Quality Improvement Plan for - Lock Area School
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Quality Improvement Plan for
Lock Early Learning Centre
2021
Service name
Lock Early Learning Centre (Lock Area School)
Click to upload logo
Service approval number
SE-00010577
Acknowledgement of Country
We acknowledge the Barngarla and Nawu
people as the traditional custodians of the lands and waters where
our centre is located and recognise their continuing connection to
country. We pay our respects to Elders past and present, and extend
that respect to all Aboriginal peoples.Context
Service Context
Lock is centrally located on Eyre Peninsula, 613km from Adelaide with a population of approximately 276. It is located within the Elliston District Council
and is 145km away from the nearest large township of Port Lincoln. Lock is predominately a broad-acre cereal and livestock farming community with many
of the local businesses operating to support these industries. Within the township there is a Deli, Post office, Hotel/Motel, Motel, Medical Centre, and
agricultural businesses providing for the local farming community. Other facilities include churches, sporting, social, cultural and recreational facilities.
Lock Preschool is a school-based preschool operated by the Department for Education, and is situated within the grounds of Lock Area School. Due to the
declining enrolments, the preschool children are integrated with the Early Years of school class (R/1) to increase the social opportunities and provide rich
learning that occurs through peer interaction. The preschool curriculum is underpinned by the EYLF principles and practices, and learning experiences
support children's growth and development across the 5 EYLF outcomes. The Reception/Year 1 pedagogy and practice is also underpinned by the EYLF
principles, although the curriculum delivered, assessed and reported on is the Australian Curriculum. Lock Preschool is currently staffed with a 0.5 teacher
who works collaboratively with the R/1 teacher. Relief staff come from a local pool of well-known and experienced teachers.
Occasional Care operates every Friday in this facility, from 8:30am to 12:30pm, with spaces for 4 under 2s and 8 over 2s per week. This is well utilised by
the community as an introduction to preschool and social development. The Occasional Care is staffed by an ECW2 and an ECW1. Playgroup meets
fortnightly on Wednesday (Term 1-3) or Mondays (Term 4) from 8:45am to 10:45am and is co-ordinated by an SSO1/ECW1.
The Integrated program operates out of the original Preschool building. These facilities are spacious and well laid out, encouraging a variety of play and
learning with developmentally appropriate resources. The outdoor area is large, offering areas of shade and includes a cubby house, sandpit space, mud
kitchen and boat.
We are an R2 site and Lock Area School is closed on days forecast as catastrophic. Orientation visits to preschool occur in Term 4. Preschool operates
during school terms. In 2021 there are 7 preschool enrolments.
Page 2 of 16Context
Statement of Philosophy Enter your site philosophy in the box below, or alternatively attach as
an additional document via the Comment option under the Tools tab
At Lock Area School we believe that the Early Years should promote a safe, caring, trusting and inviting environment that caters to individual needs while
challenging children's knowledge and skill development. We believe in a world class education program delivered in an exciting and inclusive way while
implementing the Early Years curriculum.
We believe staff should be friendly, approachable and invested in the cultural backgrounds and life experiences children bring with them, while
encouraging and supporting children in the learning and development processes, and catering for individual needs. Staff should also be dedicated to
continuous improvement and best practice, and the process of ongoing critical reflection.
We believe learning experiences should be positive, supportive and challenging and promote the development of children through a play-based approach,
and child-initiated learning at the forefront. The learning environment is stimulating and supports children to explore and develop competencies through
play. Indoor and outdoor spaces offer a range of experiences (natural and built), open ended materials and dedicated spaces. Children are encouraged
and contribute to the design the learning environment.
We believe whole school community involvement in the learning journey is important, utilising school children, parents and community members to
support learning opportunities whenever possible. We believe it should be imperative that outside agencies are utilised to support the learning and
development of children in need. Transparency and keeping families informed and involved in their child's learning journey, health and well-being must be
paramount.
Page 3 of 16Strengths With reference to the three exceeding themes:
1. Practice is embedded in service operations
2. Practice is informed by critical reflection 5
3. Practice is shaped by meaningful engagement with families and/or the community Review
and evaluate
Quality Area 1: Educational Program and Practice
1. Practice is embedded in service operations
The Preschool and Occasional Care service consistently implement the Early Years Learning Framework (EYLF) within a play-based curriculum. The Preschool
program is integrated with the R/1 class, and connect for many developmentally appropriate, play-based learning experiences. For example, STEM is part of the
Preschool and R/1 program, with children investigating and learning collaboratively to solve problems and critique, design and make models of new technologies.
Educators document daily observations and link these to the fortnightly planned learning experiences which are then linked to EYLF outcomes and the Literacy
and Numeracy Indicators. Educators document daily observations of children and critically reflect upon this data, using it to inform learning experiences that are
linked to the EYLF outcomes and the Literacy and Numeracy indicators to enhance each child's learning and development. On enrolment, families provide
information about their child's needs and interests and their expectations for their child's learning. This information, alongside the child's voice, is used to support
programming and develop individual term goals for each child. The educator incorporates this information into their program, which also includes children's voice
and links to individual term goals. All educators in the shared spaces are deliberate, purposeful and thoughtful in their curriculum decisions. Educators scaffold
and extend children's literacy and numeracy learning by providing learning experiences that encourage development of specific language, skills and knowledge.
2. Practice is informed by critical reflection
A term overview is created at the beginning of each term, and then fortnightly plans are developed which are linked to the EYLF outcomes and the Literacy and
Numeracy Indicators. This, along with daily observations and reflections of children's learning, drive the program. Each child has a portfolio including samples of
their work linked to EYLF outcomes. These are regularly shared with families and the comments and reflections they provide are consistently positive and assist to
inform ongoing focuses. Daily reflections are completed and support professional discussions between educators. Analysis of children's learning is linked to the
EYLF outcomes and against the Literacy and Numeracy Indicators. At the end of the year a Statement of Learning is prepared for each child and passed onto the
school and families. During the year families are invited to parent/teacher interviews, along with children's portfolios being sent home at the end of each term.
3. Practice is shaped by meaningful engagement with families and/or community
Families were actively involved in the decision making behind the integrated model, are fully supportive of it and have highlighted the mutual benefits it has for
older and younger children's learning and development. For example the preschool parents have commented on the increased social/emotional and cognitive
development of their preschool child through having experiences with older role models. Many of our families live on rural properties and ways of providing
authentic and regular opportunities for their involvement in the learning program include electronic messages, a communication book, school newsletters, School
Stream, Facebook. Many families attend the Rhythm and Rhyme time in the Library three times per term, which is enjoyed by the Preschool and R/1 class.
Page 4 of 16Strengths With reference to the three exceeding themes:
1. Practice is embedded in service operations
2. Practice is informed by critical reflection 5
3. Practice is shaped by meaningful engagement with families and/or the community Review
and evaluate
Quality Area 2: Children’s Health and Safety
1. Practice is embedded in service operations
Relaxation time is offered to the Preschool and R/1 children after lunch. Spaces for rest and relaxation are provided inside and outside so children can be
supported to regulate their needs throughout the day. For the Occasional Care children, a sleep room is available with educators consistently implementing 10
minute checks. The Occasional Care educators maintain communication with families ensuring children's routines, needs for sleep, toileting and comforting items
are included in the program. Educators foster children's independence, encouraging them to take responsibility for their own hygiene during routines. Educators
complete cleaning within their roles which includes washing toys and dress-ups. Up to date First Aid resources are located in the kitchen area and incidents are
recorded in a logbook. Preschool medication administration is managed from the front office of the school. Educators in the Occasional Care program manage the
administration of medications from within the Early Years space. In 2021 most staff at the school hold the appropriate Early Childhood First Aid qualification which
is best practice. Families are encouraged to send healthy food with their child. Staff supply healthy eating advice to families to help them make healthy food
choices. Correct staff ratios are maintained throughout the day.
2. Practice is informed by critical reflection
A thorough risk assessment has been conducted to ensure that the shared space is appropriate for use for a range of ages of children. Each week the space is
checked for any small toys or items that could be a potential swallowing risk for the younger children, and a section of the room is portioned off before Occasional
Care occupy the space. Daily indoor and outdoor area checks are performed and any hazards are immediately reported and rectified. All required policies are
reviewed regularly to ensure they reflect the current context. Preschool children, as requested by the parents and educators, have a different coloured uniform
(red t-shirt/jumper) to the school children (green uniform) so they are easily identified in the outdoor area. Critical reflection around the sites Emergency
procedures has highlighted that more practices need to be scheduled on days of Preschool and Occasional Care operation. This has been addressed.
3. Practice is shaped my meaningful engagement with families and/or the community
Consultation continually occurs with families and the Lock community around the Integrated model. A Governing Council sub-committee has been established
where parents have ongoing input into all of the Health and Safety Policies and Procedures. Close connection with families involved in Preschool and Occasional
Care enables any health related information to be discussed and actioned early. Educators actively engage with and work in partnership with families to promote
the health, safety and well-being of their child. Through conversations with families, and the use of communication books, school newsletters and the School
Stream app, parents are informed about infectious diseases, Sun Smart and Healthy Eating policies and infomraiton about the importance of sleep and rest. The
CAFHs nurse visits annually and completes the 4-year-old checks. Parents are present for these checks. This supports the early identification of any developmental
concerns. eg Hearing, sight.
Page 5 of 16Strengths With reference to the three exceeding themes:
1. Practice is embedded in service operations
2. Practice is informed by critical reflection 5
3. Practice is shaped by meaningful engagement with families and/or the community Review
and evaluate
Quality Area 3: Physical Environment
1. Practice is embedded in service operations
The Preschool is located on the school site in two classrooms, joined together with a kitchen in the middle. An office space is available for programming
and private conversations and houses many early years and school related curriculum and planning resources. The building also has a designated sleeping
room, multiple store rooms and cupboards, and a laundry. Children's toilets are located in a space that includes a fixed nappy change space for the
Occasional Care program. A large outdoor space includes a cubby house, a bird cage, a boat, a sandpit, a mud kitchen, swings, a raised platform, a lawn
area and several garden beds. Two sheds are situated in the outdoor space for storage of outdoor resources. A maintenance schedule is in place and
repairs are completed promptly. Daily checklists are used to ensure the safety of the indoor and outdoor spaces, with the school Grounds person
completing repairs and maintenance. Children are encouraged to tidy up at the end of each activity/routine and at the end of the day to embed respect
for the Preschool environment and resources. The service is cleaned daily by a contract cleaner.
2. Practice is informed by critical reflection
With the integration of the Preschool and R/1 class, considerable reflection and planning of the learning space is regularly considered to optimise the
development of both the Preschool and R/1 children. Educators are inspired by the Reggio Emilia principles and Nature Play pedagogies, hence a
welcoming, home like setting has been created with the inclusion of loose parts, natural resources and story tables for playful literacies. The educators
have reflected on and improved the outdoor area to include bamboo screening, a new mud kitchen and the inclusion of more plants and flower gardens.
The children and families have actively contributed to this. During winter months Preschool children participate in scrub excursions. Eg in 2020 the
Preschool and R/1 children built cubbies in the adjacent scrub land with the Secondary students. Thorough risk assessments are completed prior to
excursions.
3. Practice is shaped by meaningful engagement with families and/or the community
Parents and the community are continually involved and consulted in the integrated model. The community are strongly invested in this facility. The
Preschool families have been passionate about maintaining a Play-based program for the Preschool children which continues to be honoured. The
Preschool children have daily access to the school playground where they are able to integrate with siblings, cousins and older children. Preschool
children also have access to the wider school facilities and often participate in cross-aged activities. Parents actively participate in assisting the staff and
children to maintain the grounds through busy bees.
Page 6 of 16Strengths With reference to the three exceeding themes:
1. Practice is embedded in service operations
2. Practice is informed by critical reflection 5
3. Practice is shaped by meaningful engagement with families and/or the community Review
and evaluate
Quality Area 4: Staffing Arrangements
1. Practice is embedded in service operations
The school Principal is the Nominated Supervisor and the school Coordinator is the Educational Leader overseeing the Early Years programs. The Preschool teacher
holds and Early Years qualification and has a 0.5 teaching role in the preschool and a 0.5 teaching role in the R/1 class. The Occasional Care program is staffed by an
ECW 1 and ECW2. The ECW1 is currently working towards a Certificate III and has been granted an exemption to fill the position. The ECW2 is currently working
towards a Diploma and has been granted an exemption to fill the position. All educators hold the appropriate Early Childhood First Aid qualification, and have
completed the Emergency Asthma and Anaphylaxis training. Relief educators are accessed from a regular pool of educators. The site has established an induction
process for new or existing relief staff which is updated annually, and a needs basis, to reflect changing staff and students. Performance Development Plan meetings
are implemented as per the Department for Education policy requirements and include two formal meetings per year. These discussions are aligned to the Quality
Improvement Plan goals, as well as the personal goals of individuals. The organisation of educators across the service supports children's learning and development.
For instance, when we open both indoor and outdoor spaces up at once, there is an educator present in both areas at all times.
2. Practice is informed by critical reflection
The Occasional Care, Preschool and R/1 educators meet regularly to discuss observations and review the program to plan effectively and collaboratively.
Programming includes both the EYLF Learning outcomes and Literacy & Numeracy Indicators, as well meeting the year level requirements for the Australian
Curriculum. Whole school staff meetings are held weekly on Tuesday as required by the school. The Early Years educators meet for weekly staff meetings on Fridays
where they complete administrative duties, planning/programming and professional development explicit to Early Years. The service implements and critically
reflects on Professional Standards including:
- National Quality Framework
- EYLF and Educators Guide
- Early Childhood Australia Code of Ethics
- Australian Institute for Teaching and School Leadership.
3. Practice is shaped by meaningful engagement with families and/or the community
Staff are committed to working closely with parents and the wider community to provide the best outcomes for children. Staff maintain ethical and professional
relationships with parents and the community at all times, which is reflected in the Annual Parent Opinion survey and the feedback provided in the Parent Interviews
and children's portfolios. Employed educators live in the surrounding districts and within 100kms of the site, and have a strong connection to the families and
knowledge of the unique geographical, cultural and community context of the service.
Page 7 of 16Strengths With reference to the three exceeding themes:
1. Practice is embedded in service operations
2. Practice is informed by critical reflection 5
3. Practice is shaped by meaningful engagement with families and/or the community Review
and evaluate
Quality Area 5: Relationships with Children
1. Practice is embedded in service operations
Staff are committed and consistently demonstrate positive interactions with all children at all times. Interactions are warm and responsive,
demonstrating a genuine interest in what each child brings. Open ended questioning to extend children's thinking and oral language is a strength and
embedded practice. Educators comfort children when they are upset, and support them by acknowledging their feeling, and redirecting their attention to
an experience related to the interests of the child. Educators encourage and support children to be independent and take risks, and model a growth
mindset. Educators work to support children to take turns. Children are involved in setting the rules to create a safe, positive and caring learning
environment and have ownership of the space along with their school peers.
2. Practice is informed by critical reflection
Children are regularly encouraged to reflect on their actions or behaviour through the implementation of Restorative Justice principles. Through the
implementation of the Child Protection Curriculum children are explicitly taught to reflect on and identify their feelings. During debriefs, the Educators
regularly discuss their relationships with children and relationships between children and use this information to inform their future planning and
curriculum decisions. Educators work closely with Government agencies, such as Speech Pathologists, to incorporate strategies that support individual
children.
3. Practice is shaped by meaningful engagement with families and/or the community
Our Behaviour Guidance policy is regularly reviewed by parents at Early Year sub-committee and Governing Council meetings, and aligns to the school
values of Respect, Caring, Fairness and Responsibility. The Occasional Care program provides a seamless transition as children are already familiar with
the learning space and Educators ensure they are regularly in and out of the space during Occasional Care, and actively interact with children. The
Occasional Care staff collect information during enrolment that supports children to settle into the program successfully.
Page 8 of 16Strengths With reference to the three exceeding themes:
1. Practice is embedded in service operations
2. Practice is informed by critical reflection 5
3. Practice is shaped by meaningful engagement with families and/or the community Review
and evaluate
Quality Area 6: Collaborative Partnerships with Families and Communities
1. Practice is embedded in service operations
Families are actively supported, from enrolment, to be involved in the service and contribute to decisions. Families are provided with an enrolment pack,
including a parent information booklet, enrolment forms, policies and consent forms. We offer an Orientation program for Preschool consisting of four
visits during the term prior to the children beginning their Preschool year. We invite parents to a general information session prior to the beginning of the
Orientation Program. It is a great chance to make initial contact with new parents and welcome them. Many of these families have accessed Occasional
Care and Playgroup previously, allowing the parents and children time to familiarise themselves with the space and staff. Our parents are encouraged to
take an active role by joining the Lock Area School Governing Council or Early Years sub-committee of the Governing Council. Orientation to school is an
integral process given that the service runs an integrated Play-based program with the Early Years of school.
2. Practice is informed by critical reflection
As many of our children travel to Preschool on a bus, daily face-to-face contact with families is limited. We regularly consult with families around the most
preferred and inclusive methods of communication, which includes a communication book between home and Preschool, school newsletters, children's
learning portfolios, digital messaging and phone conversations. In the Occasional Care program, parents bring their children in and collect them at the end
of the sessions, therefore face-to-face contact is the preferred method. The Occasional Care educators keep documentation around children's toileting,
nappy changes, sleeping and eating routines, whilst in care, and this is readily shared with families to optimise the children's well-being and learning.
3. Practice is shaped by meaningful engagement with families and/or the community
We encourage families to come into the Early Years Centre to join us in learning through cooking, craft, pet visits, family or cultural traditions, gardening
or anything else they are willing to share. As well as gathering recorded information from parents, we hold parent interviews throughout the year to
discuss individual learning and well-being. Children's learning portfolios are used to document progress of children's learning, and parents are given the
opportunity each term to give feedback about progress and future goal setting. We work in partnership with other support agencies, such as Speech
Therapists, to ensure children can access and be included in the program at all times. A CAFHS nurse visits our Early Years Centre once a year for
Four-year-old check-ups with parents present. Health services are listed on the Lock Area School website. Our school newsletter and a monthly Early Years
newsletter is an important sources of information for parents.
Page 9 of 16Strengths With reference to the three exceeding themes:
1. Practice is embedded in service operations
2. Practice is informed by critical reflection 5
3. Practice is shaped by meaningful engagement with families and/or the community Review
and evaluate
Quality Area 7: Governance and Leadership
1. Practice is embedded in service operations
The statement of philosophy was developed to reflect the purpose and principles of our service and the integrated model. Staff worked collaboratively to
develop the statement and sought input from children, families, educators and leaders. Our philosophy is reviewed each year to ensure it continues to
represent the collective voices of staff, children, families and community at the time. The school Principal, Coordinator, front office SSO and Finance
Officer consistently manage the EYS, STAR, HRS/FABSNET systems. Staff complete risk assessments when risks are identified. This process is completed
with the children where appropriate. Records of children, families and staff are confidentially stored in locked filing drawers in the administration office of
the school and in the Early Years Centre office. We continually review and adjust policies and procedures within the site and these are available in a folder
for parents and others to access at any time, and reflect the context of the integrated model.
2. Practice is informed by critical reflection
The site works on a culture of ongoing improvement using the tools of self-assessment, Respect, Reflect and Relate, Parent Opinion surveys, reflective
practices and the PQIP. Due to our low, fluctuating numbers, we move in and out of scope from year to year. We strive, regardless, to consistently
maintain NQS compliance and best practice. Staff participate in Performance Development Plan meetings throughout the year with site leaders to set
goals based on PQIP and individual needs, and continually monitor and evaluate these goals. After each Preschool day the educators sit down together
and reflect on the day, with observations shared during weekly Early Years meetings. These observations are used to inform the ongoing program and
improve our practice.
3. Practice is shaped by meaningful engagement with families and/or the community
The Principal, Coordinator and Governing Council continue to lead the Early Years model to sustain a high quality Early Years program. A Governing
Council Early Years sub-committee is formed each year, with members advocating for a strong Early Years model. Minutes of meetings and Finance
Records are documented and distributed in meetings and filed per requirements. Policies and procedures are developed in consultation with families and
ratified at Governing Council meetings. Policies are made available to parents when requested.
Page 10 of 16Quality Improvement Plan for
Lock Early Learning Centre
2021
Includes:
• Learning Improvement goals
• National Quality Framework priorities
How to complete this template
• Complete every step. The Preschool Quality Improvement Planning handbook explains how to do this. In addition your education director will
provide support.
• Complete steps 1 to 3 during term 4 and have it approved by the director/principal, governing council chairperson and education director.
• Email this plan (steps 1 – 3) to your education director.
• Ensure your preschool quality improvement plan is readily available on request to parents and families, and officers of the Education Standards Board.
• Work through step 4 (Improve Practice and Monitor Impact) regularly throughout the year.
• Complete step 5 (Review and Evaluate) in term 4 of each year.
• Your complete quality improvement plan should be reviewed and updated in term 4 each year.
For further information and advice contact your local education team.
Page 11 of 16Learning Improvement Plan 1 2 3
Analyse Determine Plan
To engage children in meaningful writing experiences that develop their understanding and and prioritise challenge of actions for
Goal 1: use of symbols and patterns.
practice improvement
Challenge of practice: If we develop educators' understanding of writing development, and consistently implement evidence based approaches then we will see improvement in the
children's understanding and use of symbols and patterns.
Actions NQS links Timeline Resources Responsibility
Educators will research Strategy 2.4 Preschool Literacy Guidebook - NQS 1 Term 1-2-3 Preschool Literacy Guidebook, All educators
Engage children in meaningful writing experiences, Best Advice
NQS 3 Best Advice papers, Literacy
papers and First Step Writing resources to improve their
understanding of writing development and effective pedagogies. NQS 6 indicators, First Steps Writing
NQS 7 resources
Educators will provide a range of tools and design NQS 1 Term 1-2-3 Writing and recording tools All educators
learning environments that will allow children to NQS 3
explore and represent their ideas in multiple ways. NQS 5
Educators will collect and use data to track and NQS 1 Term 1-2-3 - Pedagogical Documentation in Early All educators
Years Practice: Seeing through
monitor progress and inform the next steps for Multiple Perspectives.
learning (First Steps writing continuum/Pedagogical - Articles on Ped Doc
documentation) First Steps Writing continuum
Children will:
- Use a range of symbols to convey meaning.
Success criteria - Represent ideas and theories in multiple ways.
- Create text for a range of purposes.
- Understand conventions of text.
Page 12 of 16Learning Improvement Plan 1 2 3
Analyse Determine Plan
and prioritise challenge of actions for
Goal 2: practice improvement
Challenge of practice:
Actions NQS links Timeline Resources Responsibility
Success criteria
Page 13 of 16Learning Improvement Plan 1 2 3
Analyse Determine Plan
and prioritise challenge of actions for
Goal 3: practice improvement
Challenge of practice:
Actions NQS links Timeline Resources Responsibility
Success criteria
Page 14 of 16National Quality Framework priorities
Priority NQS links Key steps Timeline Resources Responsibility
Staff work together 4.1.1 Thorough induction process for Week 0 Induction process Principal
across the service to 4.2.1 the new staff members.
support one another in
delivering both the Early NIT time for JP teacher to
Leadership to provide collaborative T1W1 Principal, Leadership
Years and R/1 planning time (programming to work with other EY staff,
curriculum ensuring the EYLF/AC) and reflection Timetabling, AC, EYLF
delivery of a quality
program in an Review philosophy statement and Term 1 UN Rights of the Child, EYLF Principal, staff, families,
integrated space. policies. Visit other sites. Principals, ECA Code of children, Governing Council
Ethics, Exemplars
To further improve the 3.2.2 Revisit the shared space Risk Term 1 Wudinna, Lake Wangary, Principal, staff
Poonindie, Park Terrace
learning environment to Assessment and update Kindergartens, Release time (TRTs)
support the integration
of children and meet the
While visiting other kindy sites, discuss Term 2 Staff release time (TRT) Staff
needs of a variety of the integration of the Occasional Care
ages (Occasional Care - with Preschool
Year 1)
To develop the outdoor 3.1 Work with families and children to Term 1-2 other sites, resource Families, Children, Staff
learning environment to 3.2 co-construct the outdoor space. catalogues, parent/child
further support children brainstorms
to explore and develop Term 1-2 group brainstorms,
Invite children to design/research Principal, staff, families,
their competencies resource catalogues children, Governing Councils
the outdoor area space.
through play.
Create short term and long term Term 3 DPTI, Staff release time (TRT) EY Committee, Families,
goals for improving the space. Contractors Children, Staff, Governing
Council
Page 15 of 16Approvals
Approved by director/principal
Name
Tony Tree
Date
8/02/2021
Approved by governing council chairperson
Name
Wayne Hodge
Date
8/02/2021
Approved by education director
Name
Rowena Fox
Date
9/02/2021
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