Session+4+Self+Assessment

GOULBURN SELF ASSESSMENTS

Standard 1.1 By Kathryn & Anna

Strengths -Good at observing children and following up on their interests and needs -Communicating with children on their input and extending on it - Giving all families opportunities to contribute to the program and ensuring staff follow through, observations go home with families - We have parent interviews, books to comment in, philosophy and policy reviews, verbal input, general chats and a program involving a toy going home with families on a weekly basis - All staff know and use the EYLF in their practice, staff reference the EYLF in their obs and programming to help become a part of everyday use - We observe and listen to the children and communicate with families and work together with them. - We have parent input, verbal communication, a toy going home with families, enrollment form -Babies are met by familiar educators, follow individual routines, same programming as older children- to an appropriate level, close staff interactions, staff are aware of their cues and develop trusting relationships - EYLF wall for families to see what we do relating to learning outcomes -Homemade books about each child using the outcomes - Artwork is related to an outcome when hung on the wall Areas of Growth -Relating the EYLF to families in communications as well as in documentation -For educators to continue to develop confidence and knowledge in the EYLF and how it relates to practice

Standard 2.1 Each child's health is promoted By Sarah

Strengths -Specific questions re health to be answered on enrollment/ moving room- anecdotal items recorded -If children have specific health requirements they the have action plans that is read and signed off by educators -Allergies/ intolerences dis ayes in rooms, kitchen and office -Training for specific conditions eg Diabetes is sought and provided with compulsory staff attendance -Child well being officer- organizational position eg compulsory anaphylaxis training -Learning and development is planned through SDN in the areas of food safety and hygiene -Policies reviewed annually inline with current research on best practice -Educators monitor each others practice, informally and formally -Immunisations are entered into Qikkids and reviewed quarterly. Diary entries are made for due dates of Immunisations and parents are contacted -Families are provided with a copy of exclusion guidelines from the Infection control policy on enrollment -Notes are placed on front door if there is an outbreak of any infectious diseases -Individual records regarding sleeping and toiletting for children in the 0-3 yes room and sleep/ rest for 3-5yrs room Areas of Growth - How do we ensure that word of mouth information is ALWAYS recorded and communicated effectively to those who need to know?

Standard 3.2 The environment is inclusive By Kathy

Strengths -Support children's interests and abilities-periods of time in timetable that allow for free choice of activity and the development of pretend play/ meaningful play with an area of interest, flexibility in programme to follow children's interests on the day eg songs, stories, table activities, spontaneous planning -Foster children's capacity... Natural environment, outdoor playtime is an important part of the day, vegetable garden- life cycles of plants, effects of insects, adding books about weather. Physical environment to encourage Chn to explore, free choice, responsive to Chn, open ended materials. Areas of Growth -How to provide opportunities for Chn to be involved in planning and setting up the environment -All levels of capabilities/inclusive practices- we would need to change the physical environment( tables, chairs, space) if a child with differing abilities was enrolled -More thoughtful set ups in the physical environments acting as "invitations to learning/ exploring"

Standard 4.2 Educators, Coordinators and staff have the skills and knowledge to support chn's learning, health, safety and wellbeing. By Jenny

Strengths -Interview process includes EYLF and other relevant processes and these are discussed and reflected upon at a secure/ cluster/ management level -Policies are on a review schedule and this process includes staff, families and management -Acknowledge every families culture as individual and being respectful of their values, choices etc -Building positive relationships with families from the start, through orientation and the information we collect and how we collect it, eg inviting families to meet to discuss their family, culture, expectations -Ensuring that environments are/ experiences are reflective/respectful of families in the service -Management value qualified and experienced staff -Policies promote further education and allow for staff training and opportunities -Continuity in Management structure and staffing Area of Growth -How might our own culture, beliefs and values advantage some Chn and families, yet disadvantage others. Asking staff to reflect on 'what' they teach and 'how' they teach it. How can they be more respectful in their approach to ensure equality of learning/ experience for all children

Standard 5.2

Strengths -Setting of the physical environment to encourage Chn and staff to interact with each other eg small group activities -Through policies, procedures, staff handbook and staff meetings -With parents through enrollment, orientation, family planning sheets and developmental summaries sent out every 6mths to families from these goals are set that guide the programme -Some areas of the room are permanently left as well as other new play experiences. Some activities like mobile may be on display for a while. Routine is flexible and spontaneous depending on children's needs -Teach and model to children how to talk to each other. Talk and discuss with children how they feel about being spoken to-positive and negative -Using visuals to assist children to understand what is expected of them in certain play areas. Areas of Growth -Look at different and creative ways that staff can communicate with the children and families, in relation to respect, quity and fairness.

Standard 6.1 Respectful supportive relationships with families are developed and maintained.

Strengths -Display family photo's on our welcome board, invitations to social events- meet and greet morning tea, open door policy -welcoming birthday celebrations/ new siblings -Family information provided "about my family" -Children's books are very important to children that they contain authentic dialogue/ information/ work etc by the children. Families encouraged to reciprocate by adding photo's, stories, family events Areas of Growth -Informal, non threatening parent meetings with guest speakers -Sharing information more regularly? As 3 o'clock in locker room is "happy hour" -Plan for communication with diverse families? What practices would we put in place -Orientation-a formal process is needed

Standard 7.6 Information is exchanged with families on a regular basis By Penny Croker Strengths 1. Families and communications policy 2. Families have the opportunity out the review policies and procedures form 3. Room on the form for any areas of concerns/issues that parents can document if they wish 4. Parents have access to daily staff roster and routines 5. Educators communicate with parents verbally on a daily basis 6. Parents fill out information form relating to their child's interests/ strengths 7. Daily diary of children's events and play experiences are displayed for parents to observe each day 8. Parents are encouraged to fill out "weekend sheet" providing educators with information or learning experiences over the weekend. Eg "something simple like going to the zoo" zoo animals then implemented into the programme for that week or longer if the children are still interested

Areas of Growth Educators can improve by providing simple feedback and documentation on the child's strengths and future goals for each individual child on a regular basis. Parents could also document goals that they would like their child to achieve.