feedback from the kindergarten manager to allow this project to go ahead.

is practice shaped by meaningful engagement with family and/or the community?

Yes, we value their input and see them as active partners in the kindergarten’s operations.

please refer to evidence folder for PAG meeting minutes.

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Kaniva Hospital (nursing home) risk assessment 2026

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Kaniva Hospital (nursing home) risk assessment 2026

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Year 11 Product Design and Technology class producing a woodwork table for kinder children

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Year 11 Product Design and Technology class producing a woodwork table for kinder children

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

Strength/Area for Improvement:
Strength – We are actively engaging with our local community to enrich the learning experiences of children and build reciprocal relationships.

Key Improvement Strategy:
Foster partnerships with Kaniva College to support children's learning, promote community involvement, and create meaningful shared projects.

Action Taken/Progress Notes:
This term, we have developed a valuable partnership with the local high school, specifically the Year 11 Product Design and Technology class. The teacher and students approached us to ask what could be built that would support the interests and learning of our children. After discussion with educators and considering current interests within the group, it was decided that a woodwork table would be a meaningful and engaging addition to our program.

To ensure the design reflects children's needs and ideas, the high school class has visited the kindergarten several times to consult with both the children and the Early Childhood Teacher (ECT). These visits have supported authentic engagement and voice from the children and built a respectful relationship between the two age groups.

This collaboration highlights our commitment to community engagement and provides an opportunity for children to see themselves as valued contributors to shared projects. It also promotes positive role modelling and intergenerational learning, reinforcing a strong sense of connection and belonging.

By when:

End of semester 2, 2025

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Woodworking table being used and enjoyed by kinder children.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Families unaware of the Child Safe Standards

Outcome sought:
For families to become aware and understand the Child Safety standards
Priority:
High
How will we get to this outcome?
We will include sections of the Child Safe Standards in newsletters to highlight one child safety topic (e.g., safe play, cyber safety or stranger awareness)
By when:
ongoing to begin Term 1 2025
Progress notes:

Child Safety Standards added to program 2024. As a team, we reflected that while the Child Safe Standards are displayed in our foyer, families are often too busy to read lengthy documents (QA6, QA7). To improve accessibility and family understanding (QA6.1.1, QA6.1.2), we created a visually engaging poster summarising the 11 standards in clear, simple language. This poster is now displayed in the kinder room,ensuring information is accessible to all families and demonstrating our commitment to transparency, family partnership, and child safety (QA7.1.3, QA7.2.1, QA7.2.3).

Is practice embedded in service operations?
Yes, embedding the Child Safe Standards in service operations involves making them a core part of daily practices, policies, and culture. Sharing sections about these standards in your Termly newsletter from Term 1, 2025, is a great way to raise family awareness and demonstrate the commitment to child safety.

Is practice informed by critical reflection?
Yes, practice is informed by critical reflection to ensure that child safety measures are effective, relevant, and continuously improved. Critical reflection involves regularly reviewing and evaluating policies, practices, and outcomes related to the Child Safe Standards.

is practice shaped by meaningful engagement with family and/or the community?

Yes, meaningful engagement with families and the community is essential for shaping practices related to the Child Safe Standards. Building strong, collaborative relationships ensures that child safety measures are inclusive, culturally appropriate, and reflective of the community's needs and values.

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CSS discussed PAG meeting 21/10/25

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The barrier between the sandpit and eating area completed 15/7/25

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Working as a team to decide where to put the arrows.

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Arrows unfortunately faded so the garden team from WWSC came and used industrial paint to repaint our arrows and bike track speed humps (10/10/25)

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified: A visitor (stranger) entered the kindergarten while children were present. Although he provided a valid WWCC, this highlighted a gap in our security and entry procedures. We currently do not have a secure entry system, which leaves the service vulnerable to unauthorised access.

Outcome sought: To strengthen the security of our kindergarten by installing a number-coded lock on the main entry door and a doorbell for tradespeople/deliveries. This will ensure only authorised families have access, improving child safety and aligning with duty of care.

Priority: High – children’s health and safety (QA2) and governance/leadership (QA7) are paramount.

How will we get to this outcome? Request approval from the shire for the installation of a coded entry lock and doorbell.

Review and update the Visitor Policy to ensure all visitors are signed in and verified before entry.

Communicate changes with families to maintain transparency and shared responsibility.

Ensure educators remain vigilant and consistent in monitoring entry points.

By when:Formal request submitted to shire: 26/8/25

Await shire response by end of Term 3, 2025

Policy review and family communication by Term 4, 2025

Progress notes:

Request for coded lock and doorbell lodged with shire (26/8/25).

Educators reflected on current practices and agreed on need for stronger procedures.

Interim action: all visitors are being challenged, signed in, and verified before entry.

Awaiting confirmation from shire on installation timeline.

After discussions with pedological leader, it was decided a doorbell be installed and parents notified that kinder doors would be locked between 10am and 3pm.

Is practice embedded in service operations?

Partially – visitor sign-in and WWCC verification are in place, but physical security measures are not yet embedded.

Is practice informed by critical reflection?
Yes – educators reflected on the risks following the incident and identified the need for improved entry security.
is practice shaped by meaningful engagement with family and/or the community?

Yes – families will be informed of the change and reassured that safety is a priority. The shire (community partner) has been engaged to action the physical security improvements.

please refer to evidence folder

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Doorbell installed 7/10/25

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:A delay in communication between Kinder and the neighbouring childcare service during a recent snake sighting created a significant safety risk, as all Kinder children were outside and the head teacher was not notified immediately.

Outcome sought:To establish a clear, immediate, and shared alert system between both services to ensure rapid response and safe evacuation in the event of a snake sighting or similar hazard.

Priority:High – relates to child safety, educator safety, and emergency risk management.

How will we get to this outcome?

Collaborate with the neighbouring childcare service to implement a distinct alert signal.

Each service will place a small air horn near the dividing fence for instant use.

Ensure all educators are aware of the protocol, location of the air horn, and required response actions.

Incorporate the alert system into emergency procedures and discuss at staff meetings.

Monitor its effectiveness and review after the next three months or after any relevant incident.

By when: Air horns in place and protocol implemented by end of this term. Review effectiveness by three months after implementation.

Progress notes:

Air horn purchased and placed in an accessible outdoor location at Kinder.

Childcare service has placed their air horn on their side.

Educators notified and shown location.

Next step: add to emergency procedures and discuss at next staff meeting. (Update as you go.)

Is practice embedded in service operations?

Partially embedded. The alert system is now established but will be fully embedded once formally added to emergency procedures, staff induction, and ongoing WHS processes.

Is practice informed by critical reflection?
Yes. Changes were implemented following reflection on the delay during the recent snake incident and the associated safety risks.
is practice shaped by meaningful engagement with family and/or the community?

Yes. Collaboration with the neighbouring childcare service strengthened shared safety practices. Families will be informed through newsletters or communication updates once procedures are finalised.

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Air horns purchased and put in a visible area 17/11/25

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Air horns purchased and put in a visible area 17/11/25

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:
Educators initially considered purchasing generic Indigenous resources (e.g. puzzles) with IPAS funding. After consultation with IPAS, it was identified that authentic engagement with families should guide how funding is used to best support each child.
Outcome sought:
Funding decisions reflect genuine family consultation and culturally respectful practice. Families feel heard and valued, and funding benefits each child in a way that supports inclusion, wellbeing, and transition to school.
Priority:
High – promotes authentic Indigenous inclusion, family partnership, and equitable use of resources.
How will we get to this outcome?
Engage in ongoing conversations with IPAS to guide funding use.

Consult directly with families to identify meaningful ways to support their children.

Document how funding is spent and link it to children’s individual learning goals and family input.

By when:
End of Term 4, 2025.
Progress notes:
Spoke with Alicia (IPAS) about authentic use of funds.

Consulted families of the three Indigenous children:

child A – funding used for school uniform to support school transition.

child B – cultural baby dolls and pram purchased to reflect her nurturing play and cultural representation.

Child C – balance bike purchased to support physical development and interest in riding.

Process strengthened educator awareness of authentic family engagement and avoided tokenistic resource use.
Is practice embedded in service operations?
Partially embedded — this process has initiated stronger family consultation and reflection around the purpose of inclusion funding. Ongoing practice will include family voice in all future funding decisions.
Is practice informed by critical reflection?
Yes — educators reflected on assumptions about cultural inclusion, sought guidance from IPAS, and made evidence-based, family-led decisions.
is practice shaped by meaningful engagement with family and/or the community?

Yes — families’ voices directly influenced how funds were spent, ensuring the outcomes were individualised, culturally relevant, and respectful.

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Training day to expand skills on child safety improvements.

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Bush Kinder is a regular outdoor program where children learn and play in a natural environment. It gives children the opportunity to explore, discover and connect with nature through hands-on experiences.

What do children do at Bush Kinder?

• Explore natural spaces safely

• Climb, balance and develop physical skills

• Engage in imaginative play

• Observe plants, animals and seasonal changes

• Build confidence and independence

• Work together and solve problems

Why is Bush Kinder important?

Bush Kinder supports children’s wellbeing and development by encouraging curiosity, resilience and a love of the outdoors. It helps children develop social skills, creativity and respect for the environment.

What should my child wear?

Children should come dressed for outdoor play in all weather:

• Comfortable clothing that can get dirty

• Closed-toe shoes or boots

• Hat and weather-appropriate layers

• Rain jacket if needed

• Spare clothes in their bag

Safety

Educators complete risk assessments and supervise children closely. Clear boundaries are set and children are supported to learn safe outdoor practices.

We look forward to exploring nature together!

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Kinder children were invited to tour the Kaniva CFA after practicing a fire drill at kinder.

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 Healthy Early Childhood Services Program

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 Healthy Early Childhood Services Program

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The Healthy Early Childhood Services Program (part of the Achievement Program) is a free Victorian Government initiative that helps kinders and early learning services create healthy, safe and supportive environments for children.

It supports services to build healthy habits through everyday learning and routines.

What it focuses on:

🥕 Healthy eating and oral health

🏃 Physical activity and movement

😊 Mental health and wellbeing

☀️ Sun protection

🛡️ Safe environments

🚭 Smoke-free environments

Kaniva Kindergarten is working towards clear health goals and once achieved, can be recognised as a Healthy Early Childhood Service.

For families, this means your child is learning and growing in an environment that actively supports their health, wellbeing and development every day.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified: The cubby house environment offered spaces where children could hide from educator view. Following reflection on the Child Safe Standards, the team identified limited visibility as a potential risk to active supervision, child safety, and wellbeing.

Outcome sought:
To create a child-safe cubby environment that maintains opportunities for imaginative and collaborative play while improving visibility and educator supervision.
Priority: High

How will we get to this outcome?
Employ WWSC builder to open front of cubby.
By when: Mid Term 2

Progress notes: The cubby house has been opened up to increase visibility. Children continue to access the space for imaginative play, social interactions, and collaborative experiences. Educators report improved ability to supervise, engage in play, and respond to children’s needs. Ongoing observations indicate children remain highly engaged despite the environmental changes.

completed 4/5/2026.

Is practice embedded in service operations?
Yes. The changes to the cubby house have become part of daily practice, with educators intentionally maintaining active supervision and regularly evaluating indoor/outdoor environments to ensure safety and accessibility.
Is practice informed by critical reflection?
Yes. Practice was informed through team discussions reflecting on the purpose of the cubby space, observations of children’s use of the environment, and consideration of Child Safe Standards and supervision requirements.
is practice shaped by meaningful engagement with family and/or the community?

Partially / developing. Families may be informed about environmental changes through newsletters, conversations, or displays explaining the rationale for creating safer play spaces. Opportunities for family feedback regarding environments that support both safety and children’s agency can continue to be explored.

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Self-watering garden pots purchased by PAG fundraising efforts 

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Stephanie Alexander Kitchen Garden Program

SMART Goal – Specific, Measurable, Achievable, Realistic, Time-bound

To successfully implement the Stephanie Alexander Kitchen Garden Program by establishing productive food-growing spaces using self-watering planters, engaging children in regular gardening and cooking experiences, and developing stronger connections with families by the end of Term 3, 2026.

Issue Identified:

Our current garden beds are limited and not meeting our needs for sustainable kitchen-garden learning. We require additional growing space, quality soil, and appropriate resources to fully participate in the Stephanie Alexander Kitchen Garden Program.

Outcome Sought:

Children have regular hands-on opportunities to grow, harvest, prepare, and share fresh produce, developing lifelong healthy eating habits, environmental awareness, and practical skills. The service builds a strong partnership with families and the community through shared responsibility for garden development.

Priority:

High – the program is funded by the West Wimmera Shire, with strong parent interest and alignment with our curriculum goals.

How Will We Get to This Outcome?

Use the funding provided by the West Wimmera Shire to enrol in the Stephanie Alexander Kitchen Garden Program and access resources.

Work with families to fundraise for self-watering planters, soil, tools, and plants.

Establish garden beds and create a planting plan with children.

Embed garden and cooking experiences into weekly programming.

Document children’s participation through photos, stories, and learning reflections linked to the EYLF.

Invite families and community members to assist with planting days, maintenance, and harvesting sessions.

By When:

Fundraising complete by end of Term 2, 2026

Garden established by early Term 3, 2026

Cooking experiences fully embedded by end of Term 3, 2026

Progress Notes:

Funding received from West Wimmera Shire, March 2026

Parent committee discussing fundraising options (PAG Term 2 meeting)

Garden beds purchased by PAG and filled with composted soil donated by local family.

Is Practice Embedded in Service Operations?

Partially – gardening and cooking experiences are currently offered on a small scale. The program will allow consistent, structured engagement supported by a formal framework (SAKG).

Is Practice Informed by Critical Reflection?

Yes – educators recognised the need for authentic, hands-on learning around food and sustainability. Reflection highlighted the limitations of our current garden setup and the benefit of a structured program to deepen learning outcomes.

Is Practice Shaped by Meaningful Engagement with Families and/or the Community?

Yes – the program is financially supported by the West Wimmera Shire, with families contributing through fundraising and volunteering. Community engagement is central to establishing, maintaining, and celebrating the garden.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Outcome sought:

Priority:

How will we get to this outcome?

By when:

Progress notes:

Is practice embedded in service operations?

Is practice informed by critical reflection?

is practice shaped by meaningful engagement with family and/or the community?

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Children’s voices around safety at kindergarten were not visibly represented within our Child Safe Standards documentation or environment. We identified an opportunity to strengthen children’s agency by authentically involving them in conversations about what makes them feel safe at kinder.

Outcome sought:
To create a meaningful and visible Child Safe Standards display that reflects children’s voices, ideas and understandings of safety, ensuring all children feel heard, valued and empowered within the kindergarten environment. To strengthen family understanding of children’s perspectives on safety.
Priority:
High
How will we get to this outcome?
Intentionally gather children’s voices through individual conversations about what makes them feel safe at kinder.

Provide opportunities for children to represent their ideas through drawings and creative experiences.

Adapt approaches for participation, recognising that some children may feel more comfortable contributing individually rather than in a group setting.

Create a collaborative Child Safe Standards display incorporating children’s words and artwork.

Share and display the final piece within the kindergarten environment to encourage conversations with families and the community about child safety and belonging.
By when:
End Term 2, 2026
Progress notes:
Initial attempts to gather children’s voices occurred towards the end of Term 1; however, some children were hesitant to participate in a group setting. Following critical reflection, the process was paused and revisited several weeks later using individual conversations, which resulted in increased participation and more authentic responses. Children’s drawings and recorded voices were collated into a display, alongside a collaborative painted canvas created by the children. The completed Child Safe Standards poster is now proudly displayed within the service and has received positive feedback from families, many of whom engaged in conversations around what makes their child feel safe at kinder. Although the process took longer than expected, the outcome demonstrated the importance of allowing adequate time for authentic child participation.
Is practice embedded in service operations?
Yes – Children’s voices are intentionally sought and embedded into decision-making, displays and programming. Educators recognise the importance of offering multiple ways for children to express their ideas and feelings.
Is practice informed by critical reflection?
Yes – Reflection on children’s hesitancy informed a change in approach from group participation to individual conversations, resulting in stronger engagement and more meaningful contributions
is practice shaped by meaningful engagement with family and/or the community?

Yes – Families engaged positively with the final display, taking time to read and reflect on their child’s contribution, strengthening home–kinder partnerships and shared understandings of child safe

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Children finding their drawings on the finished creation.

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SMART Goal - Specific, Measurable, Achievable, Realistic, Time bound

Issue Identified:

Outcome sought:

Priority:

How will we get to this outcome?

By when:

Progress notes:

Is practice embedded in service operations?

Is practice informed by critical reflection?

is practice shaped by meaningful engagement with family and/or the community?