Quality Improvement Plan Template for ACECQA

The Quality Improvement Plan Template provided by ACECQA includes service details, operating hours, service statement of philosophy, improvement plan, and more. It focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning and development. It also focuses on safeguarding and promoting children’s health and safety.

INSTRUCTIONS:
The following is the quality improvement plan template
provided by ACECQA.
Specific relevant quality areas and
standards are provided for your reference.
Edit fields according to the outcome of your site visit.
You may skip fields that are not relevant
to the outcome of your site visit.

Service details
Service name Service approval number
Primary contact at service
Physical location of service Physical location contact details
Street:
Suburb:
State/territory:
Postcode:
Telephone:
Mobile:
Fax:
Email:
Approved Provider Nominated Supervisor
Primary contact:
Telephone:
Mobile:
Fax:
Email:
Name:
Telephone:
Mobile:
Fax:
Email:
Postal address (if different to physical location of service)
Street:
Suburb:
State/territory:
Postcode:
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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 Friday Saturday Sunday
Opening time
9:35 AM 9:35 AM 9:35 AM 9:35 AM 9:35 AM 9:35 AM 9:35 AM
Closing time
19:30 PM 19:30 PM 19:30 PM 19:30 PM 19:30 PM 19:30 PM 19:30 PM
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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.
Answer
Providing the good place and environment along with the summer camp, children's care and various holidays.
How are the children grouped at your service?
Answer
Babies – 0 to 18 months.
Toddler – 18 months to 3 years.
Preschoolers – 3 to 5 years.
Write the name and position of person(s) responsible for submitting this Quality Improvement Plan (e.g. ‘Nominated Supervisor, Cheryl Smith’)
Supervising Manager
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Provide additional information about your service—parking, school holiday dates, pupil-free days etc.
Answer
Providing the good place and environment along with the summer camp, children's care and various holidays.
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:_______35__
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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.
A child care philosophy is typically a written statement developed by a child care provider or educator regarding its organization’s values, priorities, values and
beliefs regarding a child’s development, care, and . Such as the selected organisation priorities and values are are childrens security and effective growth or
development.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Quality Area 1: Educational program and practice
This quality area of the National Quality Standard focuses on ensuring that the educational program and practice is stimulating and engaging and enhances children’s learning
and development. In school age care services, the program nurtures the development of life skills and complements children’s experiences, opportunities and relationships at
school, at home and in the community.
Quality Area 1: Standards and elements
Standard 1.1 An approved learning framework informs the development of a curriculum that enhances each child’s learning and development.
Element 1.1.1 Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection
with community, wellbeing, confidence as learners and effectiveness as communicators.
Element 1.1.2 Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
Element 1.1.3 The program, including routines, is organised in ways that maximise opportunities for each child’s learning.
Element 1.1.4 The documentation about each child’s program and progress is available to families.
Element 1.1.5 Every child is supported to participate in the program.
Element 1.1.6 Each child’s agency is promoted, enabling them to make choices and decisions and influence events and their world.
Standard 1.2 Educators and co-ordinators are focused, active and reflective in designing and delivering the program for each child.
Element 1.2.1 Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
Element 1.2.2 Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.
Element 1.2.3 Critical reflection on children’s learning and development, both as individuals and in groups, is regularly used to implement the
program.
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Quality Area 1: Related sections of the National Law and National Regulations
Standard/element National Law (section) and National Regulations (regulation)
1.1 section 168 Offence relating to required programs
1.1 section 323 Approved learning framework
1.1 regulation 73 Educational programs
1.1 regulation 75 Information about the educational program to be kept available
1.1 regulation 76 Information about educational program to be given to parents
1.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program
Quality Improvement Plan for QA1
Summary of strengths for QA1
Strengths The key strengths of organisation related to quality improvement plan and quality area 1 are the approved learning framework informs the development
of a curriculum that enhances each child’s learning and development. Educators and co-ordinators are focused, active and reflective in designing and
delivering the program for each child. This is trans are indicating the effective learning programs and activities along with their qualities in care of every
student or child learner.
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Key improvements sought for QA1
Standard/element
[Standard 1.1]
Element 1.1.1
Identified issue Curriculum decision making contributes to each child’s learning and development outcomes in relation to their identity, connection
with community, wellbeing, confidence as learners and effectiveness as communicators.
Standard 1.1 Element 1.1.2
Identified issue Each child’s current knowledge, ideas, culture, abilities and interests are the foundation of the program.
Standard 1.2 Element 1.2.1
Identified issue Each child’s learning and development is assessed as part of an ongoing cycle of planning, documenting and evaluation.
Standard 1.2 Element 1.2.3
Identified issue [Educators respond to children’s ideas and play and use intentional teaching to scaffold and extend each child’s learning.
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Improvement Plan
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Standard/
element
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure By when? Progress notes
Element
1.1.1
Effective and efficient
curriculum designing. Followin
g the
standar
ds
By following these
standard policies
Satisfaction and affective
development of the childrens
with the curriculum.
2 month’s Yes
Element
1.1.2
Effective education
programs and development
strategies according to the
each and every individual
child.
Identific
ation of
the
students
needs
Reflective analysis and
observation
Level of the children’s
engagement in activities and
programs.
4 months Process
Element
1.2.1
Improvement of the child
development
documentation cycle.
Better
docume
ntation
strategy
Learning of the
documentation is
standards
Better documentation cycle 5 months In process
Element
1.2.3
Effective scaffold and
extend each child’s
learning.
Effective
educatio
n of the
child
Ethical cultural and
trending knowledge
support resources.
Improved scaffolding. 10 months Effective

Quality Area 2: Children’s health and safety
This quality area of the National Quality Standard focuses on safeguarding and promoting children’s health and safety.
Quality Area 2: Standards and elements
Standard 2.1 Each child’s health is promoted.
Element 2.1.1 Each child’s health needs are supported.
Element 2.1.2 Each child’s comfort is provided for and there are appropriate opportunities to meet each child’s need for sleep, rest and relaxation.
Element 2.1.3 Effective hygiene practices are promoted and implemented.
Element 2.1.4 Steps are taken to control the spread of infectious diseases and to manage injuries and illness, in accordance with recognised
guidelines.
Standard 2.2 Healthy eating and physical activity are embedded in the program for children.
Element 2.2.1 Healthy eating is promoted and food and drinks provided by the service are nutritious and appropriate for each child.
Element 2.2.2 Physical activity is promoted through planned and spontaneous experiences and is appropriate for each child.
Standard 2.3 Each child is protected.
Element 2.3.1 Children are adequately supervised at all times.
Element 2.3.2 Every reasonable precaution is taken to protect children from harm and any hazard likely to cause injury.
Element 2.3.3 Plans to effectively manage incidents and emergencies are developed in consultation with relevant authorities, practised and
implemented.
Element 2.3.4 Educators, co-ordinators and staff members are aware of their roles and responsibilities to respond to every child at risk of abuse or
neglect.
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Quality Area 2: Related sections of the National Law and National Regulations
Standard/element National Law (section) and National Regulations (regulation)
2.1.2, 2.3.1, 2.3.2 section 165 Offence to inadequately supervise children
2.3.2 section 167 Offence relating to protection of children from harm and hazards
2.1.3, 2.1.4, 2.2.1 regulation 77 Health, hygiene and safe food practices
2.2.1 regulation 78 Food and beverages
2.2.1 regulation 79 Service providing food and beverages
2.2.1 regulation 80 Weekly menu
2.1.2 regulation 81 Sleep and rest
2.3.2 regulation 82 Tobacco, drug and alcohol free environment
2.3.2 regulation 83 Staff members and family day care educators not to be affected by alcohol or drugs
2.3.4 regulation 84 Awareness of child protection law
2.1.4, 2.3.3, 2.3.4 regulation 85 Incident, injury, trauma and illness policies and procedures
2.1.4, 2.3.3, 2.3.4 regulation 86 Notification to parents of incident, injury, trauma and illness
2.1.4, 2.3.3, 2.3.4 regulation 87 Incident, injury, trauma and illness record
2.1.4 regulation 88 Infectious diseases
2.1.4 regulation 89 First aid kits
Standard/element National Law (section) and National Regulations (regulation)
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2.1.1, 2.1.4, 2.3.2 regulation 90 Medical conditions policy
2.1.1, 2.1.4, 2.3.2 regulation 91 Medical conditions policy to be provided to parents
2.1.1, 2.1.4 regulation 92 Medication record
2.1.1, 2.1.4 regulation 93 Administration of medication
2.1.1, 2.1.4 regulation 94 Exception to authorisation requirement—anaphylaxis or asthma emergency
2.1.1, 2.1.4 regulation 95 Procedure for administration of medication
2.1.1, 2.1.4 regulation 96 Self-administration of medication
2.3.3 regulation 97 Emergency and evacuation procedures
2.3.3 regulation 98 Telephone or other communication equipment
2.3.2 regulation 99 Children leaving the education and care premises
2.3.1, 2.3.2 regulation 100 Risk assessment must be conducted before excursion
2.3.1, 2.3.2 regulation 101 Conduct of risk assessment for excursion
2.3.1, 2.3.2 regulation 102 Authorisation for excursions
Related requirements
2.3.3 regulation 160 Child enrolment records to be kept by approved provider and family day care educator
2.1.1, 2.3.2, 2.3.3 regulation 161 Authorisations to be kept in enrolment record
2.1.1, 2.1.4, 2.3.2,
2.3.3
regulation 162 Health information to be kept in enrolment record
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2.1.1, 2.1.3, 2.1.4,
2.2.1, 2.3
regulation 168 Education and care service must have policies and procedures
2.1.3, 2.2.1, 2.3 regulation 168(2)(a) Policies and procedures are required in relation to health and safety, including matters relating to:
(i) nutrition, food and beverages, dietary requirements; and
(ii) sun protection; and
(iii) water safety, including safety during any water based activities; and
(iv) the administration of first aid
2.1.4, 2.3.3 regulation 168(2)(b) Policies and procedures are required in relation to incident, injury, trauma and illness procedures complying with regulation
85
2.1.4 regulation 168(2)(c) Policies and procedures are required in relation to dealing with infectious diseases, including procedures
complying with regulation 88
2.1.1, 2.3.3 regulation 168(2)(d) Policies and procedures are required in relation to dealing with medical conditions in children, including the matters set out
in regulation 90
2.3.3 regulation 168(2)(e) Policies and procedures are required in relation to emergency and evacuation, including the matters set out in regulation
97
2.3.2 regulation 168(2)(g) Policies and procedures are required in relation to excursions, including procedures complying with regulations 100 -102
2.3 regulation 168(2)(h) Policies and procedures are required in relation to providing a child-safe environment
2.1.1, 2.1.4, 2.3.3,
2.3.4
regulation 177 Prescribed enrolment and other documents to be kept by approved provider:
(1)(b) an incident, injury, trauma and illness record as set out in regulation 87
(1)(c) a medication record as set out in regulation 92
2.1.1, 2.1.4, 2.3.3,
2.3.4
regulation 178 Prescribed enrolment and other documents to be kept by family day care educator:
(1)(b) an incident, injury, trauma and illness record as set out in regulation 87
(1)(c) a medication record as set out in regulation 92
Quality Improvement Plan for Q2
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Summary of strengths for QA2
Strengths
[Strengths
2.1.1
2.1.2
2.1.3
2.2.1
2.2.2
Each child’s health needs are supported:
All children requiring health care plans have their plan displayed in the staff kitchen for easy access. All medications, accidents and incidents are
recorded and
signed by families and staff. BELS updated training for all staff, first aid administration and notification to family
Children’s routines are closely followed to that of the home routine. Information is shared through the staff communication book and conversations.
Discussions
with family support any changes to routines for children.
Hygiene practices are practiced at the site supporting all children with self -help skills. Visual cues provided to support all children. Regular supervised
hand
washing routines, posters, notices, tissue boxes easily accessed and toys disinfected after use.
Steps are taken to control the spread of diseases and illness: Children stay home if sick, parents are notified, reference to health guidelines. Parents
are notified
and children are collected from the centre when unwell to limit the spread of illnesses and diseases in accordance with policy and guidelines.
Paid cleaning contract nightly.
Head lice notices, pamphlets, dental care information, first aid kit regularly checked and replenished
Record accidents, verbal consultation with staff and written / verbal notification to parents (maybe collect child)
Asthma and training anaphylaxis training current
Support all children needing a sleep to have access to a quiet space for sleep.
Regularly promote and educated children and families about healthy food options.
As a lunch box centre we liaise with the Southern Fleurieu Health service in regard to healthy food options for families with the dietician and regularly
refer to right
Bite information.
Spontaneous within the program.
Water is provided for children at all times and children are encouraged to drink regularly with their own drink bottles.
OPAL- local Alexandrina council- promoting physical health and healthy life styles. Outdoor construction set.
School sports day.
School playground.
Outdoor play environment.
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Key improvements sought for QA2
Standard/element
[2.1.2]
Continue to promote safe practices within the new site.
Identified issue Regular reviews of the new centre and play space to ensure safety for children.
Risk assessments are documented when required to ensure safety for children and staff.
Review policies to meet the needs of the new site]
Standard/element
[number]
Children are adequately supervised at all times with a focus on safety for all children in an integrated paly space.
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Identified issue Constantly being aware of child supervision within an integrated play environment. The play environment is available for all
children from
the ages of 0-6. Ensuring safety for all ages and appropriate developmental levels are catered for.
Continue to develop the staff culture of a truly integrated service where all staff are caring, educating and supervising all children
within the
play environment.
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Standard/
element
What outcome or goal do
we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure By when? Progress notes
2.1.2 Continue to promote safe practices
within the site.
M Regular reviews of the
centre and play space
to
ensure safety for staff
and children.
Risk assessments are
documented when
required to ensure
safety
for children and staff.
Review policies to meet
the needs of the site.
Policy, procedures and
practices.
Accident and illness records.
Staff meeting minutes.
OH&S plan
Risk assessments
Reporting to Governing
Council
monthly
Monthly Policy review day
planned.
Process of updating all
policies to meet the
needs
of the centre.
2.3.2 Constantly being aware of child
supervision within an integrated
play environment.
L Continue to develop the
staff culture of a truly
integrated service
where
all staff are supervising
all
children within the play
environment.
Staff meeting minutes and
team
meeting minutes.
Staff presentations.
Accident record data
Within 2025 Discussion in team
leaders
meeting and staff
meetings monthly.
Ongoing through
observations and
reminders of staff during
everyday practices.
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When possible and
required, have 2 staff
outdoors.
Improvement Plan
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Quality Area 3: Physical environment
This quality area of the National Quality Standard focuses on the physical environment and ensuring that it is safe, suitable and provides a rich and diverse range of
experiences that promote children’s learning and development.
Quality Area 3: Standards and elements
Standard 3.1 The design and location of the premises is appropriate for the operation of a service.
Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.
Element 3.1.2 Premises, furniture and equipment are safe, clean and well maintained.
Element 3.1.3 Facilities are designed or adapted to ensure access and participation by every child in the service and to allow flexible use, and
interaction between indoor and outdoor space.
Standard 3.2 The environment is inclusive, promotes competence, independent exploration and learning through play.
Element 3.2.1 Outdoor and indoor spaces are designed and organised to engage every child in quality experiences in both built and natural
environments.
Element 3.2.2 Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of
the program and allow for multiple uses.
Standard 3.3 The service takes an active role in caring for its environment and contributes to a sustainable future.
Element 3.3.1 Sustainable practices are embedded in service operations.
Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.
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Quality Area 3: Related sections of the National Law and National Regulations
Standard/element National Law (section) and National Regulations (regulation)
3.1.2 regulation 103 Premises, furniture and equipment to be safe, clean and in good repair
3.1.1 regulation 104 Fencing and security
3.2.2 regulation 105 Furniture, materials and equipment
3.1.1 regulation 106 Laundry and hygiene facilities
3.1.1 regulation 107 Space requirements—indoor
3.1.1 regulation 108 Space requirements—outdoor space
3.1.1 regulation 109 Toilet and hygiene facilities
3.1.1 regulation 110 Ventilation and natural light
3.1.1 regulation 111 Administrative space
3.1.1 regulation 112 Nappy change facilities
3.2.1 regulation 113 Outdoor space—natural environment
3.1.1 regulation 114 Outdoor space—shade
3.1.3 regulation 115 Premises designed to facilitate supervision
3.1.2 regulation 116 Assessments of family day care residences and approved family day care venues
3.1.1 regulation 117 Glass (additional requirement for family day care
Related requirements
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Part 3 of the National Law: Service Approval
regulation 25 Additional information about proposed education and care service premises
Regulations 41-45 Service waiver and temporary waiver
Quality Improvement Plan for QA 3
Summary of strengths for QA3
Strengths
3.1
3.1.1
3.1.2
3.1.3
3.1.4
3.2
3.2.2
Strengths
The design and location of the premises is appropriate for the operation of a service.
We have a new centre. Construction was completed September 2015. All furnishings are new and the outdoor environment has a focus on natural.
Monthly yard checks are carried out and issues are dealt with promptly.
Clean and disinfect toys and equipment after use and discard all broken items.
Children able to access both inside and outside play environments with staff ensuring supervision of all play areas.
Play environment is kept clean and tidy.
Balance of natural and built environment within the program. Strong focus on enquiry based learning.
Environment is flexible and can be rearranged to stimulate new and exciting spaces for learning.
Both open ended and structured play resources available for children to explore and learn.
Adequate fencing and double gate entry for extra security to preschool
Children are able to independently access toilet / bathroom facilities at all times
Wheelchair access through gates and the toilet area, wide entrances and easy access in and between the out and indoor areas.
The environment is inclusive, promotes competence, independent exploration and learning through play
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Resources, materials and equipment are sufficient in number, organised in ways that ensure appropriate and effective implementation of the program
and allow
For multiple uses.
Key improvements sought for QA3
Standard/element
[number]
Element 3.1.1 Outdoor and indoor spaces, buildings, furniture, equipment, facilities and resources are suitable for their purpose.
Adequate outdoor shade ie” trees and verandah
Standard/element
[number]
Element 3.3.2 Children are supported to become environmentally responsible and show respect for the environment.
Identified issue [Briefly summarise the issue identified during the self-assessment process, then complete the improvement planning table on the
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next page. Delete rows not required.]
Standard/element
[number]
[Include the element number (left) and description from QA3 table]
Identified issue Development of the natural play space outside of the centre fence for the purpose of extending the learning environment for all
children.
Extend community development space to incorporate natural play environment.
]
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Standard/
element
What outcome or goal do
we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure By when? Progress notes
3.3.1 Adequate outdoor shade with trees
and verandah.
M Trees are being established
and watering systems are
in
place.
Purchase temporary shade
structures for the paved
areas.
Requested quote for shade
structures over paved
areas.
The construction of shade
structures in 2017
End 2023 Trees becoming
established.
Approached
Facilities for
quotes
on shade
structures
end 2016.
Awaiting
quotes.
Included in 2017
budget.
Re emailed
facilities
Feb 2017 to find
out
where quotes are
at.
Develop an out-door play space
within the community area with a
focus on natural environments.
Building respect for the natural
L Plans and meetings
regarding
the development.
Inclusion of current trees in
the building area to be
incorporated in the new
Before and after photos
Construction of the nature
garden with the support of
End 2023 Fencing for this
area completed
middle 2016.
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environment to sustain the new
outdoor play space.
play
environment.
Work in collaboration with
the RAMS group to achieve
this.
community Each Tuesday
afternoon set
aside
for this project.
Improvement plan
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Quality Area 4: Staffing arrangements
This quality area of the National Quality Standard focuses on the provision of qualified and experienced educators, co-ordinators and nominated and experienced
supervisors who are able to develop warm, respectful relationships with children, create safe and predictable environments and encourage children’s active engagement
in the learning program.
Quality Area 4: Standards and elements
Standard 4.1 Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
Element 4.1.1 Educator-to-child ratios and qualification requirements are maintained at all times.
Standard 4.2 Educators, co-ordinators and staff members are respectful and ethical.
Element 4.2.1 Professional standards guide practice, interactions and relationships.
Element 4.2.2 Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further
develop their skills, to improve practice and relationships.
Element 4.2.3 Interactions convey mutual respect, equity and recognition of each other’s strengths and skills.
Quality Area 4: Related sections of the National Law and National Regulations
Standard/element National Law (section) and National Regulations (regulation)
4.1 regulation 169 Offence relating to staffing arrangements
4.1 regulation 118 Educational leader
4.1 regulations 119–120 Age and supervision requirements
4.1 regulations 121–124 Minimum number of educators required
Standard/element National Law (section) and National Regulations (regulation)
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4.1 regulations 125–128 Educational qualifications for educators
4.1 regulations 129–135 Requirements for educators who are early childhood teachers
4.1 regulation 136 First aid qualifications
4.1 regulations 137–143 Approval and determination of qualifications
4.1 regulation 144 Family day care educator assistant
4.1 regulations 145–15 Staff and educator records—centre-based services
4.1 regulation 153 Register of family day care educators
4.1 regulation 154 Record of staff, family day care coordinators and family day care educator assistants
Related requirements
4.1 section 161 Offence to operate education and care service without nominated supervisor
4.1 section 162 Offence to operate education and care service unless responsible person is present
4.1 section 163 Offence relating to appointment or engagement of family day care coordinators
4.1 regulations 46–54 Supervisor certificates
4.2 regulation 55 Quality improvement plans
4.1 regulation 168(2)(i) Policies and procedures are required in relation to staffing including a code of conduct for staff members; determining the
responsible person present at the service and the participation of volunteers and students on practicum placements.
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Quality Improvement Plan for QA4
Summary of strengths for QA4
Strengths
4.1
4.2
4.2.1
4.2.2
4.2.3
4.3.2
Staffing arrangements enhance children’s learning and development and ensure their safety and wellbeing.
Indoor and outdoor free play programme, well staffed: support staff, small groups, 1:1, clusters
Established, experienced team supporting children’s wellbeing, health and safety and learning 2-3 Qualified teaching staff on the floor for 7.15 per
day.
Educator-to-child ratios and qualification requirements are maintained at all times. -all staff have current first aid qualifications
Staff and educator records are maintained and kept in Directors office.
Work experience / TAFE placements are signed by family, school and preschool and kept on site
NQA approvals for site teaching staff
Professional standards guide practice, interactions and relationships.
Demonstrate awareness, knowledge and skills to provide an environment where diversity and difference is acknowledged
Educators, co-ordinators and staff members are respectful and ethical.
Educators, co-ordinators and staff members work collaboratively and affirm, challenge, support and learn from each other to further develop their
skills, to
Improve practice and relationships. We work as a team, interchange roles to support each other and respect different perspectives and interests. We
recognise,
Affirm certain skills for staff, roles, tasks, recognition of each other’s strengths and skills through staff communities of learnig and ongoing training and
Development.
Individual development plans are in place to support performance improvement
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Focus on community and through the use of the RRR scales staff are very aware about the importance of building relationships with parents and
children.
The centre has been slowly developing a strong respectful culture between staff and this is an ongoing process. There has been some reflection and
discussion
About the centre’s code of ethics and the Staff professionalism policy. Staff have begun to develop a solid culture of relationships , tolerance and
acceptance.
Multiple forms of communication.
Recognition of others achievements as well as challenges.
Awareness of grievance procedures.
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Key improvements sought for QA4
Standard/element
[number]
Element 4.2.2
Identified issue Educators, team leaders, leaders work collaboratively , challenge, support and learn from each other to further develop their
skills to improve practice and relationships
Standard/element
[number]
Standard/element 4.2.3
Identified issue Individual development plans are in place to support performance improvement
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Improvement plan
Standard/
element
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure By when? Progress notes
4.2.2 Educators, team leaders,
leaders work
collaboratively,
challenge, support and
learn from each other to
further develop their
skills to improve practice
and relationships.
H Protocol presentation using
the reflective question.
Measured using RRR
scales-
active learning
environments.
Staff and team meetings.
Reflective team meetings
2-3
per term.
RRR data
Community development
data.
Centre data from family
events.
Parent surveys.
ECD DIAF Self review
process
Feeback from staff re
reflective time.
End 2022 Throughout 2022-end 2024
staff
have researched the reflective
question: What does literacy /
numeracy learning through
play
look like for the children I your
care?
2025What does learning
through
play look like for you as an
educator and for children in
your
care.
Staff meeting to introduce 2025
plans and provide initial
information. Closure day to
review philosophy statement
and
introduce the ideas for 2025
presentations and PDP goals.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Quality Area 5: Relationships with children
This quality area of the National Quality Standard focuses on relationships with children being responsive, respectful and promoting children’s
sense of security and belonging. Relationships of this kind free children to explore the environment and engage in play and learning
Quality Area 5: Standards and elements
Standard 5.1 Respectful and equitable relationships are developed and maintained with each child.
Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships.
Element 5.1.2 Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.
Element 5.1.3 Each child is supported to feel secure, confident and included.
Standard 5.2 Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.
Element 5.2.2 Each child is supported to manage their own behaviour, respond appropriately to the behaviour of others and communicate effectively
to resolve conflicts.
Element 5.2.3 The dignity and the rights of every child are maintained at all times.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Quality Area 5: Related sections of the National Law and National Regulations
Standa
rd/
element
National Law (section) and National Regulations (regulation)
5.2 section 166 Offence to use inappropriate discipline
5.1, 5.2 regulation 155 Interactions with children
5.2 regulation 156 Relationships in groups
Related requirements
5.1, 5.2 regulation 73 Educational program
5.1, 5.2 regulation 74 Documenting of child assessments or evaluations for delivery of educational program
5.1, 5.2 regulation 162(2)(j) Policies and procedures are required in relation to interactions with children, including the matters set out in regulations
155 and 156
Quality Improvement Plan for QA5
Summary of strengths for QA5
Strengths
5.1
5.1.1
5.1.2
5.2
Respectful and equitable relationships are developed and maintained with each child.
The staff team develop and maintain relationships with the children, families and siblings and interactions with each child are warm, responsive and
build trusting
relationships
Every child is able to engage with educators in meaningful, open interactions that support the acquisition of skills for life and learning.
We plan to engage so that interactions support the children to gain and develop skills and learning
We encourage and extend children to support acquisition of skills
Assessments and progress are recorded, appointments are made with families
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

5.2.1
5.2.2
5.2.3
Educational programme: using BBB and children’s interests, developmental levels
Each child is supported to build and maintain sensitive and responsive relationships with other children and adults.
We work through conflict resolution strategies with the children with discussions about respecting children’s right of refusal
Staff model empathy, praise empathy when displayed by peers
Key improvements sought for QA5
Standard/element
[number]
[number]
Element 5.1.1 Interactions with each child are warm, responsive and build trusting relationships.
Identified issue Continue to build strong meaningful and trusting relationships between staff/families /children with a focus on new families.
Standard/element
[number]
Element 5.2.1 Each child is supported to work with, learn from and help others through collaborative learning opportunities.
Identified issue Continue with strengthening staff understanding of children’s development and wellbeing.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Standard/
element
What outcome or goal
do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure By when? Progress notes
5.1.1 Interactions with each
child are warm,
responsive and build
trusting relationships.
M Reflective practice for all
staff- looking at the staffs
role and how they impact
on children and learning.
Reflective practice
feedback and minutes.
Changes within the staff
teams.
Planned meetings for each
childcare staff team.
Weekly Preschool staff
meetings.
T&D planning to include
goal setting for individual
staff to implement change
in 2025 in their own
practice to be monitored
through PDP’s.
PDP days have been set
for beginning 29 th March
to
9th May.
Improvement plan
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Quality Area 6: Collaborative partnerships with families and communities
This quality area of the National Quality Standard focuses on collaborative relationships with families that are fundamental to achieving quality outcomes for children
and community partnerships that are based on active communication, consultation and collaboration.
Quality Area 6: Standards and elements
Standard 6.1 Respectful supportive relationships are developed and maintained.
Element 6.1.1 There is an effective enrolment and orientation process for families.
Element 6.1.2 Families have opportunities to be involved in the service and contribute to service decisions.
Element 6.1.3 Current information about the service is available to families
Standard 6.2 Families are supported in their parenting role and their values and beliefs about child rearing are respected.
Element 6.2.1 The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing.
Element 6.2.2 Current information is available to families about community services and resources to support parenting and family wellbeing.
Standard 6.3 The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.
Element 6.3.1 Links with relevant community and support agencies are established and maintained.
Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.
Element 6.3.3 Access to inclusion and support assistance is facilitated.
Element 6.3.4 The service builds relationships and engages with their local community.
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Quality Area 6: Related sections of the National Law and National Regulations
Standard/element National Law (section) and National Regulations (regulation)
6.1, 6.2, 6.3 regulation 157 Access for parents
Related requirements
6.1, 6.2 section 172 Offence to fail to display prescribed information
6.1, 6.2, 6.3 section 175 Offence relating to requirement to keep enrolment and other documents
6.1, 6.2, 6.3 regulation 73 Educational programs
6.1, 6.2, 6.3 regulation 74 Documenting of child assessments or evaluations for delivery of educational program
6.1, 6.2, 6.3 regulation 75 Information about the educational program to be kept available
6.1, 6.2, 6.3 regulation 76 Information about educational program to be given to parents
6.1, 6.2, 6.3 regulation 80 Weekly menu
6., 6.2, 6.3 regulation 86 Notification to parents of incident, injury, trauma and illness
6.3 regulation 99 Children leaving the education and care service premises
6.3 regulation 102 Authorisation for excursions
6.1, 6.2,6.3 regulation 111 Administrative space (centre-based services)
6.1 regulation 168(2)(k) Policies and procedures are required in relation to enrolment and orientation
6.1, 6.2, 6.3 regulation 171 Policies and procedures to be kept available
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Standard/element National Law (section) and National Regulations (regulation)
6.1, 6.2, 6.3 regulation 172 Notification of change to policies or procedures
6.1, 6.2, 6.3 regulation 173 Prescribed information is to be displayed
6.1 regulation 177 Prescribed enrolment and other documents to be kept by approved provider
6.1 regulation 178 Prescribed enrolment and other documents to be kept by family day care educator
6.1, 6.2, 6.3 regulation 181 Confidentiality of records kept by approved provider
6.1, 6.2, 6.3 regulation 182 Confidentiality of records kept by family day care educator
6.1, 6.2, 6.3 regulation 183 Storage of records and other documents
Quality Improvement Plan for QA6
Summary of strengths for QA6
Strengths
6.1
6.1.2
6.2.1
6.2.2
6.3
6.3.2
Respectful supportive relationships are developed and maintained.
Enrolment form with information package. The enrolment process and sessions are flexible to suit family needs and support the child’s wellbeing.
Enrolments are stored in a secure cabinet, locked office and monitored site
To Listen and Respond appropriately to families and the Community
Families have opportunities to be involved in the service and contribute to service decisions.
Families are made aware of and encouraged to attend Governing Council Meetings (all are open)
The expertise of families is recognised and they share in decision making about their child’s learning and wellbeing. -invite families to be part of the
programme,
eg cooking, service providers
Parent survey information is acted upon and outstanding issues are addressed
Informal discussion with families about the learning and wellbeing of the children
Community services are available to families to support parenting, families at risk, child development and family wellbeing
Parenting courses are provided and advertised at the centre and in the wider community.
The service collaborates with other organisations and service providers to enhance children’s learning and wellbeing.
Community services and CAFHS services operate weekly at the centre.
Arrange for termly CAYHS visits in our consultation room.]
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Key improvements sought for QA6
Standard/element
[number]
ELement 6.3.1 Links with relevant community and support agencies are established and maintained.
Identified issue Continue to work in collaboration with the CDC to work with community to provide what community needs and wants.
Standard/element
[number]
Element 6.3.2 Continuity of learning and transitions for each child are supported by sharing relevant information and clarifying responsibilities.
Identified issue Continuity of learning and transitions are supported by sharing relevant information and clarifying responsibilities.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Improvement plan
Standard/
element
What outcome or goal
do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure By when? Progress notes
6.3.1 Continue to work in
collaboration with the
Community team to work
with community to meet
community need
H Plan and program with the
Community leaders team to
provide quality services to
our
community.
Work in collaboration with
other services within our
local
community to provide for
families with children 0-8.
Collaborate with local
schools
to support families in our
local
community.
Parent questionnaires and
feedback to monitor
services
provided for families.
Enrolment and booking
records.
Termly overviews of what is
available at the site to
support
community development.
Minutes of all meetings
attended with other service
providers.
Data and photos from
parent
events.
Planned meetings as a
leadership group monthly.
Ongoing Community team planning
day Friday 3rd January.
Term overview available
for staff and families.
Feedback information
being provided to service
users.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Quality Area 7: Leadership and service management
This quality area of the National Quality Standard focuses on effective leadership and management of the service that contributes to quality
environments for children’s learning and development. Well-documented policies and procedures, well-maintained records, shared values, clear
direction and reflective practices enable the service to function as a learning community. An ongoing cycle of planning and review, including
engagement with families, creates the climate for continuous improvement.
Quality Area 7: Standards and elements
Standard 7.1 Effective leadership promotes a positive organisational culture and builds a professional learning community.
Element 7.1.1 Appropriate governance arrangements are in place to manage the service.
Element 7.1.2 The induction of educators, co-ordinators and staff members is comprehensive.
Element 7.1.3 Every effort is made to promote continuity of educators and co-ordinators at the service.
Element 7.1.4 Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and
ensures the establishment of clear goals and expectations for teaching and learning.
Element 7.1.5 Adults working with children and those engaged in management of the service or residing on the premises are fit and proper.
Standard 7.2 There is a commitment to continuous improvement.
Element 7.2.1 A statement of philosophy is developed and guides all aspects of the service’s operations.
Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support
performance improvement.
Element 7.2.3 An effective self-assessment and quality improvement process is in place.
Standard 7.3 Administrative systems enable the effective management of a quality service.
Element 7.3.1 Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in
accordance with legislative requirements.
Element 7.3.2 Administrative systems are established and maintained to ensure the effective operation of the service.
Element 7.3.3 The Regulatory Authority is notified of any relevant changes to the operation of the service, of serious incidents and any complaints
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

which allege a breach of legislation.
Element 7.3.4 Processes are in place to ensure that all grievances and complaints are addressed, investigated fairly and documented in a timely
manner.
Element 7.3.5 Service practices are based on effectively documented policies and procedures that are available at the service and reviewed regularly.
Quality Area 7: Related sections of the National Law and National Regulations
Standard/element National Law (section) and National Regulations (regulation)
7.1.5 section 12 Applicant must be fit and proper person (provider approvals)
7.1.5 section 13 Matters to be taken into account in assessing whether a fit and proper person (provider approvals)
7.1.5 section 21 Reassessment of fitness and propriety (provider approvals)
7.1.5 section 109 Matters to be taken into account in assessing whether fit and proper person
7.3.1 regulations 158-162 Attendance and enrolment records
7.1.5 regulation 163 Residents at family day care residence and family day care educator assistants to be fit and proper persons
7.1.5 regulation 164 Requirement for notice of new persons at residence
7.3.1 regulation 167 Record of service’s compliance
7.1.1, 7.3.1, 7.3.4,
7.3.5
regulations 168-172 Policies and procedures
7.3.1 regulations 173-176 Information and record-keeping requirements
7.3.1 Regulations 177-180 Prescribed records
7.1.1 regulations 181–-184 Confidentiality and storage of records
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Related requirements
7.1.5 regulation 14 Application for provider approval by individual
7.1.5 regulation 15 Application for provider approval by person other than an individual
7.1.5 regulation 16 Matters relating to criminal history
7.2.3 regulation 31 Condition on service approval - Quality improvement plan
7.1.5 regulation 46 Application for supervisor certificate
7.2.1, 7.2.3 regulations 55-56 Quality improvement plans
Quality Improvement Plan for QA7
Summary of Strengths
Strengths
7.1
7.1.3
7.1.4
7.1.5
7.2.1
Effective leadership promotes a positive organisational culture and builds a professional learning community
Appropriate governance through regular governing council management meetings occur.
Training and development of staff with clear expectations, encouragement, support for staff, sharing information and skills
Every effort is made to promote continuity of educators and co-ordinators at the service. -established, stable team who work well together
Families have indicated their interest and plans to continue at the preschool
Provision is made to ensure a suitably qualified and experienced educator or co-ordinator leads the development of the curriculum and ensures the
establishment
Of clear goals and expectations for teaching and learning.
Parent survey results have indicated support for what is happening in the preschool
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

7.2.2
7.3
7.3.1
All staff have satisfied requirements relating to criminal history, qualifications, supervisor certificates
A statement of philosophy is developed and guides all aspects of the service’s operations.
The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support performance
improvement.
Administrative systems enable the effective management of a quality service.
Local site specific, DECD regional and State systems are in place and enable the effective operation of the service.
Records and information are stored appropriately to ensure confidentiality, are available from the service and are maintained in accordance with
legislative
Requirements.
Service’s compliance records are up to date and administered and are kept in locked filing cabinet, locked office, security monitored preschool
records are
Archived in an orderly, proper system according to guidelines
Preschool pays for the services of a qualified finance officer for BAS, cheques, account reconciliation / balances
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Key improvements sought for QA7
Standard/element
[number]
Element 7.2.2 The performance of educators, co-ordinators and staff members is evaluated and individual development plans are in place to support
performance improvement.
Identified issue Building a professional learning community.
Qualified and experienced educators lead the curriculum.
Standard/element
[number]
Element 7.2.3 An effective self-assessment and quality improvement process is in place.
Identified issue There is a commitment to continuous improvement.
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FOUR – Guide to Developing a Quality Improvement Plan, Appendix 2: Quality Improvement Plan Template

Improvement plan
Standard/
element
What outcome or
goal do we seek?
Priority
(L/M/H)
How will we get this
outcome? (Steps)
Success measure By when? Progress notes
7.1.4 Building a professional
learning community.
Qualified and
experienced educators
lead the curriculum.
H Reflective question:
research
and presentation at staff
meeting with focus on
play.
Presentation to coincide
with
family nights.
Discussion at staff
meetings.
Allowing time for
professional and reflective
discussion at staff
meetings.
Linking with other sites to
share practice.
Continue to work with the
new partnership and share
information with centre
staff.
Support the partnership
priorities.
Staff meeting minutes.
Programming and planning
processes.
Data collected of children’s
learning and the evidence
of
how staff plan and
program
from children’s interests.
End 2025 2024 the focus was numeracy.
Presentations were with staff at
staff meetings.
2025- Presentations will be
linked to learning through play
training and development
closure day. The presentations
will be to families and staff.
Link a community leader to
each staff team to work
together on the presentations
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