Leanne: Field Officer Quality Assessment & Regulation|Early Childhood Education Directorate
Summary feedback on the K@P program.
Quality Area 1:Educational program and practice
"Educators curriculum decision making contributes to each child's learning and development outcomes. The evident connection with the community and the educators reflection on practices demonstrated provides high outcomes in relation to the children's identity, wellbeing, confident learners and effective communicators. The social justice and equity implications of curriculum decisions ensure that the program considers the circumstances and rights of every child at the service. The foundation of the program has been shown to be based on each child's current knowledge, strengths, ideas, culture and abilities. Critical reflection on all aspects of the program including routines show that educators decisions on practices are thoughtful and considered."
"Educators consistently and respectfully respond to each child's ideas and play to facilitate and extend each child's participation,
learning and development. Educators confidently make curriculum decisions throughout the day, week or month to ensure each
child's participation, learning and development is facilitated and extended. All educators and the educational leader regularly reflect, individually and with each other on their educational practice approach to facilitating and extending children's learning and development".
"The educational leader and educators consistently engage in planned and spontaneous critical reflection on children's learning and development, as individuals and in groups. They are able to explain how their approach to assessment and planning connects to the approved learning framework and enhances and extends each child's learning and development. Educators regularly reflect alternate assessment and planning processes, and make changes where opportunities for improvement are identified. Children's voices are consistently sought for their perspectives and views which is shown in writings and the program".
Quality Area 2:Children's health and safety
"The service has embedded practices in their operation to support each child's health and physical activity and are consistently attuned to and respond to children's changing health and physical activity requirements throughout the day. Educators critical reflection on practices guides and develops new appropriate opportunities to meet each child's need for sleep, rest and relaxation. Effective illness and injury management and hygiene practices is informed by critical reflection and shaped by meaningful engagement with families and the community to support all children's health and medical needs. Healthy eating and physical activity are promoted and appropriate for each child with a designated educator driving these areas with the children and families".
"The service ensures that each child is protected with consistently embedded practices. Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practiced and implemented and informed by critical reflection and shaped with meaningful and regular engagement with families and the community. Educators are aware of and able to discuss the influences on their practice to support and promote children's safety, including recognised guidelines, information sources, and other legislation that underpin their practice".
Quality Area 3:Physical environment
"The service's design of the facilities is appropriate with outdoor and indoor spaces, buildings, fixtures and fittings include and support the access of every child, with premises, furniture and equipment is safe, clean and well maintained".
"The service provides spaces that are organised and adapted to support every child's participation and engages every child in quality experiences in both built and natural environments. Children are provided with sufficient resources, materials and equipment where educators support their play and enable every child to engage in play-based learning. Educators practices are shown to be informed by critical reflection and shaped with regular meaningful engagement with the families and community in relation to sustainability and the arrangement of the environment at the service".
Quality Area 4:Staffing arrangements
"The services practice ensures educators throughout the day supports children's learning and development and that educator-to-child ratios are maintained, including during administration and/or programming time. Staffing arrangements are managed to promote the participation of all children and access to constant relief staff provides continuity for families and children".
"Professional standards guide the management, educators and staff. They work with mutual respect and collaboratively in sharing roles and responsibilities within the service. Staff challenge and learn from each other, recognising each other's strengths and skills".
Quality Area 5:Relationships with children
"Educators practices in being responsive and meaningful that build trusting relationships with children is embedded. This includes protecting the rights and dignity of each child".
"Educators practices are embedded in supporting, building and maintaining sensitive and responsive relationships with children by being actively present for them and having a deep understanding of them. All educators are yet to demonstrate that their practices to support children and help them learn from each other and to regulate their own behaviour is informed by critical reflection and shaped by meaningful engagement with the families and the community".
Quality Area 6:Collaborative partnerships with families and communities
"The services practices are embedded in supporting families from enrolment and to be involved in the service decisions, this was shown transferring staff to support new families and obtaining a deeper understanding of families with their one on one enrolment process with educators. Educators encourage and support families to share their expertise, beliefs and cultures and use critical reflection and continuous meaningful engagement with broader community to support families and the children".
"The services practices are embedded in supporting all children's continuity of learning and transitions from the home environment, to the service and to the broader community. The service has multiple ongoing partnerships with organisations to support children's access, inclusion and participation in the program. The management, educational leader and educators practices are informed by critical reflection and shaped by regular and consistent meaningful engagement with families and the community".
Quality Area 7:Governance and Leadership
"The service has effective systems in place to manage risk and enable the effective management and operation of a quality service. This was shown through management, educational leader and educators embedded practice of their understanding of their roles and responsibilities. The management and educators practices are informed by critical reflection including revising the philosophy regularly as the centre grows. There is evidence of the services practices being shaped by meaningful engagement with the families in reviewing of policies and procedures in their expert fields".
"The management and educational leaders practice show effective leadership in building and promoting a positive organisational culture and professional learning community. This is shown through management and educational leader processes of mentoring and developing educators to take on more responsibility outside of their designated roles. Whilst there are the beginnings of critical reflection on practices and processes of self assessment more regular reflection would assist this area. The managements collaboration with families and the broader community in the development and performance appraisals of each educator demonstrates embedded practices in the service operations".