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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Service details
Service name
Ingle Farm Children’s Centre
Service approval number
Primary contact at service
Director: Nadia Carruozzo
Physical location of service
Street: 2 Belalie Rd PO BOX 122
Physical location contact details
Telephone: 08 8260 3511
Suburb: Ingle Farm
Mobile:
State/territory: South Australia
Fax: 08 260 3533
Postcode: 5098
Email: dl.2630.leaders@schools.sa.edu.au
Approved Provider
Primary contact: Trish Strachan, Head of Child Development
Nominated Supervisor
Name: Nadia Carruozzo
Department for Education and Child Development
Telephone: 08 8260 3511
Mobile:
Fax: 08 260 3533
Email: dl.2630.leaders@schools.sa.edu.au
Postal address (if different to physical location of service)
DECD
GPO Box 1152
Adelaide SA
5001
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Operating hours
For each day of the week this service is open, indicate the times of the day when education and care is provided.
For centre-based services, this does not include non-contact hours for staff. Please nominate the scheduled opening and closing times using
24 hour clock (e.g. 07:30 to 18:00) rather than the actual opening and closing times (e.g. 06:55 to 18:10) if different. Round times to the
nearest quarter of an hour.
If the service is open for two sessions per day, please indicate the opening and closing times for both sessions.
For family day care services or multi-site services, please provide the operating hours of the service office.
Monday
Tuesday
Wednesday
Thursday
08.00
08.00
08.00
08.00
Occ
Care:
08.3011.30
Occ
Care:
08.3011.30
Occ
Care:
08.3011.30
15.30
15.30
15.30
Occ
Care:
12.15 15.15
Occ
Care:
12.15 15.15
Occ
Care:
12.15 15.15
Opening
time
15.30
Closing time
Friday
Saturday
Sunday
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Additional information about your service
The following information will assist the Regulatory Authority to plan the assessment visit.
Provide additional information about your service—parking, school holiday dates, pupil-free days etc.
We are co-located with Ingle Farm Primary school
The centre has a staff car park located on the grounds of the Ingle Farm Primary School
The kindergarten operates as per all government kindergartens and schools with 4 terms per year. The children’s centre is open 50
weeks of the year with health and community programmes operating during this period.
How are the children grouped at your service?
Two groups operate:
Occasional Care - ages 6 months – 2years Tues & Wed AM. Ages 2-4 years Tues-Thurs AM & PM sessions. The service is integrated with the
kindergarten children but also have a home base.
Kindergarten children attend 2 full days per week with a very small number attending half days. Ages range from 3 years for Aboriginal
and GOM children to 5.8 years. Smaller groups operate for story times and end of the day mat times.
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl
Smith’)
Nadia Carruozzo – Nominated Supervisor.
For family day care services, indicate the number of educators currently registered in the service and attach a list of the educators and
their addresses.
No. of educators:_________
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Service statement of philosophy
Please insert your service’s statement of philosophy here.
Ingle Farm Community Kindergarten
What we believe…
VISION: Ingle Farm Community Kindergarten strives to develop each child’s full potential in a safe, welcoming, caring, inclusive
environment.
Principles:
Secure, respectful and reciprocal relationships;
Children, families and staff feel a sense of belonging when they feel safe, comfortable and valued. When positive relationships are
developed, children are better able to develop their own understandings about how to interact with others, how we are each
responsible for our actions and the value of collaboration.
Quality teaching and learning;
Educators are responsive to the strengths, needs, interests, ideas and abilities of all children. They build on the knowledge children
bring to the kindergarten to ensure that learning is relevant and engaging. Children, educators and families work together to
identify strengths and to plan for future learning. Learning is assessed and reported to children and their families and used for future
planning.
High expectations and equity
Educators have high expectations for all children regardless of their diverse circumstances and abilities. They plan for each child
recognising and responding to any barriers that may impede their progress. They challenge inequities, promote inclusion and
make decisions to ensure the rights of children are upheld and respected.
Values
* Respect
*Integrity
*Compassion
*Excellence
*Responsibility
*Encouragement
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
Respect: valuing people, property, understanding views, listening, polite, considerate, taking care.
Integrity: uncompromising, doing the right thing, honesty
Compassion: caring, considerate, empathy, sympathetic, awareness of others feelings
Excellence: quality, striving for the best, full potential, high standards, best practice, achievement
Responsibility: ownership of actions, awareness of actions on others, accountability, reliable, trustworthy
Encouragement: to inspire, to give help and support
Ingle Farm Kindergarten Philosophy
At Ingle Farm Community Kindergarten we believe that:
 Every child is a unique individual
 That children learn best through play where they are able to actively participate, make decisions about their learning,
problem solve and explore.
Children will be supported to extend and build on their prior knowledge, interests, skills and abilities. Children will be supported to
become learners who are;
 Independent
 Imaginative
 Creative
 Curious
 Persistent
 Confident
 Resilient
 Socially competent
 Respectful risk-takers
The curriculum will be interesting, inviting, challenging and will support children to discover new learning.
To achieve this staff will:
 Provide a play based programme designed to meet the needs, abilities and interests of all children.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template



Staff will assess children’s learning and then plan and implement the curriculum to support children’s social, emotional,
intellectual, spiritual, physical and creative development and well being.
Staff will report to families through individual learning plans, summative reports, portfolios, formal and informal
conversations
Staff view themselves as learners and researchers and so will be involved in on-going professional development and
reflection to benefit both the children and their own continuing education.
Staff will be professional and approachable
Families and educators will work together to support children on their learning journey.
Families will be invited to;
 Share their knowledge about their child
 Participate in kindergarten experiences, events and activities
 To be involved in governance structures such as the Governing Council
 Provide feedback to the kindergarten about the learning programme, services, and propped changes to the
kindergarten
Community
1. The community and local services will be consulted, involved and provided the opportunity to work collaboratively with the
Kindergarten to offer children a variety of learning experiences.
2. Connections will be created within the community and with local services to support the learning outcomes of children through
shared access to resources, knowledge and experiences.
3. We will work with the local community and services providers to enhance the learning experience of children by:
*providing opportunities to participate in community events and activities
*utilising guests and visitors to support on-site learning
*sharing of community based resources, skills and knowledge
*providing experiences that reflect the community in all its diversity
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template
QIP 2014
Quality Improvement Plan: Quality Area 1
Educational programme and practice
Key Improvements sought for Quality Area 1
Standard 1.2: Educators are focussed, active and reflective in designing and delivering the programme for each child.
Element
(1.2.2)
Element
(1.2.3)
Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.
Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the
programme.
Identified
issue
1.2.2: Educators are generally intentional in their teaching, this being most obvious in areas where they feel most
comfortable such as literacy. Numeracy is an area where the teaching and learning tends to be more incidental, not so
intentional nor planned for over a period of time. The Numeracy Strategy is a central DECD initiative with expectations
that all educators will be focussing on numeracy within a framework of supporting the development of Powerful Learners.
Professional learning to be offered to support all educators to increase their knowledge and be more intentional in their
teaching. Educators could reflect more deeply about how they can “further extend critical thinking skills through
provocations” (p42) such as long term, deeper learning or inquiry projects.
1.2.3: Educators can be reflective about their practice but due to the business of the centre and the part time nature of
staff, it may occur alone or with others when a snatched moment arises. Sometimes due to time constraints the reflection
does not necessarily lead to immediate actions which could enhance children’s learning. Structures and systems need to
be developed so that these reflections are recorded, not just between adults about children but also about and with
children. What is our” culture of professional enquiry”, where practices and outcomes are reviewed and new ideas
generated?” How and when do we include children’s reflections about their learning?
Improvement Plan
Standard/
Element
1.2.2
What outcome/goal do we
seek?
 For educators to become
familiar with the DECD
Literacy and Numeracy
Strategy and the concept
of Powerful Learners and to
implement a whole centre
focus on numeracy to
further enhance the skills of
intentional teaching
 Educators to develop an
inquiry/project approach
to the numeracy focus.
Priority
(L/H/M)
H
How will we get this
outcome? (Steps)
 Access to
professional learning
to increase
knowledge and
awareness both of
the strategy and
numeracy in early
childhood
 All educators are
involved in planning
for the numeracy
programme for all
learners
 Teachers use
intentional teaching
to plan and support
children’s learning,
taking interests into
account
 Evidence of planning
over a period of time
with a specific focus.
 Purchase
equipment/resources
to support learning
Success measure
 Pre-test and post
tests before and
after each project
focus (focus will be
on strands of
mathematics)
 Evidence in the
way of
documentation in
children’s portfolios
and anecdotal
records of children
using
mathematical
language and
concepts in their
play
 Explore use of
Claire Warden
Floor books
By when?
Term by
term/at the
end of each
focus.
Progress Notes
Standard/
Element
1.2.3
What outcome/goal do we
seek?
 To develop systems to
support educators to
document and utilise
their reflections about
their practice and the
programmes they
provide to children
(daily, weekly, termly
etc)
 Develop a Professional
Learning Community to
support ongoing critical
reflection and further
learning.
Priority
(L/H/M)
H
How will we get this
outcome? (Steps)





Use the numeracy
focus to support
staff to further build
reflective practices
(daily, weekly,
termly etc)
Targeted learning
which is undertaken
as a team eg
readings and then
reflection. All staff to
share with leading
the sessions
Keep “black book”
going to record
reflections and
information about
children
Use a reflection
sheets to assist with
documenting the
reflections and for
planning
Use technology such
as ipads to help with
recording children’s
learning
Success measure
 Evidence of
educators
reflections (new
systems)
 Evidence of
children’s
reflections on
programmes
and their
learning
 Regular
meetings when
staff come
together to
focus and
reflect on one
specific area
eg twice a
term. All staff
take
responsibility for
leading the
meeting
By when?
Progress Notes
Quality Improvement Plan: Quality Area 2 : Children’s health and safety
Key Improvements sought for Quality Area 2- Standard 2.3: Each child is protected
Element (2.3.3)
Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised
and implemented.
Identified
issue
Emergency plans were developed prior to moving into the new centre but aspects of these plans are not
working successfully. They were also developed in isolation of the school with whom we are co-located.
Improvement Plan
Standard/
Element
2.3.4
What outcome/goal do we
seek?
 Improve emergency
procedures to protect
all users of the services.
 Link procedures to those
of IFPS
Priority
(L/H/M)
H
How will we get this
outcome? (Steps)
 Develop a small
team to meet to
review evacuation
procedures
 Document
evaluation of
emergency
procedures after
each practice
 Ensure evaluations
reflect changes to
practices and
procedure
 Meet with IFPS to
ensure consistency
across the entire site
Success measure
 Updated
evacuation/invacua
tion plans
developed and
displayed
 Current evaluation
folder further refined
to ensure feedback
is reflected in
emergency plans.
 Staff trained ; Fire
Warden training
By when?
Progress Notes
 Training eg Fire
Warden
Quality Improvement Plan: Quality Area 3; Physical environment
Key Improvements sought for Quality Area 3
Standard 3.2:The environment is inclusive, promotes competence, independent exploration and learning through play.
Element (3.2.2)
Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective
implementation of the programme and allow multiple uses.
Identified
issue
We have many resources but the resources do not always reflect the culture and lives of the children in our
service and more broadly the community.
The complexity of the service and the sheer number of children attending each day can inhibit enquiry –
based learning but it is critical that ways are found to support all children to be engaged in deep on-going
learning that isn’t fleeting or activity-based.
Improvement Plan
Standard/
Element
3.1.1
What outcome/goal do we
seek?
 That resources reflect
the cultures of the
children and families
who attend IFCC and
live in the IF
community.
Priority
(L/H/M)
How will we get this
outcome? (Steps)
 Use antibias checklists to
review our environment
and resources
 Utilise Aboriginal
resources funding to
purchase new resources
 Critically review current
resources for
antibias/stereotypical
imagery
 Aboriginal flag
Success measure
 Assessment
undertake to
identify gaps
 New resources
purchased
 Staff being
more critical
of the
resources we
have and
new ones that
are being
purchased
By when?
Progress Notes
Quality Improvement Plan: Quality Area 4; Staffing Arrangements
Key Improvements sought for Quality Area 4
Standard 4.2: Educators, coordinators and staff members are respectful and ethical. connects to Q7 Philospohy
Element (4.2.1)
Professional standards guide practice, interactions and relationships..
Identified
issue
Educators are aware of the ECA Code of Practice but we don’t really know them and use them in our daily
interactions. We have a philosophy statement but how relevant is it to our everyday work? Does it guide our
practice? Now that we are a children’s centre, it needs revising to be inclusive of all our partners.
Improvement Plan
Standard/
Element
4.2.1
What outcome/goal do we
seek?
 For all staff to be
familiar with the Early
Childhood Australia
Code of Ethics and to
use it to guide practice
Priority
(L/H/M)
How will we get this
outcome? (Steps)
 Staff to review
the Code of
Ethics and link to
current
practices- do
they match?
 Ensure Code of
Ethics are visible
(display) and
used to guide
practice
Success
measure
 Code of
Ethics id
displayed
 All staff
understand
concepts
By when?
Progress Notes
Quality Improvement Plan: Quality Area 5; Relationships with children
Key Improvements sought for Quality Area 5
Standard 5.2: Each child is supported to build and maintain sensitive and responsive relationships with other adults and children
Link to Quality Area 1: focus on numeracy and inquiry/project approach
Element (5.2.1)
Each child is supported to work with, learn from and help others through collaborative learning opportunities.
Identified
issue
Many of the learning experiences that are offered are about the individual who may perhaps interact with
other around them. Sometimes children will initiate their own collaborative projects, but educators need to
explore how they can intentionally plan for collaborative learning/projects.
Improvement Plan
Standard/
Element
5.2.1
What outcome/goal do we
seek?
For educators to support
children to engage in
collaborative learning
projects.
Priority
(L/H/M)
H
How will we get this
outcome? (Steps)
 Focus on small
groups learning
together during
session
 Whilst planning
for projects,
ensure planning
also takes into
account how to
create situations
when children
can/will
collaborate
Success measure
 Educators
planning for
small group
work/collaborat
ion
 Evidence of
small group
work in
portfolios,
documentation
panels and in
reflection
journals
By when?
Progress Notes
within the
project in small
groups
Quality Improvement Plan: Quality Area 6; Collaborative partnerships with families and
communities
Main focus: Key Improvements sought for Quality Area 6
Standard 6.1: Respectful and supportive relationships with families are developed and maintained
Standard 6.3: The service collaborates with other organisations and service providers to enhance children’s learning and
wellbeing.
Element (6.1.2)
Families have the opportunity to be involved in the service and contribute to decisions.
Element (6.3.4)
The service builds relationships and engages with the local community
Identified
issue
Over the past few years we have worked hard to deepen connections with families, to have a more
reciprocal relationship where communication is a two way exchange but we are aware there is room for
improvement. How can we involve families more in curriculum decisions, the development of the QIP?
Provide feedback and contribute to their children’s learning including documentation and future planning for
learning?
We tend to be very isolated with few excursions into the community and few visitors in! What do we know
about the community around the centre? How are children involved in their community? Data shows we
have a very high proportion of Aboriginal families living in the area, How to connect with these families and
raise the awareness of all children about the traditional owners of the land. How can we work with the
provocations provided in the Carla Rinaldi report?
Improvement Plan
Standard/
Element
6.1.2
What outcome/goal do we
seek?
For families to feel more
involved in all aspects of the
centre and it’s operation
Priority
(L/H/M)
How will we get this
outcome? (Steps)
 Meeting with
families one on one
to find out more
about the child and
their family and to
find out more about
their aspirations re
their child’s
education
 Establishing parent
advisory and
aboriginal advisory
groups
 Invite
parents/caregivers
into the centre more
regularly
 Taking children out
into the community
e.g. the library
Success measure

All families
have been
offered an
opportunity to
meet with an
educator.

80% of
families take
up this offer

Surveys:
increase in
number of
families (up
on 2013)
indicating
they do feel
involved
By when?
Progress Notes
 Use DECD survey
plus develop.
Consider how to
support CALD
families to
understand/particip
ate
6.3.4
For children to know their
local community and to be
more visible within it.
 Talk to children
about what they
know about their
community, where
do they go and who
with?
 Explore local area
eg shopping centre,
library
 Inviting community
members into the
centre
 Taking up the
challenge set by
Carla Rinaldi’s
provocation in the
Re-imaging
Childhood Report
 Art show to

Site
generated
surveys
indicated
parent
satisfaction
 Evidence of
community
involvement
; people
coming in
and children
going out
showcase children’s
learning ;at the
centre plus public
display eg
Recreation Centre
Quality Improvement Plan: Quality Area 7; Leadership and Service management
Main focus: Key Improvements sought for Quality Area 7connects to Q4 code of Ethics
Standard 7.2:
Element (7.2.1)
A statement of philosophy is developed and guides all aspects of the services operations
Identified
issue
A philosophy statement and values were developed 2 years ago but are now seen as not relevant
due to becoming a children’s centre with different stakeholders.
Improvement Plan
Standard/
Element
7.1.2
What outcome/goal do we
seek?
A new philosophy statement
to be developed in
consultation with all
stakeholders. This document is
guide all interactions and
support decision-making.
Priority
(L/H/M)
How will we get this
outcome? (Steps)

Develop processes
to develop a
common
philosophy for all
involved in the
children’s centre:
education/care,
children, families,
CDC, CaFHS,
Success
measure

A vision
statement
has been
developed
which is
reflective of
all
stakeholders
By when?
Progress Notes