( 1.3.2. 1.3.3, 6.1, 6.2)

-In the morning after family grouping and we have separated into the rooms. We start with a sharing circle which allows the children to regulate themselves, this also allows the educators to know how the children are feeling at the beginning of the day.

-This helps build relationships between educator/ child. (5.1, 5.2, 6.2.1)

Pre Kinder: We have possum couch, book corner and portfolios available for the children to look through and discuss. Zones of regulation pictures are being trialed/ adapted and modified to meet the needs of individual children.

Kinder Room: Calming cube, book corner, poppets, calm blocks if children are overwhelmed, sensory seats, " I can identify I'm in....... zone" on glass window.

All these areas are adaptable to the children's interest and needs during the day. (2.2.1,3.1,3.2,5.1.1)

·Staff at the service are all permanent full time or part time with above award wages to encourage quality educators.

· An additional educator is employed full time to provide opportunity for small group sizes with above staff:child ratio numbers. In the kindergarten room staff:child ratio is 3:22.

· This allows two educators and a parent helper to attend excursions including bush kinder in our own minibus. Two educators can leave for after school pickups daily.

· We are working towards all educators holding a minimum Diploma qualification. Currently proud of two bachelor trained teachers running the kinder room with such a small group.

· Our toddler room leader Jamie) is working towards her bachelors in Primary Education also.  All of our lead teachers mentor the team and students are welcome.

· Staff are happy to come to work and enjoy being with, learning from, and teaching the children. Staff work as a team and are aware of their roles and responsibilities.

· Staff Professional Development is an ongoing cycle at Kidding Around appointing Semman & Slattery as their main professional development coaching and mentoring agency.

· Management has committed to funding coaching throughout 2024 for all educators.

· Darcy is our Nominated supervisor, Educational leader & facilitates the four year old frog kinder group Tuesday to Thursday. She has full days Monday & Friday to program and contribute to admin duties.

· Victoria is our senior kindergarten teacher & its worked well for our setup for Victoria to lead the three year old kindergarten program Monday to Wednesday.

· Finance structure has improved the centre dramatically.

· KA Philosophy is a breathing document and never ending work in progress.

· Systems are in place to manage risk and enable effective management & operation of a quality service

· Roles and responsibilities with high expectations are clearly defined, understood & support effective decision-making and operation of the service.

Elements 5.1.1, 5.1.2, 7.2.1, 7.2.3, 1.1.2, 1.2.1, 1.2.2

IDENTIFIED AREA OF IMPROVEMENT: After a compliance visit in August 2023 the visiting officer noted the relationships between educators and children and suggested further building upon this. After investigation we noted educators building their confidence in applying supportive strategies to engage emotionally with the children would assist in fostering secure and reciprocal relationships.

ENVISIONED OUTCOME:

• Positive interactions between educators and children involve educators viewing each child as capable and competent, and as active participants and decision makers, with a right to a voice and able to contribute to decisions that affect them.

• Children are supported to make choices and decisions and to experience the consequences of these where there is no risk of harm to themselves or another person

• Educators are responsive to children’s thoughts and feelings and support them to develop a strong sense of wellbeing.

• Children feel accepted and develop trusting relationships and a strong sense of connection and identity.

• Positive and responsive one-on-one interactions

• Secure, respectful and reciprocal relationships

SUCCESS MEASURES:

Educators are observed

• sitting and engaging in relaxed and unhurried two way conversations with children, particularly at mealtimes

• assisting new children to settle into the program by talking with them or their families about their interests, curiosities and funds of knowledge

• responding openly, positively and respectfully to children’s comments, questions, concerns and requests for assistance

• engaging with children in conversations throughout the day or session, talking about what is happening around them and what they are learning and thinking about

• engaging in sustained conversations with each child about their individual interests

• showing enthusiasm and respect when interacting with all children and their families

• making resources accessible to children

• using real life examples to connect contexts and make meaning

• providing choices to children and respecting their choice to retreat and play alone

Children are observed

• Engaged in sustained conversations that build on their interests, strengths, dispositions and skills.

• Being guided by what to do rather than what not to do

• Exploring ideas alongside their educators through reciprocal dialogue

• Developing self-regulation and self-awareness.

ACTION STEPS:

• Utilising the zones of regulation to connect with children emotionally and assist them in understanding their feelings throughout the day.

• Utilising the space to engage in rich and meaningful experiences that allows the children to voice their opinions and participate in one on one conversations with educators.

• Varied shifts for educators to stay connected with families through drop off/pick up.

• Working alongside Semann and Slattery to further define and view what 'secure and reciprocal relationships' look like within EC.

• Consistently nurturing these relationships (both children and families) to further educators understanding of the individuality and uniqueness of each child and foster confidence.

• Completion/reassessment February 2024

IDENTIFIED AREA OF IMPROVEMENT:

During a compliance visit from DE in in August 2023 various elements of our educational program were found to be non-compliant. We were advised to engage an Educational Consultant to provide training focussed on the design and delivery of an educational program for children from birth to preschool age for the Nominated Supervisor, Educational Leader and all educators.

ENVISIONED OUTCOME:

By July 2024, educators, in collaboration with the educational leader, will consistently apply deliberate decisions and actions based on the approved learning frameworks, as evidenced by observed behaviors and activities aligning with framework outcomes.

• Based on knowledge gained from observing children and contributions from their families, educators (together with the educational leader) use the learning framework’s principles, practices and outcomes to plan for each child’s learning and development.

• Children’s learning is ongoing and each child will progress towards outcomes in different and equally meaningful ways

• Educators integrate children’s emerging ideas to support their participation in the program

SUCCESS MEASURES:

• Children are observed displaying behaviours and engaging in activities consistent with the evidence for outcomes described in the approved learning frameworks

• Educators are observed educators providing experiences for children that actively promote or initiate the investigation of ideas, complex concepts and thinking, reasoning and hypothesising

• Educators can articulate how the service’s philosophy statement guides pedagogy and teaching decisions

ACTION STEPS:

Professional development opportunities will be provided to ensure educators can articulate how the service’s philosophy statement guides their pedagogy and teaching decisions in support of each child’s ongoing and meaningful progress.

Critical reflection of our current pedagogy and practice

• Where are we at now?

• What are our barriers or challenges?

• What are our strengths?

• What will we start / stop /continue

• Back to basics-the planning cycle,

• What are we observing and how do we observe?

Ensuring the planning cycle drives our pedagogy and practice:

Analysing observations in order to identify children’s thinking, theories and ideas to design a curriculum for learning.

• Understanding our responsibilities in terms of curriculum planning and assessing children’s learning

• Using analysis to inform intentionality and design

• of learning environments

• What is the educator's role?

• What does it mean to teach with intentionality?

• How do we develop individual goals for children and document the distance travelled?

• How do we authentically and respectfully include the voice of the child within the educational program?

• Child agency, the rights of the child and planning with children (assessment as learning)

• Understanding the importance of planning for the inclusion of routines and rituals within our context, recognising the learning that occurs as a result of connections and meaningful interactions with adults.

IDENTIFIED AREA OF IMPROVEMENT: Early childhood is a constantly evolving and moving field of education, as such, we believe in consistently participating in professional development, supporting educators to reflect on their current understanding and choose areas and avenues they would like to further explore and learn. Some educators have been with Kidding Around or within the sector for many years, bringing years of valuable experience.

ENVISIONED OUTCOME:

By July 2024, educators, management, and staff will have consistently engaged in self-reflection and targeted up-skilling through monthly PLD to enhance their knowledge, improve relationships and engagement with children and support a dynamic learning environments.

• Educators to continuously seek ways to develop their professional knowledge and build a learning community.

• Utilising reflective as a form of ongoing learning, asking questions regarding philosophy, practice and ethics.

• Educators develop questions to critically reflect on their current knowledge and understanding.

• Educators will be secure in their knowledge and feel supported in gaining further education.

SUCCESS MEASURES:

• Educators source further learning and areas they would like to upskill in, for example, Aboriginal and Torres Strait Islander culture.

• Educators working towards diploma level qualifications.

• Educators understanding the process of critical reflection (utilising templates) and create/use overarching questions to inform their education and practice.

• Management creating a safe and supported learning environment.

ACTION STEPS:

• Discussion during staff appraisals/self-reflection on current knowledge and where the educators would like to further their learning and skills.

• Educational leader to suggest different professional developments that are in line with educators needs.

• During meetings a discussion on critical reflection and PD on how to critically reflect.

• Create template used for critical reflection.

• Overarching questions created and utilised.

• Educators with Kidding Around working towards Diploma qualification.

The service currently has five educators participating in the End to End Coaching offered through the Department of Education

Our ECT Darcy participated in a mentor progran to further her abilities as an ECT, as well as a mentor program through Growrie to reach full registration.

IDENTIFIED AREA OF IMPROVEMENT: When assessing as learning for children it was noted that child voice could be further utilised to encourage their interests, dispositions and strengths. For children to assess their learning and development.

ENVISIONED OUTCOME: For children to have their voice and opinion included throughout assessment as learning. For educators and children to co-create learning goals to extend learning, interests and development.

SUCCESS MEASURES:

• Completed by May 2024

• Educators are respectful and purposeful in their interactions and conversations with children; taking note of family feedback.

• Use critical reflection to inform proposed questions to children, gaining insight into their understanding.

• Child voices are recorded, sought out, considered throughout learning and reflection.

ACTION STEPS:

Using focus children for program and planning this has allowed for educators to build stronger and trusting relationships with children and able to develop their learning goals.

( 1.1.2, 1.1.3, 1.2.2, 4.1.1, 4.2.1, 5.1, 5.2)

This is also a good way to include families voices into the menu as they are able to give ideas on their child's favourite food or meal.

(1.3.2,2,1,3,6.1, 6.2)

· All educators have committed to join our professional development sessions for two hours each month (on top of our regular monthly meetings) September 2023 to June 2024. Educators are supported to share their knowledge in a non bias culture.

· Consistent opportunities are available for staff to receive support and mentoring from lead educators.

· There is an effective self-assessment and quality improvement in place to further continuous improvement

· The educational leader is supported by a mentor Jenna as she leads the development and implementation of the educational program and assessment & planning cycle

· Educators performance is regularly reviewed and evaluated & individual plans are in place to support learning and development

· Maintain consistent staff that are open to critically reflect

Outcome from working with mentors contribute such as Jenna from Slattery

· Families have contributed to leadership decisions with feedback from surveys and telephone calls. Strong grandparent input into pickups/drop-offs which is a lovely time for staff to chat about their families goings on.

· The broader community have commented several times how the bali huts have improved the look of the street & the parents feel 20% cooler underneath on warm days.  They are happy to stay and have longer conversations.  As a result we are installing a second smaller bali hut in the toddler outdoor garden with tables/chairs and seats for parents/grandparents & carers to stay a while anytime.

· Alan Johnston from Koorie lookout is supporting our service by organising networking hubs such as yarning circles which we are happy to host at our Frankston center.

· We are working with the Frankston council to have speed humps and safetysigns installed in Grimwade Crescent from parent feedback for childrens safety.

· Our service has also submitted an expression of interest to be part of the Road Safety Inquiry Project 2024 which the children & families are excited about

What is involved:

The project spans 9 months from March to November 2024  and includes:

• Attendance at 9 professional learning opportunities both online and face to face

• Implementation of a local action research Road Safety Inquiry Project (with support)

• 6 hours of consultancy support from one of the amazing Starting Out Safely Consultants

• $1000.00 funding package to support the implementation of the project

• Sharing your finding with your colleagues and others, including through publications

• A ThingleToodle session connected to your inquiry question

• A whole of service face to face professional development session.

• An amazing road safety pack full of resources.

• Bespoke professional learning opportunity for your service focusing on the embedding of safety education through inquiry.

Each service is required to send two participants to the project, one of whom must be the Educational Leader or a lead practitioner who can influence practice across the service.

 Links with exceeding centres

Celebrating our strengths for Quality Area 4 staffing

At the beginning of our staff meetings, after welcome to country we always do a wellbeing check on the team.

Hayley is our Mental Health Wellbeing Officer.

Practice is embedded in service operations

•Two fully trained Early Learning Teachers are employed at Kidding Around.  Our plan is for Darcy to continue with her funded  four year old program and Victoria to lead the three year old funded kindergarten program; separately and as a mixed group outside of sessional hours.

• Darcy our (educational leader) is given 7.5 hours per week to program and six hours per week non contact time with children to rearrange the room/rotate toys/organise for the next days activities. She devotes her own time going to the library, scouring op shops and picking up other bargains that the children love. Darcy facilitates the kinder program for four year olds.

• All of our other educators that have been in our family for years are Diploma trained. Jamie is the Toddler Room Leader, Hayley is our Mental Health Wellbeing Officer.

• We are delighted to welcome Jay Jay to our team who is working towards his Diploma in Children’s Services and Care.

• The Centre fully supports and encourages all staff to upskill by providing three paid hours per week for them to study on the premises.  The Early Learning Teacher and Toddler Room Leader are always available to mentor and lead learning for all staff. 

• The Approved Provider has been with the service for 23 years; the Toddler Room Leader for 10 years; Kinder Teachers over 15 years combined.

• All staff at Kidding Around are employed permanently and participate in professional development and team building exercises.   We believe job security and the ability to work well together is positive for children’s learning and wellbeing. 

• Staffing levels and Child Ratios are maintained. Most times we have an extra educator for smaller staff:child ratios. Staff work with Early Childhood Intervention Inclusion; Yooralla, Noahs Ark, Speech Pathologist’s, Disabilities Coordinator, Anglicare, Child First and DHS Children At Risk.

• Staff share routine tasks and communicate with each other regarding children’s individual routines.  Interactions are happy and positive and families often comment that there is an “excitable vibe atmosphere” at the centre.  Management & educators are respectful, collaborative and ethical.

· Our Inclusion Support Portal is live and our program receives support (from leading agencies) to assist us to include children with additional needs to learn alongside their peers. Our service has an aboriginal child from out of home care children joining us. We need to implement programs that address all of these families concerns while respecting the challenges of shared care. Educators need further training on how to use our services support portal and also to help families apply for NDIS support.

· Staff are committed to mandatory training Reporting Abuse and Neglect, to be a Child Safe organisation  Understanding The Child Safe Standards, associated schemes, and everyone has participated infurther training including:

· legislative requirements

· Overview of each of the 11 Child Safe Standards

· Establish accountability for implementing and reviewing these Standards

· Clarification of schemes and regulations (Reportable Conduct, Mandatory Reporting, Information Sharing Scheme)

· Undertake a self-assessment as whole team to establish an action plan with key priorities and accountabilities - Identify existing systems already in place in relation to each Child Safe Standard. What systems are in place to ensure regular and consistent review of policy and procedure and adherence to each of these

· Establish a team commitment of accountability to each of the Child Safe Standards

· Staff respect each others opinions, thoughts and work together in harmony.  There is a strong induction process for new recruits, involving all staff.

· Continuity of staff allows time for relationships to grow between children-staff-families

· Staff transition from toddler to kinder room to support children and families with familiarity.

· Families visiting the service are happy to abide by the services code of ethic (discussed at beginning of their child/s enrolment) and respectful of children as professional standards are adhered to at all times.

· Lead educators have meaningful conversations with families about how the whole team are supporting them from arrival to departure.

· Our online portfolio app “Storypark” is a critical communication tool for staff, families and carers to receive important updates and lots of photos of learning experiences.

· Staff familiarise themselves with which children are using our community library and encourage families to choose books to take home for sharing.

· Positive workplace culture between educators and families is sustained with communication and honesty. The teams achievements are celebrated with get togethers and team building opportunities. Service leaders have been at Kidding Around for multiple years and are grateful to see families out in our small community. Respectful relationships are ongoing.

·       Families are included as we work towards all areas of The Achievement Program. Over 2023 & starting term one 2024 focussing on Mental Health & Well-being , inviting families to participate in our physical health and joining our team gym sessions. One of our educators ‘Birdie takes a womens fitness class for all abilities.

·       Members of FKA advocates for children's cultural and linguistic rights 

It’s not WHERE you work, it’s WHO you work with that makes a job worth going to everyday

💛🙌💛

IDENTIFIED AREA OF IMPROVEMENT:

During a staff meeting with our teaching team, it was identified that we find strengths and pride in things that have not been mentioned in our Philosophy likewise there are things in our philosophy that the team were not confident with or translating in practice. Through conversations as a team, we critically reflected upon how our current philosophy does not reflect us and our unique strengths. This has led us to focus on a robust review of our inquiring into who we really are. The current philosophy is also very long and would benefit from being more concise.

ENVISIONED OUTCOME:

By February 2024, our statement of philosophy will have been reviewed and rewritten to better reflect the beliefs, values and strengths of our service and community. Together with the Approved Learning Framework, it will assist our teaching team in considering our approach to learning, development and wellbeing. We hope to seperate our philosophy statement and our philosophy in action to ensure the statement remains concise but the philosophy in action details what this might look like in oractice for all stakeholders.

 The rights and best interests of the child underpin all practice. Their safety, health and wellbeing are paramount. Each is respected without discrimination or bias, and has a voice.

 The philosophy underpins policies and procedures, and guides all aspects of a service’s operations and practices.

 Children are viewed as successful, competent and capable learners who are given opportunities to construct their own understandings, contribute to the learning of others, and participate in decisions that affect them.

 Equity, inclusion and diversity are embedded in practice.

 Children are given every opportunity to succeed and their diverse circumstances, cultural background and abilities are respected and valued

 Collaborative partnerships in the community are developed and maintained.

 Australia’s Aboriginal and Torres Strait Islander cultures are acknowledged, respected and valued.

 The child in the context of their family is valued.

 Trusting, supportive relationships and collaborative partnerships are developed and maintained with families.

 Management, team members and educators are dedicated to quality outcomes for children. They are professional, committed to lifelong learning, skilled, knowledgeable, reflective and collaborative.

 Continuous improvement, best practice and quality outcomes underpin practice. Current research, theories and understandings are considered and applied in the context of the uniqueness of the service, through a process of ongoing critical reflection.

 Children are supported to become environmentally responsible which is embedded in practice, program and policies.

SUCCESS MEASURES:

 The strengths of the team, service, children and community are acknowledged and celebrated within the philosophy

 The teaching team have a strong sense of pride and ownership toward the philosophy

 Continual commitment and willingness to put the philosophy into practice

 Our teaching team:

o Have a clear understanding of:

 Why we do what we do

 Why is it important

o Can articulate

 How our philosophy shapes and guides the operation of the service

 The practices that are embedded in the service that promote the service’s values and beliefs

 How children were involved in the process of reviewing the philosophy

o

 Ongoing reflection of how the philosophy translates into practice or how practices

ACTION STEPS:

 Survey families to understand their values, wants and needs, seeking specific feedback

 Analyse the feedback already provided by families in our google reviews and onboarding conversations to establish key themes

 Interview our immediate community to understand our image in the community

 Use the AECD data to understand our communities strengths, needs and vulnerabilities

 Staff walking tour of the service

o what are you most proud of?

o what is our point of difference?

o what are you committed to?

 Use our monthly planning and reflection of observations to analyse emerging themes from children

 Interview children about (Children are given opportunities to express this verbally or through play or drawings)

o What makes them happy

o What makes them feel safe

Kidding Around Childcare & Kindergarten welcomes children of all abilities, with the commitment to provide quality care and education to each child. We believe every child is a unique individual with varying needs, and we welcome the diversity this brings to our centre. All children and families deserve to be full members of their communities, to have the opportunity for development and learning, and to experience a sense of belonging.

We support inclusion by providing access to our world-class curriculum programs; by embracing inclusive participation in our programs; and by offering support to our educators through training and consultation by our Education and Inclusion Services teams. Inclusion is not just a strategy for helping certain children overcome challenges; inclusion is a way of life at Kidding Around Childcare & Kindergarten.

The room offers a flexible routine to help your child get the best start to their educational journey. We program individually for each child by observing and noting their actions, abilities, their strengths and the challenges they are ready for. 

The activities we plan are developmentally appropriate and goals are set for each child to achieve. Our aim is to help guide and encourage your child through this tender and important stage in their life. We encourage and provide them the opportunity to further develop their skills on an individual basis

The Kinder classroom is designed to capture the unique ability of children to develop their own capabilities. The environment invites your child to progress at their own pace. The Kinder room introduces the child to the love of learning at an early age with the hope of building the foundation for a lifetime of creative learning.

The primary goal of the Kinder program is to help each child reach their full potential in all areas of life. Our activities develop social skills, emotional growth, physical coordination cognitive preparation. The holistic curriculum allows the child to experience the joy of learning and to develop self-esteem and independence.

With a focus on creativity, resilience, independence and school readiness, our Kinder children immerse themselves in a plethora of wonderful child-orientated experiences that will challenge, excite and support them as they prepare for school.

At our service we provide all children with the resources and guidance they need to support healthy growth in their early years.

This is why we value our professional educators who are qualified, knowledgeable and experienced in delivering the highest possible quality of care and education to every child.

Our main design in providing this is through…

Ensuring each child’s health and safety is prioritised and protected.

Creating new curriculum based activities and experiences daily for child in a variety of environments that are interesting, engaging and challenge their capabilities.

Scaffolding each child’s capacity to achieve their potential by harnessing their strengths, fostering their areas of improvement and creating a network of reciprocal relationships between their services, families and broader communities.

For children we:

- Provide a comprehensive government funded Kindergarten program for 3 and 4-year-old children

- Provide educational programs that address the balance of physical, cognitive, social, emotional, language and creative needs of each child

- Provide a cross cultural and non-discriminatory curriculum

- Offer a range of activities so the children may make choices from planned activities or those they initiate themselves, also accepting that the children have the choice not to participate at times.

For staff we aim to:

- Provide a nurturing, stimulating, responsive environment within which they can interact with children in a way that makes learning possible

- Provide experiences that allow children to explore the use of a variety of materials indoors and outdoors

- Ensure children are strictly supervised at all times by ensuring Child/Staff ratios and group sizes are maintained according to guidelines set out in the Education and Care Services National Regulations

- Develop and evaluate weekly programs to support and enhance the children’s learning

For families we aim to:

- Draw on the knowledge and experiences of families

- Support all families in their parenting roles

- Respect each family’s uniqueness in regards to their culture, beliefs, lifestyle, language and customs and strive to learn from, and about, these

- Work in partnership with all families, respecting their wishes in regards to the decisions they make about their children

d. For the community we aim to:

- Connect with people, services and agencies within the community that support children and families

- Bring a better understanding of the role of the community as a whole to the centre and the children, and their role within the community

- Help children develop a deeper understanding of how they contribute to communities

- Create a sense of partnership between Kidding Around Childcare & Kindergarten and the community 

e. For the environment we aim to:

- Promote a culture of sustainability where the Kidding Around Childcare & Kindergarten community becomes ecologically aware

- Provide the children and families with the knowledge and tools to contribute to caring for our physical community

- Understand the impact we all have on the environment and how we can make a positive impact

- Embed sustainable practices into our everyday culture at Kidding Around Childcare & Kindergarten  

IDENTIFIED AREA OF IMPROVEMENT: After the updated child safe standards were published as a centre we discussed during a meeting how we were achieving these standards and the areas of improvement we could move towards. From this we decided an action plan to target these improvement areas would be beneficial.

ENVISIONED OUTCOME: Educators and management will work together to contribute and build the child safe standards action plan. This will further ensure the safety, wellbeing and development of children in our care.

SUCCESS MEASURES:

• Completed Child Safe Standards [CCS] action plan; breathing document that is continuously added to and adapted.

• Educators show a thorough understanding of CCS and how these are evidenced within practice.

• Educators are confident in articulating and contributing to the CCS action plan.

• This will be completed by March 2025.

ACTION STEPS:

• Hold meeting to discuss the importance and requirements when beginning and creating a CCS action plan.

• Assign someone "Child Safe Stanrad monitor"

The objective of this initiative was to ensure that each team member comprehensively understood the purpose of our data collection, promoting a holistic review of all aspects of our program, practices, systems, and processes from diverse perspectives. The insights gained from this process were utilised to identify our service's strengths, areas of compliance, instances where we exceeded the NQS, as well as pinpointing areas requiring improvement. Notably, this collective effort has not only enhanced our team's confidence in the QIP process and sparked a journey to document our QIP in a more collaborative way but has also clarified the teams roles in contributing to ongoing quality improvement.

• Respect

• Teamwork

• Equality

• Trust

• Honesty

• Kindness

These observations are then collated and analysed alongside The EYLF, VEYLDF, AEDC data, research and theories to inform goal setting for individual children and used to inform environmental and resource considerations and teaching intentionality's.

The individual observations of each child are then collated and analysed alongside all other children, The EYLF, VEYLDF, AEDC data, research, and theories and to establish emerging themes that inform our group goals, environmental and resource considerations and teaching intentionality's and strategies.

18/12/23 This training was then presented to the whole team and time and space was given for the team to ask questions, reflect on their current ways of working and then break off into smaller groups to discuss ways our planning process/template may be improved

The items chosen were:

• Speech and Language development

• Atypical and Typical development

• School Readiness Series - For parents

• Understanding Behaviour

• Understanding Trauma/Trauma informed practice

• Calm Behaviours and Minds

Educators are having consistent time in planning and programming, showing children's learning through cycles that take 1-4 months depending on each individual child. Educators are creating summative assessments for key children, showcasing their understanding of the national quality framework and curriculum.

IDENTIFIED AREA OF IMPROVEMENT: Through reflecting on our current practices throughout a staff meeting, management and educators have noticed sustainable practices lacking throughout some areas. From this reflection we have decided to put in place procedures and learning outcomes to ensure the centre is working towards and becoming an environmentally sustainable environment.

ENVISIONED OUTCOME: Educators, families and children will preform and uphold sustainability practices to ensure the growth of our understanding and develop respect for our environment. This will further ensure the safety, development and wellbeing of the environment and children.

SUCCESS MEASURES:

• Creation and utilisation of sustainability checklist/plan.

• Meetings that include critical reflection on practices currently being used and maintaining them.

• Educators and children display increased understanding and knowledge of sustainability practices.

• This will be completed by June 2025.

ACTION STEPS:

• Hold meeting to discuss and brain storm potential procedures to put in place and discuss effectiveness of current procedures.

• Create a checklist/plan for sustainability practices.

• Implement community garden/further gardening experiences for children.

We held a graduation for the children finishing 4 year old Kinder, we were able to share joy and excitement with others and build strong connections with families and children and educators.

IDENTIFIED AREA OF IMPROVEMENT: Through critical reflection educators have determined more community outreach is needed to ensure the children, educators and community are working together.

ENVISIONED OUTCOME: The service will implement different strategies to boost community engagement such as charity drives, hero of the month discussions with healthcare workers, teachers, firefighters etc. and pen-pal programs.

SUCCESS MEASURES:

• Service has created or participated in different community engagements.

• Children and educators show more understanding for community outreach programs and what the community has to offer.

• family engagement with community will become consistent.

• This will be completed by June 2026.

ACTION STEPS:

• Choosing a charity to organise a donation drive, a charity that suits the service and cohort.

Our Focus:

- Play-based learning that supports inquiry, creativity, and problem-solving

- Bush Kinder experiences, connecting children with nature and the environment

- A strong literacy focus, embedded through play, stories, and everyday experiences

- Cooking experiences that build life skills, collaboration, and confidence

- Excursions that extend learning beyond the centre and into the community

- Fully documented learning cycles, tracking children’s progress and celebrating growth

- An inclusive, supportive environment where every child’s voice is valued

https://docs.google.com/document/d/1kDE3Mx0gz3jpEv1xu3tkqE-dRBjLgc41nQLT7UvI4PY/edit?usp=drivesdk

"Instead of buying something new, let's share what we already have! Bring up to 10 books your family no longer reads and choose up to 10 'new-to-you' books to take home 📚 Please bring any books you are wanting to donate prior to _____. We will set up stalls in the carpark for the different stories. Together we can reduce waste, save money, and give wonderful books a second life."